Third grade students will identify and discuss facts and details from expository text and draw conclusions using textual evidence in learning stations.

Students will explore cause and effect relationships by creating different representations of a cause or an effect from a given scenario.

Students will follow the Daily Three structure to engage in mini-lessons regarding author’s purpose, text features, guided reading, work on writing, read to self, and word work. The students will also infer the author’s purpose for writing a book using a book order form.

Students will make inferences using evidence gathered from a collection of objects and a text.

Using previous knowledge of the story elements: characters, setting, problem, and solution, students will determine the key events of a story and logically sequence those events in order to create a retelling.

Students will focus on context clues in a vocabulary lesson.

Students will be able to identify cause and effect relationships using an expository text.

The students will watch the teacher model how to create a summary, and then work in groups to create a summary from an expository text.

The students will read and summarize expository text using a graphic organizer to aid the process.

In learning stations, students use textual evidence and personal schema to make inferences about the structure and elements of poetry, and provide textual evidence to support their understanding.

Students will identify explicit cause and effect relationships using keywords and phrases while reading relevant informational texts aligned with technology and current events.

Students will compare a contemporary version of "The Three Little Pigs" to a traditional version with respect to characters, setting, and plot. In a small group, students will analyze story elements on a t-chart to determine which parts of the stories are the same and which are different.

Students will use the ARMS (add, remove, move, and substitute words and phrases) revision strategy to revise a procedural passage.

Students will explore the informational text structure of sequencing in multiple contexts, as a reader and a writer, in order to improve their comprehension of informational text and their ability to analyze the author’s purpose. They will make connections between sequencing and events in their everyday life and use pictures and time order words to write their own informational text using sequencing.

Students will collaborate and examine a reading passage to determine the topic and main idea of the passage.

Students will apply knowledge of text features to locate information in specific text to help better understand what they are reading.

Students look for meaning in poems using poetry tools and work in groups to identify how parts of poems fit together to give a message. They then independently infer the message from a poem their teacher reads.