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Slide 2 Curriculum 2.0 Reading / Language Arts Slide 3 By the end of third grade, students: Create and follow rules for collaborative conversations. Acquire and use academic and conversational vocabulary. Create and follow rules for collaborative conversations. Acquire and use academic and conversational vocabulary. Slide 4 Using a variety of culturally relevant texts, third grade students read and discuss the characteristics of: realistic fiction historical fiction poetry and plays folktales and myths realistic fiction historical fiction poetry and plays folktales and myths Slide 5 Third grade students: Read to analyze how ideas develop and connect throughout a text Examine common themes in literature Identify a personal point of view about a characters actions Examine how events unfold Study how authors share real and imagined experiences Read to analyze how ideas develop and connect throughout a text Examine common themes in literature Identify a personal point of view about a characters actions Examine how events unfold Study how authors share real and imagined experiences Slide 6 Third grade students: Read informational text to apply knowledge gained from text features Identify main ideas Explain how text, online features, and search tools clarify information Ask and answer questions about how ideas develop in informational text Read informational text to apply knowledge gained from text features Identify main ideas Explain how text, online features, and search tools clarify information Ask and answer questions about how ideas develop in informational text Slide 7 Using a variety of print and digital texts, third grade students read and discuss: Characteristics of literary non-fiction The relationship between historical fiction and real topics and events How autobiographies, journals, blogs, and interviews communicate information Characteristics of literary non-fiction The relationship between historical fiction and real topics and events How autobiographies, journals, blogs, and interviews communicate information Slide 8 How does small group instruction fit into Curriculum 2.0? Instruction throughout all marking periods should include small-group instruction. The expectation is that guided reading occurs daily as it provides an opportunity for students to develop skills and strategies while reading instructional level text. Sample learning tasks demonstrate one way to teach standards and indicators. Use sample learning tasks to develop guided reading lessons substituting appropriately leveled text. Slide 9 Curriculum 2.0 Reading / Language Arts