Alignment of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (Common Core Georgia Performance Standards/CCGPS) and the ELA Georgia Performance Standards (GPS) THIRD GRADE Common Core Georgia Performance Standards (CCGPS) Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. 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. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. Reading Standards for Literature Georgia Performance Standards (GPS) ELA3R3 The uses a variety of strategies to gain meaning from gradelevel text. The c. Generates questions before, during, and after reading. ELA 3R3 The uses a variety of strategies to gain meaning from gradelevel text. The j. Identifies and infers main idea and supporting details. ELA4R1 The demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the identifies the characteristics of various genres and produces evidence of reading that: h. Identifies themes and lessons in folktales, tall tales, and fables. ELA3R3 The uses a variety of strategies to gain meaning from gradelevel text. The e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts. f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text. ELA3R2 The acquires and uses grade-level words to communicate effectively. The d. Identifies the meaning of common idioms and figurative phrases and incorporates them into oral and written language. f. Determines the meaning of unknown words on the basis of context. 5. Refer to parts of stories, dramas, and poems when writing or speaking ELA3R3 The uses a variety of strategies to gain meaning from gradelevel text. The about a text, using terms such as chapter, scene, and stanza; describe how October 2010 Page 1 of 23
each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. 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). Range of Reading and Level of Text 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. e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts. n. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry). o. Uses titles, tables of content, and chapter headings to locate information quickly and accurately and to preview text. ELA3R3 The uses a variety of strategies to gain meaning from gradelevel text. The f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text. q. Formulates and defends an opinion about a text. ELA3R3 The uses a variety of strategies to gain meaning from gradelevel text. The h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. ELA3R3 The uses a variety of strategies to gain meaning from gradelevel text. The e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts. f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text. ELA3R3 The uses a variety of strategies to gain meaning from gradelevel text. k. Self-monitors comprehension to clarify meaning. Common Core Georgia Performance Standards (CCGPS) Key Ideas and Details Reading Standards for Informational Text October 2010 Page 2 of 23 Georgia Performance Standards (GPS)
1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Craft and Structure October 2010 Page 3 of 23 ELA3R3 The uses a variety of strategies to gain meaning from gradelevel text. b. Makes predictions from text content. c. Generates questions to improve comprehension. l. Identifies and infers cause-and-effect relationships and draws conclusions. m. Recalls explicit facts and infers implicit facts. ELA3R3 The uses a variety of strategies to gain meaning from gradelevel text. The j. Identifies and infers main idea and supporting details. k. Self-monitors comprehension to clarify meaning. l. Identifies and infers cause-and-effect relationships and draws conclusions. m. Recalls explicit facts and infers implicit facts. ELA3R3 The uses a variety of strategies to gain meaning from gradelevel text. The l. Identifies and infers cause-and-effect relationships and draws conclusions. ELA4R1 The demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, cause and effect). e. Distinguishes cause from effect in context. g. Makes perceptive and well-developed connections. h. Distinguishes fact from opinion or fiction. 4. Determine the meaning of general academic and domain-specific words ELA3R2 The acquires and uses grade-level words to communicate and phrases in a text relevant to a grade 3 topic or subject area. effectively. The a. Reads literary and informational texts and incorporates new words into oral and written language. b. Uses grade-appropriate words with multiple meanings. f. Determines the meaning of unknown words on the basis of context. 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) ELA3R3 The uses a variety of strategies to gain meaning from grade-
to locate information relevant to a given topic quickly and efficiently. level text. The h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. o. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text. ELA4W3 The uses research and technology to support writing. The b. Locates information in reference texts by using organizational features (i.e., prefaces, appendices, indices, glossaries, and tables of contents). 6. Distinguish their own point of view from that of the author of a text. ELA3R3 The uses a variety of strategies to gain meaning from gradelevel text. The i. Makes connections between texts and/or personal experiences p. Recognizes the author s purpose. q. Formulates and defends an opinion about a text. Integration of Knowledge and Ideas 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. October 2010 Page 4 of 23 ELA3R3 The uses a variety of strategies to gain meaning from gradelevel text. The h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. ELA3W1 The demonstrates competency in the writing process. The i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience. ELA3W1 The demonstrates competency in the writing process. The d. Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers). e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering). ELA5R1 The demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the reads and comprehends in order to
Range of Reading and Level of Text Complexity 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. develop understanding and expertise and produces evidence of reading that: g. Makes perceptive and well-developed connections. h. Relates new information to prior knowledge and experience and makes connections to related topics or information. ELA3R3 The uses a variety of strategies to gain meaning from gradelevel text. The a. Reads a variety of texts for information and pleasure. Common Core Georgia Performance Standards (CCGPS) Print Concepts *K & 1 st only Phonological Awareness *K & 1 st only Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. Reading Standards: Foundational Skills October 2010 Page 5 of 23 Georgia Performance Standards (GPS) ELA2R1 The quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. ELA3R2 The acquires and uses grade-level words to communicate effectively. The e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, -ous, -ly). ELA4R3 The understands and acquires new vocabulary and uses it correctly in reading and writing. The e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-). ELA5R3 The understands and acquires new vocabulary and uses it correctly in reading and writing. The e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-). b. Decode words with common Latin suffixes. ELA5R3 The understands and acquires new vocabulary and uses it correctly in reading and writing. The c. Determines the meaning of unfamiliar words using knowledge of common roots, suffixes, and prefixes. ELA6R2 The understands and acquires new vocabulary and uses it
correctly in reading and writing. The b. Uses knowledge of Greek and Latin affixes to understand unfamiliar vocabulary. c. Decode multi-syllable words. ELA2R1 The quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The f. Reads multisyllabic words. d. Read grade-appropriate irregularly spelled words. ELA2R1 The quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The b. Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives. d. Reads and spells words containing r-controlled vowels and silent letters. e. Reads and spells words containing irregular vowel patterns. Fluency 4. Read with sufficient accuracy and fluency to support comprehension. ELA3R1 The demonstrates the ability to read orally with speed, accuracy, and expression. a. Read on-level text with purpose and understanding. ELA3R1 The demonstrates the ability to read orally with speed, accuracy, and expression. The b. Reads familiar text with expression. 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. ELA3R1 The demonstrates the ability to read orally with speed, accuracy, and expression. The c. Reads third-grade texts at a target rate of 120 words correct per minute. ELA3R1 The demonstrates the ability to read orally with speed, accuracy, and expression. The d. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text. Common Core Georgia Performance Standards (CCGPS) Text Types and Purposes Writing Standards October 2010 Page 6 of 23 Georgia Performance Standards (GPS) 1. Write opinion pieces on topics or texts, supporting a point of view with ELA3W1 The demonstrates competency in the writing process. The
reasons: a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons. a. Captures a reader s interest by setting a purpose and developing a point of view. b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. c. Writes text of a length appropriate to address the topic or tell the story. ELA3W2 The writes in a variety of genres, including narrative, ELA3W1 The demonstrates competency in the writing process. The d. Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers). k. Writes a response to literature that demonstrates understanding of the text, formulates an opinion, and supports a judgment. l. Writes a persuasive piece that states a clear position. ELA3W2 The writes in a variety of genres, including narrative, The produces a persuasive piece of writing that: a. Captures a reader s interest by stating a clear position/opinion and developing a point of view. b. Sustains a focus. e. Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochure, advertisement, movie and book reviews). ELA3W2 The writes in a variety of genres, including narrative, The produces a response to literature that: a. Captures a reader s interest by developing a point of view. b. Demonstrates understanding of the text, formulates an opinion, and supports a judgment. d. Uses appropriate organizational structures to ensure coherence (T-charts, compare and contrast, letter to author, rewrite the ending, beginning, middle, and end with details from the text). b. Provide reasons that support the opinion. ELA3W1 The demonstrates competency in the writing process. The October 2010 Page 7 of 23
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. October 2010 Page 8 of 23 i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience. ELA3W2 The writes in a variety of genres, including narrative, The produces a persuasive piece of writing that: d. Adds supportive details throughout the paper that may include relevant examples, facts, and anecdotes. ELA3W2 The writes in a variety of genres, including narrative, The produces a response to literature that: c. Makes connections: text-to-self, text-to-text, text-to-world connections using significant details from the reading selection. ELA3W1 The demonstrates competency in the writing process. The e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering). d. Provide a concluding statement or section. ELA3W2 The writes in a variety of genres, including narrative, The produces a persuasive piece of writing that: f. Provides a sense of closure. ELA3W2 The writes in a variety of genres, including narrative, The produces a response to literature that: e. Provides a sense of closure. 2. Write informative/explanatory texts to examine a topic and convey ideas ELA3W1 The demonstrates competency in the writing process. The and information clearly. a. Captures a reader s interest by setting a purpose and developing a point of view. b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. c. Writes text of a length appropriate to address the topic or tell the story. ELA3W2 The writes in a variety of genres, including narrative, a. Introduce a topic and group related information together; include ELA3W2 The writes in a variety of genres, including narrative,
illustrations when useful to aiding comprehension. The produces informational writing (e.g., procedures, report, correspondence) that: a. Captures a reader s interest by setting a purpose and developing a point of view. b. Sustains a focused topic. c. Includes the appropriate purpose, expectations, and length for the audience and the genre. f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic. b. Develop the topic with facts, definitions, and details. ELA3W2 The writes in a variety of genres, including narrative, The produces informational writing (e.g., procedures, report, correspondence) that: d. Includes relevant examples, facts, anecdotes, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. ELA3W1 The demonstrates competency in the writing process. The e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering). d. Provide a concluding statement or section. ELA3W2 The writes in a variety of genres, including narrative, The produces informational writing (e.g., procedures, report, correspondence) that: g. Provides a sense of closure. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: ELA3W1 The demonstrates competency in the writing process. The a. Captures a reader s interest by setting a purpose and developing a point of view. b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. c. Writes text of a length appropriate to address the topic or tell the story. ELA3W2 The writes in a variety of genres, including narrative, October 2010 Page 9 of 23
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. October 2010 Page 10 of 23 ELA3W2 The writes in a variety of genres, including narrative, The produces a narrative that: a. Captures a reader s interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of view. b. Sustains a focus. c. Includes the appropriate purpose, expectations, and length for the audience and genre. d. Uses sensory details and other literary language to communicate setting, characters, and plot. e. Uses appropriate organizational structures to ensure coherence (well developed beginning, middle, and end, and sequence of events) and strategies (transition words/phrases, time cue words, and sequence of events). ELA3W1 The demonstrates competency in the writing process. The f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect. g. Begins to develop characters through action and dialogue. h. Begins to use descriptive adjectives and verbs to communicate setting, character, and plot. ELA3W2 The writes in a variety of genres, including narrative, The produces a narrative that: d. Uses sensory details and other literary language to communicate setting, characters, and plot. f. Develops characters through action and dialogue. c. Use temporal words and phrases to signal event order. ELA3W1 The demonstrates competency in the writing process. The e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering). d. Provide a sense of closure. ELA3W2 The writes in a variety of genres, including narrative,
Production and Distribution of Writing 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Gradespecific expectations for writing types are defined in standards 1-3 above.) The produces a narrative that: g. Provides a sense of closure. October 2010 Page 11 of 23 ELA3W1 The demonstrates competency in the writing process. The b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. ELA3W2 The writes in a variety of genres, including narrative, The produces a narrative that: c. Includes the appropriate purpose, expectations, and length for the audience and genre. e. Uses appropriate organizational structures to ensure coherence (well developed beginning, middle, and end, and sequence of events) and strategies (transition words/phrases, time cue words, and sequence of events). The produces informational writing (e.g., procedures, report, correspondence) that: c. Includes the appropriate purpose, expectations, and length for the audience and the genre. e. Uses organizational structures for conveying information (chronological order, cause and effect, similarities and differences, questions and answers). The produces a persuasive piece of writing that: c. Includes the appropriate purpose, expectations, and length for audience and the genre. e. Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochure, advertisement, movie and book reviews). The produces a response to literature that: b. Demonstrates understanding of the text, formulates an opinion, and supports a judgment. d. Uses appropriate organizational structures to ensure coherence (T-charts, compare and contrast, letter to author, rewrite the ending, beginning, middle, and end with details from the text).
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 3 on pages 28 and 29.) 6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. October 2010 Page 12 of 23 ELA3W1 The demonstrates competency in the writing process. The c. Writes text of a length appropriate to address the topic or tell the story. m. Pre-writes to generate ideas, develops a rough draft, rereads to revise, and edits to correct. ELA3W2 The writes in a variety of genres, including narrative, The produces a narrative that: h. May include prewriting. i. May include a revised and edited draft. The produces informational writing that: h. May include prewriting. i. May include a draft that is revised and edited. The produces a persuasive piece of writing that: g. May include prewriting. h. May include a revised and edited draft. The produces a response to literature that: f. May include prewriting. g. May include a draft that is revised and edited. ELA3W1 The demonstrates competency in the writing process. The n. Publishes by presenting an edited piece of writing to others. ELA3W2 The writes in a variety of genres, including narrative, The produces a narrative that: j. May be published. The produces informational writing that: j. May be published. The produces a persuasive piece of writing that: i. May be published The produces a response to literature that: h. May be published. ELA4W3 The uses research and technology to support writing. The
Research to Build and Present Knowledge October 2010 Page 13 of 23 a. Acknowledges information from sources. b. Locates information in reference texts by using organizational features (i.e., prefaces, appendices, indices, glossaries, and tables of contents). c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words). d. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive). 7. Conduct short research projects that build knowledge about a topic. ELA3W1 The demonstrates competency in the writing process. The j. Uses a variety of resources to research and share information on a topic. ELA3W2 The writes in a variety of genres, including narrative, The produces informational writing (e.g., procedures, report, correspondence) that: f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic. ELA3C1 The demonstrates understanding and control of the rules of formats. The j. Uses resources (encyclopedias, Internet, books) to research and share information about a topic. 8. Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ELA3W1 The demonstrates competency in the writing process. The j. Uses a variety of resources to research and share information on a topic. ELA3W2 The writes in a variety of genres, including narrative, The produces a response to literature that: c. Makes connections: text-to-self, text-to-text, text-to-world connections using significant details from the reading selection. The produces informational writing (e.g., procedures, report, correspondence) that:
9. (Begins in grade 4) Range of Writing 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. d. Includes relevant examples, facts, anecdotes, and details. f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic. ELA3C1 The demonstrates understanding and control of the rules of formats. The j. Uses resources (encyclopedias, Internet, books) to research and share information about a topic. ELA3W1 The demonstrates competency in the writing process. The b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. c. Writes text of a length appropriate to address the topic or tell the story. Common Core Georgia Performance Standards (CCGPS) Comprehension and Collaboration 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). Speaking and Listening Standards October 2010 Page 14 of 23 Georgia Performance Standards (GPS) ELA3LSV1 The uses oral and visual strategies to communicate. ELA4LSV1 The participates in -to-teacher, -to, and group verbal interactions. The l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. ELA4LSV1 The participates in -to-teacher, -to, and group verbal interactions. The f. Displays appropriate turn-taking behaviors. ELA3LSV1 The uses oral and visual strategies to communicate. The
a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults. c. Ask questions to check understanding of information presented, stay on ELA4LSV1 The participates in -to-teacher, -to, and group verbal interactions. The topic, and link their comments to the remarks of others. b. Asks relevant questions. c. Responds to questions with appropriate information. l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. d. Explain their own ideas and understanding in light of the discussion. ELA4LSV1 The participates in -to-teacher, -to, and group verbal interactions. The h. Offers own opinion forcefully without domineering. i. Responds appropriately to comments and questions. j. Volunteers contributions and responds when directly solicited by teacher or discussion leader. k. Gives reasons in support of opinions expressed. l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. 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. 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas 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. 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. October 2010 Page 15 of 23 ELA3LSV1 The uses oral and visual strategies to communicate. The b. Recalls, interprets, and summarizes information presented orally. c. Uses oral language for different purposes: to inform, persuade, or entertain. d. Listens to and views a variety of media to acquire information. ELA4LSV1 The participates in -to-teacher, -to, and group verbal interactions. The b. Asks relevant questions. c. Responds to questions with appropriate information. ELA3LSV1 The uses oral and visual strategies to communicate. The b. Recalls, interprets, and summarizes information presented orally. ELA4LSV2 The listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas.
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 on pages 28 and 29 for specific expectations.) When delivering or responding to presentations, the : a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members. b. Uses notes, multimedia, or other memory aids to structure the presentation. ELA2LSV1 The uses oral and visual strategies to communicate. The c. Uses increasingly complex language patterns and sentence structure when communicating. ELA3C1 The demonstrates understanding of the control of the rules of formats. The e. Speaks and writes in complete and coherent sentences. Common Core Georgia Performance Standards (CCGPS) 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. Language Standards October 2010 Page 16 of 23 Georgia Performance Standards (GPS) ELA3C1 The demonstrates understanding and control of the rules of formats. ELA3C1 The demonstrates understanding and control of the rules of formats. The a. Correctly identifies and uses subject/verb agreement and adjectives. b. Identifies and uses nouns (singular, plural, possessive) correctly. d. Identifies and uses personal and possessive pronouns. ELA3W1 The demonstrates competency in the writing process. The f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect.
h. Begins to use descriptive adjectives and verbs to communicate setting, character, and plot. ELA4C1 The demonstrates understanding and control of the rules of formats. The b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb). ELA6C1 The demonstrates understanding and control of the rules of formats. The b. Recognizes basic parts of a sentence (subject, verb, direct object, indirect object, predicate noun, predicate adjective). b. Form and use regular and irregular plural nouns. ELA3C1 The demonstrates understanding and control of the rules of formats. The b. Identifies and uses nouns (singular, plural, possessive) correctly. c. Use abstract nouns (e.g., childhood). ELA6C1 The demonstrates understanding and control of the rules of formats. The a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence. i. Identifies and uses nouns abstract, common, collective, plural, and possessive. d. Form and use regular and irregular verbs. ELA5C1 The demonstrates understanding and control of the rules of formats. The c. Uses and identifies verb phrases and verb tenses. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. ELA3C1 The demonstrates understanding and control of the rules of October 2010 Page 17 of 23
formats. The a. Correctly identifies and uses subject/verb agreement and adjectives. ELA5C1 The demonstrates understanding and control of the rules of formats. The c. Uses and identifies verb phrases and verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement.* ELA3C1 The demonstrates understanding and control of the rules of formats. The a. Correctly identifies and uses subject/verb agreement and adjectives. d. Identifies and uses personal and possessive pronouns. ELA4C1 The demonstrates understanding and control of the rules of formats. The a. Recognizes the subject-predicate relationship in sentences. ELA7C1 The demonstrates understanding and control of the rules of formats. The c. Uses standard subject-verb and pronoun-antecedent agreement. g. Form and use comparative and superlative adjectives and adverbs, and ELA3C1 The demonstrates understanding and control of the rules of choose between them depending on what is to be modified. formats. The a. Correctly identifies and uses subject/verb agreement and adjectives. ELA7C1 The demonstrates understanding and control of the rules of formats. The e. Demonstrates correct usage of comparative and superlative forms of adjectives and adverbs. h. Use coordinating and subordinating conjunctions. ELA6C1 The demonstrates understanding and control of the rules of October 2010 Page 18 of 23
formats. The a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence. viii. Identifies and uses conjunctions coordinating, correlative, and common subordinating. i. Produce simple, compound, and complex sentences. ELA3C1 The demonstrates understanding and control of the rules of formats. The f. Identifies and uses increasingly complex sentence structure. ELA5C1 The demonstrates understanding and control of the rules of formats. The e. Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory sentences and functional fragments), order, and complexity (simple, compound, complex, and compound-complex). 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ELA3C1 The demonstrates understanding and control of the rules of formats. a. Capitalize appropriate words in titles. ELA3C1 The demonstrates understanding and control of the rules of formats. The m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks). b. Use commas in addresses. ELA3C1 The demonstrates understanding and control of the rules of formats. The m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks). October 2010 Page 19 of 23
ELA2W1 The begins to demonstrate competency in the writing process. The s. Begins to use commas (e.g., in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and states), and periods after grade-appropriate abbreviations. c. Use commas and quotation marks in dialogue. ELA2W1 The begins to demonstrates competency in the writing process. The u. Recognizes appropriate uses of quotation marks. ELA3C1 The demonstrates understanding and control of the rules of formats. The m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks). ELA3W1 The demonstrates competency in the writing process. The g. Begins to develop characters through action and dialogue. d. Form and use possessives. ELA3C1 The demonstrates understanding and control of the rules of formats. The b. Identifies and uses nouns (singular, plural, possessive) correctly. 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, positionbased spellings, syllable patterns, ending rules, meaningful word parts) in writing words. ELA3C1 The demonstrates understanding and control of the rules of formats. The l. Uses common rules of spelling and corrects words using dictionaries and other resources. ELA2R1 The quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The g. Applies learned phonics skills when reading and writing words, sentences, and stories. g. Consult reference materials, including beginning dictionaries, as needed to ELA3C1 The demonstrates understanding and control of the rules of check and correct spellings. October 2010 Page 20 of 23
Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. October 2010 Page 21 of 23 formats. The k. Uses the dictionary and thesaurus to support word choices. l. Uses common rules of spelling and corrects words using dictionaries and other resources. ELA3C1 The demonstrates understanding and control of the rules of formats. a. Choose words and phrases for effect.* ELA3C1 The demonstrates understanding and control of the rules of formats. The h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang, colloquialisms, idioms). b. Recognize and observe differences between the conventions of spoken and written standard English. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. ELA3C1 The demonstrates understanding and control of the rules of formats. ELA3C1 The demonstrates understanding and control of the rules of formats. a. Use sentence-level context as a clue to the meaning of a word or phrase. ELA3C1 The demonstrates understanding and control of the rules of formats. The i. When appropriate, determines the meaning of a word based on how it is used in an orally presented sentence. ELA3R2 The acquires and uses grade-level words to communicate effectively. The f. Determines the meaning of unknown words on the basis of context.
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. 5. With guidance and support from adults, 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). October 2010 Page 22 of 23 ELA4R3 The understands and acquires new vocabulary and uses it correctly in reading and writing. The h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence. ELA3R2 The acquires and uses grade-level words to communicate effectively. The e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, -ous, -ly). f. Determines the meaning of unknown words on the basis of context. ELA3R2 The acquires and uses grade-level words to communicate effectively. The e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, -ous, -ly). f. Determines the meaning of unknown words on the basis of context. ELA4R3 The understands and acquires new vocabulary and uses it correctly in reading and writing. The c. Identifies the meaning of common root words to determine the meaning of unfamiliar words. ELA2W1 The begins to demonstrate competency in the writing process. The v. Uses the dictionary and thesaurus to support word choices. ELA3R3 The uses a variety of strategies to gain meaning from gradelevel text. The r. Applies dictionary, thesaurus, and glossary skills to determine word meanings. ELA3R3 The uses a variety of strategies to gain meaning from gradelevel text. ELA3R2 The acquires and uses grade-level words to communicate effectively. The d. Identifies the meaning of common idioms and figurative phrases and incorporates them into oral and written language. ELA4R3 The uses a variety of strategies to gain meaning from gradelevel text. The g. Identifies playful uses of language (e.g., puns, jokes, palindromes).
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 vocabulary, including words and phrases that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). ELA3R3 The uses a variety of strategies to gain meaning from gradelevel text. The i. Makes connections between texts and/or personal experiences. ELA3R2 The acquires and uses grade-level words to communicate effectively. The c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms. ELA3R2 The acquires and uses grade-level words to communicate effectively. The a. Reads literary and informational texts and incorporates new words into oral and written language. b. Uses grade-appropriate words with multiple meanings. ELA3W1 The demonstrates competency in the writing process. The e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering). October 2010 Page 23 of 23