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.
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).
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.A.6. Create an understanding of the past by using primary and secondary sources.
3P.D. Geographic Reasoning
3P.D.1. Ask geographic questions about where places are located and why they are located there, using geographic representations, such as maps and models. Describe where places are in relation to each other and describe connections between places.
3P.D.2. Distinguish human activities and human-made features from “environments” (natural events or physical features—land, air, and water—that are not directly made by humans).
NY.3. Communities around the World
Geography, Humans, and the Environment
3.1. Geographic regions have unifying characteristics and can be studied using a variety of tools.
3.1b. Globes, maps, photographs, and satellite images contain geographic information. Maps often have a title, legend or key, compass orientation, author, date, grid, and scale.
3.1b.1. Students will identify the differences between a globe and a map.
3.1b.2. Students will examine a variety of maps for at least two of the selected world communities, looking for structural features of the map such as title, legend or key, compass orientation, author, date, grid, and scale. These should include political, physical, vegetation, and resource maps. A variety of scale should be represented (e.g., continent vs. country, country vs. city).
3.2. The location of world communities can be described using geographic tools and vocabulary.
3.2a. World communities can be located on globes and maps.
3.2a.1. Students will examine where each selected world community is located.