← All Standards

Grade 3

• Composition

  • C.3.1
  • C.3.1.a
  • C.3.1.b
  • C.3.1.c
  • C.3.1.d
  • C.3.1.e
  • C.3.1.f
  • C.3.2
  • C.3.2.a
  • C.3.2.b
  • C.3.2.c
  • C.3.2.d
  • C.3.2.e
  • C.3.2.f
  • C.3.2.g
  • C.3.3
  • C.3.3.a
  • C.3.3.b
  • C.3.3.c
  • C.3.3.d
  • C.3.3.f
  • C.3.4
  • C.3.5
  • C.3.6
  • C.3.7

• Language

  • L.3.1
  • L.3.1.a
  • L.3.1.b
  • L.3.1.c
  • L.3.1.d
  • L.3.1.e
  • L.3.1.f
  • L.3.1.g
  • L.3.1.h
  • L.3.1.i
  • L.3.2
  • L.3.2.d
  • L.3.2.f
  • L.3.3
  • L.3.3.a
  • L.3.3.b
  • L.3.4
  • L.3.4.a
  • L.3.4.b
  • L.3.4.c
  • L.3.4.d
  • L.3.4.e
  • L.3.5
  • L.3.5.a
  • L.3.5.b
  • L.3.5.c

• Reading: Foundational Skills

  • RF.3.3
  • RF.3.3.a
  • RF.3.3.b
  • RF.3.3.c
  • RF.3.4.a
  • RF.3.4.c

• Reading: Informational

  • RI.3.1
  • RI.3.2
  • RI.3.3
  • RI.3.4
  • RI.3.5
  • RI.3.6
  • RI.3.7
  • RI.3.8
  • RI.3.9
  • RI.3.10

• Reading: Literature

  • RL.3.1
  • RL.3.2
  • RL.3.3
  • RL.3.4
  • RL.3.5
  • RL.3.6
  • RL.3.7
  • RL.3.9
  • RL.3.10

KAS ELA Standard: RI.3.6

Distinguish their own perspective from that of the author of a text, and describe how various perspectives shape the content and style of a text.

Power in Autumn

Autumn was once powerful because of the harvest. What gives Fall its power now?

Power and Symbols

A skull and crossbones says “danger” faster than any sentence can. So why can’t a symbol say “I forgive you, but I’m still upset”?

Who has more power: the Queen Bee or the Hive?

Who really runs the hive: the queen, or the thousands of bees around her?

Think Like An Author: Hemingway vs Dickens

What if your students rewrote Dickens in the style of Hemingway and vice versa?

Discussing An Important Decision from History

How would people with two different perspectives discuss a decision from history?

Think Like A Philosopher

What would Socrates have thought if he watched Frozen?

Depth and Complexity: ⚖️ Ethics

Want to add drama to any topic? Use the Ethics prompt!

Depth and Complexity: 👓 Multiple Perspectives

Every topic looks different depending on who’s looking. This prompt teaches students to see through someone else’s eyes.

Reduce Anxiety: Change The Channel (Tool 2)

Reduce anxiety by learning to “change the channel.”

Asynchrony: Developing At Different Rates (For Students)

For students! In some areas, a student may be shockingly advanced, while in others… surprisingly average. This is asynchrony in action.

Think Like An Economist

How would an economist read Goldilocks? How would they see a rainforest? How would they study the American Revolution?