ENGLISH LANGUAGE ARTS COURSE MAP GRADE

May 2012 ENGLISH LANGUAGE ARTS COURSE MAP GRADE 3 Page 1 of 12 Course Big Ideas Students will understand that: 1. Concepts of print, phonological and phonemic awareness, word recognition and fluency are foundational skills necessary to the development of effective readers. 2. Deep understanding of can be accomplished through the acquisition of a vast vocabulary, use of comprehension strategies when reading, and the development of the skills needed for using ual evidence to make connections among ideas and between s. 3. Deep understanding of literature can be accomplished through the acquisition of a vast vocabulary, use of comprehension strategies when reading, and the development of the skills needed for using ual evidence to make connections among ideas and between s. 4. Writing includes the ability to share information, support an argument, and tell a story as well as the ability to engage in evidence-based analysis of and research. 5. Acquisition of effective communication skills permits individuals to speak appropriately with and respond intelligently to others. 1.1 Foundational Skills Phonics & Word Recognition Concepts Prefixes o re-; in-; un-; pre-; dis-; mis-; non- Suffixes o ful; less; -ble; -ly; -or; -ness; - ment Syllables o open o closed o vowel & silent e o vowel combinations o vowel and r o with V-V pattern o double consonants Fluency Concepts Accuracy Rate Expression Con/Word Recognition Phrasing Volume Reread Self-correct 1.1 Foundational Skills 1. Use knowledge of letter-sound correspondence, vowel patterns, and phonogram patterns to decode 2. Recognize base and remove prefixes and suffixes to break them down and solve them 3. Use word structure to decode (base, prefixes, suffixes, Greek & Latin roots) 4. Use syllable rules and patterns to decode 5. Decode with common prefixes and suffixes 6. Decode multisyllabic and compound 7. Use word parts to derive meaning of a word 8. Determine the meaning of a word when a known affix is added to a known word 9. Identify the most common prefixes and suffixes 10. Determine the meaning of a word based on its use in a sentence 11. Read on-level orally with accuracy 12. Read with appropriate volume 13. Read with expression 14. Read at an appropriate rate 15. Read grade level prose and poetry orally with accuracy, appropriate rate, and expression 16. Use con to confirm or self-correct word recognition and understanding, rereading as necessary 17. Re-read to solve or think about ideas and resume good rate of reading 1.1 Foundational Skills 1. 1.1.3.D. Know and apply grade level phonics and word analysis skills in decoding 2. 1.1.3.D. Know and apply grade level phonics and word analysis skills in decoding 3. 1.1.3.D. Know and apply grade level phonics and word analysis skills in decoding 4. 1.1.3.D. Know and apply grade level phonics and word analysis skills in decoding 5. 1.1.3.D. Know and apply grade level phonics and word analysis skills in decoding 6. 1.1.3.D. Know and apply grade level phonics and word analysis skills in decoding 7. 1.1.3.D. Know and apply grade level phonics and word analysis skills in decoding 8. 1.1.3.D. Know and apply grade level phonics and word analysis skills in decoding 9. 1.1.3.D. Know and apply grade level phonics and word analysis skills in decoding 10. 1.1.3.E. Read with accuracy and fluency to 11. 1.1.3.E. Read with accuracy and fluency to 12. 1.1.3.E. Read with accuracy and fluency to 13. 1.1.3.E. Read with accuracy and fluency to 14. 1.1.3.E. Read with accuracy and fluency to 15. 1.1.3.E. Read with accuracy and fluency to 16. 1.1.3.E. Read with accuracy and fluency to 17. 1.1.3.E. Read with accuracy and fluency to AIMSweb (September, January, May) o R-CBM o MAZE ISIP (Monthly) Word Analysis Fluency Vocabulary Comprehension 4-Sight Reading

May 2012 ENGLISH LANGUAGE ARTS COURSE MAP GRADE 3 Page 2 of 12 1.2 Reading Informational Text Concepts Main iidea Key details Inferences Summarizing important information Drawing conclusions Author s purpose Point of view Paraphrase Ask and answer questions Fact Opinion Text structure o chronology/sequence o comparison/contrast o cause and effect o question & answer o problem/solution Text features o chapter headings o section headings/sub-headings o captions o key o graphics o table on contents o glossary o call-outs o pronunciation guides o indexes o references Con clues Synonyms Homophones Figurative language o simile o metaphor o analogy Literary device mood/tone Setting Comparatives Superlatives Compound Word relationships Contractions Character o traits o actions o motives o dialogue 1.2 Reading Informational Text 1. Determine main idea and important information found in 2. Identify different genres (biography, autobiography,, reference, expository) 3. Summarize major events/key details found in 4. Identify details and facts found in informational 5. Summarize as a whole 6. Identify author s purpose 7. Make, confirm, and modify predictions based on information 8. Make inferences when reading informational 9. Ask and answer questions to demonstrate understanding of a 10. Draw conclusions based on information from the 11. Use details and examples from to support conclusions and inferences 12. Describe character dialogue in literary nonfiction 13. Use language that pertain to time, sequence, and cause/effect found in 14. Compare characteristics of literary non-fiction 15. Describe character actions found in literary nonfiction 16. Identify character emotions/feelings found in literary non-fiction 1.2 Reading Informational Text 1. 1.2.3.A. Determine the main idea of a ; recount key details; and explain how they support the main idea 2. 1.2.3.A. Determine the main idea of a ; recount key details; and explain how they support the main idea 3. 1.2.3.A. Determine the main idea of a ; recount key details; and explain how they support the main idea 4. 1.2.3.A. Determine the main idea of a ; recount key details; and explain how they support the main idea 5. 1.2.3.A. Determine the main idea of a ; recount key details; and explain how they support the main idea 6. 1.2.3.A. Determine the main idea of a ; recount key details; and explain how they support the main idea 7. 1.2.3.B. Ask and answer questions about the and make inferences from ; refer to to support responses 8. 1.2.3.B. Ask and answer questions about the and make inferences from ; refer to to support responses 9. 1.2.3.B. Ask and answer questions about the and make inferences from ; refer to to support responses 10. 1.2.3.B. Ask and answer questions about the and make inferences from ; refer to to support responses 11. 1.2.3.B. Ask and answer questions about the and make inferences from ; refer to to support responses 12. 1.2.3.C. Explain how a series of events, concepts, or steps in a procedure is connected within a, using language that pertains to time, sequence, and cause/effect 13. 1.2.3.C. Explain how a series of events, concepts, or steps in a procedure is connected within a, using language that pertains to time, sequence, and cause/effect 14. 1.2.3.C. Explain how a series of events, concepts, or steps in a procedure is connected within a, using language that pertains to time, sequence, and cause/effect 15. 1.2.3.C. Explain how a series of events, concepts, or steps in a procedure is connected within a, using language that pertains to time, sequence, and cause/effect 16. 1.2.3.C. Explain how a series of events, concepts, or steps in a procedure is connected within a, using language that pertains to

May 2012 ENGLISH LANGUAGE ARTS COURSE MAP GRADE 3 Page 3 of 12 Author bias Genre o Biography o Autobiography o o reference materials o expository 17. Compare and contrast character traits within literary non-fiction 18. Identify examples of simile found in 19. Identify statements of fact 20. Identify statements of opinion 21. Distinguish between fact and opinion found in 22. Identify cause and effect found in informational 23. Identify point of view present in informational 24. Identify structure/organization found in (chronology/sequence, comparison/contrast, cause and effect, question & answer, problem/solution) 25. Use chapter headings, section headings, captions, key, and graphics to locate information 26. Interpret character dialogue in 27. Interpret charts and make connections between and the content of charts 28. Interpret graphics and make connections between and the content of graphics 29. Use print and digital sources of informational to locate an answer to a question 30. Use readers tools to search for information (table on contents, glossary, heading, subheadings, call-outs, pronunciation guides, indexes, references) time, sequence, and cause/effect 17. 1.2.3.C. Explain how a series of events, concepts, or steps in a procedure is connected within a, using language that pertains to time, sequence, and cause/effect 18. 1.2.3.F. Determine the meaning of and phrases as they are used in grade-level, 19. 1.2.3.F. Determine the meaning of and phrases as they are used in grade-level, 20. 1.2.3.F. Determine the meaning of and phrases as they are used in grade-level, 21. 1.2.3.F. Determine the meaning of and phrases as they are used in grade-level, 22. 1.2.3.F. Determine the meaning of and phrases as they are used in grade-level, 23. 1.2.3.D. Explain points of view of the author 24. 1.2.3.E. Use features and search tools to locate and interpret information 25. 1.2.3.E. Use features and search tools to locate and interpret information 26. 1.2.3.E. Use structure, in and among s to interpret information 27. 1.2.3.E. Use features and search tools to locate and interpret information 28. 1.2.3.E. Use features and search tools to locate and interpret information 29. 1.2.3.G. Use information gained from features to demonstrate understanding of a or a digital source 30. 1.2.3.G. Use information gained from features to demonstrate understanding of a or a digital source

May 2012 ENGLISH LANGUAGE ARTS COURSE MAP GRADE 3 Page 4 of 12 31. Identify the evidence an author presents that support a particular point 32. Identify examples of that support an author s intended purpose 33. Identify how an author uses exaggeration (bias) in 34. Compare and contrast the most important points and key details presented in two s on the same topic 35. Determine the meaning of unknown and multiple-meaning when reading 36. Use grade-level content vocabulary when reading 37. Use con clues to determine the meaning of a word or phrase when reading informational 38. Use base and root to determine the meaning of a word or phrase found in 39. Use synonyms to determine the meaning of an unknown word found in 40. Demonstrate comprehension of grade-level non-fiction and 41. Change style and pace of reading to reflect purpose for reading 42. Identify different genres of (biography, autobiography,, reference materials, expository ) 31. 1.2.3.H. Describe how an author connects sentences and paragraphs in a to support particular points 32. 1.2.3.H. Describe how an author connects sentences and paragraphs in a to support particular points 33. 1.2.3.H. Describe how an author connects sentences and paragraphs in a to support particular points 34. 1.2.3.I. Compare and contrast the most important points and key details presented in two s on the same topic 35. 1.2.3.K. Determine or clarify the meaning of unknown and multiple-meaning and phrases based on grade-level reading and strategies and tools 36. 1.2.3.J. Acquire and use accurately gradeappropriate conversational, general academic, and domain-specific and phrases, including those that signal spatial and temporal relationships 37. 1.2.3.J. Acquire and use accurately gradeappropriate conversational, general academic, and domain-specific and phrases, including those that signal spatial and temporal relationships 38. 1.2.3.J. Acquire and use accurately gradeappropriate conversational, general academic, and domain-specific and phrases, including those that signal spatial and temporal relationships 39. 1.2.3.J. Acquire and use accurately gradeappropriate conversational, general academic, and domain-specific and phrases, including those that signal spatial and temporal relationships 40. 1.2.3.L. Read and comprehend literary nonfiction and on grade-level, reading independently and proficiently 41. 1.2.3.L. Read and comprehend literary nonfiction and on grade-level, reading independently and proficiently 42. 1.2.3.L. Read and comprehend literary nonfiction and on grade-level, reading independently and proficiently 43. Identify main idea and supporting details found in 43. 1.2.3.L. Read and comprehend literary nonfiction and on grade-level, reading independently and proficiently

May 2012 ENGLISH LANGUAGE ARTS COURSE MAP GRADE 3 Page 5 of 12 1.3 Reading Literature Concepts Key ideas Details Summarizing important information Inferencing Drawing conclusions Paraphrasing Predicting Genre Sequence of events Author s purpose Mood/tone Characterization o traits o actions o motives o relationships o dialogue Plot o beginning, middle, end o conflict/resolution o cause and effect o problem/solution o Literary elements o character o setting o theme o events o problem o solution Ask and answer questions Point of view Text structure o chapter o scene o stanza Figurative language o simile o metaphor o analogy 1.3 Reading Literature 1. Identify the main idea of a literary 2. Summarize key ideas and details from literary 3. Summarize as a whole 4. Identify a story s problem, the events of the story, and problem resolution 5. Recount relevant details found in literary as evidence to support an inference 6. Draw conclusions based on information from literary 7. Make inferences based on information found in literary 8. Compare relationships among characters in literary 9. Describe narrative elements (character, setting, plot) 10. Explain how character actions contribute to the in literary 11. Identify character dialogue within literary 12. Identify character emotions/feelings within literary 13. Identify character traits 14. Determine cause and effect in a literary 15. Determine how and why characters change 16. Explain the point of view of the author 17. Refer to parts of s when writing or speaking about a using such terms as chapter, scene, and stanza and describe how each successive part builds upon earlier sections 1.3 Reading Literature 1. 1.3.3.A. Determine the central message, lesson, or moral in literary, explain how it is conveyed in 2. 1.3.3.A. Determine the central message, lesson, or moral in literary, explain how it is conveyed in 3. 1.3.3.A. Determine the central message, lesson, or moral in literary, explain how it is conveyed in 4. 1.3.3.A. Determine the central message, lesson, or moral in literary, explain how it is conveyed in 5. 1.3.3.B. Ask and answer questions about the and make inferences from referring to to support answers 6. 1.3.3.B. Ask and answer questions about the and make inferences from referring to to support answers 7. 1.3.3.B. Ask and answer questions about the and make inferences from referring to to support answers 8. 1.3.3.C. Describe characters in a story and 9. 1.3.3.C. Describe characters in a story and 10. 1.3.3.C. Describe characters in a story and 11. 1.3.3.C. Describe characters in a story and 12. 1.3.3.C. Describe characters in a story and 13. 1.3.3.C. Describe characters in a story and 14. 1.3.3.C. Describe characters in a story and 15. 1.3.3.C. Describe characters in a story and 16. 1.3.3.D. Explain the point of view of the author 17. 1.3.3.E. Refer to parts of s when writing or speaking about a using such terms as chapter, scene, and stanza and describe how each successive part builds upon earlier sections

May 2012 ENGLISH LANGUAGE ARTS COURSE MAP GRADE 3 Page 6 of 12 Vocabulary Acquisition and Use Con clues synonyms Comparative Superlative Prefixes Analogies Contractions 18. Determine the meaning of simile found in literary 19. Identify an antonym of a word used in literary 20. Identify a synonym of a word used in literary 21. Identify the meaning of unknown and multiple-meaning used in literary 22. Use illustrations and pictures in a to determine key aspects of character, setting, problem and solution 23. Identify genre of literary 24. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters 25. Use glossaries, dictionaries, electronic resources, and thesauruses to determine or clarify meaning of unknown 26. Use grade-level content vocabulary when reading literary 27. Use con clues to determine the meaning of a word or phrase found in literary 28. Use known root to determine the meaning of an unknown word with the same root 18. 1.3.3.F. Determine the meaning of and phrases as they are used in grade level, 19. 1.3.3.F. Determine the meaning of and phrases as they are used in grade level, 20. 1.3.3.F. Determine the meaning of and phrases as they are used in grade level, 21. 1.3.3.F. Determine the meaning of and phrases as they are used in grade level, 22. 1.3.3.G. Explain how specific aspects of a s illustrations contribute to what is conveyed by the in the story (e.g. create mood, emphasize aspects of a character or setting) 23. 1.3.3.H. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters 24. 1.3.3.H. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters 25. 1.3.3.I. Determine or clarify the meaning of unknown and multiple-meaning and phrases based on grade-level reading and strategies and tools 26. 1.3.3.I. Determine or clarify the meaning of unknown and multiple-meaning and phrases based on Grade 3 reading and strategies 27. 1.3.3.I. Determine or clarify the meaning of unknown and multiple-meaning and phrases based on Grade 3 reading and strategies 28. 1.3.3.I. Determine or clarify the meaning of unknown and multiple-meaning and phrases based on Grade 3 reading and strategies

May 2012 ENGLISH LANGUAGE ARTS COURSE MAP GRADE 3 Page 7 of 12 29. Determine when a known affix is added to known word 30. Acquire and use accurately grade-appropriate conversational, general academic and domain-specific and phrases; including those that signal spatial and temporal relationships 31. Demonstrate comprehension of grade-level literary 32. Change style and pace of reading to reflect purpose 33. Adjust reading to process s with unfamiliar vocabulary and/or layout 34. Identify aspects of genre 35. Identify theme, plot, setting, and character traits in a literary 29. 1.3.3.I. Determine or clarify the meaning of unknown and multiple-meaning and phrases based on Grade 3 reading and strategies 30. 1.3.3.J. Acquire and use accurately gradeappropriate conversational, general academic and domain-specific and phrases; including those that signal spatial and temporal relationships 31. 1.3.3.I. Determine or clarify the meaning of unknown and multiple-meaning and phrases based on Grade 3 reading and strategies 32. 1.3.3.K. Read and comprehend literary fiction on grade level, reading independently 33. 1.3.3.K. Read and comprehend literary fiction on grade level, reading independently and proficiently 34. 1.3.3.K. Read and comprehend literary fiction on grade level, reading independently 35. 1.3.3.K. Read and comprehend literary fiction on grade level, reading independently 1.4 Writing Informative/Explanatory Writing Focus (clear topic) Content (details/description) Organization (logical order) Style (precise language, sentences of varying length) Conventions (spelling/grammar/punctuation) 1.4 Writing 1. Write about a topic using a clear main idea and supporting details 2. Construct an essay that describes a picture of a person, place, or thing 3. Compose a multi-paragraph expository essay with a beginning, middle, and end 4. Construct a news report of a current event including supporting details about who, what, where, when, how, and why 5. Construct a topic sentence to introduce the topic of a paragraph or multi-paragraph essay 6. Compose informative/explanatory with facts, definitions and details that develop a topic 7. Create a procedural how to that provides numbered steps for how to do or make something 8. Group information in an organized manner 9. Use linking or phrases to connect ideas 1.4 Writing 1. 1.4.3.A. Write informative/explanatory s to examine a topic and convey ideas and information clearly 2. 1.4.3.A. Write informative/explanatory s to examine a topic and convey ideas and information clearly 3. 1.4.3.A. Write informative/explanatory s to examine a topic and convey ideas and information clearly 4. 1.4.3.A. Write informative/explanatory s to examine a topic and convey ideas and information clearly 5. 1.4.3.B. Identify and introduce the topic 6. 1.4.3.C. Develop the topic with facts, definitions, details, or illustrations, as appropriate 7. 1.4.3.D. Create an organizational structure that includes information grouped and connected logically with a concluding statement or section 8. 1.4.3.D. Create an organizational structure that includes information grouped and connected logically with a concluding statement or section 9. 1.4.3.D. Create an organizational structure that includes information grouped and connected logically with a concluding statement or section

May 2012 ENGLISH LANGUAGE ARTS COURSE MAP GRADE 3 Page 8 of 12 Opinion/Argument Writing Focus (clear topic) Content (details/description) Organization (logical order) Style (precise language, sentences of varying length) Conventions (spelling/grammar/punctuation) Narrative Writing Focus (clear topic) Content (details/description/dialogue) Organization (logical order) Style (precise language, sentences of varying length) 10. Develop paragraphs with a topic sentence and supporting details 11. Develop a paragraph that compares and contrasts two or more people, places, things, or events 12. Write a friendly letter that shares ideas and events with friends 13. Use transition or phrases when composing expository 14. Create a closing statement for expository 15. Write with a voice appropriate for the topic, purpose, and audience 16. Use vocabulary specific to the topic 17. Write making specific word choices for effect 18. Write using a variety of sentence structures 19. Write using correct grammar, punctuation, capitalization usage, spelling, and paragraphing 20. Compose opinion/persuasive/argumentative that identifies and supports a position 21. Develop paragraphs with a topic sentence and supporting details 22. Create a persuasive ad or paragraph, stating a position with facts and opinions as supporting sentences 23. Write opinion pieces using linking and phrases to connect reasons and opinions in a logical order 24. Create a closing statement or section 25. Write with a voice appropriate for the topic, purpose, and audience 26. Use a variety of to appeal to the audience 27. Write using a variety of sentence types to appeal to the audience 28. Write using correct grammar, punctuation, capitalization usage, spelling, and paragraphing 29. Compose narrative that describes real or imagined experiences or events 30. Writes narrative that tells a story about a character or characters who face a problem 31. Writes narrative using details to describe actions, thoughts and feelings of a character in a story 10. 1.4.3.D. Create an organizational structure that includes information grouped and connected logically with a concluding statement or section comprehension 11. 1.4.3.D. Create an organizational structure that includes information grouped and connected logically with a concluding statement or section 12. 1.4.3.D. Create an organizational structure that includes information grouped and connected logically with a concluding statement or section 13. 1.4.3.E. Choose and phrases for effect 14. 1.4.3.E. Choose and phrases for effect 15. 1.4.3.E. Choose and phrases for effect 16. 1.4.3.E. Choose and phrases for effect 17. 1.4.3.E. Choose and phrases for effect 18. 1.4.3.E. Choose and phrases for effect 19. 1.4.3.F. Demonstrate a grade- appropriate 20. 1.4.3.G. Write opinion pieces on familiar topics or s 21. 1.4.3.H. Introduce the topic and state an opinion on the topic 22. 1.4.3.I. Support an opinion with reasons 23. 1.4.3.J. Create an organizational structure that includes reasons linked in a logical order with a concluding statement or section 24. 1.4.3.J. Create an organizational structure that includes reasons linked in a logical order with a concluding statement or section 25. 1.4.3.K. Use a variety of and sentence types to appeal to the audience 26. 1.4.3.K. Use a variety of and sentence types to appeal to the audience 27. 1.4.3.K. Use a variety of and sentence types to appeal to the audience 28. 1.4.3.L. Demonstrate a grade-appropriate 29. 1.4.3.M. Write narratives to develop real or imagined experiences or events 30. 1.4.3.N. Establish a situation and introduce a narrator and/or characters 31. 1.4.3.O. Use dialogue and descriptions of actions, thoughts and feelings to develop experiences and events or show the response of characters to situations

May 2012 ENGLISH LANGUAGE ARTS COURSE MAP GRADE 3 Page 9 of 12 Conventions (spelling/grammar/punctuation) Grammar Common nouns Proper nouns Singular possessive nouns Plural possessive nouns Compound sentences Subject Predicate Compound predicates Adjectives Irregular Verbs Linking Verbs Subject pronouns Object pronouns Adverbs Double negatives Possessive pronouns Types of sentences Contractions Singular nouns Plural nouns Pronoun antecedent agreement Abbreviations and addresses Subject-verb agreement Capitalization o beginning of a sentence o in titles o proper nouns Punctuation o quotations in dialogue o commas in addresses o commas in lists o commas in dialogue o commas in compound sentences 32. Writes narrative using dialogue 33. Writes narrative using the structure of narrative with a beginning, introductions of characters, setting, problem, series of events, and ending 34. Use time order or phrases to signal event order within narrative 35. Compose narrative choosing for effect 36. Compose narrative using a variety of sentence structures 37. Write using correct grammar, punctuation, capitalization usage, spelling, and paragraphing 38. Identify and explain the function of nouns, pronouns, verbs, adjectives, and adverbs 39. Use regular and irregular plural nouns correctly when writing 40. Use regular and irregular verbs when writing 41. Write with correct subject-verb agreement 42. Use comparative and superlative adjectives and adverbs correctly in writing 43. Capitalize the beginning of sentences, in titles, and proper nouns correctly when writing 44. Use commas in addresses lists, to denote dialogue, and in compound sentences 45. Use quotation marks to denote dialogue 32. 1.4.3.O. Use dialogue and descriptions of actions, thoughts and feelings to develop experiences and events or show the response of characters to situations 33. 1.4.3.P. Organize an event sequence that unfolds naturally, using temporal and phrases to signal event order; provide a sense of closure 34. 1.4.3.P. Organize an event sequence that unfolds naturally, using temporal and phrases to signal event order; provide a sense of closure 35. 1.4.3.Q. Choose and phrases for effect 36. 1.4.3.Q. Choose and phrases for effect 37. 1.4.3.R. Demonstrate a grade-appropriate 38. 1.4.3.R. Demonstrate a grade-appropriate 39. 1.4.3.R. Demonstrate a grade-appropriate 40. 1.4.3.R. Demonstrate a grade-appropriate 41. 1.4.3.R. Demonstrate a grade-appropriate 42. 1.4.3.R. Demonstrate a grade-appropriate 43. 1.4.3.R. Demonstrate a grade-appropriate 44. 1.4.3.R. Demonstrate a grade-appropriate 45. 1.4.3.R. Demonstrate a grade-appropriate

May 2012 ENGLISH LANGUAGE ARTS COURSE MAP GRADE 3 Page 10 of 12 Response to Literature Citing evidence Expressing an opinion Production and Distribution of Writing Writing Process o Prewriting o Drafting o Revising o Editing o Publishing 46. Identify plot, setting, and character traits in a narrative 47. Use evidence from literary or informational to support written statements about 48. Record predictions using evidence from the 49. Infer characters feelings and motivations citing evidence from the 50. Write summaries that reflect literal understanding of a 51. Recognize the differences between various genres of 52. Prepare drafts for publication using the writing process 53. Evaluate spelling, grammar, usage, and mechanics in a piece of writing using proofreading and editing strategies 54. Use reference materials to check spelling 55. Revise writing to make the intended message stronger and clearer to readers 56. Create and publish writing using technology 57. Produce, publish, and present writing in a variety of media (posters, word processing document, brochures, etc.) 58. Use word processor to get ideas down, revise, edit, and publish 46. 1.4.3.S. Draw evidence from literary or s to support analysis, reflection, and research, applying grade-level reading standards for literature and 47. 1.4.3.S. Draw evidence from literary or s to support analysis, reflection, and research, applying grade-level reading standards for literature and 48. 1.4.3.S. Draw evidence from literary or s to support analysis, reflection, and research, applying grade-level reading standards for literature and 49. 1.4.3.S. Draw evidence from literary or s to support analysis, reflection, and research, applying grade-level reading standards for literature and 50. 1.4.3.S. Draw evidence from literary or s to support analysis, reflection, and research, applying grade-level reading standards for literature and 51. 1.4.3.S. Draw evidence from literary or s to support analysis, reflection, and research, applying grade-level reading standards for literature and 52. 1.4.3.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing 53. 1.4.3.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing 54. 1.4.3.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing 55. 1.4.3.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing 56. 1.4.3.U. With guidance and support, use technology to produce and publish writing as well as to interact and collaborate with others 57. 1.4.3.U. With guidance and support, use technology to produce and publish writing as well as to interact and collaborate with others 58. 1.4.3.U. With guidance and support, use technology to produce and publish writing as well as to interact and collaborate with others

May 2012 ENGLISH LANGUAGE ARTS COURSE MAP GRADE 3 Page 11 of 12 Conducting Research Report topic Research questions Reference materials o dictionaries o thesauruses o glossaries Print and digital sources Note taking Citing sources 59. Use keyboarding skills to create drafts, revise, edit and publish 60. Write research reports with a beginning, middle, and ending about a given topic 61. Report on a topic with a main idea and accurate supporting details 62. Gather information from print and digital sources 63. Summarize information gathered from print and digital sources 64. Create notes from informational sources 65. Write for a for a range of discipline-specific tasks, purposes, and audiences 66. Write for a specific purpose to inform; entertain, persuade, reflect, instruct, retell, maintain relationship, plan 59. 1.4.3.U. With guidance and support, use technology to produce and publish writing as well as to interact and collaborate with others 60. 1.4.3.V. Conduct short research projects that build knowledge about a topic 61. 1.4.3.V. Conduct short research projects that build knowledge about a topic 62. 1.4.3.W. Recall information from experiences or gather relevant information from print and digital sources; take brief notes on sources and sort evidence into provided categories 63. 1.4.3.W. Recall information from experiences or gather relevant information from print and digital sources; take brief notes on sources and sort evidence into provided categories 64. 1.4.3.W. Recall information from experiences or gather relevant information from print and digital sources; take brief notes on sources and sort evidence into provided categories 65. 1.4.3.X. 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 disciplinespecific tasks, purposes, and audiences 66. 1.4.3.X. 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 disciplinespecific tasks, purposes, and audiences 1.5 Speaking and Listening Appropriate Speaking Audience Purpose Setting Situation Complete sentence English conventions Subject-verb agreement Pronoun agreement Volume Rate Pitch Phrasing Expression Projection 1.5 Speaking and Listening 1. Propose questions and provide answers to questions during discussions 2. Retell main ideas and supporting details of read aloud 3. Express own ideas and opinions 4. Ask questions to gain or clarify infromation from a speaker 5. Answer questions offering appropriate elaboration and details 1.5 Speaking and Listening 1. 1.5.3.A. Engage effectively in a range of collaborative discussions on grade-level topics and s, building on other s ideas and expressing their own clearly 2. 1.5.3.B. Determine the main ideas and supporting details of a read aloud or information presented in diverse media formats, including visually, quantitatively, and orally 3. 1.5.3.B. Determine the main ideas and supporting details of a read aloud or information presented in diverse media formats, including visually, quantitatively, and orally 4. 1.5.3.C. Ask and answer questions about information from a speaker, offering appropriate detail 5. 1.5.3.C. Ask and answer questions about information from a speaker, offering appropriate detail

May 2012 ENGLISH LANGUAGE ARTS COURSE MAP GRADE 3 Page 12 of 12 6. Report orally providing facts and details 7. Retell a story in appropriate order or sequence 8. Use complete sentences and English language conventions while speaking 9. Use vocabulary correctly when speaking 10. Use language appropriate to the audience, purpose, setting, and situation 11. Present information utilizing visual or multimedia displays to enhance facts or details 12. Use appropriate English grammar when speaking 13. Speak clearly and fluently using appropriate volume, rate, pitch, phrasing, expression, and projection 6. 1.5.3.D. Report on a topic or, tell a story, or recount an experience with appropriate facts and relevant, descriptive details; speak clearly with adequate volume, appropriate pacing, and clear pronunciation 7. 1.5.3.D. Report on a topic or, tell a story, or recount an experience with appropriate facts and relevant, descriptive details; speak clearly with adequate volume, appropriate pacing, and clear pronunciation 8. 1.5.3.E. Speak in complete sentences when appropriate to task and situation 9. 1.5.3.E. Speak in complete sentences when appropriate to task and situation 10. 1.5.3.E. Speak in complete sentences when appropriate to task and situation 11. 1.5.3.F. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriated to emphasize or enhance certain facts or details 12. 1.5.3.G. Demonstrate command of the conventions of standard English when speaking based on grade 3 level and content 13. 1.5.3.G. Demonstrate command of the conventions of standard English when speaking based on grade 3 level and content