Listening / Speaking Strand Category Focus Student Expectations Anchor Standards Comprehension and Collaboration Am I a careful and thoughtful listener and/or speaker? Students will be able to make meaning through the give and go of effective conversation. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally. Evaluate a speaker’s point of view, reasoning, and use of rhetoric. Presentation of Knowledge and Ideas Are my presentations interesting and clear? Students will be able to present information in an organized, engaging way, using proper conventions of English. Present information, findings and supporting evidence such that listeners can follow the line of reasoning and that the organization, development and style are appropriate to task, purpose and audience. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. 15
Reading Strand Grade 3 Category Grade Specific Standards Literature Grade Specific Standards Informational Activity Ideas Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). 8. (Not applicable to literature) 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 9. Compare and contrast the most important points and key details presented in two texts on the same topic. • Students explain how Mark Teague’s illustrations contribute to what is conveyed in Cynthia Rylant’s Poppleton in Winter to create the mood and emphasize aspects of characters and setting in the story. [RL.3.7] Students describe how Joyce Milton uses reasons and evidence in her book Bats: Creatures of the Night to support the point that bats are nocturnal. [RI.3.8] Range of Reading and Level of Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. 10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. Responding to Literature 11. Recognize and make connections in narratives, poetry, and drama to other texts, ideas, cultural perspectives, personal events, and situations. Self-select text based upon personal preferences. (Not applicable to informational text)
Language Strand Grade 3 Category Grade Specific Standards Activity Ideas Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood). d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement.* g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Brainstorm and sort lists of specific parts of speech. Highlight various nouns, verbs, adjectives and adverbs in text and identify their function. Use color-coded sticky notes to classify each part of speech (e.g., yellow for nouns, blue for verbs, etc...). Use a three column chart to classify verbs according to past, present and future. Edit incorrectly worded sentences both in print and electronically. Locate simple, compound and complex sentences within text. Record dialogue using quotation marks where appropriate. Use addresses from the telephone book to place commas appropriately. Identify which words from the word wall contain base-words and suffixes.
Language Strand Grade 3 Category Grade Specific Standards Activity Ideas Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect.* b. Recognize and observe differences between the conventions of spoken and written standard English. Chart list of “tired” words and brainstorm synonyms for them. Recognize dialect from read alouds and restate the message in standard English. Vocabulary/ Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/ disagreeable, comfortable/uncomfortable, care/careless) c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases 5. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Skip unknown words when reading and use surrounding words to determine their meaning. Add prefixes and suffixes to known words to create new words. Predict the meaning of words based on common roots then use electronic sources to check definitions. Discuss the multiple meanings of words and phrases in context. Make real-life connections to new vocabulary by recording, illustrating and using it in sentences. Create personal word banks to reference when writing.
Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Fluency 4. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing Strand Grade 4 Category Grade Specific Standards Exemplar Texts Text 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an Stories Carroll, Lewis. Alice’s Adventures in Wonderland Burnett, Frances Hodgson. The Secret Garden