c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. spelling patterns to decode and read multisyllabic words * Recognize, read, and write words containing regular plurals, irregular plurals, and possessives * Read and words containing r-controlled vowels and silent letters * Read and spell words containing irregular vowel patterns spelling patterns to decode and read multisyllabic words * Recognize, read, and write words containing regular plurals, irregular plurals, and possessives * Read and spell words containing r-controlled vowels and silent letters * Read and spell words containing irregular vowel patterns spelling patterns to decode and read multisyllabic words * Recognize, read, and words containing regular plurals, irregular plurals, and possessives * Read and spell words containing r-controlled vowels and silent letters * Read and spell words containing irregular vowel patterns correspondence and spelling patterns to decode and read multisyllabic words * Recognize, read, and write words containing regular plurals, irregular plurals, and possessives * Read and spell words containing r-controlled vowels and silent letters * Read and spell words containing irregular vowel patterns READING LITERATURE Key Ideas and Details Standard 4 3 2 1 Notes ELACC3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ALL OF THE TIME: *generate questions before, during, and after reading *refer explicitly to the text being read to answer questions *Ask and answer questions essential narrative elements in a story *Use background knowledge and information from text when answering questions *Make and revise predictions reading MOST OF THE TIME: *generate questions before, during, and reading *refer explicitly to the text being read to answer questions *Ask and answer questions about essential narrative elements in a story *Use background knowledge and information from text when answering questions SOME OF THE TIME: *generate questions before, during, and reading *refer explicitly to the text being read to answer questions *Ask and answer questions about essential narrative elements in a story *Use background knowledge and information from text when answering questions LIMITED KNOWLEDGE of the following skills: *generate questions before, during, and reading *refer explicitly to the text being read to answer questions *Ask and answer questions about essential narrative elements in a story *Use background knowledge and information from text when answering questions F&P = N Lexile= 450-790 A-Z = N Rigby = 23
*Use graphic organizers to illustrate character traits *Use graphic organizers to illustrate character traits *Use graphic organizers to illustrate character traits *Use graphic organizers to illustrate character traits Craft and Structure ALL OF THE TIME: *Determine the meaning of unknown words on the basis of context MOST OF THE TIME: *Determine the meaning of unknown on the basis of context SOME OF THE TIME: *Determine the meaning of unknown words on the basis of context LIMITED KNOWLEDGE of the following skills: *Determine the meaning of unknown words on the basis of context F&P = N Lexile= 450-790 A-Z = N Rigby = 23 ALL OF THE TIME: *Identify the elements of a variety of genres (fiction, drama, and poetry) * Refer to parts of stories, dramas, and poems when writing or speaking about a text MOST OF THE TIME: *Identify the basic elements of a variety of genres (fiction, drama, and poetry) * Refer to parts of stories, dramas, and poems when writing or speaking about a text SOME OF THE TIME: *Identify the basic elements of a variety of genres (fiction, drama, and poetry) * Refer to parts of stories, dramas, and poems when writing or speaking about a text LIMITED KNOWLEDGE of the following skills: *Identify the basic elements of a variety of genres (fiction, drama, and poetry) * Refer to parts of stories, dramas, and poems when writing or speaking about a text Fiction/nonfiction ALL OF THE TIME: *Identify point of view in a story * Formulate and defend an opinion about a text * Establish a point of view that is different from that of the MOST OF THE TIME: *Identify point of view in a story * Formulate and defend an opinion a text * Establish a point of view that is different from that of the SOME OF THE TIME: *Identify point of view in a story * Formulate and defend an opinion about a text * Establish a point of view that is different from that of the LIMITED KNOWLEDGE of the following skills: *Identify point of view in a story * Formulate and defend an opinion a text * Establish a point of view that is different
* Apply learned strategies to determine the meaning of unknown words( context clues, reference materials, word families, etc) * Know the difference between general academic and words and phrases * Record new words learned into a notebook for future use when writing and speaking * Apply learned strategies to determine the meaning of unknown words( context clues, reference materials, word families, etc) * Know the difference between general academic and words and phrases *Record new learned into a notebook for future use when writing and speaking * Apply learned strategies to determine the meaning of unknown words( context clues, reference materials, word families, etc) * Know the difference between general academic and words and phrases * Record new learned into a notebook for future use when writing and speaking words into oral and written language * Apply learned strategies to determine the meaning of unknown words( context clues, reference materials, word families, etc) * Know the difference between general academic and words and phrases * Record new words learned into a notebook for future use when writing and speaking ELACC3RI6: Distinguish their own point of view from that of the author of a text. ALL OF THE TIME: *Read attentively for understanding * Understand and apply knowledge of point of view MOST OF THE TIME: *Read attentively for understanding * Understand and apply knowledge of point of view SOME OF THE TIME: *Read attentively for understanding * Understand and apply knowledge of point of view LIMITED KNOWLEDGE of the following skills: *Read attentively for understanding * Understand and apply knowledge of point of view specific
* Add supportive details throughout the paper that may include relevant examples, facts, and anecdotes * Use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering) * Provide a sense of closure * Add supportive details throughout the that may include relevant examples, facts, and anecdotes * Use appropriate structures to ensure coherence (e.g., transition and phrases, bullets, subheadings, numbering) * Provide a sense of closure * Add supportive details throughout the paper that may include relevant examples, facts, and anecdotes * Use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering) * Provide a sense of closure details appropriate to the audience * Add supportive details throughout the paper that may include relevant examples, facts, and anecdotes * Use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering) * Provide a sense of closure ELACC3W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. d. Provide a of closure. ALL OF THE TIME: *Use all the steps of the writing process * Write fantasy/imaginary stories * Capture a reader’s interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of view *Sustain a focus MOST OF THE TIME: *Use all the steps of the writing process * Write fantasy/imaginary stories * Capture a reader’s interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of view *Sustain a SOME OF THE TIME: *Use all the steps of the writing process * Write fantasy/imaginary stories * Capture a reader’s interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of view *Sustain a focus LIMITED KNOWLEDGE of the following skills: *Use all the steps of the writing process * fantasy/imaginary stories * Capture a reader’s interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of view *Sustain a
meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence *Use knowledge of known root words to determine the meaning of another word with the same root * Use print and digital reference materials to determine or clarify meaning of words and phrases meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence *Use knowledge of known root words to determine the meaning of another word with the same root * Use print and digital reference materials to determine or clarify meaning of words and phrases meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence *Use knowledge of known root words to determine the meaning of another word with the same root * Use print and digital reference materials to determine or clarify meaning of words and phrases * Recognize and use words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence *Use knowledge of known root words to determine the meaning of another word with the same root * Use print and digital reference materials to determine or clarify meaning of words and phrases ELACC3L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. 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). ALL OF THE TIME: *Make real-life connections between and their use by accessing prior knowledge * Identify relationships between and among words, such as synonyms, antonyms, homophones MOST OF THE TIME: *Make real-life connections between and their use by accessing prior knowledge * Identify relationships between and among words, such as synonyms, antonyms, homophones SOME OF THE TIME: *Make real-life connections between words and their use by accessing prior knowledge * Identify relationships between and among words, such as synonyms, antonyms, homophones LIMITED KNOWLEDGE of the following skills: *Make real-life connections between and their use by accessing prior knowledge * Identify relationships between and among words, such as synonyms, antonyms, homophones
* Increase vocabulary to reflect a growing range of interest and knowledge *Produce complete sentences with correct subject/verb agreement * Increase vocabulary to reflect a growing range of interest and knowledge *Produce complete sentences with correct subject/verb agreement * Increase vocabulary to reflect a growing range of interest and knowledge *Produce complete sentences with correct subject/verb agreement * Speak clearly using an understandable pace * Increase vocabulary to reflect a growing range of interest and knowledge *Produce complete sentences with correct subject/verb agreement ELACC3SL6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language Standards 1 and 3 for expectations.) ALL OF THE TIME: *Speak and write in complete and coherent sentences MOST OF THE TIME: *Speak and write in complete and coherent sentences SOME OF THE TIME: *Speak and write in complete and coherent sentences LIMITED KNOWLEDGE of the following skills: *Speak and write in complete and coherent sentences