English Language Arts Grade 3 Compose and Create Outcome 1 – Little Evidence With help, I understand parts of the simpler ideas and do a few of the simpler skills. 2 – Partial Evidence I understand the simpler ideas and can do the simpler skills. I am working on the more complex ideas and skills. 3 – Sufficient Evidence I understand the more complex ideas and can master the complex skills that are taught in class. I achieve the outcome. 4- Extensive Evidence I have a deep understanding of the complex and I can use the skills I have learned in situations that were not taught in class. CC3.2 Represent I can create easy-to-follow representations that have a clear purpose. Message (I prepare thought and clear compositions and presentations.) I need help to visually represent what I understand about a topic. I need help to connect my ideas, organize my work, and include appropriate details. I use basic words, symbols, and forms to tell what I understand about a topic. Some of my ideas are clear, but I need prompting to organize and focus my work. I use words, symbols, and other forms to clearly tell what I understand about a topic. My are organized, focused, and presented in an easy-to-follow way. I use words, symbols, and other forms to make original visual texts to share what I understand about a topic. My ideas are richly developed with details and examples. Strategies (I can use before, during, and after strategies with practice and help from my teacher.) I need help to choose before, during and after strategies to create any visual texts. I can use some before, during and after strategies to create simple visual texts. I use a range of before, during, and after strategies to create a variety of visual texts. I select my own before, during and strategies to create original visual texts. Cues (I can control the elements of communication.) AND Conventions (I can control the rules of language, and make few mistakes. Errors don’t make understanding more difficult.) I need help to make my language and presentation clear and appropriate. I need help to my ideas and stay on topic. My language for presentation is acceptable. I may need prompting for appropriateness. I need prompting to clarify my ideas and details. My language for presentation is clear and appropriate. My details and word choices are specific and make my ideas clear. My language for presentation is consciously and my presentation captivates the audience. My details and word choices show style and efficiency.
Comments CC3.3 Speak I can present ideas in everyday situations and in sometimes in front of a group. Message (I prepare thoughtful and compositions and presentations.) I can choose a but my presentations do not stick to the topic or make sense. I know I have an audience, but I do not understand the importance of my audience when I present. My ideas and message are not clear or lack support. My presentations have a very limited structure or development. I can make simple presentations that have some focus on the main idea. My understanding of audience is basic or uneven, and I don’t know how to connect with it. Some of my ideas are clear and supporting ideas are okay for my message. My presentations have some structure but are unclear and lacking organization. My presentations are clear, straightforward, and focused on a main idea. I show a beginning awareness of my audience, and I try to connect with it. Most of my ideas are clear and the details support my message. My presentations follow a sequence and include a beginning, middle, and end. My presentations are clear and logical. The ideas are original and insightful. I am clearly of my audience, and I succeed in connecting with it. All of my ideas and supporting details are relevant and appropriate for the message. My presentations show thoughtful organization and are richly developed with details and examples.
Strategies (I can use before, during, and after strategies with practice and help from my teacher.) I can only use some of the before, during and after strategies with help. I need prompting to participate in a conversation with others or I refuse to talk. I need help to retell basic details in a narrative. I rarely pay attention to the diction, pitch, tempo and tone of my voice when I present. I can use simple before, during and after strategies. I can give simple answers and comments when talking with others. I can retell some of the simple details in a narrative. With guidance, I can plan and present considering: diction, pitch, tempo, and tone. I can use meaningful before, during and after strategies that have been taught in class. I can talk about and extend my thinking when talking with other people. I can retell a narrative story. I can plan and present with attention to diction, pitch, tempo, and tone. I control my own use of before, during and after strategies in meaningful ways. I can engage in talk with others and extend the conversation on my own. I can retell a narrative rich details and examples. I consider and attend to diction, pitch, tempo, and tone on my own with effective results. Cues (I can control the elements of communication.) AND I read orally with difficulty. I may use some fluency, expression, and pacing when I read, but it is inconsistent. I read different types of text with fluency, expression (tone), and appropriate pace. I consistently use tone and voice to maintain interest any time that I read.
Conventions (I can control the rules of language, and make few mistakes. Errors don’t make understanding more difficult.) I can in sentences that are simple, often incomplete, or My are often immature, over-used or incorrect and do not fit the presentation. I use simple sentence structures and patterns. My sentences are all very similar. My words and expressions sometimes do not fit the presentation. I use some variety in my sentence structures and length. Most of the words and expressions I use fit the presentation. I can use a variety of sentence structures for effect. My language is consciously well-used and appropriate for the audience. Comments CC3.4 Write I can communicate my and experiences in clear, writing: Strategies (I can use before, during, and after strategies with practice and help from my teacher.) The writing process I can work through the stages of the writing process with the help of the teacher. I can use only some of the before, during and/or after strategies with help. I can work through some stages of the writing process and am working on others. I use some simple before, during, and/or after strategies. I can work through most of the stages of the writing process. I can use meaningful before, during and after strategies that have been taught in class. I can work through all the stages of the writing process and demonstrate stamina on my own. I control my own use of before, during and after strategies in meaningful ways according to my purpose for writing.
a report; a procedure; a letter; a a script; a poem. I only revise with help. I only share with lots of encouragement. I do some basic revisions that have been suggested. I share with prompting. I can extend, rework, and polish ideas for an audience outside of my classroom. I share my final product with an audience. I revise and polish my compositions and presentations confidently and independently for any audience. I confidently and enthusiastically share my final product with any audience. Pre-writing My pre-writing is insufficient. My pre-writing is not organized. There is no connection between my draft and the The draft shows little evidence of a beginning, a middle, OR an end. My pre-writing sketches the ideas of the text. The pre-writing shows some organization. My draft is somewhat connected to the My draft shows some evidence of a beginning, middle, OR an end. The pre-writing is complete. The pre-writing is organized. There is a connection between the draft and the pre-writing. The shows evidence of a beginning, a middle AND an end. The pre-writing is extensive. The pre-writing is clearly organized. The draft has a strong connection to the pre-writing. The introduction, body and conclusion of the text are clearly evident. I do not make any meaningful changes I make a few meaningful changes I make several meaningful changes I make many meaningful changes writing.
I have a purpose, interesting detail, and correct Revision the content or structure of my I make one or two language corrections, with help. to the content or structure of my text. I make quite a few language corrections. to the content or structure of my text. I correct my text systematically. to the content or structure of my text. I correct my text thoroughly. Message (I prepare thoughtful and clear compositions and presentations.) Ideas I can write about familiar things. I with very limited detail. I may have an idea for a story, but I have difficulty including organizing and including characters, setting, problem, and solution. I have a hard time thinking up characters. I can write simple descriptions of familiar objects, events and experiences. I write with limited details. I can write simple stories. I am working on developing characters, setting, problem and solution. My characters are simple and need more details. I can write clear descriptions of familiar objects, events and experiences. I include enough details to give the reader a clear picture. I can write narratives that include characters, setting, problem, and solution. I can think about and invent new characters. I can write original descriptions of familiar objects, events, and experiences. My ideas are richly developed with details and examples that can be out of the ordinary. My narrative writing includes characters, setting, problem, and solution that are richly developed with details and examples. My characters are original, clear, and well-developed.
Voice There are few feelings in my text. Pictures can sometimes show feelings. I wonder why I am writing. The reader wonders what my feelings and opinions are. There is some feeling in the words and punctuation. Pictures show feelings. I know there is an audience. The reader has a peak at my feelings and opinions. Feelings like sadness, joy, or surprise come out. Pictures can make the feelings clear. I try to involve the audience. The reader can tell what my feelings and opinions are. Feelings are very strong. Pictures add feelings and tell me as an author. I hook the audience. My text has energy, and my feelings and opinions shine through. Cues (I can control the elements of communication.) Word Choice There are few words. I use the I see around me. I use words and groups of words I know. I repeat the and groups of words I know. I create some interest with the words I choose. I use some new words. My language is consciously well chosen and well used. I use new words that are exact. Sentence Fluency With help, I can organize my thinking into simple and complete sentences. My sentences are always the same. I use common and simple sentence structures. Sometimes, I vary the length or the Sometimes, I use compound or complex sentences. My sentence structure is varied and polished. The sentences are different lengths.
The of the words is not important. structure of the sentence. The sentences sound bumpy. I use some variety in my sentence structures and length. The sentences are easy to read aloud. The sentences flow. Conventions I can write simple sentences, but I cannot organize them into a paragraph. I have many errors in my spelling, punctuation, and capitalization. I do not use cursive writing and I am working on printing. I can write simple paragraphs. I have noticeable errors in my spelling, punctuation, and capitalization. I usually choose to print instead of write cursively. I can write using correct paragraph structure. My spelling, punctuation, and capitalization are mostly correct. I may use cursive writing, with some support. My paragraphs are organized to move the reader through the text. My writing demonstrates accepted standards of spelling, punctuation, and capitalization, and I use some exceptions to standard usage for effect. I use cursive writing confidently. Comments