For the Teacher


Alignment to NCDPI Standards for Language Arts Curriculum for Third Grade:


The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.


2.01 Use metacognitive strategies to comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).

2.02 Interact with the text before, during, and after reading, listening, or viewing by:

  • setting a purpose.
  • previewing the text.
  • making predictions.
  • asking questions.
  • locating information for specific purposes.
  • making connections.
  • using story structure and text organization to comprehend.

2.03 Read a variety of texts, including:

  • fiction (short stories, novels, fantasies, fairy tales, fables).
  • nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).
  • poetry (proverbs, riddles, limericks, simple poems).
  • drama (skits, plays).

2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:

  • author's purpose.
  • plot.
  • conflict.
  • sequence.
  • resolution.
  • lesson and/or message.
  • main idea and supporting details.
  • cause and effect.
  • fact and opinion.
  • point of view (author and character).
  • author's use of figurative language (e.g., simile, metaphor, imagery).

2.05 Draw conclusions, make generalizations, and gather support by referencing the text.

2.06 Summarize main idea(s) from written or spoken texts using succinct language.

2.07 Explain choice of reading materials congruent with purposes (e.g., solving problems, making decisions).

2.08 Listen actively by:

  • facing the speaker.
  • making eye contact.
  • asking questions to clarify the message.
  • asking questions to gain additional information and ideas.



The learner will make connections through the use of oral language, written language, and media and technology.


3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

  • considering the differences among genres.
  • relating plot, setting, and characters to own experiences and ideas.
  • considering main character's point of view.
  • participating in creative interpretations.
  • making inferences and drawing conclusions about characters and events.
  • reflecting on learning, gaining new insights, and identifying areas for further study.
For more information visit:

NC Standard Course of Study for English Language Arts in the Third Grade



Alignment to NCDPI Standards for Computer/Technology Skills for Third Grade:

Competency Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.

2.01 Select and use appropriate features and functions of hardware and software for class assignments. (1)

2.07 Demonstrate correct finger placement for home row keys. (4)

2.08 Use menu/tool bar functions (e.g., font size/style, line spacing) to format and change the appearance of word processing documents as a class/group.

Competency Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.

3.03 Use word processing as a tool to write, edit, and publish sentences, paragraphs, and stories.

For more information visit:

NC Standard Course of Study for Computer/Technology Skills in the Third Grade




Modifications for Advanced Learners:

  • Allow the students to take their own pictures, paste them into a Word document, and write their story using their own pictures.
  • Have the students use specified, advanced vocabulary when writing the story.
  • Make a PowerPoint using the pictures to tell the story orally.




Questions you can ask:

  • What is your setting?
  • Who are the characters?
  • What is your conflict?
  • What point of view did you use?
  • Do you have a theme? What is it?




Keep in mind:

  • Encourage your kids to take a break during long periods of time at the computer to stretch their limbs and eyes.
  • If they are working in pairs, require them to switch places at the computer.
  • If there are only a few computers available:
    • let students work in groups no larger than four
    • desginate assigned times for students at the computer
    • if a computer lab is available, sign up for a time for your class
    • request a grant from the state to purchase more computers for your learners
  • you can print out your students' stories so they can have them
  • if your students are old enough, have them email their story to you



This page was created for CI 3750 at Appalachian State University by Brandon Shivers (, Emily Dagenhardt (, Rebecca Church (, Cortnie Smith (, and Leslye Drennan (