New York Curriculum Matrix for English Language Arts

New York Curriculum Matrix for English Language Arts New York English Language Arts Grade 3 Grade 3 Reading Grade Specific The grade-specific performance indicators that grade 3 students demonstrate as they learn to read include Standard 1: Students will read, write, listen, and speak for information and understanding. Locate and use library media resources to acquire information, with assistance Performance Indicator- E7 E15 Research information from a variety of sources and draft a well-organized, accurate, and informative report or essay that engages an audience and addresses its needs. Demonstrate ability to select and use appropriate technology or media for presenting information to the target audience for the specific purpose. 2011 International Center for Leadership in Education English Language Arts Page 1

Grade 3 Read unfamiliar texts to collect data, facts, and ideas Read and understand written directions Locate information in a text that is needed to solve a problem Identify main ideas and supporting details in informational texts Grade 3 Reading Standards for Informational Text Range of Reading and Level of Text Compexity 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. Reading Standards for Informational Text Key Ideas and Details 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. Reading Standards for Informational Text 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. Reading Standards for Informational Text Key Ideas and Details 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. Read for main ideas and supporting details and E2 discriminate important ideas from unimportant ideas to aid comprehension. Research information from a variety of sources and draft a well-organized, accurate, and E7 informative report or essay that engages an audience and addresses its needs. Demonstrate ability to select and use appropriate technology or E15 media for presenting information to the target audience for the specific purpose. Follow oral directions. E3 E6 E2 Collect and focus thoughts about the writing activity (brainstorming, listing, drafting, etc.). Read for main ideas and supporting details and discriminate important ideas from unimportant ideas to aid comprehension. 2011 International Center for Leadership in Education English Language Arts Page 2

Grade 3 Recognize and use organizational features, such as table of contents, indexes, page numbers, and chapter headings/subheadings, to locate information, with assistance Use text features, such as captions, charts, tables, graphs, maps, notes, and other visuals, to understand informational texts, with assistance Relate data and facts from informational texts to prior information and experience Grade 3 Reading Standards for Informational Text Craft and Structure 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Reading Standards for Informational 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). Performance Indicator- Research information from a variety of sources and draft a well-organized, accurate, and E7 informative report or essay that engages an audience and addresses its needs. Preview (skim) informational text to anticipate content (title, E12 chapter headings, Internet search results, illustrations, table of contents, etc.). Demonstrate ability to select and use appropriate technology or E15 media for presenting information to the target audience for the specific purpose. Preview (skim) informational text to anticipate content (title, E12 chapter headings, Internet search results, illustrations, table of contents, etc.). Apply an understanding of graphics, layout, white space, italics, graphs, charts, and other E31 visual aids to enhance informational reading, writing, or presenting. Create a connection to a text by understanding the personal, E23 social, cultural, and historical significance of it. 2011 International Center for Leadership in Education English Language Arts Page 3

Grade 3 Compare and contrast information on one topic from two different sources Identify a conclusion that summarizes the main idea Identify and interpret facts taken from maps, graphs, charts, and other visuals Use graphic organizers to record significant details from informational texts Grade 3 Reading Standards for Informational Text Integration of Knowledge and Ideas 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Performance Indicator- Reading Standards for Informational Text Integration of Knowledge and Ideas 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Performance Indicator- Use a variety of organizational formats (compare/contrast, cause/effect, inductive/deductive, E22 most important to least important, and least important to most important) that support the purpose of a writing activity. Read for main ideas and supporting details and E2 discriminate important ideas from unimportant ideas to aid comprehension. Preview (skim) informational text to anticipate content (title, E12 chapter headings, Internet search results, illustrations, table of contents, etc.). Apply an understanding of graphics, layout, white space, italics, graphs, charts, and other E31 visual aids to enhance informational reading, writing, or presenting. Apply an understanding of graphics, layout, white space, italics, graphs, charts, and other E31 visual aids to enhance informational reading, writing, or presenting. 2011 International Center for Leadership in Education English Language Arts Page 4

Grade 3 Standard 2: Students will read, write, listen, and speak for literary response and expression. Select literature on the basis of personal needs and interests from a variety of genres and by different authors Engage in purposeful oral reading in small and large groups Read print-based and electronic literary texts silently on a daily basis for enjoyment Grade 3 Reading Standards for Literature 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. 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. Reading Standards for Literature 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. E42 E10 E45 Compare/contrast literary genres (science fiction, romance, drama, etc.) or delivery systems (books, live performance, film, etc.). Participate in (sometimes leading) one-on-one or group discussions by asking questions, asking for clarification, taking turns speaking, agreeing and/or disagreeing courteously, making informed judgments, and working toward a common goal. Create an original piece of literature or poetry for personal enjoyment or to share with other readers. L H M L H M 2011 International Center for Leadership in Education English Language Arts Page 5

Grade 3 Relate the setting, plot, and characters in literature to own lives, with assistance Recognize the differences among the genres of stories, poems, and plays Explain the difference between fact and fiction Use previous reading and life experiences to understand and compare literature Grade 3 Reading Standards for Literature 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. Reading Standards for Literature Craft and Structure 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. 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. Performance Indicator- Performance Indicator- Create a connection to a text by understanding the personal, E23 social, cultural, and historical significance of it. Evaluate an author s uses of language, literary devices, and text characteristics (plot, setting, E37 theme, character, point of view, genre, etc.) to evoke a response in a reader. Evaluate an author s uses of language, literary devices, and text characteristics (plot, setting, E37 theme, character, point of view, genre, etc.) to evoke a response in a reader. Compare/contrast literary genres (science fiction, romance, drama, etc.) or delivery systems (books, E42 live performance, film, etc.). E13 E16 E23 Assess the validity, reliability, authenticity, quality, and accuracy of an informational or literary text. Locate and gather information such as data, facts, ideas, concepts, and generalizations from oral sources. Create a connection to a text by understanding the personal, social, cultural, and historical significance of it. 2011 International Center for Leadership in Education English Language Arts Page 6

Grade 3 Make predictions, draw conclusions, and make inferences about events and characters Identify cultural influences in texts and performances, with assistance Maintain a personal reading list to reflect reading accomplishments Use specific evidence from stories to describe characters, their actions, and their motivations; relate sequences of events Use knowledge of story structure, story elements, and key vocabulary to interpret stories Grade 3 Reading Standards for Literature Key Ideas and Details 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. Performance Indicator- Reading Standards for Literature 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. Reading Standards for Literature Key Ideas and Details 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Reading Standards for Literature Craft and Structure 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. Read for main ideas and supporting details and discriminate important ideas from unimportant ideas to aid comprehension. E2 E23 E25 E37 E37 Create a connection to a text by understanding the personal, social, cultural, and historical significance of it. Write in various formats such as learning logs, laboratory reports, note-taking, response journals, organizers, and portfolios. Evaluate an author s uses of language, literary devices, and text characteristics (plot, setting, theme, character, point of view, genre, etc.) to evoke a response in a reader. Evaluate an author s uses of language, literary devices, and text characteristics (plot, setting, theme, character, point of view, genre, etc.) to evoke a response in a reader. 2011 International Center for Leadership in Education English Language Arts Page 7

Grade 3 Use graphic organizers to record significant details about characters and events in stories Summarize main ideas and supporting details from imaginative texts, both orally and in writing Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Evaluate the content by identifying - the author s purpose - important and unimportant details - whether events, actions, characters, and/or settings are realistic - statements of fact and opinion Grade 3 Research to Build and Present Knowledge 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Reading Standards for Literature 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. Reading Standards for Literature 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. Apply an understanding of graphics, layout, white space, italics, graphs, charts, and other E31 visual aids to enhance informational reading, writing, or presenting. Read for main ideas and supporting details and discriminate important ideas from unimportant ideas to aid comprehension. E2 E22 E30 E37 Use a variety of organizational formats (compare/contrast, cause/effect, inductive/deductive, most important to least important, and least important to most important) that support the purpose of a writing activity. Apply personal, ethical, or impartial criteria for evaluating informational, persuasive, and literary materials. Evaluate an author s uses of language, literary devices, and text characteristics (plot, setting, theme, character, point of view, genre, etc.) to evoke a response in a reader. M M M 2011 International Center for Leadership in Education English Language Arts Page 8

Grade 3 Compare and contrast characters, plot, and setting in literary works, with assistance Analyze information on the basis of new or prior knowledge and/or personal experience Recognize how language and illustrations are used to persuade in printed and filmed advertisements, with assistance Judge accuracy of content to gather facts, with assistance from teachers and parents/caregivers Grade 3 Reading Standards for Literature Integration of Knowledge and Ideas 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). Reading Standards for Literature 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. Reading Standards for Literature 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). Performance Indicator- Evaluate an author s uses of language, literary devices, and text characteristics (plot, setting, E37 theme, character, point of view, genre, etc.) to evoke a response in a reader. Create a connection to a text by understanding the personal, social, cultural, and historical significance of it. E23 E19 E29 E2 E16 Analyze and evaluate a speaker s opinions, personal values, and persuasive techniques. Compare the role of print and nonprint sources, including advertising, in shaping public opinion, noting instances of unsupported inferences and fallacious reasoning. Read for main ideas and supporting details and discriminate important ideas from unimportant ideas to aid comprehension. Locate and gather information such as data, facts, ideas, concepts, and generalizations from oral sources. M M M M M M H M H H M H 2011 International Center for Leadership in Education English Language Arts Page 9

Grade 3 Use opinions of teachers and classmates to evaluate personal interpretation of ideas and information Standard 4: Students will read, write, listen, and speak for social interaction. Share reading experiences to build relationships with peers or adults; for example, read together silently or aloud Respect the age, gender, social position, and cultural traditions of the writer Grade 3 Performance Indicator- Performance Indicator- Performance Indicator- Participate in (sometimes leading) one-on-one or group discussions by asking questions, asking for clarification, taking E10 turns speaking, agreeing and/or disagreeing courteously, making informed judgments, and working toward a common goal. Locate and gather information such as data, facts, ideas, E16 concepts, and generalizations from oral sources. E10 E48 E23 Participate in (sometimes leading) one-on-one or group discussions by asking questions, asking for clarification, taking turns speaking, agreeing and/or disagreeing courteously, making informed judgments, and working toward a common goal. Interpret literature for an audience by reading out loud with appropriate expression. Create a connection to a text by understanding the personal, social, cultural, and historical significance of it. H M H H L M M L M 2011 International Center for Leadership in Education English Language Arts Page 10

Grade 3 Recognize the types of language (e.g., informal vocabulary and jargon) that is appropriate to social communication Grade 3 Presentation of Knowledge and Ideas 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Language Standards Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect. b. Recognize and observe differences between the conventions of spoken and written standard English. Apply rules of appropriate diction and grammar in formal and informal speaking situations. E18 H L M Writing Grade Specific The grade-specific performance indicators that grade 3 students demonstrate as they learn to write include Standard 1: Students will read, write, listen, and speak for information and understanding. Use at least two sources of information in writing a report Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge about a topic. E7 E16 E27 Research information from a variety of sources and draft a well-organized, accurate, and informative report or essay that engages an audience and addresses its needs. Locate and gather information such as data, facts, ideas, concepts, and generalizations from oral sources. Use and cite documented research in both print and nonprint presentations. 2011 International Center for Leadership in Education English Language Arts Page 11

Grade 3 Take notes to record data, facts, and ideas, following teacher direction State a main idea and support it with facts and details Grade 3 Research to Build and Present Knowledge 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. Collect and focus thoughts about the writing activity E6 (brainstorming, listing, drafting, etc.). Locate and gather information such as data, facts, ideas, E16 concepts, and generalizations from oral sources. Read for main ideas and supporting details and discriminate important ideas from unimportant ideas to aid comprehension. E2 2011 International Center for Leadership in Education English Language Arts Page 12

Grade 3 Use organizational patterns such as compare/contrast and time/order for expository writing Connect personal experiences to new information from school subject areas Use a variety of resources to support spelling, such as dictionaries and spellcheck tools in word processing programs Grade 3 Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Performance Indicator- Language Standards Conventions of Standard English 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Use a variety of organizational formats (compare/contrast, cause/effect, inductive/deductive, E22 most important to least important, and least important to most important) that support the purpose of a writing activity. Develop and use expository writing skills in all content areas. E28 E23 E4 E15 Create a connection to a text by understanding the personal, social, cultural, and historical significance of it. Use resources (dictionary, grammar books, thesaurus, online references, etc.) as needed to edit. Demonstrate ability to select and use appropriate technology or media for presenting information to the target audience for the specific purpose. 2011 International Center for Leadership in Education English Language Arts Page 13

Grade 3 Produce clear, well-organized reports and accounts that demonstrate understanding of a topic Support interpretations and explanations with evidence from text Maintain a portfolio that includes informational writing as a method of reviewing work with teachers and parents/caregivers Compare and contrast ideas between two sources, with assistance Grade 3 Text Types and Purposes 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. d. Provide a concluding statement or section. Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. Performance Indicator- Reading Standards for Informational Text Integration of Knowledge and Ideas 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Organize supporting detail in logical and convincing patterns that focus on audience and purpose. E9 E22 E25 E22 Use a variety of organizational formats (compare/contrast, cause/effect, inductive/deductive, most important to least important, and least important to most important) that support the purpose of a writing activity. Write in various formats such as learning logs, laboratory reports, note-taking, response journals, organizers, and portfolios. Use a variety of organizational formats (compare/contrast, cause/effect, inductive/deductive, most important to least important, and least important to most important) that support the purpose of a writing activity. 2011 International Center for Leadership in Education English Language Arts Page 14

Grade 3 Standard 2: Students will read, write, listen, and speak for literary response and expression. Develop original literary texts that - contain characters, simple plot, and setting - use rhythm and rhyme to create short poems and songs - use dialogue - use vivid language - use descriptive language to create an image Write interpretive and responsive essays that - describe literary elements such as plot, setting, and characters - express a personal response - describe themes of literary texts, with assistance - compare and contrast elements of texts, with assistance Grade 3 Text Types and Purposes 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. E45 E24 E37 E42 Create an original piece of literature or poetry for personal enjoyment or to share with other readers. Compare/contrast, summarize, synthesize, and evaluate ideas from various selections on similar topics or works by the same author. Evaluate an author s uses of language, literary devices, and text characteristics (plot, setting, theme, character, point of view, genre, etc.) to evoke a response in a reader. Compare/contrast literary genres (science fiction, romance, drama, etc.) or delivery systems (books, live performance, film, etc.). L H M 2011 International Center for Leadership in Education English Language Arts Page 15

Grade 3 Produce clear, well-organized responses to stories read or listened to, supporting the understanding of characters and events with details from story Produce imaginative stories and personal narratives that show development, organization, and effective language Grade 3 Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. Text Types and Purposes 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. Write in various formats such as learning logs, laboratory reports, E25 note-taking, response journals, organizers, and portfolios. Evaluate an author s uses of language, literary devices, and text characteristics (plot, setting, theme, character, point of view, E37 genre, etc.) to evoke a response in a reader. E45 Create an original piece of literature or poetry for personal enjoyment or to share with other readers. L H M 2011 International Center for Leadership in Education English Language Arts Page 16

Grade 3 Use resources such as personal experiences and elements from other texts and performances to stimulate own writing Use computer to create and respond to literary texts Maintain a portfolio that includes imaginative and interpretive writing as a method of reviewing work with teachers and parents/caregivers Grade 3 Text Types and Purposes 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. Production and Distribution of Writing 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. Performance Indicator- Create a connection to a text by understanding the personal, E23 social, cultural, and historical significance of it. E45 E15 E10 E25 Create an original piece of literature or poetry for personal enjoyment or to share with other readers. Demonstrate ability to select and use appropriate technology or media for presenting information to the target audience for the specific purpose. Participate in (sometimes leading) one-on-one or group discussions by asking questions, asking for clarification, taking turns speaking, agreeing and/or disagreeing courteously, making informed judgments, and working toward a common goal. Write in various formats such as learning logs, laboratory reports, note-taking, response journals, organizers, and portfolios. 2011 International Center for Leadership in Education English Language Arts Page 17

Grade 3 Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Use a variety of prewriting tools to organize ideas and information State a main idea, theme, or opinion and provide supporting details from the text Use relevant examples, reasons, and explanations to support ideas Grade 3 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. Text Types and Purposes 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. E6 E2 E2 Collect and focus thoughts about the writing activity (brainstorming, listing, drafting, etc.). Read for main ideas and supporting details and discriminate important ideas from unimportant ideas to aid comprehension. H M H H M H Read for main ideas and supporting details and discriminate important ideas from unimportant ideas to aid comprehension. H M H 2011 International Center for Leadership in Education English Language Arts Page 18

Grade 3 Express opinions and make judgments that demonstrate a personal point of view Use personal experiences and knowledge to analyze new ideas Analyze the author s use of setting, plot, character, rhyme, and rhythm in written and visual text Grade 3 Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. Performance Indicator- Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. d. Provide a concluding statement or section. Use ideas from different sources to write a paper that expresses a personal opinion or uses specific evidence from literary texts to support an opinion. E26 E23 E37 E44 Create a connection to a text by understanding the personal, social, cultural, and historical significance of it. Evaluate an author s uses of language, literary devices, and text characteristics (plot, setting, theme, character, point of view, genre, etc.) to evoke a response in a reader. Understand the effect of sounds, words, imagery, repetition, rhyme, and rhythm patterns in language, including poetry and orations, on the speaker or audience. M M M M M M M M M 2011 International Center for Leadership in Education English Language Arts Page 19

Grade 3 Create an advertisement, using words and pictures, to illustrate an opinion about a product Use effective vocabulary in expository writing Grade 3 Performance Indicator- Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. c. Use temporal words and phrases to signal event order. Compare the role of print and nonprint sources, including advertising, in shaping public E29 opinion, noting instances of unsupported inferences and fallacious reasoning. Define a position on a controversial topic and write an E33 essay to persuade a specific audience to change an opinion or take a particular action. Develop and use expository E28 writing skills in all content areas. Understand the effect of sounds, words, imagery, repetition, rhyme, and rhythm patterns in language, including poetry and orations, on the speaker or audience. E44 M M M M M M 2011 International Center for Leadership in Education English Language Arts Page 20

Grade 3 (Continued from previous page) Use effective vocabulary in expository writing Use details from stories or informational texts to predict or explain relationships between information and events Grade 3 (Continued from previous page) Language Standards Knowledge of Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. Reading Standards for Literature Key Ideas and Details 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Reading Standards for Informational Text Key Ideas and Details 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. E2 Read for main ideas and supporting details and discriminate important ideas from unimportant ideas to aid comprehension. H M H 2011 International Center for Leadership in Education English Language Arts Page 21

Grade 3 Use ideas from two sources of information to generalize about causes, effects, or other relationships Maintain a portfolio that includes written analysis and evaluation as a method of reviewing work with teachers and parents/caregivers Grade 3 Reading Standards for Literature Craft and Structure 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. Reading Standards for Informational Text Integration of Knowledge and Ideas 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Performance Indicator- Use a variety of organizational formats (compare/contrast, cause/effect, inductive/deductive, E22 most important to least important, and least important to most important) that support the purpose of a writing activity. Read for main ideas and supporting details and E2 discriminate important ideas from unimportant ideas to aid comprehension. Participate in (sometimes leading) one-on-one or group discussions by asking questions, asking for clarification, taking E10 turns speaking, agreeing and/or disagreeing courteously, making informed judgments, and working toward a common goal. Write in various formats such as learning logs, laboratory reports, E25 note-taking, response journals, organizers, and portfolios. M M M H M H 2011 International Center for Leadership in Education English Language Arts Page 22

Grade 3 Standard 4: Students will read, write, listen, and speak for social interaction. Share the process of writing with peers and adults; for example, write with a partner Respect the age, gender, social position, and cultural traditions of the recipient Develop a personal voice that enables the reader to get to know the writer, with assistance Use the tone, vocabulary, and sentence structure of informal conversation Maintain a portfolio that includes writing for social interaction as a method of reviewing work with teachers and parents/caregivers Grade 3 Production and Distribution of Writing 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 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. Performance Indicator- Language Standards Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect. Performance Indicator- E6 E10 E23 E23 E39 E25 Collect and focus thoughts about the writing activity (brainstorming, listing, drafting, etc.). Participate in (sometimes leading) one-on-one or group discussions by asking questions, asking for clarification, taking turns speaking, agreeing and/or disagreeing courteously, making informed judgments, and working toward a common goal. Create a connection to a text by understanding the personal, social, cultural, and historical significance of it. Create a connection to a text by understanding the personal, social, cultural, and historical significance of it. Identify and interpret vocal characteristics that influence meaning such as tone, volume, pitch, and rate. Write in various formats such as learning logs, laboratory reports, note-taking, response journals, organizers, and portfolios. H L M M L M M L M L L L M L M 2011 International Center for Leadership in Education English Language Arts Page 23

Grade 3 Listening Grade Specific The grade-specific performance indicators that grade 3 students demonstrate as they learn to listen include Standard 1: Students will read, write, listen, and speak for information and understanding. Acquire information and/or understand procedures Identify essential details Determine a sequence of steps given Grade 3 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. Comprehension and Collaboration 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. Comprehension and Collaboration 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. E16 E16 E3 Locate and gather information such as data, facts, ideas, concepts, and generalizations from oral sources. Locate and gather information such as data, facts, ideas, concepts, and generalizations from oral sources. Follow oral directions. 2011 International Center for Leadership in Education English Language Arts Page 24

Grade 3 Identify main ideas and supporting details Identify a conclusion that summarizes the main idea, with assistance Interpret information by drawing upon prior knowledge and experience Grade 3 Comprehension and Collaboration 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. Comprehension and Collaboration 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 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. Read for main ideas and supporting details and discriminate important ideas E2 from unimportant ideas to aid comprehension. E2 E23 Read for main ideas and supporting details and discriminate important ideas from unimportant ideas to aid comprehension. Create a connection to a text by understanding the personal, social, cultural, and historical significance of it. 2011 International Center for Leadership in Education English Language Arts Page 25

Grade 3 Collect information Standard 2: Students will read, write, listen, and speak for literary response and expression. Identify elements of character, plot, and setting to understand the author s message or intent Connect literary texts to personal experiences and previously encountered texts to enhance understanding and appreciation Grade 3 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. 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. Reading Standards for Literature 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. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Reading Standards for Literature Integration of Knowledge and Ideas 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). Locate and gather information such as data, facts, ideas, concepts, and generalizations from oral sources. E16 E37 E23 Evaluate an author s uses of language, literary devices, and text characteristics (plot, setting, theme, character, point of view, genre, etc.) to evoke a response in a reader. Create a connection to a text by understanding the personal, social, cultural, and historical significance of it. 2011 International Center for Leadership in Education English Language Arts Page 26

Grade 3 Identify the author s use of rhythm, repetition, and rhyme Use note taking and graphic organizers to record and organize information and ideas recalled from stories read aloud Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Form a personal opinion about the quality of texts read aloud on the basis of criteria such as characters, plot, and setting Recognize the perspective of others, with assistance Distinguish between fact and opinion Grade 3 Performance Indicator- Research to Build and Present Knowledge 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Reading Standards for Literature Integration of Knowledge and Ideas 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). Reading Standards for Literature Craft and Structure 6. Distinguish their own point of view from that of the narrator or those of the characters. Performance Indicator- Understand the effect of sounds, words, imagery, repetition, rhyme, and rhythm patterns in E44 language, including poetry and orations, on the speaker or audience. Apply an understanding of graphics, layout, white space, italics, graphs, charts, and other E31 visual aids to enhance informational reading, writing, or presenting. E30 E19 E13 E16 Apply personal, ethical, or impartial criteria for evaluating informational, persuasive, and literary materials. L H M M M M Analyze and evaluate a speaker s opinions, personal values, and persuasive techniques. H M H Assess the validity, reliability, authenticity, quality, and accuracy of an informational or literary text. Locate and gather information such as data, facts, ideas, concepts, and generalizations from oral sources. H M H 2011 International Center for Leadership in Education English Language Arts Page 27

Grade 3 Standard 4: Students will read, write, listen, and speak for social interaction. Respect the age, gender, position, and culture of the speaker Get to know the writer through friendly notes, cards, longer letters, and personal narratives read aloud to classmates and fellow listeners Identify the tone of voice and content that signal friendly communication Grade 3 Performance Indicator- Performance Indicator- Performance Indicator- E23 E23 E25 E39 Create a connection to a text by understanding the personal, social, cultural, and historical significance of it. Create a connection to a text by understanding the personal, social, cultural, and historical significance of it. Write in various formats such as learning logs, laboratory reports, note-taking, response journals, organizers, and portfolios. Identify and interpret vocal characteristics that influence meaning such as tone, volume, pitch, and rate. M L M M L M L L L 2011 International Center for Leadership in Education English Language Arts Page 28

Grade 3 Grade 3 Speaking Grade Specific The grade-specific performance indicators that grade 3 students demonstrate as they learn to speak include Standard 1: Students will read, write, listen, and speak for information and understanding. Provide directions Ask questions 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. 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). 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. c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. E11 E10 Give clear and concise oral directions. Participate in (sometimes leading) one-on-one or group discussions by asking questions, asking for clarification, taking turns speaking, agreeing and/or disagreeing courteously, making informed judgments, and working toward a common goal. 2011 International Center for Leadership in Education English Language Arts Page 29