Kieri Baker

This serves as review for the majority of the R.L. 3.1, 3.2, and 3.3 standards. This page covers: the author's purpose, theme, main idea, what the characters learned which helps students find the central message. Then asks students to provide text evidence. The front can be used alone or with the back page- which further delves into the student's understanding- asking them to explain how the main idea and central message are the same and different. It also asks students to explain their level o

2 different forms: Form 1 - Students will chose a character and a trait to describe the character along with providing evidence of that trait, the page number they found the trait/ evidence, how they know the trait is truly a trait and not an emotion, and if the character trait was inferred or stated in the text. Form 2- Selecting one character to record traits for from the beginning, middle, and end of the text and then a space to reflect how the character has changed throughout the course of t

CCSS.ELA-LITERACY.RL.3.2I provide my students resources to refer back to- to help them find the theme and differentiate it from the main idea. This also helps them organize some of the different vocabulary associated with these key terms. Also there is space toward the bottom to add other themes students encounter that are not listed on the common theme resource page. I shrink these down and have students paste them in a resource journal they keep all year to refer back to.

This pairs with the text big ideas from nature and inspired by nature. Includes problem, solution, text evidence, and follow up comprehension questions in a variety of depth of knowledge levels.