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Language Arts - Elementary Curriculum
English Language Arts Grade 3
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Reading: Informational Text Standard 1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
 
  • American Colonial Life in the Late 1700s: Distant Cousins
    After completing these activities, students will be able to: identify the original thirteen British colonies on a map; understand how physical geography affected settlement; understand how settlers' backgrounds influenced their values, priorities, and daily lives; examine artifacts and make inferences about the people and the historical periods that they represent; imagine typical daily life for different families in colonial America in the late 1700s; write a letter from the viewpoint of someone who lived in a different time and place.
  • Biographies: Creating Timelines of a Life
    Studying biographies is of interest and value to young learners. This lesson from ReadWriteThink supports students' exploration of sources to create a timeline about the life of a person. The experience requires students work together and research and resolve conflicting information. Extension activities include developing essays from the research.
  • Comprehension Strategies Using Graphic Organizers
    In this lesson from ReadWriteThink, collaborative strategic reading (CSR) is initially presented to students through modeling and whole-class instruction. To facilitate comprehension during and after reading, students apply four reading strategies: preview, click and clunk, get the gist, and wrap-up. Graphic organizers are used for scaffolding of these strategies while students work together in cooperative groups. NOTE: This is useful for struggling readers but does not tie directly to the CCSS.
  • Go West: Imagining the Oregon Trail
    After this lesson, students will have learned about the pioneer experience on the Oregon Trail,compared and contrasted modern-day travel experiences with travel experiences of the 19th century, and synthesized historical data through creative writing.
  • History in Quilts
    Throughout history, women and sometimes men have used the art of quilting for many diverse purposes: to keep warm, to decorate their homes, to express their political views, to remember a loved one. Heighten your students' awareness of how quilts have reflected and continue to reflect the lives of the people who create them, and of how quilts record the cultural history of a particular place and time. This theme of History in Quilts contains two separate lessons that can stand alone or be taught in conjunction with one another.
  • I Hear the Locomotives
    In this lesson, found on the EDSITEment website, students analyze archival material in order to make connections between the arrival of the railroads and many of the changes that occurred subsequently in the United States and its territories. They learn how the development of the Transcontinental Railroad brought about an increase in hide hunting and so the demise of the Native American tribes dependent on the buffalo herds, and they examine documents relating to other economic and social upheavals brought about by this revolution in travel. From this introductory page teachers can access archival materials needed to complete the lesson.
  • Not Everyone Lived in Castles During the Middle Ages
    After completing this lesson, students will be able to: compare common perceptions of medieval Europe with the realities of life during that period in history; and list elements of the daily lives of various classes of people living in medieval Europe.
  • On This Day With Lewis and Clark
    This set of 5 lesson plans from EDSITEment is designed to help students appreciate the immensity and mystery of the mission Lewis and Clark accepted. As "experts" investigating specific subjects assigned to Lewis by President Jefferson, students will conduct careful research. Reading brief diary entries of the men of the Corps will spark the interest of students as they relive the discoveries of the original participants.
  • Slave Narratives: Constructing U.S. History Through Analyzing Primary Sources
    In these activities, students research narratives from the Federal Writers' Project and describe the lives of former African slaves in the U.S. - both before and after emancipation.
  • Student Interactives: Bio-Cube
    Students can use the Bio-Cube to summarize a person's life after reading or before writing a biography or autobiography. If students create these bio-cubes on the lives of famous Americans, it would welcome the comparison of historical figures.
  • The Aztecs: Mighty Warriors of Mexico
    After completing this lesson, students will be able to: identify the Aztecs as the builders of a great city and rich civilization in what is now Mexico; locate the Aztec Empire and its capital on a map; describe several aspects of Aztec culture; and understand the causes of the Aztec civilization's downfall.
  • The First Amendment: What's Fair in a Free Country?
    After completing the lessons in this unit, students will be able to summarize the contents of the First Amendment, and give an example of speech that is protected by the Constitution and speech that is not protected by the Constitution.
  • The Letter Generator
    This online tool is designed to help students learn to identify all the essential parts of a business or friendly letter, and then generate letters by typing information into letter templates.
  • The Statue of Liberty
    In this lesson, students learn about the effort to convince a skeptical American public to contribute to the effort to erect a pedestal and to bring the Statue of Liberty to New York. The activities in this lesson guide students through an investigation of primary historical documents and an analysis of the poem "The New Colossus," written by the nineteenth-century poet Emma Lazarus. From this page, teachers can access all the materials needed to complete the lesson.
  • Traces: Historic Archaeology
    In this unit, students will recover and analyze artifacts from sites in use from the settlement period to the second half of the19th century. They will look for similarities and differences among the artifacts and the lives they reveal. In conclusion, students will look at today's artifacts of the future and consider how we will be viewed.
  • We Must Not Be Enemies: Lincoln's First Inaugural
    This unit, consisting of six separate lessons, will help your students understand the historical context and significance of Lincoln's inaugural address through archival documents such as campaign posters, sheet music, vintage photographs and documents. Students will be able to answer the following questions: How did Lincoln's first inaugural address reflect the events that preceded it? How well did it presage events to follow? How did subsequent actions by Lincoln reflect the responsibilities enumerated in the Presidential Oath of Office?
  • What Was Columbus Thinking?
    With this lesson students will understand the purposes of Columbus's voyages, the change in those purposes over time, the native peoples encountered, and the results of Columbus's voyages.
  • Where I Come From
    In this lesson, from EDSITEment, students take research into their heritage a step beyond the construction of a family tree, traveling through cyberspace to find out what's happening in their ancestral homelands today and explore their sense of connection to these places in their past.

UEN logo http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Jennifer Throndsen and see the Language Arts - Elementary website. For general questions about Utah's Core Standards contact the Director - DIANA SUDDRETH .  
Email:  diana.suddreth@schools.utah.gov
These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.
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