ELA.RT1: Print Concepts (Drops off after K) No standards at this grade level. ELA.RT2: Phonological Awareness (Drops off after 1st grade) No standards at this grade level. ELA.RT3: Fluency Fluency is reading with sufficient accuracy and prosody in order to support comprehension. Fluent readers adjust their speed according to purpose and content. See fluency rubric for benchmarks found on SchoolNet. Standard 1: Foundational Literacy and Language Skills T1 T2 T3 N/A N/A N/A T1 T2 T3 N/A N/A N/A T1 T2 T3 The Student Can ELA.RT3.PSa (RF.3.4a-c) Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. (RF.3.4a) I can read grade level text with purpose and understanding. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (RF.3.4b) I can read grade level text with accuracy and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.3.4c) I use context and rereading to help me understand words and ideas while reading grade level text. May 2014 Standards/Reporting Topics/Performance Standards 1
ELA.RT4: Word Study Word study is a systematic approach to learning language encompassing the developmental continuum of the levels of alphabet, pattern, and meaning, including the strands of phonics, spelling development, morphology, and vocabulary development to support reading, writing and speaking. ELA.RT4.PSa (L.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). T1 T2 T3 The Student Can I can use vocabulary words I learn in different subjects, as well as words that show spatial and time relationships. ELA.RT4.PSb (L.3.4a-d) 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. Use sentence-level context as a clue to the meaning of a word or phrase. (L.3.4a) 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). (L.3.4b) Grade level team determines reporting timeline. I can use context clues and other strategies to help me define words I don t know. I can tell the meaning of a word when a known affix is added to a known word (agree -> agreeable). Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (L.3.4c) Grade level team determines reporting timeline. I can look for root words I know to help me define new words with the same root. May 2014 Standards/Reporting Topics/Performance Standards 2
Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. (L.3.4d) Grade level team determines reporting timeline. I can use glossaries and dictionaries to determine the precise meaning of a word. ELA.RT4.PSd (RF.3.3a-d) Know and apply grade-level phonics and word analysis skills when decoding and encoding (writing) words. Identify and know the meaning of the most common prefixes and derivational suffixes. (RF.3.3a) Decode words with common Latin suffixes. (RF.3.3b) Grade level team determines reporting timeline. I can read and write regularly spelled words and words that contain prefixes and derivational suffixes. I can read words with Latin suffixes. Decode multisyllable words. (RF.3.3c) Read and write grade-appropriate irregularly spelled words. (RF.3.3d) I can read multisyllable words. I can read and write irregularly spelled words. May 2014 Standards/Reporting Topics/Performance Standards 3
ELA.RT5.PSa (L.3.1a-i) ELA.RT5: Language Language and conventions refers to the command and control of standard English grammar and usage in speaking and writing, including legible handwriting, as well as capitalization, punctuation and spelling in writing. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. T1 T2 T3 The Student Can Write legibly in cursive. (State Requirement-- continuation of ELA.RT5PSa component [L.1.1a]) I can write legibly in cursive by the end of the year. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (L.3.1a) Benchmarks Trimester 1: Nouns, Pronouns, Adjective; Trimester 2: Verbs, Adverbs I can explain the general function of nouns, pronouns, verbs, adjective and adverbs, and how they function in specific sentences. Form and use regular and irregular plural nouns. (L.3.1b) Use abstract nouns (e.g., childhood). (L.3.1c) Form and use regular and irregular verbs. (L.3.1d) I can form and use regular and irregular plural nouns. I can use abstract nouns. I can form and use regular and irregular verbs. Form and use the simple verb tenses (e.g., I walked; I I can use simple verb tenses. walk; I will walk). (L.3.1e) Ensure subject-verb and pronoun-antecedent I can speak and write using correct subject-verb and agreement. (L.3.1f) pronoun-antecedent agreement. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (L.3.1g) I can form and use comparative and superlative adjectives and adverbs. May 2014 Standards/Reporting Topics/Performance Standards 4
Use coordinating and subordinating conjunctions. (L.3.1h) Benchmarks: Trimester 1: Coordinating Conjunctions Trimester 2: Subordinating Conjuctions I can use coordinating and subordinating conjunctions. Produce simple, compound, and complex sentences. (L.3.1i) Benchmarks: Trimeseter 1: Simple and Compound Trimeseter 2: Complex I can speak and write simple, compound and complex sentences. May 2014 Standards/Reporting Topics/Performance Standards 5
ELA.RT5: T1 T2 T3 ELA.RT5.PSb (L.3.2a-g) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize appropriate words in titles. (L.3.2a) Grade level team determines reporting timeline. Use commas in addresses. (L.3.2b) Grade level team determines reporting timeline. Use commas and quotation marks in dialogue. (L.3.2c) Note: Teach with Narrtive Structure which is first Trimester. Form and use possessives. (L.3.2d) Grade level team determines reporting timeline. The Student Can I can capitalize appropriate words in phrases in addition to the other capitalization rules I learned in previous grades. I can use commas correctly when writing addresses. I can use commas and quotation marks correctly in dialogue. I can form and use possessives. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). (L.3.2e) Grade level team determines reporting timeline. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (L.3.2f) Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (L.3.2g) Grade level team determines reporting timeline. I can spell high frequency words. I can apply spelling patterns I've learned. I can use dictionaries and other tools to check and correct spelling. May 2014 Standards/Reporting Topics/Performance Standards 6
ELA.RT5.PSc (L.3.3a-b) Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases for effect. (L.3.3a) When writing or speaking, I can choose the best words and phrases to help make my meaning clear. Recognize and observe differences between the conventions of spoken and written standard English. (L.3.3b) Grade level team determines reporting timeline. I can explain the difference between spoken and written standard English. May 2014 Standards/Reporting Topics/Performance Standards 7
ELA.RT6: Literary Comprehension T1 T2 T3 Literary comprehension involves interacting with text using intentional thinking to construct and apply meaning. Strategies are selected according to the purpose for reading and type of text, helping readers make meaning on literal, interpretive and evaluative levels. ELA.RT6.PSa (RL.3.1) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Standard 2: Literary Text The Student Can I can ask and answer questions about a text, and find specific evidence (ideas) from the story to help answer my questions. ELA.RT6.PSb (RL.3.2) 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. I can retell stories, including fables, folktales and myths, identifying the central message, lesson or moral and explain how key details from the text support each. ELA.RT6.PSc (RL.3.3) Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. I can describe characters from a story, including how they look, feel or why they do the things they do, and explain how their actions are important to the story. ELA.RT6.PSd (RL.3.7) 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). I can explain how a text's pictures help show the mood (feeling) of the story, show the setting of the story and/or how a character is feeling. ELA.RT6.PSe (RL.3.9) 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). I can define and identify theme, setting and+f49:f55y the same author. May 2014 Standards/Reporting Topics/Performance Standards 8
ELA.RT6.PSf (RL.3.10) 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. I can read and understand grade level text on my own. May 2014 Standards/Reporting Topics/Performance Standards 9
ELA.RT7: Literary Craft/Structure T1 T2 T3 Craft and structure refers to the special characteristics of literary genres, including narratives, poetry and drama. Readers develop meaning by identifying and analyzing literary elements and figurative language. The Student Can ELA.RT7.PSa (RL.3.4) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. I can use strategies, such as context, to determine the meanings of words I do not know, also recognizing when a word has multiple meanings such as literal and figurative meaning. ELA.RT7.PSb (RL.3.5) Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. I can define chapter, stanza and scene and identify each in texts, explaining how each is connected or organized. ELA.RT7.PSc (RL.3.6) Distinguish their own point of view from that of the narrator or those of the characters. I can give opinions about what I read, agreeing and disagreeing with the characters' and narrator's thinking and actions. May 2014 Standards/Reporting Topics/Performance Standards 10
Standard 3: Informational Text ELA.RT8: Informational Comprehension T1 T2 T3 Informational comprehension involves interacting with text using intentional thinking to construct and apply meaning. Strategies are selected according to the purpose for reading and type of text including history/social studies, science and other technical subjects. The Student Can ELA.RT8.PSa (RI.3.1) ELA.RT8.PSb (RI.3.2) ELA.RT8.PSc (RI.3.3.) ELA.RT8.PSd (RI.3.7) ELA.RT8.Pse (RI.3.8) ELA.RT8.PSf (RI.3.9) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. 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). Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). Compare and contrast the most important points and key details presented in two texts on the same topic. I can think about what I've read and create my own questions (being sure to refer to the text) about an important idea. I can identify the main idea in a text explaining how I know the idea is the main idea. I can also identify key details in a text and explain how they are connected to (support) the main idea. I can tell which step in a procedure comes first and what comes after that. I can explain what happened first in a text and what happened after that using time and sequence words. I can explain how ideas are related. I can find and use information from illustrations in a text to help me understand what I am reading. I can read sentences and paragraphs in a text and explain how the ideas are connected (time order, comparison of events/ideas, cause/effect). I can identify important points and key ideas in two different texts on the same topic, explaining how they are similar and how they are different. May 2014 Standards/Reporting Topics/Performance Standards 11
ELA.RT8.PSg (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. I can read and understand grade level text on my own. May 2014 Standards/Reporting Topics/Performance Standards 12
ELA.RT9: Informational Craft/Structure T1 T2 T3 Craft and structure refers to the unique structures found in a variety of informational texts, including compare/contrast, cause/effect, problem/solution and time-order. Readers develop meaning through ELA.RT9.PSa (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. The Student Can I can define words from other contents. ELA.RT9.PSb (RI.3.5) Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. I can use text features and search tools such as key words, sidebars and hyperlinks to find information efficiently. ELA.RT9.PSc (RI.3.6) Distinguish their own point of view from that of the author of a text. I can explain what the author wants the reader to understand about a topic, what I think the author is talking about in a text and agree or disagree with the author's thinking. May 2014 Standards/Reporting Topics/Performance Standards 13
Standard 4: Speaking and Listening ELA.RT10: Interactive Listening T1 T2 T3 Comprehending spoken language involves process-oriented thinking skills. Effective listeners have the ability to decode the message; apply a number of strategies and interactive processes to make meaning; and respond in a variety of ways. Listening provides a foundation for all aspects of language and cognitive development and plays a lifelong role in the process of learning. The Student Can ELA.RT10.PSa (SL.3.1a-d) 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. 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. (SL.3.1a) I can participate in small and large group discussions, building on ideas. 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). (SL.3.1b) I can follow class rules for discussion. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (SL.3.1c) Explain their own ideas and understanding in light of the discussion. (SL.3.1d) I can ask questions during discussion that are on topic and I can link my comments to the remarks of others ("I agree" or "I disagree because...") I can explain my own ideas to others during the discussion. May 2014 Standards/Reporting Topics/Performance Standards 14
ELA.RT10.PSb (SL.3.2) ELA.RT10.PSc (SL.3.3) 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. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. After listening to or viewing information, I can identify the main idea and supporting details presented. I can ask and answer questions about a presentation. May 2014 Standards/Reporting Topics/Performance Standards 15
ELA.RT11: Presentation of Knowledge and Ideas Successful presentation of information requires students to identify, organize, and express concepts and ideas. It may involve digital media and visual display of data to convey information and enhance audience understanding. T1 T2 T3 The Student Can ELA.RT11.PSa (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. I can present to my class about a topic, sharing key ideas and facts. My presentation is easy to hear and understand. ELA.RT11.PSb (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. I can create digital recordings of stories or poems that demonstrate fluent reading, adding visual displays to emphasize important ideas. (Not a priority standard) ELA.RT11.PSc (SL.3.6) Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See RT5, PSa & PSb for specific grade level expectations.) I can speak in complete sentences that are on topic, answering questions, or providing information. May 2014 Standards/Reporting Topics/Performance Standards 16
Standard 5: Writing ELA.RT12: Writing Process T1 T2 T3 Students systematically gather and record information and ideas with audience awareness and a clear purpose. Ideas are organized and shaped in draft form. In response to collaboration with mentors and peers, writing is revised for clarity. Students edit for conventions (grammar, punctuation, spelling and capitalization) and use available technology to publish/share and reflect on their writing. The Student Can ELA.RT12.PSa (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 RT13, RT14, and RT15.) I can write for different reasons and purposes. ELA.RT12.PSb (W.3.5) 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.) I can plan, revise and edit my writing using specific strategies. ELA.RT12.PSc (W.3.6) 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. With support from adults, I can use available technology to publish my writing. ELA.RT12.PSd (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. I can write both in-class timed essays and process writing based on various tasks and audiences. May 2014 Standards/Reporting Topics/Performance Standards 17
Note about RT13, RT14, and RT15: Writing is a skill that is constantly practiced and applied. The summative measure of students meeting the writing standards should occur at the end of each instructional year. The changes below reflect this; however, writing instruction must start in the first trimester and be integrated into content areas whenever possible. At least three writing pieces for each genre of writing need to be collected over time before any summative mark can be made on the report card. It is our recommendation that a student writing portfolio is kept throughout the year. If a student transfers in district, please send the writing portfolio to the new school (the portfolio is not required to be fancy or standardized). Also, please use the district-created benchmarks or rubrics for the appropriate grade level. For students working significantly above or below grade level, best practice indicates that using the rubric which best matches the student's instructional level as well as using the rubric for the student's grade level will provide a more accurate indication of which standards the student is meeting. Reporting this information in comments is recommended. The reporting requirements below are minimum requirments. You are welcome to report more frequently. Recommended Instructional Calendaring: First Trimester focus instruction on RT15, Second Trimester focus instruction on RT13, Third Trimester focus instruction on RT14. Integrate writing into content areas whenever possible. ELA.RT13: Informational Writing Students write to examine and convey ideas and information clearly and accurately through effective selection, organization, and analysis. Ideas are supported with facts, evidence and/or examples as appropriate. ELA.RT13.PSa (W.3.2a-d) Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (W.3.2a) Develop the topic with facts, definitions, and details. (W.3.2b) Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. (W.3.2.c) Provide a concluding statement or section. (W.3.2d) T1 T2 T3 The Student Can I can write informational/explanatory paragraphs and essays to examine a topic and explain ideas and information clearly in which I have: an introductory statement or paragraph in which I introduce my topic, a middle section, or body, where I develop my ideas using facts, definitions and details, a concluding statement or paragraphs, used linking/connecting words between ideas and paragraphs. May 2014 Standards/Reporting Topics/Performance Standards 18
ELA.RT13.PSb (W.3.7) ELA.RT13.PSc (W.3.8) Conduct short research projects that build knowledge about a topic. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. I can conduct research (library, Internet and lab) to learn more about a topic. I can remember information from my research, taking notes from print and digital sources, and sort my notes by category/topic. May 2014 Standards/Reporting Topics/Performance Standards 19
ELA.RT14: Narrative Writing Students write to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. T1 T2 T3 The Student Can ELA.RT14.PSa (W.3.3a-d) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (W.3.3a) Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. (W.3.3b) Use temporal words and phrases to signal event order. (W.3.3c) I can write narratives about a sequence of events that: have a clear beginning, middle and end, have a narrator and/or character, uses dialogue and description to develop the characters and/or ideas, and use temporal (time order) words to help organize and transition ideas, times and settings. Provide a sense of closure. (W.3.3d) May 2014 Standards/Reporting Topics/Performance Standards 20
ELA.RT15: Opinion Writing Students write opinions supported by appeals to emotion and background and arguments (claims) supported by valid reasoning and evidence. T1 T2 T3 The Student Can ELA.RT15.PSa (W.3.1a-d) Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (W.3.1a) Provide reasons that support the opinion. (W.3.1b) Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. (W.3.1c) I can write opinion paragraphs/essays that: begin with an introductory statement or paragraph in which I identify my opinion about a topic develops ideas further through a body (middle) paragraphs or section providing logical reasons that support my opinion using transition words, and ends with a purposeful concluding sentence/paragraph. Provide a concluding statement or section. (W.3.1d) May 2014 Standards/Reporting Topics/Performance Standards 21
May 2014 Standards/Reporting Topics/Performance Standards 22
May 2014 Standards/Reporting Topics/Performance Standards 23
May 2014 Standards/Reporting Topics/Performance Standards 24
May 2014 Standards/Reporting Topics/Performance Standards 25
May 2014 Standards/Reporting Topics/Performance Standards 26
May 2014 Standards/Reporting Topics/Performance Standards 27
May 2014 Standards/Reporting Topics/Performance Standards 28
May 2014 Standards/Reporting Topics/Performance Standards 29
May 2014 Standards/Reporting Topics/Performance Standards 30
May 2014 Standards/Reporting Topics/Performance Standards 31
May 2014 Standards/Reporting Topics/Performance Standards 32