Grade 3 ELA Unit 2 by 5K3vbv

VIEWS: 3 PAGES: 39

									                                                                  Laurel County Schools
                                                        Kentucky Core Academic Standards Unit Map
                                                               ELA (English/Language Arts)
                                                                        3rd Grade
                                                                                   Unit 2
                                                                         Instructional Days 36-65

Key Ideas and Details

CCR: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from text.

3.RL.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from text.

               Knowledge Target                                                  Student Target                                          Assessment
Ask and answer questions to understand text.                I can locate words and details to answer questions to
                                                            understand text.


                    Reasoning Target                                            Student Target                                           Assessment
Based on the text, formulate questions to demonstrate the    I can ask and answer questions before, during, and after
understanding of a text.                                    reading a text.


Refer explicitly to the text to answer questions.




                                                                                                                                                               Page 1
CCR: 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.RL.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.

                Knowledge Target                                               Student Target                                        Assessment
Recount:                                                I can recall fables, folktales, and myths from different
     fables from diverse cultures                      cultures.
     folktales from diverse cultures
     myths from diverse cultures
                  Reasoning Target                                          Student Target                                           Assessment
Determine the:                                          I can determine the moral of a fable.
     moral of a fable
     lesson of a folktale                              I can determine the lesson of a folktale.
     central message of a myth
                                                        I can determine the central message of a myth.
Determine how the central message, lesson or moral is
conveyed through key details in the text.               I can explain the central message, lesson or moral using
                                                        details from the story.




                                                                                                                                                               Page 2
CCR: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

3.RL.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

                 Knowledge Target                                              Student Target                                             Assessment
Describe a character’s feelings/emotions based on         I can describe a character’s feelings/emotions based on
information found in the text.                            information found in the text.

Describe a character’s traits/motivations.                I can describe a character’s traits/motivations.

                                                          I can retell the sequence of events using time order
                                                          words.
Retell the sequence of events using time order words.
                     Reasoning Target                                           Student Target                                            Assessment
Infer a character’s feelings and/or emotions.             I can infer a character’s feelings and/or emotions.

                                                           I can explain how a character’s traits, motivations, and
                                                          feelings, and actions affect the sequence of events.
Analyze a character’s feelings and/or emotions.




Interpret how a character’s:
      traits
      motivations
      feelings lead to actions

Explain how a character’s actions contribute to the
    sequence of events.




                                                                                                                                                            Page 3
Craft and Structure

CCR: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

3.RL.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

                   Knowledge Target                                                      Student Target                            Assessment
Identify literal and non-literal words and phrases in a text.   I can identify literal (it say what it means) and non-literal
                                                                (what it says it not exactly what it means) words and
                                                                phrases in a text.
                   Reasoning Target                                                  Student Target                                Assessment
Determine the meaning of literal and non-literal words and      I can determine the meaning of literal and non-literal
phrases as they are used in a text.                             language in a text by using reading strategies (e.g.
                                                                context clues and word structure).




                                                                                                                                                Page 4
CCR: Analyze the structure of texts including how specific sentences, paragraphs and larger portions of the texts (e.g., a section, chapter, scene or stanza) relate to
each other and the whole.

3.RL.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.

                 Knowledge Target                                               Student Target                                          Assessment
Refer to parts of:                                       I can refer to parts of stories, dramas, and poems when
 stories                                                speaking or writing about text.
 dramas
 poems
when speaking or writing about text.

Use terms such as:                                       I can use terms such as chapter, scene, and stanza to
      chapter                                           describe how each part builds on earlier sections.
      scene
      stanza
to describe how each part builds on earlier sections.




                                                                                                                                                                   Page 5
Range of Reading and Level of Text Complexity

CCR: Read and comprehend complex literary and informational texts independently or proficiently.

3.RL.10: By the end of 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.

                 Knowledge Target                                                 Student Target                                      Assessment
Identify/understand in literary text:                       I can recognize when the text I am reading is too easy or
      key ideas and details                                too difficult for me.
      craft and structure
      integration of knowledge and ideas
at appropriate complexity (Qualitative, Quantitative, and
     Readers and Task) as seen in 1-9.
                   Reasoning Target                                               Student Target                                      Assessment
Comprehend in literary text:                                I can determine and use the correct reading strategies
      key ideas and details                                (e.g., ask questions, make connections, visualize, re-
      craft and structure                                  read) that will help me understand grade level texts.
      integration of knowledge and ideas
at appropriate complexity (Qualitative and Quantitative,
and Readers and Task) as seen in 1-9, independently and
proficiently.




                                                                                                                                                            Page 6
Key Ideas and Details

CCR: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from text.

3.RI.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to text as the basis for the answers.

               Knowledge Target                                               Student Target                                           Assessment
Ask and answer questions to understand text.             I can locate words and details to answer questions in a
                                                         text.


                  Reasoning Target                                            Student Target                                           Assessment
Formulate questions (based on the text) to demonstrate   I can ask and answer questions before, during, and after
understanding                                            reading a text to show that I understand what I have read.

Refer explicitly to the text to answer questions




                                                                                                                                                                 Page 7
CCR: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3.RI.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

               Knowledge Target                                              Student Target                                       Assessment
Determine the main idea of a text.                       I can determine the main idea of a text.

Recount key details of a text.                           I can identify key details of a text.
                  Reasoning Target                                             Student Target                                     Assessment
Explain how the key details support the main idea of a   I can retell the key details of a text in my own words.
text.
                                                         I can explain how the key details support the main idea of
                                                         a text.




                                                                                                                                               Page 8
CCR: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

3.RI.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.

                Knowledge Target                                                Student Target                                           Assessment
Define and use terms pertaining to:                        I can define and use terms relating to time, sequence,
     time                                                 relationship, and cause/effect.
     sequence
     relationship                                         I can identify relationships within text.
     cause and effect

Identify relationships within text.
                     Reasoning Target                                          Student Target                                            Assessment
Describe the relationship that occurs in a text between:   I can explain how events, procedures, ideas, and
     historical events                                    concepts connect to one another.
     scientific ideas or concepts
     the steps from a procedure                           I can use language that shows time (before, now, later,
Describe the sequence of events using language that        etc.), sequence (first, next, last, etc.), and cause/effect
pertains to:                                               (because, then, if, etc.) when describing a text.
     time
     sequence
     cause/effect




                                                                                                                                                                    Page 9
Craft and Structure

CCR: Interpret words and phrases as they are used in a text including determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.

3.RI.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topic or subject area.

                 Knowledge Target                                                  Student Target                                   Assessment
Identify:                                                    I can identify general academic words and phrases
     general academic                                       (different ways to say the same thing, e.g. stated instead
     domain-specific                                        of said) in a text.
words and phrases in a text relevant to a grade 3 topic or
subject area.                                                I can identify domain-specific words and phrases (content
                                                             words, e.g., sedimentary, igneous, metamorphic) in a text.
                  Reasoning Target                                                Student Target                                    Assessment
Determine the meaning of:                                    I can use various strategies (e.g. context clues, word
     general academic                                       structure) or resources (e.g., dictionary) to determine the
     domain-specific                                        meaning of general academic and domain-specific words
words and phrases in a text relevant to grade 3 topic or     and phrases in a text.
subject area.




                                                                                                                                                            Page 10
CCR: Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to
each other and the whole.

3.RI.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

                 Knowledge Target                                                  Student Target                                          Assessment
Determine how readers use search tools (e.g., keywords,      I can determine how text features and search tools help
sidebars, hyperlinks).                                       locate information in a text.

Use various text features to locate key facts or information I can locate information about a topic using text features
in a text.                                                   and search tools.

Use search tools to locate key facts or information in a
text.




                                                                                                                                                                  Page 11
Integration of Knowledge and Ideas

CCR: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

3.RI.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).

               Knowledge Target                                               Student Target                                          Assessment
Recognize key events.                                    I can recognize key events.



                     Reasoning Target                                          Student Target                                         Assessment
Demonstrate an understanding of text using information   I can explain how illustrations in a text add meaning to the
from illustrations:                                           words in a text.
     maps
     photographs                                        I can demonstrate an understanding of text using
Demonstrate an understanding of text using information   information from words that tell where, when, why, or how
from words that tell:                                    key events occur.
     where
     when
     why
     how
key events occur.




                                                                                                                                                               Page 12
CCR: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

3.RI.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

                   Knowledge Target                                            Student Target                                           Assessment
Define sentence                                          I can identify words authors use to help me make logical
                                                              connections between sentences and paragraphs.
Explain the purpose of a paragraph
                                                         I can identify the structure of a paragraph.
Identify structure(s) of paragraphs (e.g., comparison,
cause/effect, first/second/third in a sequence)

                    Reasoning Target                                         Student Target                                             Assessment
Explain how sentences and paragraphs in text are          I can describe connections an author makes between
logically connected                                           sentences and paragraphs.

Determine how a text is organized (e.g., comparison,
cause/effect, first/second/third in a sequence)          I can determine how a text is organized.




                                                                                                                                                                 Page 13
Range of Reading and Level of Text Complexity

CCR: Read and comprehend complex literary and informational texts independently and proficiently.

3.RI.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text
complexity band proficiently, with scaffolding as needed at the high end of the range.

                 Knowledge Target                                                 Student Target                                        Assessment
Identify/understand in an informational text:               I can recognize when the text I cam reading is too easy or
      key ideas and details                                too difficult for me.
      craft and structure
      integration of knowledge and ideas
at appropriate complexity (Qualitative, Quantitative, and
Reader and Task) as seen in Standards 1-9
independently and proficiently.
                   Reasoning Target                                               Student Target                                        Assessment
Comprehend independently in an informational text:          I can determine and use the correct reading strategies
      key ideas and details                                (e.g., ask questions, make connections, visualize, re-
      craft and structure                                  read) that will help me understand grade level texts.
      integration of knowledge and ideas
at appropriate complexity (Qualitative, Quantitative, and
Reader and Task) as seen in Standards 1-9
independently and proficiently.




                                                                                                                                                                   Page 14
Phonics and Word Recognition

CCR: None

3.RF.3: Know and apply grade level phonics and word analysis skills in decoding words.
        a. Identify and know the meaning of the most common prefixes and derivational suffixes.
        b. Decode words with common Latin suffixes.
        c. Decode multisyllabic words.
        d. Read grade-appropriate irregularly spelled words.

                   Knowledge Target                                                 Student Target                        Assessment
Know and apply grade level-level phonics and word             I can identify the common prefixes and suffixes and
analysis skills in decoding words.                            understand how they change the meaning of the root
                                                              word.
Identify and know:                                            I can decode words with common Latin suffixes.
     the meaning of the common prefixes
     meaning of the most common derivational                 I can identify syllables in words.
          suffixes
                                                              I can read multiple syllable words.
Decode words with common Latin suffixes.
                    Reasoning Target                                               Student Target                         Assessment
Apply grade level-level phonics and word analysis skills in   I can break apart words into syllables to help me decode
decoding words.                                               words I do not know.

                                                              I can recognize irregularly spelled words.
Recognize irregularly spelled words.
                  Performance Target                                                Student Target                       Assessment
Read grade-appropriate irregularly spelled words.             I can read grade-appropriate irregularly spelled words.




                                                                                                                                       Page 15
Fluency

CCR: N/A

3.RF.4: Read with sufficient accuracy and fluency to support comprehension.
          a. Read on-level text with purpose and understanding.
          b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
          c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
                  Knowledge Target                                              Student Target                               Assessment
 Identify and understand foundational skills for reading   I can recognize when a word I have read does not make
standards #1-3                                             sense within the text and identify appropriate reading
                                                           strategies to help me better understand what I have read.
To support comprehension:
      identify the purpose and understanding of text
      identify oral reading with accuracy, appropriate
          rate, and expression on successive readings
      identify rereading, when necessary, as a strategy
          when confirming or self-correcting words in text
                     Reasoning Target                                           Student Target                               Assessment
Apply foundational skills reflected in reading standards   I can read grade-level text fluently and show
#1-3                                                       comprehension through voice, timing, and expression.

To support comprehension:                                 I can self-correct misread or misunderstood words using
     determine the purpose for reading on-level text     context clues.
     apply reading strategies to be used with text for
        accuracy, appropriate rate, and expression on     I can reread with corrections when necessary.
        successive readings
     confirm or self correct word recognition and
        understanding by using context
              Performance Target                                                Student Target                               Assessment
To support comprehension:                                 I can read fluently (easy, smooth, and automatic).
     read on-level text fluently and accurately
     reread with fluency as necessary
Read with:
     accuracy
     appropriate rate
     expression on successive readings



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Text Types and Purposes

CCR: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

3.W.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 opinions and reasons.
         d. Provide a concluding statement or section.
                  Knowledge Target                                                Student Target                                             Assessment
 Define point of view                                       I can define point of view.

Recognize the purpose of a concluding statement              I can recognize the purpose of a concluding statement.

Recognize linking words and phrases (e.g., because,          I can recognize words that join opinions and reasons
therefore, since, for example) that connect opinions and     (words such as because, therefore, since, and for
reasons                                                      example).
                     Reasoning Target                                              Student Target                                         Assessment
Select a topic or text for an opinion piece                  I can select a topic or text for an opinion piece.

Determine an opinion about the text or topic and reasons     I can create an organizational structure to introduce my
that support the opinion                                     topic and opinion.

Create an organizational structure for listing reasons for   I can determine my opinion or point of view on a topic or
the opinion; select appropriate linking words and phrases    text.

Plan a concluding statement or section                       I can support my opinion with reasons and link my
                                                             reasons with words and phrases.

                                                             I can plan a concluding statement or section.

                Performance Target                                                Student Target                                          Assessment


                    Product Target                                                 Student Target                                         Assessment
Create an opinion piece on a topic or text which:            I can write an opinion piece with an introduction,
     supports a point of view with reasons                  supporting reasons, and a concluding statement/section.
     introduces the topic or text
     states an opinion
                                                                                                                                                          Page 17
   organizes ideas
   provides reasons for the opinion
   uses linking words to connect opinions and
    reasons
   provides a conclusion




                                                 Page 18
CCR: Write Informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization,
and analysis of content.

3.W.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.

                Knowledge Target                                                Student Target                                      Assessment
Identify:                                                I can identify the topic, facts, definitions, details, linking
     topic                                              words and phrases that connect ideas within categories of
     facts                                              information, and concluding statements or sections.
     definitions
     details
     linking words and phrases to connect ideas
          within categories of information
     concluding statements or sections
                     Reasoning Target                                         Student Target                                        Assessment
Develop:                                                  I can develop a topic that groups related information
     a topic that groups related information together   together.
     illustrations when useful to aiding
          comprehension                                  I can create illustrations when useful to aid
     a topic with:                                      comprehension.
               o facts
               o definitions                             I can connect my information (e.g., facts, definitions, and
               o details                                      details) using linking words and phrases.
     linking words and phrases to connect ideas
          within categories of information               I can develop a concluding statement or section to
     a concluding statement or section to:              examine a topic, convey ideas, and convey information
               o examine a topic                         clearly.
               o convey ideas
               o convey information clearly
                  Performance Target                                           Student Target                                       Assessment




                                                                                                                                                            Page 19
                     Product Target                                           Student Target                          Assessment
Write informative/explanatory text that include(s):       I can present my information in writing that is purposely
     a topic that groups related information together   focused, detailed, organized, and sequenced in a way
     illustrations when useful to aiding                that clearly communicates the ideas to the reader.
          comprehension
     a developed topic with:
               o facts
               o definitions
               o details
     linking words and phrases to connect ideas
          within categories of information
     a concluding statement or section to:
               o examine a topic
               o convey ideas
               o convey information clearly




                                                                                                                                   Page 20
CCR: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

3.W.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.
                  Knowledge Target                                                Student Target                                       Assessment
 Define:                                                   I can define narrator and character.
      narrator
      character                                           I can identify story elements, structure of narrative, how
Identify:
                                                           writers establish a situation, and correct use of dialogue.
      story elements
      structure of narrative
      how writers establish a situation                   I can explain how writers use dialogue to develop a
      correct use of dialogue                             narrative and how writers develop characters.
Explain how:
      writers use dialogue to develop a narrative         I can identify how temporal (time order) words and
      writers develop characters                          phrases are used to develop a sequence of events.
Identify how temporal words and phrases are used to
develop a sequence of events.
                                                           I can recognize closure in others’ writing.
Recognize closure in others’ writing.
                     Reasoning Target                                             Student Target                                       Assessment
Establish a situation in writing.                          I can establish a situation in writing.

Formulate appropriate dialogue between characters.      I can develop characters and events through dialogue,
Develop:                                                     actions, thoughts, feelings, as well as responses to
    characters through dialogue, actions, thoughts,         situations.
         feelings, as well as responses to situations
    events through dialogue, actions, thoughts and     I can show changes in time by using temporal words and
         feelings                                            phrases (e.g., before, during, after).
Use temporal words to organize narrative into logical
sequence.                                               I can formulate logical conclusions.



                                                                                                                                                               Page 21
Formulate logical conclusions.

                Performance Target                                            Student Target                         Assessment




                     Product Target                                             Student Target                       Assessment
Write a narrative that:                                   I can write a narrative that:
     establishes a situation                                   establishes a situation
     introduces a narrator or character(s)                     introduces a narrator or character(s)
     uses dialogue and descriptions to reveal actions,         uses dialogue and descriptions to reveal actions,
         thoughts, and feelings                                     thoughts, and feelings
     uses temporal words and phrases                           uses temporal words and phrases
     includes a sense of closure                               includes a sense of closure




                                                                                                                                  Page 22
Production and Distribution of Writing

CCR: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

3.W.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific
expectations for writing types are defined in standards 1-3 above)
                Knowledge Target                                          Student Target                                           Assessment

(The underpinning knowledge targets are found in Writing
Standards 1, 2, 3,7, 8, 9 and Language Standards 1-6)
                    Reasoning Target                                               Student Target                                   Assessment
Analyze the reason for writing a piece to decide on:        I can identify the writing style (e.g., opinion,
      task                                                      informative/explanatory, or narrative) that best fits my
      purpose                                                   task and purpose.
with guidance and support

Determine suitable:                                         I can use appropriate idea development strategies and
     idea development strategies,                          organization appropriate to task and purpose, with
     organization,                                         guidance and support.
appropriate to task and purpose, with guidance and
support

(Additional underpinning reasoning targets are found
Writing Standards 1, 2, 3,7, 8, 9)
                Performance Target                                               Student Target                                     Assessment
 (The underpinning skill targets are found in Writing
Standards 5, 6, 7, 10)
                    Product Target                                               Student Target                                     Assessment
Write a piece with:                                         I can create a piece of writing that shows my
      idea development                                     understanding of a specific writing style with guidance and
      organization                                         support.
appropriate to task and purpose,
with support and guidance

(Grade-specific expectations and writing types defined in
Standards 1-3.)



                                                                                                                                                          Page 23
CCR: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

3.W.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising editing, rewriting, or trying a new approach.
(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 on pages 28 and 29.)

                Knowledge Target                                                 Student Target                                     Assessment
With guidance and support from peers and adults,            I can recognize that a good piece of writing requires more
students recognize how to:                                  than one draft.
     plan
     revise
     edit
     rewrite
     try a new approach

Know how to edit for conventions of writing demonstrating
(see Language standards 1-3 up to and including grade
3).
                   Reasoning Target                                               Student Target                                    Assessment
With guidance and support from peers and adults,            I can revise my writing (e.g., reading aloud, checking for
students develop and strengthen writing by:                 misunderstandings, adding and deleting details) with the
     planning                                              help of others.
     revising
     editing
     rewriting                                             I can edit my writing by checking for errors in
     trying a new approach                                 capitalization, punctuation, spelling, etc.

                                                            I can prepare a new draft with changes that strengthens
                                                            my writing.




                                                                                                                                                            Page 24
CCR: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

3.W.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.

                 Knowledge Target                                            Student Target                                          Assessment
With guidance and support:                               I can use basic computer skills (e.g. turn on computer, log
    use basic computer skills (e.g. turn on computer,   on, use common software, basic word processing tools)
        log on, use common software, basic word          with guidance and support.
        processing tools)
    know how to use technology to produce writing       I can use technology to produce writing and to interact
        and to interact with others                      with others with guidance and support.
    know how to use technology to edit and revise
        writing                                          I can use technology to edit and revise writing.

                   Reasoning Target                                           Student Target                                         Assessment
With guidance and support:                               I can select appropriate technology tools that fit the
     select appropriate technology tools that fit the   intended audience and purpose with guidance and
         intended audience and purpose                   support.

               Performance Target                                              Student Target                                        Assessment
With guidance and support:                               I can use technology (keyboarding skills) to develop,
    perform keyboarding skills                          revise, edit, and publish writing.
    use technology to develop, revise, edit, and
        publish writing
                                                         I can use technology to interact and to work with others.
    use technology to interact and collaborate with
        others




                                                                                                                                                             Page 25
Research to Build and Present Knowledge

CCR: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

3.W.7: Conduct short research projects that build knowledge about a topic.

                Knowledge Target                                                   Student Target                                Assessment
Conduct shared research using various sources and             I can research a topic using different sources and tools.
tools.


                  Reasoning Target                                                  Student Target                               Assessment
Examine information gathered during shared research           I can look at information gained from research and tell the
                                                              difference between important and unimportant
Discriminate between relevant and irrelevant information      information.

Participate in short research projects to gain knowledge of   I can participate in short research projects to gain
     a specific topic                                         knowledge of a specific topic.




                                                                                                                                                         Page 26
CCR: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while
avoiding plagiarism.

3.W.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided
categories.
                   Knowledge Target                                           Student Target                                          Assessment
Recognize print and digital sources                     I can recall information from experiences or gather
                                                             information from print and digital sources about a
Gather information from print and digital sources            topic.

Provide brief notes from sources                        I can take notes (write down short pieces of important
                                                             information) about a topic.
                   Reasoning Target                                           Student Target                                          Assessment
Sort evidence from sources into provided categories     I can sort the information from my notes into provided
                                                        categories.




                                                                                                                                                               Page 27
Range of Writing

CCR: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes and audiences.

3.W.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.

                  Knowledge Target                                                  Student Target                                       Assessment
Identify the various purposes for writing                    I can identify the various purposes for writing.

Identify and understand the various organizational           I can identify and understand what format to use for
structures related to different genres or purposes for       different types of writing or with different purposes.
writing
                     Reasoning Target                                             Student Target                                         Assessment
Determine when to write for short or extended time           I can decide whether to write for a short or extended
frames for a range of discipline-specific tasks, purposes,   amount of time for a variety of subject related tasks,
and audiences                                                purposes, and audiences.

Determine the appropriate organizational structure           I can choose a writing structure to fit my task, purpose,
needed for specific audiences and purposes                   and/or audience.
                 Performance Target                                                 Student Target                                       Assessment
 Write for various purposes and to various audiences for     I can write for a variety of reasons to communicate ideas
short or extended time frame for a range of discipline-      appropriate for the audience, task and time frame.
specific tasks, purposes, and audiences




                                                                                                                                                                   Page 28
Comprehension and Collaboration

CCR: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their
own clearly and persuasively.

3.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building
on others’ ideas and expressing their own clearly.
           a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to
           explore ideas under discussion.
           b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics
           and texts under discussion).
           c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
           d. Explain their own ideas and understanding in light of the discussion.
                   Knowledge Target                                              Student Target                                             Assessment
 Identify:                                                 I can identify important information about the topic to be
      key ideas from reading texts                        discussed.
      agreed-upon rules for discussion
      ways to listen effectively

Know how to ask a question

Identify key ideas presented during discussion
                    Reasoning Target                                          Student Target                                             Assessment
Relate information read to discussion topics              I can read and study material to be discussed.

Evaluate implementation of discussion rules               I can stay on topic by making comments about the
Formulate questions and responses based on comments            information being discussed.
made by others during discussion

Explain the topic using personal ideas, opinions, and
reasoning.
                 Performance Target                                              Student Target                                          Assessment
 Engage in a variety of discussions by sharing acquired   I can actively participate in discussions and presentations.
and prior knowledge of grade 3 topics and texts
                                                          I can follow agreed-upon rules for discussion.
Listen actively to discussions and presentations
                                                          I can ask questions when I do not understand.
Follow agreed-upon rules for discussion
                                                                                                                                                                  Page 29
                                                         I can make connections between the comments of others.
Ask questions to check understanding of discussion or
presentation                                             I can explain my own ideas and tell what I’ve learned from
                                                         a discussion.
Connect comments to the remarks of others

Express ideas clearly



CCR: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.

3.SL.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.
                 Knowledge Target                                              Student Target                                         Assessment
Determine the main idea of an oral or media presentation I can identify information from a text being read aloud.
including:
      visual                                            I can use the information gathered to determine the main
      quantitative                                      idea and supporting details of a presentation.
      oral
                                                         I can identify information that is presented in different
Determine supporting details of an oral or media         formats (e.g., media, charts, graphs, websites, speeches).
presentation including:
      visual
      quantitative
      oral




                                                                                                                                                                Page 30
CCR: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

3.SL.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

                 Knowledge Target                                                Student Target                         Assessment
 Identify where questioning is needed about what a         I can identify when to ask questions if I don’t understand
speaker says                                               what the speaker is talking about.

Identify appropriate elaboration and detail when
answering questions about information from a speaker
                    Reasoning Target                                            Student Target                          Assessment
Formulate appropriate questions about information from a   I can think of appropriate questions about a speaker’s
speaker                                                    presentation.

Formulate answers about information from a speaker,        I can come up with answers about information form a
offering appropriate elaboration and detail                speaker, offering appropriate amounts of information and
                                                           detail.
               Performance Target                                               Student Target                          Assessment
Ask detailed questions about information from a speaker    I can ask detailed questions about information from a
                                                           speaker.
Answer questions about information from a speaker,
offering appropriate elaboration and detail                I can answer questions about information from a speaker,
                                                           offering appropriate amounts of information and detail.




                                                                                                                                     Page 31
Presentation of Knowledge and Ideas

CCR: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.

3.SL.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.
                Knowledge Target                                                     Student Target                                        Assessment
 Identify:                                                   I can identify topic, facts, and descriptive details.
      topic
      facts                                                 I can identify and recall an experience.
      descriptive details

Identify and recall an experience                          I can identify clearly pronounced and enunciated words
                                                           and understandable pace.
Identify:
     clearly pronounced and enunciated words
     understandable pace

                    Reasoning Target                                            Student Target                                            Assessment
Determine:                                                 I can determine facts and details that will support the
     appropriate supportive facts                         topic.
     relevant descriptive details
                Performance Target                                               Student Target                                           Assessment
Speak clearly at an understandable pace while:             I can present a topic, text, story, or experience with facts
      reporting on topic or text                          and appropriate descriptive details.
      telling a story
      recounting an experience                            I can report my information by speaking clearly at an
with appropriate facts and relevant, descriptive details   understandable pace.




                                                                                                                                                                   Page 32
CCR: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

3.SL.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.

                 Knowledge Target                                            Student Target                                        Assessment
Recognize “engaging” audio recordings                    I can recognize “engaging” audio recordings.

Identify:                                                I can identify fluid reading and facts or details.
            fluid reading
            facts or details

                Reasoning Target                                            Student Target                                         Assessment
Emphasize/enhance facts by adding visual displays when   I can emphasize/enhance facts by adding visual displays
appropriate                                              when appropriate.

Emphasize/enhance details by adding visual displays
when appropriate                                         I can emphasize/enhance details by adding visual
                                                         displays when appropriate.
                 Performance Target                                           Student Target                                       Assessment
Read stories or poems fluently for audio recordings      I can read aloud stories or poems and use my voice to
                                                              make them come to life (e.g., adjust the volume of my
                                                              voice, make exclamations, change the pace).
                   Product Target                                             Student Target                                       Assessment
Create audio recordings that demonstrate fluid reading   I can speak clearly and at an understandable pace
                                                              (speed) when creating audio recordings of stories or
                                                              poems.

Create visual displays                                   I can add visual displays (e.g., illustrations, graphs,
                                                              photos) to highlight facts and details.




                                                                                                                                                            Page 33
Convention of Standard English

CCR: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

3.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
        a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
        b. Form and use regular and irregular plural nouns.
        c. Use abstract nouns (e.g., childhood).
        d. Form and use regular and irregular verbs.
        e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
        f. Ensure subject-verb and pronoun-antecedent agreement.
        g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
        h. Use coordinating and subordinating conjunctions.
        i. Produce simple, compound, and complex sentences.

                  Knowledge Target                                             Student Target                                     Assessment
Identify abstract nouns                                  I can identify abstract nouns.

Recognize verb tenses                                    I can recognize verb tenses.

Identify agreement of:                                   I can identify agreement of subject verb.
     subject-verb
     pronoun-antecedent                                 I can identify agreement of pronoun-antecedent.

Identify comparative and superlative adjectives and      I can identify comparative and superlative adjectives and
adverbs.                                                 adverbs.

Recognize coordinating and subordinating conjunctions.   I can recognize coordinating and subordinating
                                                         conjunctions.
Recognize complex sentence.
                                                         I can recognize complex sentences.
                 Reasoning Target                                            Student Target                                       Assessment
Demonstrate command of the conventions of Standard       I can use standard English grammar when writing.
English grammar and usage when writing
                                                         I can explain the role of nouns, pronouns, verbs, and
Explain function of:                                     adjectives in a sentence.
     nouns
     pronouns                                           I can choose between comparative and superlative
     verbs                                              adjectives and adverbs.

                                                                                                                                               Page 34
      adjectives
in general and in particular sentences.

Choose between comparative and superlative adjectives
and adverbs.
                 Performance Target                                          Student Target                      Assessment
 Demonstrate command of the conventions of standard     I can form and use regular and irregular plural nouns.
English grammar and usage when speaking:
     form and use regular and irregular plural nouns   I can use abstract nouns.
     use abstract nouns
     form and use regular and irregular verb           I can form and use regular and irregular verbs.
     form and use simple sentences
     ensure subject-verb and pronoun-antecedent        I can form and use simple sentences.
         agreement
     form and use comparative and superlative          I can use correct subject-verb and pronoun-antecedent
         adjectives and adverbs, and choose between     agreement.
         them depending on what is to be modified
     use coordinating and subordinating conjunctions   I can form and use comparative and superlative
                                                        adjectives and adverbs in speaking and writing.
Produce:
                                                        I can use coordinating and subordinating conjunctions.
     simple
     compound
                                                        I can produce simple sentences, compound sentences,
     complex sentences                                 and complex sentences.




                                                                                                                              Page 35
CCR: Demonstrate command of the convention of Standard English capitalization, punctuation, spelling when writing.

3.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
        a. Capitalize appropriate words in titles.
        b. Use commas in addresses.
        c. Use commas and quotation marks in dialogue.
        d. Form and use possessives.
        e. Use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g. sitting, smiled, cries, happiness).
        f. Use spelling patterns and generalizations (e.g. word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing
        words.
        g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

                 Knowledge Target                                                 Student Target                                         Assessment
Apply correct capitalization, punctuation, and spelling      I can apply correct capitalization, punctuation, and
when writing                                                 spelling when writing.

Capitalize appropriate words in titles                       I can capitalize words in titles correctly.

Use commas in addresses                                      I can use commas in addresses.

Use commas and quotation marks in dialogue                   I can use commas and quotation marks in dialogue.

Form and use possessives                                     I can form and use possessives.

Use conventional spelling for high frequency and other       I can use conventional spelling for high frequency and
studied words and for adding suffixes to base words (e.g.,   other studied words and for adding suffixes to base words
sitting, smiled, cries, happiness)                           (e.g., sitting, smiled, cries, happiness).

Use spelling patterns and generalizations (e.g., word        I can use spelling patterns and rules in writing words.
families, position-based spellings, syllable patterns,
ending rules, meaningful word parts) in writing words        I can use reference material, including dictionaries, as
                                                             needed to check and correct spellings..
Consult reference materials, including beginning
   dictionaries, as needed to check and correct spellings




                                                                                                                                                                  Page 36
Vocabulary Acquisition and Use

CCR: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as appropriate.

3.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of
strategies.
         a. Use sentence-level context as a clue to the meaning of a word or phrase.
         b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable,
         care/careless, heat/preheat).
         c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
         d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

                Knowledge Target                                                Student Target                                   Assessment
Recognize that context clues can help determine the        I can recognize that context clues can help determine the
meaning of unknown or multiple-meaning words               meaning of unknown or multiple-meaning words.

Identify and define root words                             I can identify and define root words.

Identify and define affixes                                I can identify and define affixes.
Find words in dictionaries and glossaries
                                                           I can find words in dictionaries and glossaries.
Use print and digital glossaries and dictionaries to
determine or clarify meanings of key words and phrases     I can use print and digital glossaries and dictionaries to
                                                           determine or clarify meanings of key words and phrases.
                    Reasoning Target                                             Student Target                                  Assessment
Determine the meaning of unknown and multiple-meaning      I can determine the meaning of unknown and multiple-
words or phrases by:                                       meaning words or phrases.
     examining a sentence to find clues
     determining the meaning of a word when an affix      I can determine the meaning of an unknown word by
         is added (e.g., agreeable/disagreeable,           identifying the common root.
         comfortable/uncomfortable, care/careless,
         heat/preheat)                                     I can use vocabulary strategies to determine or clarify the
     Determine the meaning of an unknown word by          meaning of an unknown word or phrase.
         identifying the common root (e.g., company,
         companion)

Choose flexibly from a range of vocabulary strategies to
                                                                                                                                                         Page 37
determine or clarify the meaning of an unknown word or
phrase




CCR: Demonstrate understanding of figurative language, word relationships, and nuance in word meanings.

3.L.5: Demonstrate understanding of word relationships and nuances in word meanings.
        a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).
        b. Identify real-life connections between words and their use (e.g. describe people who are friendly or helpful).
        c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g. knew, believed, suspected, heard, wondered).

                 Knowledge Target                                                Student Target                                     Assessment
Recognize difference between literal and non-literal         I can recognize when words in a text are used exactly as
meanings of words and phrases                                they are meant or when the intended meaning is
                                                             different/deeper.
Identify real-life connections between words and their use
(e.g. describe people who are friendly or helpful)           I can identify real-life connections between words and
                                                             their use (e.g. describe people who are friendly or
                                                             helpful).
                     Reasoning Target                                                Student Target                                 Assessment
Distinguish the literal and nonliteral meanings of words     I can distinguish between literal and non-literal meanings
and phrases in context (e.g. take steps)                     of words and phrases.

Distinguish shades of meaning among related words that
                                                             I can determine the appropriate definition of words with
describe states of mind or degrees of certainty (e.g. new,
                                                             multiple meanings which describe states of mind or
believed, suspected, heard, wondered)
                                                             degrees of certainty.




                                                                                                                                                            Page 38
CCR: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the
college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension
or expression.

3.L.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).

                Knowledge Target                                            Student Target                                         Assessment
Acquire grade appropriate:                             I can learn grade appropriate conversational, common
     conversational                                   words, subject vocabulary words and phrases that show
     general academic                                 distance and time relationships.
     domain-specific
words and phrases including those that signal:
     spatial relationships
     temporal relationships
                   Reasoning Target                                         Student Target                                         Assessment
Use accurately grade appropriate:                      I can use grade appropriate conversational, common
     conversational                                        words, subject vocabulary words and phrases that
     general academic                                      show distance and time relationships.
     domain-specific
words and phrases including those that signal:
     spatial relationships
     temporal relationships




    .




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