This parent guide supports parents in helping their child at home with the 3rd grade English Language Arts content.
In this lesson, students will research a specific chromebook troubleshooting technique, write a short script, and perform a skit in person or via flip grid to share with the class.
This article discusses how creating Readers Theater scripts from informational text can improve fluency and build comprehension.
The North Carolina Museum of Natural Science created this resource as part of an online workshop series, but you are welcome to use or modify it for your classroom. It includes a video and written directions for creating nature journals and tips for incorporating them into your classroom. For information on taking any the Nature Neighborhood online workshops for CEUs or EE credit, visit: https://naturalsciences.org/learn/educators/online-workshops.
Students learn how to choose effective KEYWORDS for searching online. Finding the right keyword/s to use when doing research is extremely important so that your search is relevant and you don't waste time during the research process.
This resource teaches students how to organize information compiled through research by creating an outline for research topics they are working on.
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.
Per the ReadWriteThink website: In this collaborative inquiry unit, the real gold is the inquiry skills and content area knowledge that students develop. The class works in small groups, each focusing on one aspect of the same big topic, such as the Gold Rush. After skimming related texts, the class brainstorms people, places and things associated with the topic and develops a list of five or six main subtopics. Students then work in small groups to research one of the subtopics, practicing specific research skills as they work. Finally, students choose an activity, such as an oral report, trivia game, or newspaper, to teach what they have learned to the rest of the class. Group accountability and individual responsibility are built in to this lesson process. While this unit uses the Gold Rush as an example, any event or geographical area could be substituted.