junior great books series 3
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Great Books Programs: the Cure for the Common Core
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Junior Great Books Series 3®
Common Core State Standards English Language Arts Correlations
TM
Great Books Programs: The Cure for the Common CoreTM
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Great Books Programs Meet the Common Core State Standards for English Language Arts
See why Great Books programs are the cure for the Common Core!
This booklet details exactly which Common Core standards are addressed through by each activity in Junior Great Books® Series 3. The color-coded key on page 3 shows which pages in the Leader’s Editions meet the standards for every text selection.
Great Books programs provide the essential elements students need to meet and surpass the goals of the Common Core State Standards. Visit www.greatbooks.org/corestandards to view or download “Great Books Programs and the Common Core State Standards.”
Junior Great Books® is a registered trademark of the Great Books Foundation. Shared Inquiry™ is a trademark of the Great Books Foundation.
Copyright © 2012 The Great Books Foundation
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Grade 3
Great Books Leader’s Editions Aligned to Common Core State Standards
Key
RF = Reading: Foundational Skills
RL = Reading: Literature
W = Writing
SL = Speaking & Listening
L = Language
Code Common Core State Standard Leader’s Edition Page(s)
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
14–15, 24–37
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 12–13, 16, 18, 24–37
RF.3.4.a Read on-level text with purpose and understanding. 12–13, 24–37
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
12–13, 24–37
RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
14–15, 26, 33–34
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
8–11, 13, 16, 18
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
14–15, 26, 33–34
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
24–37
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
20
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
20
Series 3, Book One: “The Banza”
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Code Common Core State Standard Leader’s Edition Page(s)
W.3.1.b Provide reasons that support the opinion. 20
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
20
W.3.2.b Develop the topic with facts, definitions, and details. 20
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
20–21
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
20–21
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
8–13, 15–16, 18, 27, 30, 32
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
8–13, 15–16, 18, 27, 30, 32
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in re-spectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
17–18
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
8–13, 16, 18
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 16, 18, 27, 30, 32
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
8–13, 16, 18, 27, 30, 32
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
8–13, 16, 18, 27, 30, 32
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
8–13, 16, 18, 27, 30, 32
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
8–13, 16, 18, 20–21, 27, 30, 32
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
20–21
Series 3, Book One: “The Banza” continued
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Code Common Core State Standard Leader’s Edition Page(s)
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
13–15, 20–21
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
13–15, 26, 33–34
L.3.3.a Use sentence-level context as a clue to the meaning of a word or phrase. 13–15, 26, 33–34
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
7, 14–15
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
8–13, 16, 18, 20–21, 27, 30, 32
Series 3, Book One: “The Banza” continued
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Junior Great Books Series 3, Book One: “The Man Whose Trade Was Tricks”
Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 46–47, 59–69
RF.3.4.a Read on-level text with purpose and understanding. 46–47, 59–69
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
46–47, 59–69
RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
46–49, 59–61, 68
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
42–47, 50, 52
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
26, 33–34, 59–61, 68
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
59-69
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
54
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
54
W.3.1.b Provide reasons that support the opinion. 54–55
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
54
W.3.2.b Develop the topic with facts, definitions, and details. 54
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
54–55
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
46–47
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
54–55
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
42–47, 50, 52, 62, 66, 68
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Code Common Core State Standard Leader’s Edition Page(s)
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
42–47, 50, 52, 62, 66, 68
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
47, 50–53
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
42–47, 50, 52, 62, 66, 68
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 42–47, 50, 52, 62, 66, 68
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
42–47, 50, 52, 62, 66, 68
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
47, 50–53
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
42–47, 50, 52, 62, 66, 68
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
42–47, 50, 52, 54–55, 62, 66, 68
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
42–47, 50, 52, 54–55, 62, 66, 68
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
48–49, 59–61, 68
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 48–49, 59–61, 68
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
41, 48–49
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
42–47, 50, 52, 54–55, 62, 66, 68
Series 3, Book One: “The Man Whose Trade Was Tricks” continued
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Series 3, Book One: “The Fisherman and His Wife”
Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 78–79, 90–103
RF.3.4.a Read on-level text with purpose and understanding. 78, 79
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
78–79
RF.3.4.c Use context to confirm or self-correct word recognition and understand-ing, rereading as necessary.
91–93, 97–99
RL.3.1 Ask and answer questions to demonstrate understanding of a text, refer-ring explicitly to the text as the basis for the answers.
74–79, 82–85
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
91–93, 97–99
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
90-103
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
86
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
86
W.3.1.b Provide reasons that support the opinion. 86
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
86
W.3.2.a Introduce a topic and group related information together; include illus-trations when useful to aiding comprehension.
86
W.3.2.b Develop the topic with facts, definitions, and details. 86
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
86–87
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
78–79
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
86–87
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
74–79, 82–85, 91, 98–99, 102
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Code Common Core State Standard Leader’s Edition Page(s)
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
74–79, 82–85, 91, 98–99, 102
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in re-spectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
xv, 79, 82–85
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
74–79, 82–85, 91, 98–99, 102
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 74–79, 82–85, 91, 98–99, 102
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
74–79, 82–85, 91, 98–99, 102
SL.3.4 Report on a topic or text, tell a story, or recount an experience with ap-propriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
74–79, 82–85, 91, 98–99, 102
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
74–79, 82–85, 91, 98–99, 102
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
74–79, 82–87, 91, 98–99, 102
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
74–79, 82–87, 91, 98–99, 102
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flex-ibly from a range of strategies.
91–93, 97–99
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 91–93, 97–99
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
73, 80
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
74–79, 82–85, 91, 98–99, 102
Series 3, Book One: “The Fisherman and His Wife” continued
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Series 3, Book One: “Ooka and the Honest Thief”
Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 120–121, 132–139
RF.3.4.a Read on-level text with purpose and understanding. 120–121, 132–139
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
120–121, 132–139
RF.3.4.c Use context to confirm or self-correct word recognition and understand-ing, rereading as necessary.
122–123, 132, 136–139
RL.3.1 Ask and answer questions to demonstrate understanding of a text, refer-ring explicitly to the text as the basis for the answers.
116–121, 124, 126
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
132, 136–139
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
132–139
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
128
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
128–129
W.3.1.b Provide reasons that support the opinion. 128
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
128
W.3.2.b Develop the topic with facts, definitions, and details. 128
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
128–129
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
120–121
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
128–129
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Code Common Core State Standard Leader’s Edition Page(s)
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
116–119, 120, 124, 126, 134, 136, 138
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
116–120, 124, 126, 134, 136, 138
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in re-spectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
xv, 121, 124–127
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
116–120, 124, 126, 134, 136, 138
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 116–120, 124, 126, 128, 134, 136, 138
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
116–120, 124, 126, 134, 136, 138
SL.3.4 Report on a topic or text, tell a story, or recount an experience with ap-propriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
116–120, 124, 126, 134, 136, 138
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
116–120, 124, 126, 134, 136, 138
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
116–120, 124, 126, 128–129, 134, 136, 138
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
116–120, 124, 126, 128–129, 134, 136, 138
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flex-ibly from a range of strategies.
122–123, 132, 136–139
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 122–123, 132, 136–139
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
116
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
116–120, 124, 126, 134, 136, 138
Series 3, Book One: “Ooka and the Honest Thief” continued
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Series 3, Book One: “It’s All the Fault of Adam”
Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 146–149, 160–169
RF.3.4.a Read on-level text with purpose and understanding. 146–149, 160–169
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
146, 149, 160–169
RF.3.4.c Use context to confirm or self-correct word recognition and understand-ing, rereading as necessary.
150–151, 161–163, 165
RL.3.1 Ask and answer questions to demonstrate understanding of a text, refer-ring explicitly to the text as the basis for the answers.
144–149, 152, 154, 162, 165, 167
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
150–151, 161–163, 165
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
160-169
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
157
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
148–149
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
144–149, 152, 154, 162, 165, 167
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
144–149, 152, 154, 162, 165, 167
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in re-spectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
xv, 149, 152, 154
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
144–149, 152, 154, 162, 165, 167
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
149, 152–155
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
144–149, 152, 154, 162, 165, 167
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Code Common Core State Standard Leader’s Edition Page(s)
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
144–147, 152
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
144–149, 152, 154, 156–157, 162, 165, 167
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
150–151, 161–163, 165
L.3.3.a Use sentence-level context as a clue to the meaning of a word or phrase. 150–151, 161–163, 165
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
143, 150
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
144–149, 152, 154, 157, 162, 165, 167
Series 3, Book One: “It’s All the Fault of Adam” continued
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Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 178–179, 191–205
RF.3.4.a Read on-level text with purpose and understanding. 178–179, 191–205
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
178–179, 191–205
RF.3.4.c Use context to confirm or self-correct word recognition and understand-ing, rereading as necessary.
180–181, 191–192, 195–196, 199, 202, 205
RL.3.1 Ask and answer questions to demonstrate understanding of a text, refer-ring explicitly to the text as the basis for the answers.
174–179, 182, 184, 191, 202, 204
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
180–181, 191–192, 194–196, 199, 202, 205
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
191–205
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
186
W.3.1.b Provide reasons that support the opinion. 186
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
186
W.3.2.b Develop the topic with facts, definitions, and details. 186
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
186–187
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
178–179
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
186–187
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
174–179, 182, 184, 191, 202, 204
Series 3, Book One: “The Monster Who Grew Small”
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Code Common Core State Standard Leader’s Edition Page(s)
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
174–179, 182, 184, 191, 202, 204
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in re-spectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
xv, 179, 182–186
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
174–179, 182, 184, 191, 202, 204
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 174–179, 182, 184, 191, 202, 204
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
174–179, 182, 184, 191, 202, 204
SL.3.4 Report on a topic or text, tell a story, or recount an experience with ap-propriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
174–179, 182, 184, 191, 202, 204
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
174–179, 182, 184, 191, 202, 204
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
179, 182, 184, 186–187, 191, 202, 204
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
179, 182, 184, 186–187, 191, 202, 204
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
191–192, 195–196, 199, 202, 205
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 180–181, 191–192, 195–196, 199, 202, 205
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
173–174, 180
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
174–179, 182, 184, 191, 202, 204
Series 3, Book One: “The Monster Who Grew Small” continued
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RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 222–223, 235–247
RF.3.4.a Read on-level text with purpose and understanding. 222–223, 235–247
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
222–223, 235–247
RF.3.4.c Use context to confirm or self-correct word recognition and understand-ing, rereading as necessary.
222–225, 235–237, 240, 242, 245
RL.3.1 Ask and answer questions to demonstrate understanding of a text, refer-ring explicitly to the text as the basis for the answers.
218–223, 226, 228, 236, 238, 241
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
222–223, 235–237, 240, 242, 245
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
235-247
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
230–231
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
230–231
W.3.1.b Provide reasons that support the opinion. 230–231
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
230–231
W.3.2.a Introduce a topic and group related information together; include illus-trations when useful to aiding comprehension.
230–231
W.3.2.b Develop the topic with facts, definitions, and details. 230–231
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to de-velop
231
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
230–231
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
222–223
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
230–231
Series 3, Book One: “The Selkie Girl”
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Code Common Core State Standard Leader’s Edition Page(s)
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
218–223, 226, 228, 236, 238, 241
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
218–223, 226, 228, 236, 238, 241
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in re-spectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
xv, 223, 226–229
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
218–223, 226, 228, 236, 238, 241
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 218–223, 226, 228, 236, 238, 241
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
218–223, 226, 228, 236, 238, 241
SL.3.4 Report on a topic or text, tell a story, or recount an experience with ap-propriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
218–223, 226, 228, 236, 241
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
218–223, 226, 228, 236, 238, 241
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
218–223, 226, 228, 236, 238, 241
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
218–223, 226, 228, 236, 238, 241
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
224–225, 235–237, 240, 242, 245
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 224–225, 235–237, 240, 242, 245
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
217, 224
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
218–223, 226, 228, 236, 238, 241
Series 3, Book One: “The Selkie Girl” continued
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Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 256–257, 269–283
RF.3.4.a Read on-level text with purpose and understanding. 256–257, 269–283
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
256–257, 269–283
RF.3.4.c Use context to confirm or self-correct word recognition and understand-ing, rereading as necessary.
256–257, 269–270, 272–273, 275, 277
RL.3.1 Ask and answer questions to demonstrate understanding of a text, refer-ring explicitly to the text as the basis for the answers.
252–257, 260, 262, 270, 274, 282
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
256–257, 269–270, 272–273, 275, 277
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
269–283
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
264–265
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
264–265
W.3.1.b Provide reasons that support the opinion. 264–265
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
264–265
W.3.2.a Introduce a topic and group related information together; include illus-trations when useful to aiding comprehension.
264–265
W.3.2.b Develop the topic with facts, definitions, and details. 264–265
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
265
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
264–265
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
264–265
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
251–257, 260, 262, 270, 274, 282
Series 3, Book One: “The Mushroom Man”
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Series 3, Book One: “The Mushroom Man” continued
Code Common Core State Standard Leader’s Edition Page(s)
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
251–257, 260, 262, 270, 274, 282
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in re-spectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
251–257, 260, 262, 270, 274, 282
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
xv, 252–255, 260–263
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 251–257, 260, 262, 270, 274, 282
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
251–257, 260, 262, 270, 274, 282
SL.3.4 Report on a topic or text, tell a story, or recount an experience with ap-propriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
251–257, 260, 262, 270, 274, 282
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
251–257, 260, 262, 270, 274, 282
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
251–257, 260, 262, 264–265, 270, 274, 282
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
251–257, 260, 262, 264–265, 270, 274, 282
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
258–259, 269–270, 272–273, 275, 277
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 258–259, 269–270, 272–273, 275, 277
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
251–257, 260, 262, 270, 274, 282
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Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 292–293, 305–321
RF.3.4.a Read on-level text with purpose and understanding. 292–293, 305–321
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
292–293, 305–321
RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
294–295, 306–307, 309–310, 312, 315
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
287–293, 296, 298, 306–307, 309–310, 312, 315
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
293
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
294–295, 304, 306–307, 309–310, 312, 315
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
305-321
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
300
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
300
W.3.1.b Provide reasons that support the opinion. 300
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
300
W.3.2.b Develop the topic with facts, definitions, and details. 300
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
300–301
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
300–301
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
288–293, 296, 298, 306–307, 318
Series 3, Book One: “The Princess and the Beggar”
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Code Common Core State Standard Leader’s Edition Page(s)
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
288–293, 296, 298, 306–307, 318
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
xv, 293, 296–299
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
288–293, 296, 298, 306–307, 318
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 288–293, 296, 298, 300, 306–307, 318
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
288–293, 296, 298, 300, 306–307, 318
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
288–293, 296–298, 306–307, 318
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
288–293, 296–298, 306–307, 318
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
288–293, 296, 298, 300–301, 306–307, 318
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
288–293, 296, 298, 300–301, 306–307, 318
L.3.3.a Choose words and phrases for effect. 301
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
294–295, 306–307, 309–310, 312, 315
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 294–295, 306–307, 309–310, 312, 315
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
288–292, 296–299
Series 3, Book One: “The Princess and the Beggar” continued
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Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 330–331, 343–355
RF.3.4.a Read on-level text with purpose and understanding. 330–331, 343–355
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
330–331, 343–355
RF.3.4.c Use context to confirm or self-correct word recognition and understand-ing, rereading as necessary.
330–331, 346, 350, 351, 352
RL.3.1 Ask and answer questions to demonstrate understanding of a text, refer-ring explicitly to the text as the basis for the answers.
325–331, 334, 336, 346, 348, 352
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
332–333, 346, 350, 351, 352
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
343-355
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
338–339
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
338
W.3.1.b Provide reasons that support the opinion. 338–339
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
338–339
W.3.2.b Develop the topic with facts, definitions, and details. 338–339
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
338–339
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
338–339
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
325–331, 334, 336, 346, 348, 352
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
325–331, 334, 336, 346, 348, 352
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in re-spectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
xv, 334, 336, 346, 348, 352
Series 3, Book One: “The Fire on the Mountain”
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Code Common Core State Standard Leader’s Edition Page(s)
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
325–331, 334, 336, 346, 348, 352
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 338
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
325–331, 334, 336, 346, 348, 352
SL.3.4 Report on a topic or text, tell a story, or recount an experience with ap-propriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
325–331, 334, 336, 346, 348, 352
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
325–331, 334, 336, 346, 348, 352
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
325–331, 334, 336, 338–339, 346, 348, 352
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
325–331, 334, 336, 338–339, 346, 348, 352
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
332–333, 346, 350–352
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 332–333, 346, 350–352
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
325–331, 334, 336, 346, 348, 352
Series 3, Book One: “The Fire on the Mountain” continued
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Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 12–13, 25–37
RF.3.4.a Read on-level text with purpose and understanding. 25–37
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
12–13, 25–37
RF.3.4.c Use context to confirm or self-correct word recognition and understand-ing, rereading as necessary.
14–15, 26–28, 32–33, 36, 38
RL.3.1 Ask and answer questions to demonstrate understanding of a text, refer-ring explicitly to the text as the basis for the answers.
10–13, 16, 18, 26, 28, 34, 38
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
20
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
14–15, 26–28, 32–33, 36, 38
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
25–37
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
20
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
20
W.3.1.b Provide reasons that support the opinion. 20
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
20
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
21
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
21
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
20–21
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
10–13, 16, 18, 26, 28, 34, 38
Series 3, Book Two: “The Dream Weaver”
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Code Common Core State Standard Leader’s Edition Page(s)
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
10–13, 16, 18, 26, 28, 34, 38
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in re-spectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
10–13, 16, 18
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
10–13, 16, 18, 26, 28, 34, 38
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 10–13, 16, 18, 26, 28, 34, 38
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
10–13, 16, 18, 26, 28, 34, 38
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
10–13, 16, 18, 26, 28, 34, 38
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
14–15, 26–28, 32–33, 36, 38
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 14–15, 26–28, 32–33, 36, 38
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
14–15, 26–28, 32–33, 36, 38
Series 3, Book Two: “The Dream Weaver” continued
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Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 48–49, 61–75
RF.3.4.a Read on-level text with purpose and understanding. 48–49, 61–75
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
48–49, 61–75
RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
50–51, 63, 65, 69, 70, 72, 74
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
46–49, 52, 54, 65–66, 69, 72
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
46–49, 52, 54, 65–66, 69, 72
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
50–51, 63, 65, 69–70, 72, 74
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
61–75
W.3.2.b Develop the topic with facts, definitions, and details. 56
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
57
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
48–49
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
56–57
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
46–49, 52, 54, 65–66, 69, 72
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
46–49, 52, 54, 65–66, 69, 72
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
xv, 46–49, 52, 54, 65–66, 69, 72
Series 3, Book Two: “Jean Labadie’s Big Black Dog”
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Code Common Core State Standard Leader’s Edition Page(s)
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
46–49, 52, 54, 65–66, 69, 72
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 46–49, 52, 54, 65–66, 69, 72
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
46–49, 52, 54, 65–66, 69, 72
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
46–49, 52, 54, 65–66, 69, 72
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
50–51, 63, 65, 69–70, 72, 74
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 50–51, 63, 65, 69–70, 72, 74
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
50–51, 63, 65, 69–70, 72, 74
Series 3, Book Two: “Jean Labadie’s Big Black Dog” continued
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Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 84–85, 96–111
RF.3.4.a Read on-level text with purpose and understanding. 84–85, 96–111
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
84–85, 96–111
RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
86–87, 96–97, 99, 101–102, 105, 107
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
84–85, 88, 90, 97, 100, 106
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
86–87, 96–97, 99, 101–102, 105, 107
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
96–111
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
92–93
W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
92–93
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
92
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
93
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
92
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
84–85
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
92–93
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
84–85, 88, 90, 97, 100, 106
Series 3, Book Two: “Caporushes”
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Code Common Core State Standard Leader’s Edition Page(s)
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
84–85, 88, 90, 97, 100, 106
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
xv, 84–85, 88, 90, 97, 100, 106
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
84–85, 88, 90, 97, 100, 106
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 84–85, 88, 90, 97, 100, 106
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
84–85, 88, 90, 97, 100, 106
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
84–85, 88, 90, 97, 100, 106
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
86–87, 96–97, 99, 101–102, 105, 107
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 86–87, 96–97, 99, 101–102, 105, 107
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
84–85, 88, 90, 97, 100, 106
Series 3, Book Two: “Caporushes” continued
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Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 128–129, 141–155
RF.3.4.a Read on-level text with purpose and understanding. 128–129, 141–155
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
128–129, 141–155
RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
130–131, 142, 144, 151, 154–155
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
126–127, 132, 134, 142, 144, 146
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
130–131, 142, 144, 151, 154–155
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
141–155
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
136
W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
136
W.3.2.b Develop the topic with facts, definitions, and details. 136
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
136
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
137
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
128–129
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
136–137
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
126–127, 132, 134, 142, 144, 146
Series 3, Book Two: “The Upside-Down Boy”
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Code Common Core State Standard Leader’s Edition Page(s)
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
126–127, 132, 134, 142, 144, 146
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
xv, 126–127, 132, 134, 142, 144, 146
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
126–127, 132, 134, 142, 144, 146
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 126–127, 132, 134, 142, 144, 146
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
124, 126–129, 132, 134, 142, 144, 146
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
126–127, 132, 134, 142, 144, 146
L.3.3.a Choose words and phrases for effect. 137
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
130–131, 142, 144, 151, 154–155
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 130–131, 142, 144, 151, 154–155
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
126–127, 132, 134, 142, 144, 146
Series 3, Book Two: “The Upside-Down Boy” continued
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Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 164–165, 176–187
RF.3.4.a Read on-level text with purpose and understanding. 164–165, 176–187
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
164–165, 176–187
RF.3.4.c Use context to confirm or self-correct word recognition and understand-ing, rereading as necessary.
166–167, 176–178, 180, 182, 183, 187
RL.3.1 Ask and answer questions to demonstrate understanding of a text, refer-ring explicitly to the text as the basis for the answers.
162–165, 168, 170, 176, 181, 183
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
172
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
166–167, 176–178, 180, 182–183, 187
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
176–187
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
172–173
W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
172–173
W.3.2.b Develop the topic with facts, definitions, and details. 172
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
164–165
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
172–173
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
162–165, 168, 170, 176, 181, 183
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
162–165, 168, 170, 176, 181, 183
Series 3, Book Two: “The Green Man”
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Code Common Core State Standard Leader’s Edition Page(s)
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
162–165, 168, 170, 176, 181, 183
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in re-spectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
162–165, 168, 170, 176, 181, 183
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
162–165, 168, 170, 176, 181, 183
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 162–165, 168, 170, 176, 181, 183
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
160, 162–165, 168, 170, 176, 181, 183
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
162–165, 168, 170, 176, 181, 183
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
166–167, 176–178, 180, 182, 183, 187
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 166–167, 176–178, 180, 182, 183, 187
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
162–165, 168, 170, 176, 181, 183
Series 3, Book Two: “The Green Man” continued
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Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 196–197, 209–231
RF.3.4.a Read on-level text with purpose and understanding. 196–197, 209–231
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
196–197, 209–231
RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
198–199, 213–217, 224, 228, 230
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
194–197, 200, 202, 211–212, 217, 222–223, 225
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
198–199, 213–217, 224, 228, 230
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
209–231
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
204–205
W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
204–205
W.3.2.b Develop the topic with facts, definitions, and details. 204
W.3.3.d Provide a sense of closure. 327
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
204
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
196–197
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
204–205
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
194–197, 200, 202, 211–212, 217, 222–223, 225
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
194–197, 200, 202, 211–212, 217, 222–223, 225
Series 3, Book Two: “The Ugly Duckling”
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Code Common Core State Standard Leader’s Edition Page(s)
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
xv, 194–197, 200, 202, 211–212, 217, 222–223, 225
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
194–197, 200, 202, 211–212, 217, 222–223, 225
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 194–197, 200, 202, 211–212, 217, 222–223, 225
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
194–197, 200, 202, 211–212, 217, 222–223, 225
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
204
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
194–195, 200–203
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
198–199, 213–217, 224, 228, 230
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 198–199, 213–217, 224, 228, 230
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
194–197, 200, 202, 211–212, 217, 222–223, 225
Series 3, Book Two: “The Ugly Duckling” continued
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Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 247–248, 261–269
RF.3.4.a Read on-level text with purpose and understanding. 247–248, 261–269
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
247–248, 261–269
RF.3.4.c Use context to confirm or self-correct word recognition and understand-ing, rereading as necessary.
250–251, 261–262, 265, 269
RL.3.1 Ask and answer questions to demonstrate understanding of a text, refer-ring explicitly to the text as the basis for the answers.
246–249, 252, 254, 264, 266, 268
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
250–251, 261–262, 265, 269
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
261–269
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to de-velop experiences and events or show the response of characters to situations.
257
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
256
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
248–249
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
256–257
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
246–249, 252, 254, 264, 266, 268
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
246–249, 252, 254, 264, 266, 268
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in re-spectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
xv, 246–249, 252, 254, 264, 266, 268
Series 3, Book Two: “White Wave”
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Code Common Core State Standard Leader’s Edition Page(s)
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
246–249, 252, 254, 264, 266, 268
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 246–249, 252, 254, 264, 266, 268
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
246–249, 252, 254, 264, 266, 268
SL.3.4 Report on a topic or text, tell a story, or recount an experience with ap-propriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
256
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
246–249, 252, 254, 264, 266, 268
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
250–251, 261–262, 265, 269
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 250–251, 261–262, 265, 269
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
246–249, 252, 254, 264, 266, 268
Series 3, Book Two: “White Wave” continued
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Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 278–279, 291–309
RF.3.4.a Read on-level text with purpose and understanding. 278–279, 291–309
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
278–279, 291–309
RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
280–281, 291, 293–296, 298, 306
RL.3.1 Ask and answer questions to demonstrate understanding of a text, refer-ring explicitly to the text as the basis for the answers.
276–279, 282, 284, 293, 298, 303
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cul-tures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
286
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
279
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
280–281, 291, 293–296, 298, 306
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
291-309
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
286
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
286
W.3.1.b Provide reasons that support the opinion. 286
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
286
W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
286
W.3.2.b Develop the topic with facts, definitions, and details. 286
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
278–279
Series 3, Book Two: “The Mousewife”
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Code Common Core State Standard Leader’s Edition Page(s)
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
286–287
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
276–279, 282, 284, 293, 298, 303
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
276–279, 282, 284, 293, 298, 303
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in re-spectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
xv, 276–279, 282, 284, 293, 298, 303
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
276–279, 282, 284, 293, 298, 303
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 276–279, 282, 284, 293, 298, 303
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
276–279, 282, 284, 293, 298, 303
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
276–279, 282, 284, 293, 298, 303
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
280–281, 291, 293–296, 298, 306
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 280–281, 291–296, 298, 306
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
280
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
276–279, 282, 284, 293, 298, 303
Series 3, Book Two: “The Mousewife” continued
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Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. 318–319, 330–345
RF.3.4.a Read on-level text with purpose and understanding. 318–319, 330–345
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
318–319, 330–345
RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
320–321, 331, 334, 338, 341, 343
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
316–319, 322, 324, 334, 336, 338
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
319
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
320–321, 331, 334, 338, 341, 343
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
330–345
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
326
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
326
W.3.1.b Provide reasons that support the opinion. 326
W.3.3.d Provide a concluding statement or section. 327
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
326
W.3.3.d Provide a concluding statement or section. 327
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
327
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
327
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situ-ations.
327
Series 3, Book Two: “How the Tortoise Became”
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Series 3, Book Two: “How the Tortoise Became” continued
Code Common Core State Standard Leader’s Edition Page(s)
W.3.3.d Provide a sense of closure. 327
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evi-dence into provided categories.
318–319
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
326–327
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
316–319, 322, 324, 334, 336, 338
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
316–319, 322, 324, 334, 336, 338
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in re-spectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
316–319, 322, 324, 334, 336, 338
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
316–319, 322, 324, 334, 336, 338
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 316–319, 322, 324, 334, 336, 338
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
316–319, 322, 324, 334, 336, 338
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
316–319, 322, 324, 334, 336, 338
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
320–321, 331, 334, 338, 341, 343
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 320–321, 331, 334, 338, 341, 343
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
316–319, 322, 324, 334, 336, 338
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Code Common Core State Standard Leader’s Edition Page(s)
RF.3.4.a Read on-level text with purpose and understanding. 352–353, 367–385
RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
356–357, 368, 372–374
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
352–355, 358, 360, 372, 375, 379
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
362
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
362
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
356–357, 368, 372–374
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
367–385
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
362
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
362
W.3.1.b Provide reasons that support the opinion. 362
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
362–363
W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
362–363
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
363
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
363
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
362
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
354–355
Series 3, Book Two: “Two Wise Children”
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Series 3, Book Two: “Two Wise Children” continued
Code Common Core State Standard Leader’s Edition Page(s)
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
362–363
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
352–355, 358, 360, 372, 375, 379
SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
352–355, 358, 360, 372, 375, 379
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in re-spectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
xv, 352–355, 358, 360, 372, 375, 379
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
352–355, 358, 360, 372, 375, 379
SL.3.1.d Explain their own ideas and understanding in light of the discussion. 352–355, 358, 360, 372, 375, 379
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
352–355, 358, 360, 372, 375, 379
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
352–355, 358, 360, 372, 375, 379
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
356–357, 368, 372–374
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. 356–357, 368, 372–374
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
352–355, 358, 360, 372, 375, 379
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Junior Great Books Series 3–5®
Series 3, Book One
The BanzaHaitian folktale as told by Diane Wolkstein
The Man Whose Trade Was TricksGeorgian folktale as told by George and Helen Papashvily
The Fisherman and His WifeBrothers Grimm
Ooka and the Honest ThiefJapanese folktale as told by I. G. Edmonds
It’s A ll the Fault of AdamNigerian folktale as told by Barbara Walker
The Monster Who Grew SmallJoan Grant
The Selk ie GirlScottish folktale as told by Susan Cooper
The Mushroom ManEthel Pochocki
The Princess and the BeggarKorean folktale as told by Anne Sibley O’Brien
The Fire on the MountainEthiopian folktale as told by Harold Courlander and Wolf Leslau
Series 3, Book Two
The Dream WeaverConcha Castroviejo
Jean Labadie’s Big Black Dog
French Canadian folktale as told by Natalie Savage Carlson
CaporushesEnglish folktale as told by Flora Annie Steel
The Upside-Down BoyJuan Felipe Herrera
The Green ManGail E. Haley
The Ugly DucklingHans Christian Andersen
White WaveChinese folktale as told by Diane Wolkstein
The MousewifeRumer Godden
How the Tortoise BecameTed Hughes
Two Wise ChildrenRobert Graves
Series 4, Book OneThank You, M’amLangston Hughes
The Gold CoinAlma Flor Ada
Tuesday of the Other JuneNorma Fox Mazer
Prot and KrotPolish folktale as told by Agnes Szudek
Chin Yu Min and the Ginger CatJennifer Armstrong
The NightingaleHans Christian Andersen
FreshPhilippa Pearce
Thunder, Elephant, and DoroboAfrican folktale as told by Humphrey Harman
All Summer in a DayRay Bradbury
Beauty and the BeastMadame de Villeneuve
Series 4, Book Two
Shrewd Todie and Lyzer the MiserUkrainian folktale as told by Isaac Bashevis Singer
The GoldfishEleanor Farjeon
The Great Blackberry PickPhilippa Pearce
The Story of Wang LiElizabeth Coatsworth
The Hemulen Who Loved SilenceTove Jansson
The Enchanted SticksSteven J. Myers
The Elephant’s ChildRudyard Kipling
Mr. Singer’s NicknamesJames Krüss
The Little Humpbacked HorseRussian folktale as told by Post Wheeler
Ali Baba and the Forty Thievesfrom The Arabian Nights
Series 5, Book One
The No-Guitar BluesGary Soto
Kaddo’s WallWest African folktale as told by Harold Courlander and George Herzog
Turquoise HorseGerald Hausman
A Game of CatchRichard Wilbur
Oliver Hyde’s Dishcloth ConcertRichard Kennedy
The Hundred-Dollar BillRose Wilder Lane
The Invisible ChildTove Jansson
In the Time of the DrumsGullah folktale as told by Kim L. Siegelson
Learning the GameFrancisco Jiménez
The Bat-PoetRandall Jarrell
Series 5, Book Two
CharlesShirley Jackson
A Bad Road for CatsCynthia Rylant
Podhu and AruwaAfrican folktale as told by Humphrey Harman
Lenny’s Red-Letter DayBernard Ashley
BarbieGary Soto
Ghost CatDonna Hill
Lucky BoyPhilippa Pearce
Maurice’s RoomPaula Fox
The Prince and the Goose GirlElinor Mordaunt
The Bermuda TriangleTim Wynne-Jones
JGB-CC3 9/1235 East Wacker Drive, Suite 400 • Chicago, Illinois 60601
800-222-5870 • www.greatbooks.org
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