Kentucky Reading and Writing RI.3.4

ELA3rd GradeReading Informational Text

The Standard

Determine the meaning of general academic words and phrases in a grade-level text and describe how those words and phrases shape meaning.

Kentucky Academic Standards for Reading and Writing (2025) · Craft and Structure

Teacher's field guide

What Students Need to Do: Students use nearby sentences to work out the meaning of words like 'likely' and phrases like 'as a result.' They explain how those words change what the writer is saying.
What Mastery Looks Like: A student can explain that 'likely' means something may happen, not that it will happen for sure. They can show that 'as a result' connects an event to what happened because of it.
Common Misconceptions: Students may treat 'likely' as a guarantee. They may read 'however' as 'therefore' and miss that the writer is showing a difference.
How to Assess It: Use this exit ticket: 'Most birds in the park flew south. However, some stayed all winter.' Ask, 'What does however mean here, and how does it connect the two sentences?'

Lesson moves

Give pairs strips reading 'The ground was dry' and 'The flowers wilted'; have them add 'as a result' and explain why it fits.
Ask: How does 'likely' change the claim in 'The river will likely flood' compared with 'The river will flood'?
Play a card match: pair 'however,' 'also,' and 'as a result' with short passages about rain, then explain each match.
Write a mock lunch notice: 'Milk is usually served. However, it is unavailable Friday.' Have students explain what changed.

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