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Learning Technology and Diverse Students: A Classroom Resource Guide for School Teachers Fangfang Wen
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THIS IS A DRAFT DOCUMENT. IT HAS NOT
BEEN PROOFED FOR ERRORS, ETC.
TEACHER GUIDANCE FOR TEACHING THE NEW COMMON
CORE GEORGIA PERFORMANCE STANDARDS

Third Grade
D R A F T
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians” Introduction
The purpose of this document is to provide concise and thorough guidance for teachers during the transition from the Georgia Performance
Standards (GPS) to the new Common Core Georgia Performance Standards (CCGPS). The document is divided into two main sections: CCGPS
Teacher Guidance by standard, and CCGPS/GPS Comparison and Transition. Contained within the CCGPS Teacher Guidance section are the
skills, concepts, vocabulary, and strategies essential to each standard. The CCGPS Comparison and Transition section provides a side-by-side
view of the original and the new standards to assist educators in identifying areas where instruction will remain unchanged and specific areas
where skills or concepts have been added, moved, or where they may no longer exist within a particular grade. The information provided here will
be vital to instructors and other stakeholders during the 2012-2013 implementation of the CCGPS and beyond.


About Grade 3

Students in third grade read much more widely on a variety of topics. They increase their abilities to read aloud with fluency and comprehension.
Third graders read more thoughtfully, discover more details, extract deeper meaning in what they read, and read more complex texts. They enjoy
a variety of genres, including fiction and non-fiction texts and poetry. Third graders are more able to work independently on research projects,
making their writing more sophisticated and meaningful. With some guidance, they use all aspects of the writing process in producing their own
compositions and reports and using technology to publish their writings. They are much more adept at summarizing main points from Literary and
Informational texts, and they use more abstract skills of synthesis and evaluation in writing. By the end of the third grade, students are aware of
the importance of the conventions of language. Third graders understand the importance of spelling and the importance of correct language.
Third-grade responses to questions are more logically developed as students show evidence of expanding language with increased vocabulary
and a wider range of language structures. Third graders are aware of the many registers of language, and they become flexible in their ability to
vary language patterns in both speaking and writing. These students are ready to engage in abstract discussions as they respond to text and to
life experiences. Students also write in a variety of genres. While the Third Grade CCGPS make clear specific expectations for reading, writing,
speaking, listening, and language, these standards need not to be a separate focus for instruction. Often, several standards can be addressed by
a single rich task.




Georgia Department of Education
Dr. John D. Barge, State School Superintendent
December 2011 • Page 2 of 48
All Rights Reserved






CCGPS TEACHER GUIDANCE:

Skills, concepts, strategies, tasks,
and recommended vocabulary

Georgia Department of Education
Dr. John D. Barge, State School Superintendent
December 2011 • Page 3 of 48
All Rights Reserved

Third Grade CCGPS
Reading Literary (RL)
ELACC3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis

for the answers.


Skills/Concepts for Students:
• Generate questions before, during, and after reading
• Refer explicitly to the text being read to answer questions
• Ask and answer questions about essential narrative elements in a story
• Use background knowledge and information from text when answering questions
• Make and revise predictions while reading

Strategies for Teachers:
• Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL1 (see above)
• Provide differentiated small group instruction as needed
• Provide additional opportunities for students to master these skills and concepts through the use of literacy centers
• Provide students with opportunities to read grade-level text
• Model questioning strategies before, during, and after reading
• Engage students in extensive questioning strategies before and during the reading of a text
• Model the use of a graphic organizers to determine the answer to questions about a text


Sample Task for Integration:
Have students participate in a shared reading activity using literary text under consideration by the class. As students are reading have them write
down questions they have about the text. Following the reading of the text students will participate in a group discussion to ask and answer each
other’s questions about the text. Before the discussion remind the students to follow the agree-upon class rules for discussions
During the discussion the students will identify exactly where in the text they found the answer to their questions. Students can also combine
background knowledge with information from the text to answer questions.

Vocabulary for Teaching and Learning:
questions ask answer text inference text evidence
explicitly stated predictions background knowledge






Georgia Department of Education
Dr. John D. Barge, State School Superintendent
December 2011 • Page 4 of 48
All Rights Reserved

Third Grade CCGPS
Reading Literary (RL)
ELACC3RL2: 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.


Skills/Concepts for Students:
• Retell major points from literary text
• Identifies the main idea and supporting details of a story
• Explain the similarities and differences between fables, folktales
• Identifies themes and lessons in folktales, tall tales, and fables.

Strategies for Teachers:
• Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL2 (see above)
• Provide differentiated small group instruction as needed
• Provide additional opportunities for students to master these skills and concepts through the use of literacy centers
• Assign students grade-level text that maybe slightly above their independent reading level
• Guide students in identifying the characteristics of fables, folktales and myths
• Model a story retell identifying the lesson or moral of the story using details from the text
• l how to use a story map to retell a story


Sample Task for Integration:
Have students work in groups to read and retell stories for the purpose of determining the central message, lesson or moral using key details in the
text. Select a fable, folktale and myth for the students to read. Students will list key details from the text that helped them to determine the central
message, lesson or moral of the story. Students may prepare a group report on their story. Permit students to use technology to produce and
publish their report.

Vocabulary for Teaching and Learning:
recount/retell fable folktale myth/mythology diverse/diversity
cultures central message lesson moral
important summarize key details author’s purpose
tall tales






Georgia Department of Education
Dr. John D. Barge, State School Superintendent
December 2011 • Page 5 of 48
All Rights Reserved


Third Grade CCGPS
Reading Literary (RL)
ELACC3RL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions

contribute to the sequence of events.


Skills/Concepts for Students:
• Makes judgments and inferences about characters in a story.
• Identify character traits, motivations and feelings
• Explain how character actions contribute to the sequence of events in a story
• Use graphic organizers to illustrate character traits


Strategies for Teachers:
• Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL3 (see above)
• Provide differentiated small group instruction as needed
• Provide additional opportunities for students to master these skills and concepts through the use of literacy cente

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