1

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

Great Books Programs: the Cure for the Common Core

®

®

Junior Great Books Series 3®

Common Core State Standards English Language Arts Correlations

TM

Great Books Programs: The Cure for the Common CoreTM

2

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

3

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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”

4

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

5

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

6

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

7

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

8

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

9

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

10

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

11

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

12

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

13

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

14

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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”

15

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

16

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

Code Common Core State Standard Leader’s Edition Page(s)

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”

17

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

18

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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”

19

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

20

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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”

21

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

22

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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”

23

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

24

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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”

25

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

26

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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”

27

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

28

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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”

29

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

30

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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”

31

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

32

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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”

33

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

34

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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”

35

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

36

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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”

37

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

38

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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”

39

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

40

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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”

41

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

42

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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”

43

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

44

Co

pyr

igh

t ©

201

2 Th

e G

rea

t Bo

oks

Fo

un

da

tion

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

FoundationA nonprofit educational organization

®