New York State Learning Standards and Core Curriculum
NY.RI.3. Reading Standards for Informational Text
Key Ideals and Details
RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Craft and Structure
RI.3.4. Determine the meanings of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Integration of Knowledge and Ideas
RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI.3.8. Describe the logical connections between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Range of Reading and Level of Text Complexity
RI.3.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
NY.3P. Grade 3: Social Studies Practices
3P.A. Gathering, Interpreting, and Using Evidence
3P.A.5. Identify inferences.
3P.F. Civic Participation
3P.F.2. Participate in activities that focus on a classroom, school, or world community issue or problem.
3P.F.4. Identify opportunities for and the role of the individual in social and political participation in the school, local community, or world community.
NY.3. Communities around the World
Civic Ideals and Practices
3.8. The concept of universal human rights suggests that all people should be treated fairly and should have the opportunity to meet their basic needs.
3.8c. When faced with prejudice and discrimination, people can take steps to support social action and change.
3.8c.1. Students will investigate steps people can take to support social action and change.
Creation, Expansion, and Interaction of Economic Systems
3.9. Communities meet their needs and wants in a variety of ways, forming the basis for their economy.
3.9b. People in communities have various ways of meeting their basic needs and earning a living.
3.9b.1. Students will investigate how each selected world community meets its basic needs of food, clothing, and shelter, and compare that to their own community.