Grade 03 ELA - Standard: CC.1.2.3.L
Grade 03 ELA - Standard: CC.1.2.3.L
Continuum of Activities
The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.
This continuum of activities offers:
- Instructional activities designed to be integrated into planned lessons
- Questions/activities that grow in complexity
- Opportunities for differentiation for each student’s level of performance
Related Academic Standards / Eligible Content
Activities
- What are the key words in this passage/chapter?
- How can you tell this is a non-fiction text?
- Based on the title, predict what this passage will be about.
- Summarize the information presented in the diagram.
- Analyze the text to see what text features the author used. Discuss these features and how they help you to read and understand the passage.
- Read the following two passages about the topic. Which passage was easier to read and understand? Explain what the author did that made it this way.
Answer Key/Rubric
- Students should identify the boldfaced/highlighted words in the text.
- Students should explain that the text contains facts about a topic.
- Students should explain what they expect to read about, based on the title of the passage. They should include specific information they would expect to be included in the passage.
- Students will view a diagram and demonstrate comprehension by summarizing the key information shown in the diagram.
- Students will identify and discuss the text features used by the author. They should explain how titles and headings tell what that section of the text is about. They should discuss how important words are made to stand out with bold print or highlighting. They should discuss the importance of any pictures, captions, diagrams, or charts and the information contained in them.
- Students should make a decision about which passage was easier to comprehend. They should list specific examples of what the author did that was effective. They should include examples of text features, text structure, and details that the author used about the topic.
