Students identify words which belong to the same family and understand the concept of an extended word family. The student pages for the activity are in the database as a separate resource.

This resource contains a vocabulary map that can be used to help students understand new vocabulary by thinking about the meaning of words in various ways.

In this module, students consider the guiding question: How do writers capture a reader's imagination? as they take a deep study of the classic tale Peter Pan.

 *To be completed after both reads using share read text “Gray Wolf, Red Fox” in student reading / writing companion - use activity below instead of vocabulary activity on page 136Using Wonders students’ Reading / Writing Companion, students will complete multiple readings of the shared read “Gray Wolf, Red Fox” and gain knowledge about wolves and foxes.  Students will read about how these animals adapt to challenges in their habitat. After multiple reads and activities surrounding the text, students will use the vocabulary and text evidence to complete a three column note sheet.  Using website Quizlet students will create electronic flashcards using information from a three column note sheet.  Students will share their electronic flashcards with a classmate to review terminology prior to completing a Google Form vocabulary quiz.

This cross-curricular lesson combines Social Studies and Language Arts to demonstrate how the study of an historical topic can be developed to make learning nonfiction more exciting, and also improve fluency and comprehension. This project about Benjamin Franklin includes a series of lessons in which the students: 1) read for information from multiple texts, 2) write a script for a Readers Theater play, 3) read for expression and fluency by using their script, 4) enhance their reading with visual arts, and 5) demonstrate dramatic interpretation through role-play. This approach engages students throughout in active participation and collaboration. Included are many supporting resources, such as a read-aloud rubric, an audition sheet, and ideas for student assessment and reflection.

Choose the correct Homophone that completes each sentence to decide which exercise to perform.

Paraphrasing helps students make connections with prior knowledge, demonstrate comprehension, and remember what they have read. Through careful explanation and thorough modeling by the teacher in this lesson, students learn to use paraphrasing to monitor their comprehension and acquire new information. They also realize that if they cannot paraphrase after reading, they need to go back and reread to clarify information. In pairs, students engage in guided practice so that they can learn to use the strategy independently. Students will need prompting and encouragement to use this strategy after the initial instruction is completed. The lesson can be extended to help students prepare to write reports about particular topics.

In this lesson, students will determine the meaning of new words using common Greek and Latin affixes and roots.

This activity for gifted learners might serve as part of a larger poetry unit. Students will take part in close readings of a variety of poems throughout the unit.  In this activity, gifted learners would work individually to close read “Fireflies” by Paul Fleischman.  They will then work to decipher the poem and it’s meaning, resulting in a new “Firefly Job Posting” (created in verse) to complement their knowledge/understanding of the poem.  They will then participate in a “Networking Event for Fireflies” with their peers and listen to others’ “firefly job posting” ideas, share their own ideas, and give/receive feedback regarding their ideas, word choice, metaphors, etc, which will culminate in a “Classified Ad” page for fireflies…. a compilation of the students’ work / poetic reinterpretations of “Fireflies.” This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

In this lesson, students combine vocabulary exploration with word play by planning their own vocabulary parade, modeled on the activities in the text after a read-aloud of the picture book, Miss Alaineus: A Vocabulary Disaster. Students brainstorm a list of vocabulary terms from a recent unit of study and then design concrete ways to illustrate the terms. The presentation of terms can be in the form of a parade, or a video, which might play during parent conferences or open house.

In this lesson, students apply close reading skills they have been building in Lessons 2-5.

In this lesson, students independently apply close reading skills they have been building.

This lesson encourages students' natural curiosity about spiders and builds on their prior knowledge. After a shared reading of Diary of a Spider by Doreen Cronin, students work cooperatively using a strategy called Fact–"Faction"–Fiction to identify what they know, gather information, and create their own multimedia diaries using PowerPoint. Although the topic example used here is spiders, this lesson is easily adaptable to any content area topic.

This lesson teaches students to select personalized vocabulary words based on their interests and aspects of their everyday lives. Students work in groups to discuss and create their own vocabulary word lists and research their meanings. They create a "My World of Words Journal" with definitions and proper usage information and participate in an interactive journal share to receive feedback from their classmates.

This lesson, "Skim, Scan, and Scroll," taken from a research skills unit, is a step towards students completing a written research report. Here, students learn to read informational text, looking for supporting details. After the skills of skimming and scanning printed and electronic texts are modeled by the teacher, students practice the skills on their own.

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 3rd Grade ELA.

This resource accompanies our Rethink 3rd Grade ELA course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.  

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 3rd Grade English Language Arts. 

This lesson encourages students to use common Greek and Latin affixes and roots to deconstruct and construct words. If they learn, for example, that micro means small and scope means see, they can deduce that a microscope is a device that enables an individual to see small objects. The students use the Morpheme Match-Ups handout and the Word Central website to engage in morphemic analysis of familiar and unfamiliar words. This lesson allows teachers to easily substitute their own affixes and roots for each activity.

In this lesson, students will use context to confirm or self-correct word recognition and understanding. Students will be able to use sentence level context to find meaning of words or phrases.