Unit Plan 35 (Grade 3 Library): What Kind of Reader and Learner Am I Becoming?

Focus: Help students reflect on their reading identity, interests, strengths, and growth as readers and learners. Students think about the books, genres, topics, and library activities they enjoy most, how they have grown in choosing books or learning from information, and what goals they want to set next.

Grade Level: 3

Subject Area: Library (Reading Identity • Reflection • Growth/Response)

Total Unit Duration: 1–3 weeks, 50–60 minutes per session

I. Introduction

This unit helps Grade 3 students reflect on who they are becoming as readers and learners. By this point in the year, students are beginning to notice patterns in the books they choose, the topics that interest them, and the kinds of activities that help them learn best in library. The librarian guides students in naming favorite genres, preferred topics, reading strengths, and ways they have grown in choosing books or learning from information. Students also begin setting simple goals for what they want to try next. This is highly realistic for Grade 3 because students are developing a stronger sense of themselves as readers and learners and can reflect on that growth with meaningful support.

Essential Questions

• What kind of reader and learner am I becoming?
• What books, genres, topics, and activities do I enjoy most?
• How have I grown in choosing books and learning from information?
• What is one reading or learning goal I want to work toward next?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Use reading, discussion, writing, drawing, building, technology, or presentation to explore and respond to ideas from library lessons.
2. Try new genres, formats, tools, and media with curiosity and a willingness to grow as a reader and learner.
3. Create or share a product, response, or explanation that clearly shows understanding of a story, topic, or question.
4. Reflect on personal reading interests, favorite genres, preferred topics, and learning strengths.
5. Explain how they have grown in book choice, reading confidence, or information learning.
6. (Optional Sessions) Deepen reading-identity reflection through comparison of past and present choices, goal setting, and creation of a final response product.

Standards Alignment — 3rd Grade (AASL-based Custom)

• L:S5.3a — Use reading, discussion, writing, drawing, building, technology, or presentation to explore and respond to ideas from library lessons.
  • Example: A student writes a short response or creates a visual project about a story or informational topic.
• L:S5.3b — Try new genres, formats, tools, and media with curiosity and a willingness to grow as a reader and learner.
  • Example: A student reads poetry or uses a digital encyclopedia even though it is not their usual choice.
• L:S5.3c — Create or share a product, response, or explanation that clearly shows understanding of a story, topic, or question.
  • Example: A student creates a simple poster, slide, retelling map, or oral explanation to show what they learned.

Success Criteria — Student Language

• I can explain what kinds of books, topics, and activities I enjoy most.
• I can reflect on how I have grown as a reader and learner.
• I can think about new genres, formats, or tools I want to try.
• I can create a response that clearly shows who I am becoming as a reader and learner.
• I can set a simple goal for what I want to keep growing in.