3rd Grade English/Language Arts

Transcription

1 3rd Grade English/Language Arts Working Document July 22, 2016 PCBOE

2 Table of Contents Reading Literature 3 Reading Informational 13 Reading Foundational 23 Writing 27 Speaking and Listening 37 Language 43 2

3 Literature: Key Ideas and Details Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Enduring Skills: Make logical inferences from complex text. Standard: RL Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Know What content does the student need to know to demonstrate What are story elements? What is story sequence (chronological order) and text structure? Ask and answer questions (who, what, when, why, where) Refer to text for answer Mastery: How does the student demonstrate the learning of the standard? Students ask and answer questions regarding the plot explicitly referring to the book (cite textual evidence) to form the basis for their answers. Students respond to questions from texts and underline, highlight, or mark with sticky notes the evidence to support the responses. 3

4 Literature: Key Ideas and Details Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Enduring Skills: Summarize key details & ideas of complex text. Standard: RL Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Know What content does the student need to know to demonstrate What is story sequence (chronological order) and text structure? What are characteristics of different genres (folktale, fables, and myths)? Retell stories in sequential order Distinguish different genre: fables, folktales, myths Determine the central message, lesson, or moral in a story Explain how the central message, lesson, or moral is conveyed through key details Mastery: How does the student demonstrate the learning of the standard? to accurately recount the story identifying the central message and describe how the details convey the message. Students use graphic organizers to restate and organize the elements of literary texts. (story map, web) 4

5 Literature: Key Ideas and Details Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Enduring Skills: Analyze individuals, events, and ideas throughout complex text Standard: RL3.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Know What content does the student need to know to demonstrate Story sequence (chronological order) and text structure Story Elements focusing on characters and their traits/actions Describe the major/minor characters (focusing on character traits). Describe how do the character s traits contribute to the story? What were the characters motivations in finding a resolution to the problem Mastery: How does the student demonstrate the learning of the standard? Students describe how the characters traits and actions influence the sequence and plot of the story. Students explicitly refer to the passage (cite textual evidence) to form the basis for their answers. Students brainstorm and display lists of character traits, motivations, and feelings. 5

6 Literature: Craft and Structure Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Enduring Skills: Interpret words & phrases to comprehend text independently Standard: RL3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. Know What content does the student need to know to demonstrate What is the difference between literal and non-literal language? Determine meaning of words and phrases used in text. Distinguish between literal and non-literal language. Mastery: How does the student demonstrate the learning of the standard? Students will be able to determine the meanings of words used in grade appropriate text, distinguishing from literal and non-literal language. Students predict meanings of unknown words and record predictions. Students use resources to check these predictions. (dictionaries) 6

7 Literature: Craft and Structure Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Enduring Skills: Analyze the text structure Standard: RL3.5 Refer to parts of stories, dramas, and poems when writing or speaking about text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. Know What content does the student need to know to demonstrate Mastery: How does the student demonstrate the learning of the standard? What are the elements of dramas, stories, and poems? Students will refer to parts of stories, dramas, and poems when writing or speaking about text. Students will use terms such as chapter, scene, and stanza and describe how each part builds on earlier sections. Students will be able to Refer to parts of stories, dramas, and poems when writing or speaking about text Students match word cards (chapter, scene, etc.) to stories, dramas, and poems. Students locate examples in text. 7

8 Literature: Craft and Structure Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text. Enduring Skills: Determine point of view or purpose of a text. Standard: RL3.6 Distinguish their own point of view from that of the narrator or those of the characters. What is point of view? Students will distinguish from narrator s point of view and their own and those of the characters in the text. to distinguish their own point of view from that of the narrator or the characters in the text. Students read common texts and retell the stories from different character s points of view. 8

9 Literature: Craft and Structure Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Enduring Skills: Evaluate content presented in diverse media and formats to comprehend complex text Standard: RL3.7 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). What is an illustration? What is mood? What does role does mood play in understanding the text? to identify what the story is about. Students will understand the role of words in describing the characters. Students will understand how illustrations create mood. to explain how the text s illustrations convey the meaning in a story and how the author uses the illustrations to create the mood for the story. After reading selections, students illustrate texts. Students exchange illustrations with partners and use the illustrations to retell story. 9

10 Literature: Craft and Structure Anchor Standard 8: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Enduring Skills: Evaluate content presented in diverse media and formats to comprehend complex text Standard: RL3.8 Not applicable to literature. 10

11 Literature: Craft and Structure Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Enduring Skills: Analyze how two or more texts address similar theme or topics. Standard: RL3.9 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). What is theme? What is plot? What is compare/contrast? to identify what the theme of the story is. to compare/contrast themes in similar books. to identify the plot of the story. to compare/contrast plot in similar books. Students complete author studies by reading multiple selections by same author; comparing and contrasting themes, settings, characters, and plots of the selections. Students will use graphic organizers (Venn Diagrams) to record comparisons and contrasts of the stories. 11

12 Literature: Craft and Structure Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Enduring Skills: Read and comprehend complex text. Standard: RL3.10: 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. What does reading independently and proficiently look and sound like? What is a range of reading texts? How to recognize genres in literature, including stories, dramas, and poetry. to recognize what reading independently and proficiently looks and sounds like. to choose texts from a range of reading texts at the high end of the 2-3 grade complexity band. to recognize the various genres in literature. Students read texts that gradually increase in difficulty throughout the year. During daily independent reading students select texts and participate in individual conferences and assessments. Students maintain logs of stories or books read. Students include summaries of selections, answers to questions about texts, descriptions of characters, or personal connections to texts. 12

13 Informational: Key Ideas and Details Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Enduring Skills: Make logical inferences from complex text Standard: RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers What are the 5 w s (who, what, where, when, why)? What is the main topic? What are specific details? to Identify who or what the text is about. to form and ask questions. to understand the details in the text. Students will refer to text for answers, citing textual evidence to support answer. Students will read passages or portions of informational text, locating information in texts to support their answers by referring explicitly to the text for the basis of their answers. Students place sticky notes containing literal comprehension questions on the part of the text that answer the questions. 13

14 Informational: Key Ideas and Details Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Enduring Skills: Summarize key details & ideas of complex text Standard: RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea What is the main idea of the text? What are key ideas and details? What is recounting the key details? to determine the main idea of informational text. to recount the key details. to understand the details in the text. to explain how the key details support the main idea. Students will determine the main idea of the text by recounting the key details and by explaining how they support the main idea citing evidence from the text to support their answer. Students work with peers to read texts, pausing after a paragraph or section to share details to identify the main idea of the texts. 14

15 Informational: Key Ideas and Details Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Enduring Skills: Analyze individuals, events, and ideas throughout complex text Standard: RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect What is cause/effect? What is a series of events and steps in a procedure? What is sequence of events? to describe cause and effect relationships. to identify historical events and scientific ideas. to sequence the steps in a procedure. to use the language of time, such as long ago, in this decade etc. Students will describe the relationship between historical events, scientific ideas, or steps in a procedure referring to the text to cite for support of their answer using cause and effect language. Students create timelines to show order of events in historical texts. Students create cause/effect charts. 15

16 Informational: Craft and Structure Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Enduring Skills: Interpret words & phrases to comprehend text independently Standard: RI.3.4: Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area. What are multiple meaning words? What are prefixes and suffixes? What is figurative language? to Determine meaning of words in context by using context clues. to decode words by using knowledge of prefixes and suffixes to recognize word. to use context clues and decoding skills to determine meaning of general academic and domain specific words in phrases related to a topic or subject area. Students create topic related or subject area dictionaries. Students brainstorm lists of words or phrases related to specific phrases in specific topics. 16

17 Informational: Craft and Structure Anchor Standard 5 : Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Enduring Skills: Analyze the text structure. Standard: RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently What are text features? What are search tools? (sidebars, hyperlinks?) to Use text features and search tools to locate information relating to a topic. Using passages that include multiple text features, students will choose one of the text features and explain how that feature supports the main idea of the text. Students identify topics of given passages and use appropriate search tools to locate information about those topics. 17

18 Informational: Craft and Structure Anchor Standard 6: Access how point of view or purpose shapes the content and style of a text. Enduring Skills: Determine the point of view for purpose of text. Standard: RI.3.6 Distinguish their own point of view from that of the author of a text What is point of view? to distinguish their own point of view from the author s. Students complete Venn Diagrams to display author s point of view and student s point of view of a common text and will be able to discuss or explain what is common and what is different about their point of view. After reading texts, students identify the author s point of view and rewrite texts from their own point of view. 18

19 Informational: Integration of Knowledge and Ideas Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Enduring Skills: Evaluate content presented in diverse media and formats to comprehend complex text. Standard: RI.3.7 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). What are various types of illustrations? to demonstrate the understanding of the text by interpreting the information from illustrations in the text.. Students will use selections that include text features and graphic features (illustrations) to answer questions that require evidence from text or illustrations to support their answer. 19

20 Informational: Integration of Knowledge and Ideas Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Enduring Skills: Delineate and evaluate the argument and specific claims in complex text Standard: RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). What is cause/effect What is comparison of sentences and paragraphs relating to text structure? What is sequence of events? to use cause/effect to establish the connection between sentences and paragraphs in a text. to identify the text structure of the paragraph/text. to explain the sequence of the sentences in relation one to another. Students will describe and explain the logical connection between particular sentences and paragraphs in a text. Using sentence strips with events from story, the students will sequence the events to demonstrate connections. 20

21 Informational: Integration of Knowledge and Ideas Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Enduring Skills: Analyze how two or more text address similar themes or topics. Standard: RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic What is compare/contrast? What is main idea and key details? to compare and contrast key points by using details to support their answers from the two texts on the same topic. Students will read two books on the same topic listing five key points about the topic from each book and work independently to identify the similarities and differences between the two texts citing evidence from texts to support answer. Working with partners students read two passages on the same topic. Partner A identifies what they have in common and Partner B identifies what is different and discusses their findings. 21

22 Informational: Range of Reading and Level of Text Complexity Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently Enduring Skills: Read and comprehend complex text. Standard: RI.3.10 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. What does reading and comprehending informational texts independently and proficiently look and sound like at the end of the year? What is selfmonitoring? to read and comprehend informational texts across all subject areas independently and proficiently by the end of grades 2-3 text complexity band. Students complete ongoing Literature Response Logs that record the selections, the genres, the amount of independent reading time, and the selections levels. Students create and maintain graphs that establish baseline reading levels and establish end of the year reading level goals. Students plot progress throughout the year. 22

23 Anchor Standard 1: Phonics and word analysis Foundational Skills Phonics and Word Recognition Enduring Skills: Apply phonics and word analysis in decoding text Standard: No standard for

24 Anchor Standard: Phonics and Word Recognition Foundational Skills Phonics and Word Recognition Enduring Skills: Apply phonics and word analysis in decoding text Standard: No standard for

25 Anchor Standard: Phonics and Word Recognition Foundational Skills Phonics and Word Recognition Enduring Skills: Apply phonics and word analysis in decoding text Standard: RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words What are prefixes and suffixes? What is decoding? What are multi-syllable words? What is a root word? to identify and know the meaning of common prefixes and suffixes. to identify root word. Students will decode multi-syllable words in text. to split the word by syllables. Students will demonstrate word knowledge of prefixes and suffixes and can explain how they change the meaning of the word. to decode or break apart words in relation to their syllable count. Students will apply decoding in reading of texts. 25

26 Foundational Skills Fluency Anchor Standard: Read fluently. Enduring Skills: Read with sufficient accuracy and fluency to support comprehension Standard: RF.3.4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. What is accuracy and fluency? What does accuracy sound like within the various genres? What does fluency sound like sound like within the various genres? How does accuracy and fluency support comprehension? Students participate in choral reading and use strategies to practice appropriate rate, accuracy, and expression. During reading, students pause frequently to discuss skills. Students use word decoding strategies when identifying unknown words within sentences. Students reread to determine the meanings of words using the context. Students read on level text accurately and fluently with purpose and understanding. 26

27 Writing Text Types and Purposes Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Enduring Skills: Write arguments to support claims. Standard: W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide concluding statement or section student need to know to demonstrate this standard? What is an opinion piece? How do I support an opinion? What are common organizational structures such as cause/effect, chronological/sequential order; problem/solution What are linking words and how to use them when moving from one reason to another? What is a concluding statement? to identify the organizational structure of an opinion piece. to select a topic and state an opinion on that topic. Students will write an opinion piece using transition words and conclusion statement. demonstrate the learning of the standard? Students will write an opinion piece effectively using the appropriate organization structure of an opinion piece, that includes a topic that is clearly stated, voice their opinion, and use transition words and concluding statement to effectively communicate their ideas. 27

28 Writing Text Types and Purposes Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Enduring Skills: Write informative/explanatory texts to convey ideas and information clearly Standard: W.3.2 Write informative / explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section What is the difference between writing text to inform or explain What is a topic sentence How to group related information together? What is the importance of including illustrations to convey the message? to write text to either inform or explain to the audience. to write an informative piece in a clear, concise structure to the reader to include appropriate illustrations to represent comprehension of text. Students will write an informative/explanatory piece effectively using the appropriate organization structure of an informational piece that includes a topic that is clearly stated, includes illustrations to convey meaning, use transition words and concluding statement to effectively communicate their ideas. Students will use facts, definitions, and details to develop the topic. 28

29 Writing Text Types and Purposes Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured sequence of events. Enduring Skills: Write narratives to develop real or imagined experiences Standard: W.3.3 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. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. Provide a sense of closure What is a narrative? Who is telling the story? (point of view) What are story elements? What is dialogue? What are smooth clear transitions in writing? What is a sense of closure in narrative writing? to introduce narrator/characters to develop characters and events through writing. to write from an establish point of view using dialogue between the characters. Students use or select time order words or phrases in narrative writing. to provide a sense of closure in narrative writing. demonstrate the learning of the standard? Students write narratives to develop real or imagined experiences using effective technique, descriptive details, and clear event sequences. 29

30 Writing Production and Distribution of Writing Anchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Enduring Skills. : Produce clear and coherent writing that is appropriate to task, purpose, and audience Standard: W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade specific expectations for writing types are defined in standards 1-3.) What are the writing purposes such as writing to persuade, inform, and entertain? (Why am I writing) Who are you writing to? (audience) What is writing in a sequential manner? What are the organizational structures such as chronological order, cause and effect, etc. to write with a purpose. to write to write to a specific audience. Students write in sequential order. to write in a specific organizational structure. Students will develop and produce writing with development and organization according to an appropriate task and purpose. 30

31 Writing Production and Distribution of Writing Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Enduring Skills. : Develop and strengthen writing by using the writing process Standard: W.3.5 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade specific expectations for writing types are defined in standards 1-3.) student need to know to demonstrate this standard? How to organize thoughts and ideas What are brainstorming, webs, and clusters? What is the writing process? (revising, editing, ) What is peer editing/reviewing? to organize thoughts and ideas in writing. to write to use brainstorming, webs, and clusters for prewriting. Students write using the writing process for revisions/editing of work and work of their peers. demonstrate the learning of the standard? Students will produce writing with development and organization according to an appropriate task and purpose using the writing process for planning, revising, editing, rewriting, and peer editing. 31

32 Writing Production and Distribution of Writing Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Enduring Skills. : Use technology to interact and collaborate with others Standard: W.3.6 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade specific expectations for writing types are defined in standards 1-3.) What are keyboarding skills? What is a system for saving and storing work until it is ready for publishing? Know and use Internet tools such as search engines (Google, Bing), online dictionaries and thesaurus, spell and grammar check Use programs such as Word, PowerPoint, and Publisher Know and use print commands to use and implement various technology tools, search engines, programs, to write, produce and develop an organized appropriate task in writing. Students will produce writing with development and organization according to an appropriate task and purpose using various key boarding skills, technology tools, programs, and search engines when developing and organizing an appropriate task. 32

33 Writing Research to Build and Present Knowledge Anchor Standard 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Enduring Skills. : Conduct short research projects based on focused questions Standard: W.3.7 : Conduct short research projects that build knowledge about a topic How to select a topic for research How to use reference materials such as dictionaries, encyclopedias, etc. How to search using key words for topic How to cite print and internet sources How to summarize information Students will generate research topics from general interests or by brainstorming with peers. Students will select topics and design open ended questions from relevant information. Students will develop research plans to collect topic related information from various sources. Students will produce short research projects that build knowledge about a topic that demonstrates understanding of the subject being researched. 33

34 Writing Research to Build and Present Knowledge Anchor Standard 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Enduring Skills. : Conduct short research projects based on focused questions Standard: W.3.8 : Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. How to use search engines such as Goggle, Bing, etc. How to use the library to locate print resources such as encyclopedias, magazine, and books. How to summarize and organize information Know how to use notetaking strategies, such as use of index cards, notebooks, graphic organizers, or Thinking Maps Students will collect topic related information from print and non-print sources; take simple notes and sort information into provided categories and using organizers. Students will develop outlines or time lines to organize information gathered during research. Students will gather and use relevant information to recall using summarizing techniques to sort evidence into provided categories. 34

35 Writing Research to Build and Present Knowledge Anchor Standard 9: Draw evidence from literary or informational text to support analysis, reflection, or research. Enduring Skills. : Conduct short research projects based on focused questions Standard: W.3.9 Begins in grade 4 35

36 Writing Research to Build and Present Knowledge Anchor Standard 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Enduring Skills. : Conduct short research projects based on focused questions Standard: W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. How to select appropriate writing topics. How to organize thoughts and determine the purpose for writing. How to recognize audience. How to summarize and organize information Know how to use notetaking strategies, such as use of index cards, notebooks, graphic organizers, or Thinking Maps Students will select appropriate writing topics using the writing process. Students will collect topic related information from print and non-print sources; take simple notes and sort information into provided categories and using organizers. Students will write pieces with specific audiences. Students will write routinely at various settings (over time, single day) for a range of specific writing task, purposes, and audiences. 36

37 Speaking and Listening Comprehension and Collaboration Anchor Standard 1: 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. Enduring Skills. : Prepare for and participate effectively in collaborative conversations. Standard: SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion How to collaborate with others How to discuss, respond, question, and explain grade appropriate conversations on a specific topic Students will participate in collaborative conversations. Students will discuss and respond to comments and questions to peers following agreed upon rules. Students will ask questions to clear up confusion. Students will engage in collaborative conversations on grade appropriate topics and texts, responding to the comments of peers. Students will ask questions to clear up confusion and deepen the conversation. 37

38 Speaking and Listening Comprehension and Collaboration Anchor Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Enduring Skills. : Use digital media and visual displays to enhance presentations and communicate effectively. Standard: SL 3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. How to identify the main idea and supporting details using various formats Students will identify main ideas in various formats. Students will identify supporting details in various formats. to determine the main idea and supporting details in various presentation formats. 38

39 Speaking and Listening Comprehension and Collaboration Anchor Standard 3: Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric Enduring Skills: Evaluate other s presentations and how they use point of view, reasoning, use of evidence, and rhetoric. Standard: SL 3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. How to ask appropriate questions to self and speaker How to elaborate and provide details for clarity Students will ask appropriate questions to self and speaker. Students will elaborate and provide details to assist in clarifying. to ask appropriate questions offering elaboration and detail. 39

40 Speaking and Listening Presentation of Knowledge and Ideas Anchor Standard 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Enduring Skills: Independently prepare and present information, findings, and supporting evidence that the listener can follow. Standard: SL 3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. student need to know to demonstrate this standard? How to report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace How to plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. Students will report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Students will plan and deliver an informative/explanatory presentation on a topic. demonstrate the learning of the standard? to report on a topic and delivery information. 40

41 Speaking and Listening Presentation of Knowledge and Ideas Anchor Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Enduring Skills: Use digital media and visual displays to enhance presentation and communicate effectively. Standard: SL 3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. How to create readings at an understandable pace to demonstrate fluidity. How to add visual displays when appropriate to emphasize or enhance certain facts or details. Students will create readings at an understandable pace to demonstrate fluidity. Students will utilize visual displays to emphasize certain facts or details. to create readings using appropriate displays to deepen understanding using appropriate pace. 41

42 Speaking and Listening Presentation of Knowledge and Ideas Anchor Standard 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Enduring Skills: Use grade appropriate words and phrases. Standard: SL 3.6 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 specific expectations.) How to speak in complete sentences using appropriate detail. Students will speak in complete sentences when answering questions and providing details and explanations. to speak in complete sentences when asking questions, providing details, and clarifying information. 42

43 Language Conventions of Standard English Anchor Standard 1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Enduring Skills: Demonstrate command of Standard English grammar. Standard: SL 3.1 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 How to identify grade appropriate parts of speech. How to explain the purpose of nouns, pronouns, verbs, adjectives, and adverbs in general and their purposes in particular sentences. Students will identify parts of speech that are grade appropriate. Students will use parts of speech in the correct form during speaking and writing. to demonstrate the use of parts of speech in speaking and writing. 43

44 Language Conventions of Standard English Anchor Standard 2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. Enduring Skills: Demonstrate command of Standard English capitalization, punctuation, and spelling. Standard: SL 3.2 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. How to use capitalization rules How to use punctuation rules (commas, quotations, and possessives) How to use appropriate spelling rules. How to consult reference materials Students will use capitalization rules Students will use punctuation rules (commas, quotations, and possessives) Students will use appropriate spelling rules. Students will consult reference materials to demonstrate capitalization, punctuation, and spelling rules in their writing. 44

45 Language Knowledge of Language Anchor Standard 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Enduring Skills: Apply knowledge of language and its functions when reading and listening Standard: SL 3.3 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. How to recognize and identify conventions of language for formal and informal use of English. Students will use conventions in writing, speaking, reading, or listening. Students will compare formal and informal uses of English. to demonstrate knowledge of language and its conventions when writing, speaking, reading, or listening. to compare formal and informal uses of English. 45

46 Language Vocabulary Acquisition and Use Anchor Standard 4: Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Enduring Skills: Determine the meaning of unknown words. Standard: SL 3.4 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, heat/preheat). 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 How to use context clues to identify the meaning of a word. How to use prefixes and suffixes How to use grade appropriate root words and their meanings How to use print glossaries and beginning dictionaries to determine or clarify meaning of words or phrases, digital glossaries and beginning dictionaries to determine or clarify the meaning of words or phrases. Students will use context clues to help identify the meaning of unknown words. Students will use prefixes, suffixes, affixes, and root words to determine unknown words and the meanings. Students will use various types of glossaries to find meanings of words and unknown phrases. Students will accurately determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from an array of strategies. 46

47 Language Vocabulary Acquisition and Use Anchor Standard 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Enduring Skills: Demonstrate understanding of figurative language. Standard: SL 3.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non-literal 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). How to distinguish literal and non-literal meaning of words and phrases in context. How to understand the connections between words and their use How to understand shades of meaning as it relates to state of mind or degrees of certainty Students will distinguish literal and non-literal meaning of words and phrases in context. Students will understand the connections between words and their use Students will understand shades of meaning as it relates to state of mind or degrees of certainty Students will demonstrate understanding of word relationships and nuances in literal and non-literal words and phrases in context. 47

48 Language Vocabulary Acquisition and Use Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Enduring Skills: Use grade appropriate words and phrases. Standard: SL 3.6 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) How to use grade appropriate words and phrases. Students will use grade appropriate words and phrases. Students acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 48