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                                                              Kentucky Core Academic Standards Pacing Guide
                                                                       ELA (English/Language Arts)
                                                                                 3rd Grade
                               Unit 1                           Unit 2                               Unit 3                          Unit 4                            Unit 5                             Unit 6
 Getting Started            Friendship                       Animals and                             Money                       Earth, Moon,                      Communities                         Storytelling
                                                           Their Habitats                                                           and Sun                        Across Time
Instructional Days    Instructional Days                 Instructional Days                 Instructional Days                Instructional Days                Instructional Days                Instructional Days
        1-5                   6-35                              36-65                              66-95                             96-125                           126-155                           156-185
                     READING LITERATURE                 READING LITERATURE                 READING LITERATURE                READING LITERATURE                READING LITERATURE                READING LITERATURE
                     3.RL.                              3.RL.                              3.RL.                             3.RL.                             3.RL.                             3.RL.
                     Key Ideas and Details              Key Ideas and Details              Key Ideas and Details             Key Ideas and Details             Key Ideas and Details             Key Ideas and Details
                     □ 1. Ask and answer                □ 1. Ask and answer                □ 2. Recount stories,             □ 2. Recount stories,             □ 2. Recount stories,             □ 1. Ask and answer
                          questions to                       questions to                       including fables,                 including fables,                 including fables,                 questions to
                          demonstrate                        demonstrate                        folktales, and myths              folktales, and myths              folktales, and myths              demonstrate
                          understanding of a text,           understanding of a text,           from diverse cultures;            from diverse cultures;            from diverse cultures;            understanding of a text,
                          referring explicitly to the        referring explicitly to the        determine the central             determine the central             determine the central             referring explicitly to the
                          text as the basis for the          text as the basis for the          message, lesson, or               message, lesson, or               message, lesson, or               text as the basis for the
                          answers.                           answers.                           moral and explain how             moral and explain how             moral and explain how             answers.
                     □ 2. Recount stories,              □ 2. Recount stories,                   it is conveyed through            it is conveyed through            it is conveyed through       □ 2. Recount stories,
                          including fables,                  including fables,                  key details in the text.          key details in the text.          key details in the text.          including fables,
                          folktales, and myths               folktales, and myths          □ 3. Describe characters in a     □ 3. Describe characters in a     □ 3. Describe characters in a          folktales, and myths
                          from diverse cultures;             from diverse cultures;             story (e.g., their traits,        story (e.g., their traits,        story (e.g., their traits,        from diverse cultures;
                          determine the central              determine the central              motivations, or feelings)         motivations, or feelings)         motivations, or feelings)         determine the central
                          message, lesson, or                message, lesson, or                and explain how their             and explain how their             and explain how their             message, lesson, or
                          moral and explain how              moral and explain how              actions contribute to the         actions contribute to the         actions contribute to the         moral and explain how
                          it is conveyed through             it is conveyed through             sequence of events.               sequence of events.               sequence of events.               it is conveyed through
                          key details in the text.           key details in the text.      Craft and Structure               Craft and Structure               Craft and Structure                    key details in the text.
                     □ 3. Describe characters in a      □ 3. Describe characters in a      □ 4. Determine the meaning        □ 4. Determine the meaning        □ 4. Determine the meaning        □ 3. Describe characters in a
                          story (e.g., their traits,         story (e.g., their traits,         of words and phrases              of words and phrases              of words and phrases              story (e.g., their traits,
                          motivations, or feelings)          motivations, or feelings)          as they are used in a             as they are used in a             as they are used in a             motivations, or feelings)
                          and explain how their              and explain how their              text, distinguishing              text, distinguishing              text, distinguishing              and explain how their
                          actions contribute to the          actions contribute to the          literal from nonliteral           literal from nonliteral           literal from nonliteral           actions contribute to the
                          sequence of events.                sequence of events.                language.                         language.                         language.                         sequence of events.
                     Craft and Structure                Craft and Structure                □ 5. Refer to parts of stories,   □ 5. Refer to parts of stories,   □ 5. Refer to parts of stories,   Craft and Structure
                     □ 4. Determine the meaning         □ 4. Determine the meaning              dramas, and poems                 dramas, and poems                 dramas, and poems            □ 4. Determine the meaning
                          of words and phrases               of words and phrases               when writing or                   when writing or                   when writing or                   of words and phrases
                          as they are used in a              as they are used in a              speaking about a text,            speaking about a text,            speaking about a text,            as they are used in a
                          text, distinguishing               text, distinguishing               using terms such as               using terms such as               using terms such as               text, distinguishing
                          literal from nonliteral            literal from nonliteral            chapter, scene, and               chapter, scene, and               chapter, scene, and               literal from nonliteral
                          language.                          language.                          stanza; describe how              stanza; describe how              stanza; describe how              language.
                     □ 5. Refer to parts of stories,    □ 5. Refer to parts of stories,         each successive part              each successive part              each successive part         □ 5. Refer to parts of stories,
                          dramas, and poems                  dramas, and poems                  builds on earlier                 builds on earlier                 builds on earlier                 dramas, and poems
                          when writing or                    when writing or                    sections.                         sections.                         sections.                         when writing or
                          speaking about a text,             speaking about a text,                                                                            □ 6. Distinguish their own             speaking about a text,
     using terms such as              using terms such as          Integration of                  Range of Reading and                    point of view from that         using terms such as
     chapter, scene, and              chapter, scene, and          Knowledge and Ideas             Level of Text Complexity                of the narrator or those        chapter, scene, and
     stanza; describe how             stanza; describe how         □ 7. Explain how specific       □ 10. By the end of the year,           of the characters.              stanza; describe how
     each successive part             each successive part              aspects of a text’s             read and comprehend           Integration of                       each successive part
     builds on earlier                builds on earlier                 illustrations contribute        literature, including         Knowledge and Ideas                  builds on earlier
     sections.                        sections.                         to what is conveyed by          stories, dramas, and          □ 7. Explain how specific            sections.
□ 6. Distinguish their own      Range of Reading and                    the words in a story            poetry, at the high end            aspects of a text’s        Range of Reading and
     point of view from that    Level of Text Complexity                (e.g., create mood,             of the grades 2–3 text             illustrations contribute   Level of Text Complexity
     of the narrator or those   □ 10. By the end of the year,           emphasize aspects of a          complexity band                    to what is conveyed by     □ 10. By the end of the year,
     of the characters.              read and comprehend                character or setting).          independently and                  the words in a story            read and comprehend
Integration of                       literature, including         Range of Reading and                 proficiently.                      (e.g., create mood,             literature, including
Knowledge and Ideas                  stories, dramas, and          Level of Text Complexity        READING                                 emphasize aspects of a          stories, dramas, and
□ 7. Explain how specific            poetry, at the high end       □ 10. By the end of the year,   INFORMATION 3.RI.                       character or setting).          poetry, at the high end
     aspects of a text’s             of the grades 2–3 text             read and comprehend        Key Ideas and Details              □ 9. Compare and contrast            of the grades 2–3 text
     illustrations contribute        complexity band                    literature, including      □ 1. Ask and answer                     the themes, settings,           complexity band
     to what is conveyed by          independently and                  stories, dramas, and            questions to                       and plots of stories            independently and
     the words in a story            proficiently.                      poetry, at the high end         demonstrate                        written by the same             proficiently.
     (e.g., create mood,        READING                                 of the grades 2–3 text          understanding of a text,           author about the same      READING
     emphasize aspects of a     INFORMATION 3.RI.                       complexity band                 referring explicitly to the        or similar characters      INFORMATION 3.RI.
     character or setting).     Key Ideas and Details                   independently and               text as the basis for the          (e.g., books from a        Key Ideas and Details
Range of Reading and            □ 1. Ask and answer                     proficiently.                   answers.                           series).                   □ 2. Determine the main idea
Level of Text Complexity             questions to                  READING                         □ 2. Determine the main idea       Range of Reading and                 of a text; recount the
□ 10. By the end of the year,        demonstrate                   INFORMATION 3.RI.                    of a text; recount the        Level of Text Complexity             key details and explain
     read and comprehend             understanding of a text,      Key Ideas and Details                key details and explain       □ 10. By the end of the year,        how they support the
     literature, including           referring explicitly to the   □ 2. Determine the main idea         how they support the               read and comprehend             main idea.
     stories, dramas, and            text as the basis for the          of a text; recount the          main idea.                         literature, including      □ 3. Describe the
     poetry, at the high end         answers.                           key details and explain    □ 3. Describe the                       stories, dramas, and            relationship between a
     of the grades 2–3 text     □ 2. Determine the main idea            how they support the            relationship between a             poetry, at the high end         series of historical
     complexity band                 of a text; recount the             main idea.                      series of historical               of the grades 2–3 text          events, scientific ideas
     independently and               key details and explain       □ 3. Describe the                    events, scientific ideas           complexity band                 or concepts, or steps in
     proficiently.                   how they support the               relationship between a          or concepts, or steps in           independently and               technical procedures in
READING                              main idea.                         series of historical            technical procedures in            proficiently.                   a text, using language
INFORMATION 3.RI.               □ 3. Describe the                       events, scientific ideas        a text, using language        READING                              that pertains to time,
Key Ideas and Details                relationship between a             or concepts, or steps in        that pertains to time,        INFORMATION 3.RI.                    sequence, and
□ 2. Determine the main idea         series of historical               technical procedures in         sequence, and                 Key Ideas and Details                cause/effect.
     of a text; recount the          events, scientific ideas           a text, using language          cause/effect.                 □ 2. Determine the main idea    Craft and Structure
     key details and explain         or concepts, or steps in           that pertains to time,     Craft and Structure                     of a text; recount the     □ 4. Determine the meaning
     how they support the            technical procedures in            sequence, and              □ 4. Determine the meaning              key details and explain         of general academic
     main idea.                      a text, using language             cause/effect.                   of general academic                how they support the            and domain-specific
□ 3. Describe the                    that pertains to time,        Craft and Structure                  and domain-specific                main idea.                      words and phrases in a
     relationship between a          sequence, and                 □ 4. Determine the meaning           words and phrases in a        □ 3. Describe the                    text relevant to a grade
     series of historical            cause/effect.                      of general academic             text relevant to a grade           relationship between a          3 topic or subject area.
     events, scientific ideas   Craft and Structure                     and domain-specific             3 topic or subject area.           series of historical       □ 5. Use text features and
     or concepts, or steps in   □ 4. Determine the meaning              words and phrases in a     □ 5. Use text features and              events, scientific ideas        search tools (e.g., key
     technical procedures in         of general academic                text relevant to a grade        search tools (e.g., key            or concepts, or steps in        words, sidebars,
     a text, using language          and domain-specific                3 topic or subject area.        words, sidebars,                   technical procedures in         hyperlinks) to locate
     that pertains to time,            words and phrases in a       □ 5. Use text features and             hyperlinks) to locate             a text, using language            information relevant to
     sequence, and                     text relevant to a grade          search tools (e.g., key           information relevant to           that pertains to time,            a given topic efficiently.
     cause/effect.                     3 topic or subject area.          words, sidebars,                  a given topic efficiently.        sequence, and                Integration of
                                  □ 5. Use text features and             hyperlinks) to locate        □ 6. Distinguish their own             cause/effect.                Knowledge and Ideas
Craft and Structure                    search tools (e.g., key           information relevant to           point of view from that      Craft and Structure               □ 7. Use information gained
□ 4. Determine the meaning             words, sidebars,                  a given topic efficiently.        of the author of the text.   □ 4. Determine the meaning             from illustrations (e.g.,
     of general academic               hyperlinks) to locate        Integration of                    Integration of                         of general academic               maps, photographs)
     and domain-specific               information relevant to      Knowledge and Ideas               Knowledge and Ideas                    and domain-specific               and the words in a text
     words and phrases in a            a given topic efficiently.   □ 7. Use information gained       □ 7. Use information gained            words and phrases in a            to demonstrate
     text relevant to a grade     Integration of                         from illustrations (e.g.,         from illustrations (e.g.,         text relevant to a grade          understanding of the
     3 topic or subject area.     Knowledge and Ideas                    maps, photographs)                maps, photographs)                3 topic or subject area.          text (e.g., where, when,
□ 5. Use text features and        □ 7. Use information gained            and the words in a text           and the words in a text      □ 5. Use text features and             why, and how key
     search tools (e.g., key           from illustrations (e.g.,         to demonstrate                    to demonstrate                    search tools (e.g., key           events occur).
     words, sidebars,                  maps, photographs)                understanding of the              understanding of the              words, sidebars,             Range of Reading and
     hyperlinks) to locate             and the words in a text           text (e.g., where, when,          text (e.g., where, when,          hyperlinks) to locate        Level of Text Complexity
     information relevant to           to demonstrate                    why, and how key                  why, and how key                  information relevant to      □ 10. By the end of the year,
     a given topic efficiently.        understanding of the              events occur).                    events occur).                    a given topic efficiently.        read and comprehend
Integration of                         text (e.g., where, when,     □ 8. Describe the logical         □ 8. Describe the logical         □ 6. Distinguish their own             informational texts,
Knowledge and Ideas                    why, and how key                  connection between                connection between                point of view from that           including history/social
□ 7. Use information gained            events occur).                    particular sentences              particular sentences              of the author of the text.        studies, science, and
     from illustrations (e.g.,    □ 8. Describe the logical              and paragraphs in a               and paragraphs in a          Integration of                         technical texts, at the
     maps, photographs)                connection between                text (e.g., comparison,           text (e.g., comparison,      Knowledge and Ideas                    high end of the grades
     and the words in a text           particular sentences              cause/effect,                     cause/effect,                □ 7. Use information gained            2–3 text complexity
     to demonstrate                    and paragraphs in a               first/second/third in a           first/second/third in a           from illustrations (e.g.,         band independently
     understanding of the              text (e.g., comparison,           sequence).                        sequence).                        maps, photographs)                and proficiently.
     text (e.g., where, when,          cause/effect,                □ 9. Compare and contrast         □ 9. Compare and contrast              and the words in a text      READING FOUNDATION
     why, and how key                  first/second/third in a           the most important                the most important                to demonstrate               3.RF
     events occur).                    sequence).                        points and key details            points and key details            understanding of the
                                                                                                                                                                          Phonics and Word
Range of Reading and              Range of Reading and                   presented in two texts            presented in two texts            text (e.g., where, when,
                                                                         on the same topic.                on the same topic.
                                                                                                                                                                          Recognition
Level of Text Complexity          Level of Text Complexity                                                                                   why, and how key
                                                                                                                                                                          □ 3. Know and apply grade-
□ 10. By the end of the year,     □ 10. By the end of the year,     Range of Reading and              Range of Reading and                   events occur).
                                                                                                                                                                               level phonics and word
     read and comprehend               read and comprehend          Level of Text Complexity          Level of Text Complexity          □ 8. Describe the logical
                                                                                                                                                                               analysis skills in
     informational texts,              informational texts,         □ 10. By the end of the year,     □ 10. By the end of the year,          connection between
                                                                                                                                                                               decoding words.
     including history/social          including history/social          read and comprehend               read and comprehend               particular sentences
                                                                                                                                                                              □ a. Identify and know
     studies, science, and             studies, science, and             informational texts,              informational texts,              and paragraphs in a
                                                                                                                                                                                    the meaning of the
     technical texts, at the           technical texts, at the           including history/social          including history/social          text (e.g., comparison,
                                                                                                                                                                                    most common
     high end of the grades            high end of the grades            studies, science, and             studies, science, and             cause/effect,
                                                                                                                                                                                    prefixes and
     2–3 text complexity               2–3 text complexity               technical texts, at the           technical texts, at the           first/second/third in a
                                                                                                                                                                                    derivational
     band independently                band independently                high end of the grades            high end of the grades            sequence).
                                                                                                                                                                                    suffixes.
     and proficiently.                 and proficiently.                 2–3 text complexity               2–3 text complexity          □ 9. Compare and contrast
                                                                                                                                                                              □ c. Decode multi-
                                  READING FOUNDATION                     band independently                band independently                the most important
READING FOUNDATION                                                                                                                                                                  syllable words.
                                  3.RF                                   and proficiently.                 and proficiently.                 points and key details
3.RF                                                                                                                                                                      Fluency
                                                                    READING FOUNDATION                READING FOUNDATION                     presented in two texts
Phonics and Word                  Phonics and Word                                                                                                                        □ 4. Read with sufficient
                                                                    3.RF                              3.RF                                   on the same topic.
Recognition                       Recognition                                                                                                                                  accuracy and fluency to
                                                                    Phonics and Word                  Phonics and Word                  Range of Reading and
□ 3. Know and apply grade-        □ 3. Know and apply grade-                                                                                                                   support
                                       level phonics and word       Recognition                       Recognition                       Level of Text Complexity
     level phonics and word         analysis skills in          □ 3. Know and apply grade-     □ 3. Know and apply grade-      □ 10. By the end of the year,        comprehension.
     analysis skills in             decoding words.                  level phonics and word         level phonics and word          read and comprehend            □ a. Read on-level text
     decoding words.               □ c. Decode multi-                analysis skills in             analysis skills in              informational texts,                with purpose and
    □ c. Decode multi-                   syllable words.             decoding words.                decoding words.                 including history/social            understanding.
          syllable words.          □ d. Read grade-                 □ c. Decode multi-             □ a. Identify and know           studies, science, and          □ b. Read on-level prose
Fluency                                  appropriate                      syllable words.                the meaning of the         technical texts, at the             and poetry orally
□ 4. Read with sufficient                irregularly spelled    Fluency                                  most common                high end of the grades              with accuracy,
     accuracy and fluency to             words.                 □ 4. Read with sufficient                prefixes and               2–3 text complexity                 appropriate rate,
     support                   Fluency                               accuracy and fluency to             derivational               band independently                  and expression on
     comprehension.            □ 4. Read with sufficient             support                             suffixes.                  and proficiently.                   successive
    □ a. Read on-level text         accuracy and fluency to          comprehension.                □ b. Decode words with      READING FOUNDATION                       readings.
          with purpose and          support                         □ a. Read on-level text              common Latin          3.RF                            WRITING 3.W.
          understanding.            comprehension.                        with purpose and               suffixes.             Phonics and Word                Text Types and
    □ b. Read on-level prose       □ a. Read on-level text                understanding.           □ c. Decode multi-                                          Purposes
                                                                                                                               Recognition
          and poetry orally              with purpose and           □ b. Read on-level prose             syllable words.                                       □ 1. Write opinion pieces on
                                                                                                                               □ 3. Know and apply grade-
          with accuracy,                 understanding.                   and poetry orally    Fluency                              level phonics and word          topics or texts,
          appropriate rate,        □ b. Read on-level prose               with accuracy,       □ 4. Read with sufficient            analysis skills in              supporting a point of
          and expression on              and poetry orally                appropriate rate,         accuracy and fluency to         decoding words.                 view with reasons.
          successive                     with accuracy,                   and expression on         support                        □ a. Identify and know          □ a. Introduce the topic
          readings                       appropriate rate,                successive                comprehension.                       the meaning of the              or text they are
    □ c. Use context to                  and expression on                readings                 □ a. Read on-level text               most common                     writing about, state
          confirm or self-               successive                 □ c. Use context to                  with purpose and                prefixes and                    an opinion, and
          correct word                   readings                         confirm or self-               understanding.                  derivational                    create an
          recognition and          □ c. Use context to                    correct word             □ b. Read on-level prose              suffixes.                       organizational
          understanding,                 confirm or self-                 recognition and                and poetry orally         □ c. Decode multi-                    structure that lists
          rereading as                   correct word                     understanding,                 with accuracy,                  syllable words.                 reasons.
          necessary.                     recognition and                  rereading as                   appropriate rate,                                         □ b. Provide reasons
                                                                                                                               Fluency
WRITING 3.W.                             understanding,                   necessary.                     and expression on
                                                                                                                               □ 4. Read with sufficient                 that support the
Text Types and                           rereading as           WRITING 3.W.                             successive
                                                                                                                                    accuracy and fluency to              opinion.
Purposes                                 necessary.             Text Types and                           readings.                                                 □ d. Provide a
                                                                                                                                    support
□ 2. Write informative/        WRITING 3.W.                     Purposes                           □ c. Use context to
                                                                                                                                    comprehension.                       concluding
     explanatory texts to      Text Types and                   □ 2. Write informative/                  confirm or self-                                                statement or
                                                                                                                                   □ a. Read on-level text
     examine a topic and       Purposes                              explanatory texts to                correct word                                                    section.
                                                                                                                                         with purpose and
     convey ideas and          □ 1. Write opinion pieces on          examine a topic and                 recognition and                                       Production and
                                                                                                                                         understanding.
                                                                                                         understanding,
     information clearly.           topics or texts,                 convey ideas and                                              □ b. Read on-level prose    Distribution of Writing
    □ a. Introduce a topic          supporting a point of            information clearly.                rereading as
                                                                                                                                         and poetry orally     □ 4. With guidance and
          and group related         view with reasons.              □ a. Introduce a topic               necessary.
                                                                                                                                         with accuracy,             support from adults,
          information              □ a. Introduce the topic               and group related    WRITING 3.W.                              appropriate rate,          produce writing in
          together; include              or text they are                 information          Text Types and                            and expression on          which the development
          illustrations when             writing about, state             together; include    Purposes                                  successive                 and organization are
          useful to aiding               an opinion, and                  illustrations when   □ 3. Write narratives to                  readings.                  appropriate to task and
          comprehension.                 create an                        useful to aiding          develop real or                □ c. Use context to              purpose. (Grade-
    □ b. Develop the topic               organizational                   comprehension.            imagined experiences                 confirm or self-           specific expectations
          with facts,                    structure that lists       □ b. Develop the topic          or events using                      correct word               for writing types are
          definitions, and               reasons.                         with facts,               effective technique,                 recognition and            defined in standards 1–
          details.                 □ b. Provide reasons                   definitions, and          descriptive details, and             understanding,             3 above.)
    □ d. Provide a                         that support the                 details.                   clear event sequences.                rereading as           □ 5. With guidance and
          concluding                       opinion.                   □ d. Provide a                  □ a. Establish a situation             necessary.                  support from peers and
          statement or               □ c. Use linking words                 concluding                     and introduce a         WRITING 3.W.                          adults, develop and
          section.                         and phrases (e.g.,               statement or                   narrator and/or         Text Types and                        strengthen writing as
□ 3. Write narratives to                   because, therefore,              section.                       characters;             Purposes                              needed by planning,
     develop real or                       since, for example)    □ 3. Write narratives to                 organize an event       □ 2. Write informative/               revising, and editing.
     imagined experiences                  to connect opinion          develop real or                     sequence that                explanatory texts to             (Editing for conventions
     or events using                       and reasons.                imagined experiences                unfolds naturally.           examine a topic and              should demonstrate
     effective technique,            □ d. Provide a                    or events using                □ b. Use dialogue and             convey ideas and                 command of Language
     descriptive details, and              concluding                  effective technique,                descriptions of              information clearly.             standards 1–3 up to
     clear event sequences.                statement or                descriptive details, and            actions, thoughts,          □ a. Introduce a topic            and including grade 3
    □ a. Establish a situation             section.                    clear event sequences.              and feelings to                   and group related           on pages 28 and 29.)
          and introduce a        □ 2. Write informative/              □ c. Use temporal words              develop                           information            □ 6. With guidance and
          narrator and/or             explanatory texts to                  and phrases to                 experiences and                   together; include           support from adults,
          characters;                 examine a topic and                   signal event order.            events or show the                illustrations when          use technology to
          organize an event           convey ideas and            Production and                           response of                       useful to aiding            produce and publish
          sequence that               information clearly.        Distribution of Writing                  characters to                     comprehension.              writing (using
          unfolds naturally.         □ a. Introduce a topic       □ 4. With guidance and                   situations.                 □ b. Develop the topic            keyboarding skills) as
    □ b. Use dialogue and                  and group related           support from adults,           □ d. Provide a sense of                with facts,                 well as to interact and
          descriptions of                  information                 produce writing in                  closure.                          definitions, and            collaborate with others.
          actions, thoughts,               together; include           which the development      Production and                             details.               Research to Build and
          and feelings to                  illustrations when          and organization are       Distribution of Writing              □ c. Use linking words       Present Knowledge
          develop                          useful to aiding            appropriate to task and    □ 4. With guidance and                     and phrases (e.g.,     □ 7. Conduct short research
          experiences and                  comprehension.              purpose. (Grade-                support from adults,                  also, another, and,         projects that build
          events or show the         □ b. Develop the topic            specific expectations           produce writing in                    more, but) to               knowledge about a
          response of                      with facts,                 for writing types are           which the development                 connect ideas               topic.
          characters to                    definitions, and            defined in standards 1–         and organization are                  within categories of   Range of Writing
          situations.                      details.                    3 above.)                       appropriate to task and               information.           □ 10. Write routinely over
    □ c. Use temporal words          □ c. Use linking words       □ 5. With guidance and               purpose. (Grade-            Production and                        extended time frames
          and phrases to                   and phrases (e.g.,          support from peers and          specific expectations                                             (time for research,
                                                                                                                                   Distribution of Writing
          signal event order.              also, another, and,         adults, develop and             for writing types are                                             reflection, and revision)
                                                                                                                                   □ 4. With guidance and
    □ d. Provide a sense of                more, but) to               strengthen writing as           defined in standards 1–                                           and shorter time frames
                                                                                                                                        support from adults,
          closure.                         connect ideas               needed by planning,             3 above.)                                                         (a single sitting or a day
                                                                                                                                        produce writing in
Production and                             within categories of        revising, and editing.     □ 5. With guidance and                                                 or two) for a range of
                                                                                                                                        which the development
Distribution of Writing                    information.                (Editing for conventions        support from peers and                                            discipline-specific
                                                                                                                                        and organization are
□ 4. With guidance and               □ d. Provide a                    should demonstrate              adults, develop and                                               tasks, purposes, and
                                                                                                                                        appropriate to task and
     support from adults,                  concluding                  command of Language             strengthen writing as                                             audiences.
                                                                                                                                        purpose. (Grade-
     produce writing in                    statement or                standards 1–3 up to             needed by planning,              specific expectations       SPEAKING AND
     which the development                 section.                    and including grade 3           revising, and editing.           for writing types are       LISTENING 3.SL.
     and organization are        □ 3. Write narratives to              on pages 28 and 29.)            (Editing for conventions
                                      develop real or
                                                                                                                                        defined in standards 1–     Comprehension and
     appropriate to task and                                      □ 6. With guidance and               should demonstrate               3 above.)
                                      imagined experiences                                                                                                          Collaboration
     purpose. (Grade-                                                  support from adults,            command of Language         □ 5. With guidance and
                                      or events using                                                                                                               □ 1. Engage effectively in a
     specific expectations                                             use technology to               standards 1–3 up to              support from peers and
                                      effective technique,                                                                                                               range of collaborative
     for writing types are                                             produce and publish             and including grade 3            adults, develop and
                                      descriptive details, and                                                                                                           discussions (one-on-
     defined in standards 1–                                           writing (using                  on pages 28 and 29.)             strengthen writing as
                                      clear event sequences.                                                                                                             one, in groups, and
     3 above.)                                                         keyboarding skills) as     □ 6. With guidance and                needed by planning,              teacher led) with
□ 5. With guidance and                □ b. Use dialogue and            well as to interact and           support from adults,              revising, and editing.            diverse partners on
     support from peers and                descriptions of             collaborate with others.          use technology to                 (Editing for conventions          grade 3 topics and
     adults, develop and                   actions, thoughts,     Research to Build and                  produce and publish               should demonstrate                texts, building on
     strengthen writing as                 and feelings to        Present Knowledge                      writing (using                    command of Language               others’ ideas and
     needed by planning,                   develop                □ 7. Conduct short research            keyboarding skills) as            standards 1–3 up to               expressing their own
     revising, and editing.                experiences and             projects that build               well as to interact and           and including grade 3             clearly.
     (Editing for conventions              events or show the          knowledge about a                 collaborate with others.          on pages 28 and 29.)             □ a. Come to
     should demonstrate                    response of                 topic.                       Research to Build and             □ 6. With guidance and                      discussions
     command of Language                   characters to          □ 8. Recall information from      Present Knowledge                      support from adults,                   prepared, having
     standards 1–3 up to                   situations.                 experiences or gather        □ 7. Conduct short research            use technology to                      read or studied
     and including grade 3        Production and                       information from print            projects that build               produce and publish                    required material;
     on pages 28 and 29.)         Distribution of Writing              and digital sources;              knowledge about a                 writing (using                         explicitly draw on
□ 6. With guidance and            □ 4. With guidance and               take brief notes on               topic.                            keyboarding skills) as                 that preparation
     support from adults,              support from adults,            sources and sort             □ 8. Recall information from           well as to interact and                and other
     use technology to                 produce writing in              evidence into provided            experiences or gather             collaborate with others.               information known
     produce and publish               which the development           categories.                       information from print       Research to Build and                       about the topic to
     writing (using                    and organization are       Range of Writing                       and digital sources;         Present Knowledge                           explore ideas under
     keyboarding skills) as            appropriate to task and    □ 10. Write routinely over             take brief notes on          □ 7. Conduct short research                 discussion.
     well as to interact and           purpose. (Grade-                extended time frames              sources and sort                  projects that build              □ b. Follow agreed-upon
     collaborate with others.          specific expectations           (time for research,               evidence into provided            knowledge about a                      rules for
Research to Build and                  for writing types are           reflection, and revision)         categories.                       topic.                                 discussions (e.g.,
Present Knowledge                      defined in standards 1–         and shorter time frames      Range of Writing                  □ 8. Recall information from                gaining the floor in
□ 7. Conduct short research            3 above.)                       (a single sitting or a day   □ 10. Write routinely over             experiences or gather                  respectful ways,
     projects that build          □ 5. With guidance and               or two) for a range of            extended time frames              information from print                 listening to others
     knowledge about a                 support from peers and          discipline-specific               (time for research,               and digital sources;                   with care, speaking
     topic.                            adults, develop and             tasks, purposes, and              reflection, and revision)         take brief notes on                    one at a time about
Range of Writing                       strengthen writing as           audiences.                        and shorter time frames           sources and sort                       the topics and texts
                                       needed by planning,                                                                                 evidence into provided                 under discussion).
□ 10. Write routinely over                                        SPEAKING AND                           (a single sitting or a day
     extended time frames              revising, and editing.                                            or two) for a range of            categories.                      □ c. Ask questions to
                                                                  LISTENING 3.SL.
     (time for research,               (Editing for conventions                                          discipline-specific          Range of Writing                            check
                                                                  Comprehension and                                                                                               understanding of
     reflection, and revision)         should demonstrate                                                tasks, purposes, and         □ 10. Write routinely over
                                                                  Collaboration                                                                                                   information
     and shorter time frames           command of Language                                               audiences.                        extended time frames
                                                                  □ 1. Engage effectively in a                                                                                    presented, stay on
     (a single sitting or a day        standards 1–3 up to                                          SPEAKING AND                           (time for research,
                                                                       range of collaborative                                                                                     topic, and link their
     or two) for a range of            and including grade 3                                        LISTENING 3.SL.                        reflection, and revision)
                                                                       discussions (one-on-                                                                                       comments to the
     discipline-specific               on pages 28 and 29.)                                                                                and shorter time frames
                                                                       one, in groups, and          Comprehension and                                                             remarks of others.
     tasks, purposes, and         □ 6. With guidance and                                                                                   (a single sitting or a day
                                                                       teacher led) with            Collaboration                                                           □ d. Explain their own
     audiences.                        support from adults,                                                                                or two) for a range of
                                                                       diverse partners on          □ 1. Engage effectively in a                                                  ideas and
SPEAKING AND                           use technology to                                                                                   discipline-specific
                                                                       grade 3 topics and                range of collaborative                                                   understanding in
LISTENING 3.SL.                        produce and publish                                                                                 tasks, purposes, and
                                                                       texts, building on                discussions (one-on-                                                     light of the
                                       writing (using                                                                                      audiences.
Comprehension and                                                      others’ ideas and                 one, in groups, and                                                      discussion.
                                       keyboarding skills) as                                                                         SPEAKING AND
Collaboration                                                          expressing their own              teacher led) with                                              □ 2. Determine the main
                                       well as to interact and                                                                        LISTENING 3.SL.
□ 1. Engage effectively in a                                           clearly.                          diverse partners on                                                 ideas and supporting
                                       collaborate with others.
     range of collaborative                                           □ a. Come to                       grade 3 topics and           Comprehension and                      details of a text read
                                  Research to Build and
     discussions (one-on-                                                  discussions                   texts, building on           Collaboration                          aloud or information
     one, in groups, and
                                  Present Knowledge                        prepared, having              others’ ideas and            □ 1. Engage effectively in a           presented in diverse
     teacher led) with            □ 7. Conduct short research              read or studied               expressing their own              range of collaborative
     diverse partners on               projects that build                    required material;           clearly.                          discussions (one-on-              media and formats,
     grade 3 topics and                knowledge about a                      explicitly draw on          □ a. Come to                       one, in groups, and               including visually,
     texts, building on                topic.                                 that preparation                  discussions                  teacher led) with                 quantitatively, and
     others’ ideas and            □ 8. Recall information from                and other                         prepared, having             diverse partners on               orally.
     expressing their own              experiences or gather                  information known                 read or studied              grade 3 topics and           □ 3. Ask and answer
     clearly.                          information from print                 about the topic to                required material;           texts, building on                questions about
    □ a. Come to                       and digital sources;                   explore ideas under               explicitly draw on           others’ ideas and                 information from a
          discussions                  take brief notes on                    discussion.                       that preparation             expressing their own              speaker, offering
          prepared, having             sources and sort                 □ b. Follow agreed-upon                 and other                    clearly.                          appropriate elaboration
          read or studied              evidence into provided                 rules for                         information known           □ a. Come to                       and detail.
          required material;           categories.                            discussions (e.g.,                about the topic to                discussions             Presentation of
          explicitly draw on      Range of Writing                            gaining the floor in              explore ideas under               prepared, having        Knowledge and Ideas
          that preparation        □ 10. Write routinely over                  respectful ways,                  discussion.                       read or studied         □ 4. Report on a topic or text,
          and other                    extended time frames                   listening to others         □ b. Follow agreed-upon                 required material;           tell a story, or recount
          information known            (time for research,                    with care, speaking               rules for                         explicitly draw on           an experience with
          about the topic to           reflection, and revision)              one at a time about               discussions (e.g.,                that preparation             appropriate facts and
          explore ideas under          and shorter time frames                the topics and texts              gaining the floor in              and other                    relevant, descriptive
          discussion.                  (a single sitting or a day             under discussion).                respectful ways,                  information known            details, speaking clearly
    □ b. Follow agreed-upon            or two) for a range of           □ c. Ask questions to                   listening to others               about the topic to           at an understandable
          rules for                    discipline-specific                    check                             with care, speaking               explore ideas under          pace.
          discussions (e.g.,           tasks, purposes, and                   understanding of                  one at a time about               discussion.             LANGUAGE 3.L.
          gaining the floor in         audiences.                             information                       the topics and texts        □ b. Follow agreed-upon
                                                                                                                                                                          Knowledge of Language
          respectful ways,        SPEAKING AND                                presented, stay on                under discussion).                rules for
                                                                                                                                                                          □ 3. Use knowledge of
          listening to others     LISTENING 3.SL.                             topic, and link their       □ c. Ask questions to                   discussions (e.g.,
                                                                                                                                                                               language and its
          with care, speaking                                                 comments to the                   check                             gaining the floor in
                                  Comprehension and                                                                                                                            conventions when
          one at a time about                                                 remarks of others.                understanding of                  respectful ways,
                                  Collaboration                                                                                                                                writing, speaking,
          the topics and texts                                          □ d. Explain their own                  information                       listening to others
                                  □ 1. Engage effectively in a                                                                                                                 reading, or listening.
          under discussion).                                                  ideas and                         presented, stay on                with care, speaking
                                       range of collaborative                                                                                                                 □ a. Choose words and
    □ c. Ask questions to                                                     understanding in                  topic, and link their             one at a time about
                                       discussions (one-on-                                                                                                                         phrases for effect.*
          check                                                               light of the                      comments to the                   the topics and texts
                                       one, in groups, and                                                                                                                Vocabulary Acquisition
          understanding of                                                    discussion.                       remarks of others.                under discussion).
          information
                                       teacher led) with
                                                                    □ 2. Determine the main               □ d. Explain their own            □ c. Ask questions to
                                                                                                                                                                          and Use
                                       diverse partners on                                                                                                                □ 4. Determine or clarify the
          presented, stay on                                             ideas and supporting                   ideas and                         check
                                       grade 3 topics and                                                                                                                      meaning of unknown
          topic, and link their                                          details of a text read                 understanding in                  understanding of
                                       texts, building on                                                                                                                      and multiple-meaning
          comments to the                                                aloud or information                   light of the                      information
                                       others’ ideas and                                                                                                                       word and phrases
          remarks of others.                                             presented in diverse                   discussion.                       presented, stay on
                                       expressing their own                                                                                                                    based on grade 3
    □ d. Explain their own                                               media and formats,           □ 2. Determine the main                     topic, and link their
                                       clearly.                                                                                                                                reading and content,
          ideas and                                                      including visually,               ideas and supporting                   comments to the
                                      □ a. Come to                                                                                                                             choosing flexibly from a
          understanding in                                               quantitatively, and               details of a text read                 remarks of others.
                                           discussions                                                                                                                         range of strategies.
          light of the                                                   orally.                           aloud or information             □ d. Explain their own
                                           prepared, having                                                                                                                   □ a. Use sentence-level
          discussion.                                               □ 3. Ask and answer                    presented in diverse                   ideas and
                                           read or studied                                                                                                                          context as a clue to
□ 2. Determine the main                                                  questions about                   media and formats,                     understanding in
                                           required material;                                                                                                                       the meaning of a
     ideas and supporting                                                information from a                including visually,                    light of the
                                           explicitly draw on                                                                                                                       word or phrase.
     details of a text read                                              speaker, offering                 quantitatively, and                    discussion.
                                           that preparation                                                                                                               □ 5. Demonstrate
     aloud or information                                                appropriate elaboration           orally.                      □ 2. Determine the main
                                           and other                                                                                                                           understanding of word
     presented in diverse                                                and detail.                  □ 3. Ask and answer                    ideas and supporting
                                           information known                                                                                                                   relationships and
     media and formats,                     about the topic to      Presentation of                        questions about                   details of a text read            nuances in word
     including visually,                    explore ideas under     Knowledge and Ideas                    information from a                aloud or information              meanings.
     quantitatively, and                    discussion.             □ 4. Report on a topic or text,        speaker, offering                 presented in diverse             □ a. Distinguish the
     orally.                          □ b. Follow agreed-upon            tell a story, or recount          appropriate elaboration           media and formats,                     literal and nonliteral
□ 3. Ask and answer                         rules for                    an experience with                and detail.                       including visually,                    meanings of words
     questions about                        discussions (e.g.,           appropriate facts and        Presentation of                        quantitatively, and                    and phrases in
     information from a                     gaining the floor in         relevant, descriptive        Knowledge and Ideas                    orally.                                context (e.g., take
     speaker, offering                      respectful ways,             details, speaking clearly    □ 4. Report on a topic or text,   □ 3. Ask and answer                         steps).
     appropriate elaboration                listening to others          at an understandable              tell a story, or recount          questions about                  □ b. Identify real-life
     and detail.                            with care, speaking          pace.                             an experience with                information from a                     connections
Presentation of                             one at a time about     □ 5. Create engaging audio             appropriate facts and             speaker, offering                      between words and
Knowledge and Ideas                         the topics and texts         recordings of stories or          relevant, descriptive             appropriate elaboration                their use (e.g.,
□ 4. Report on a topic or text,             under discussion).           poems that                        details, speaking clearly         and detail.                            describe people
     tell a story, or recount         □ c. Ask questions to              demonstrate fluid                 at an understandable         Presentation of                             who are friendly or
     an experience with                     check                        reading at an                     pace.                        Knowledge and Ideas                         helpful).
     appropriate facts and                  understanding of             understandable pace;         LANGUAGE 3.L.                     □ 4. Report on a topic or text,   □ 6. Acquire and use
     relevant, descriptive                  information                  add visual displays                                                 tell a story, or recount          accurately grade-
                                                                                                      Conventions of
     details, speaking clearly              presented, stay on           when appropriate to                                                 an experience with                appropriate
                                                                                                      Standard English
     at an understandable                   topic, and link their        emphasize or enhance                                                appropriate facts and             conversational, general
                                                                                                      □ 1. Demonstrate command
     pace.                                  comments to the              certain facts or details.                                           relevant, descriptive             academic, and domain-
                                                                                                           of the conventions of
□ 6. Speak in complete                      remarks of others.      LANGUAGE 3.L.                                                            details, speaking clearly         specific words and
                                                                                                           standard English
     sentences when                   □ d. Explain their own                                                                                 at an understandable              phrases, including
                                                                    Conventions of                         grammar and usage
     appropriate to task and                ideas and                                                                                        pace.                             those that signal spatial
                                                                    Standard English                       when writing or
     situation in order to                  understanding in                                                                            □ 5. Create engaging audio             and temporal
                                                                    □ 1. Demonstrate command               speaking.
     provide requested                      light of the                                                                                     recordings of stories or          relationships (e.g.,After
                                                                         of the conventions of            □ a. Explain the function
     detail or clarification.               discussion.                                                                                      poems that                        dinner that night we
                                                                         standard English                       of nouns,
     (See grade 3 Language        □ 2. Determine the main                                                                                    demonstrate fluid                 went looking for them).
                                                                         grammar and usage                      pronouns, verbs,
     standards 1 and 3 on              ideas and supporting                                                                                  reading at an
                                                                         when writing or                        adjectives, and
     pages 28 and 29 for               details of a text read                                                                                understandable pace;
                                                                         speaking.                              adverbs in general
     specific expectations.)           aloud or information                                                                                  add visual displays
                                                                        □ a. Explain the function               and their functions
LANGUAGE 3.L.                          presented in diverse                                                                                  when appropriate to
                                                                              of nouns,                         in particular
                                       media and formats,                                                                                    emphasize or enhance
Conventions of                                                                pronouns, verbs,                  sentences.
                                       including visually,                                                                                   certain facts or details.
Standard English                                                              adjectives, and             □ f. Ensure subject-verb
                                       quantitatively, and                                                                              □ 6. Speak in complete
□ 1. Demonstrate command                                                      adverbs in general                and pronoun-
                                       orally.                                                                                               sentences when
     of the conventions of                                                    and their functions               antecedent
                                  □ 3. Ask and answer                                                                                        appropriate to task and
     standard English                                                         in particular                     agreement.*
                                       questions about                                                                                       situation in order to
     grammar and usage                                                        sentences.              □ 2. Demonstrate command
                                       information from a                                                                                    provide requested
     when writing or                                                    □ g. Form and use                  of the conventions of
                                       speaker, offering                                                                                     detail or clarification.
     speaking.                                                                comparative and              standard English
                                       appropriate elaboration                                                                               (See grade 3 Language
    □ a. Explain the function                                                 superlative                  capitalization,
                                       and detail.                                                                                           standards 1 and 3 on
          of nouns,                                                           adjectives and               punctuation, and
                                  Presentation of                                                                                            pages 28 and 29 for
          pronouns, verbs,                                                    adverbs, and                 spelling when writing.
          adjectives, and
                                  Knowledge and Ideas                         choose between              □ e. Use conventional              specific expectations.)
          adverbs in general      □ 4. Report on a topic or text,             them depending on                 spelling for high-      LANGUAGE 3.L.
          and their functions          tell a story, or recount               what is to be                     frequency and           Conventions of
          in particular                an experience with                     modified.                         other studied words     Standard English
          sentences.                   appropriate facts and           □ h. Use coordinating                  and for adding          □ 1. Demonstrate command
    □ b. Form and use                  relevant, descriptive                 and subordinating                suffixes to base             of the conventions of
          regular and                  details, speaking clearly             conjunctions.                    words (e.g., sitting,        standard English
          irregular plural             at an understandable            □ i. Produce simple,                   smiled, cries,               grammar and usage
          nouns.                       pace.                                 compound, and                    happiness).                  when writing or
    □ c. Use abstract nouns       □ 5. Create engaging audio                 complex                 Knowledge of Language                 speaking.
          (e.g., childhood).           recordings of stories or              sentences.              □ 3. Use knowledge of                □ c. Use abstract nouns
    □ d. Form and use                  poems that                  □ 2. Demonstrate command               language and its                      (e.g., childhood).
          regular and                  demonstrate fluid                of the conventions of             conventions when
          irregular verbs.             reading at an                    standard English                  writing, speaking,              □ d. Form and use
    □ i. Produce simple,               understandable pace;             capitalization,                   reading, or listening.                regular and
          compound, and                add visual displays              punctuation, and                 □ b. Recognize and                     irregular verbs.
          complex                      when appropriate to              spelling when writing.                 observe differences        □ e. Form and use the
          sentences.                   emphasize or enhance            □ a. Capitalize                         between the                      simple (e.g., I
□ 2. Demonstrate command               certain facts or details.             appropriate words                 conventions of                   walked; I walk; I will
     of the conventions of        LANGUAGE 3.L.                              in titles.                        spoken and written               walk) verb tenses.
     standard English             Conventions of                       □ e. Use conventional                   standard English.          □ i. Produce simple,
     capitalization,              Standard English                           spelling for high-      Vocabulary Acquisition                     compound, and
     punctuation, and             □ 1. Demonstrate command                   frequency and           and Use                                    complex
     spelling when writing.            of the conventions of                 other studied words     □ 4. Determine or clarify the              sentences.
    □ b. Use commas in                 standard English                      and for adding               meaning of unknown          □ 2. Demonstrate command
          addresses.                   grammar and usage                     suffixes to base             and multiple-meaning             of the conventions of
    □ c. Use commas and                when writing or                       words (e.g., sitting,        word and phrases                 standard English
          quotation marks in           speaking.                             smiled, cries,               based on grade 3                 capitalization,
          dialogue.                   □ a. Explain the function              happiness).                  reading and content,             punctuation, and
    □ e. Use conventional                   of nouns,                  □ f. Use spelling patterns         choosing flexibly from a         spelling when writing.
          spelling for high-                pronouns, verbs,                 and generalizations          range of strategies.            □ b. Use commas in
          frequency and                     adjectives, and                  (e.g., word families,       □ a. Use sentence-level                addresses.
          other studied words               adverbs in general               position-based                    context as a clue to       □ f. Use spelling patterns
          and for adding                    and their functions              spellings, syllable               the meaning of a                 and generalizations
          suffixes to base                  in particular                    patterns, ending                  word or phrase.                  (e.g., word families,
          words (e.g., sitting,             sentences.                       rules, meaningful           □ b. Determine the                     position-based
          smiled, cries,              □ b. Form and use                      word parts) in                    meaning of the new               spellings, syllable
          happiness).                       regular and                      writing words.                    word formed when                 patterns, ending
    □ f. Use spelling patterns              irregular plural       Vocabulary Acquisition                      a known affix is                 rules, meaningful
          and generalizations               nouns.                 and Use                                     added to a known                 word parts) in
          (e.g., word families,       □ c. Use abstract nouns      □ 4. Determine or clarify the               word (e.g.,                      writing words.
          position-based                    (e.g., childhood).          meaning of unknown                     agreeable/disagree     Knowledge of Language
          spellings, syllable     □ 2. Demonstrate command              and multiple-meaning                   able,                  □ 3. Use knowledge of
          patterns, ending             of the conventions of            word and phrases                       comfortable/uncomf          language and its
          rules, meaningful            standard English                 based on grade 3                       ortable,                    conventions when
          word parts) in               capitalization,                  reading and content,                   care/careless,              writing, speaking,
          writing words.               punctuation, and                 choosing flexibly from a               heat/preheat).              reading, or listening.
    □ g. Consult reference             spelling when writing.           range of strategies.             □ c. Use a known root            □ a. Choose words and
          materials, including        □ c. Use commas and              □ a. Use sentence-level                 word as a clue to                phrases for effect.*
          beginning                         quotation marks in              context as a clue to               the meaning of an      Vocabulary Acquisition
          dictionaries, as                  dialogue.                         the meaning of a                  unknown word with       and Use
          needed to check             □ d. Form and use                       word or phrase.                   the same root (e.g.,    □ 4. Determine or clarify the
          and correct                       possessives.                □ d. Use glossaries or                  company,                     meaning of unknown
          spellings.                  □ e. Use conventional                   beginning                         companion).                  and multiple-meaning
                                            spelling for high-                dictionaries, both          □ d. Use glossaries or             word and phrases
                                            frequency and                     print and digital, to             beginning                    based on grade 3
Knowledge of Language                       other studied words               determine or clarify              dictionaries, both           reading and content,
□ 3. Use knowledge of                       and for adding                    the precise                       print and digital, to        choosing flexibly from a
     language and its                       suffixes to base                  meaning of key                    determine or clarify         range of strategies.
     conventions when                       words (e.g., sitting,             words and phrases.                the precise                 □ a. Use sentence-level
     writing, speaking,                     smiled, cries,          □ 5. Demonstrate                            meaning of key                    context as a clue to
     reading, or listening.                 happiness).                  understanding of word                  words and phrases.                the meaning of a
    □ a. Choose words and             □ f. Use spelling patterns         relationships and            □ 5. Demonstrate                            word or phrase.
          phrases for effect.*              and generalizations          nuances in word                   understanding of word            □ b. Determine the
    □ b. Recognize and                      (e.g., word families,        meanings.                         relationships and                      meaning of the new
          observe differences               position-based              □ b. Identify real-life            nuances in word                        word formed when
          between the                       spellings, syllable               connections                  meanings.                              a known affix is
          conventions of                    patterns, ending                  between words and           □ b. Identify real-life                 added to a known
          spoken and written                rules, meaningful                 their use (e.g.,                  connections                       word (e.g.,
          standard English.                 word parts) in                    describe people                   between words and                 agreeable/disagree
                                            writing words.                    who are friendly or               their use (e.g.,                  able,
Vocabulary Acquisition
                                  Vocabulary Acquisition                      helpful).                         describe people                   comfortable/uncomf
and Use
                                  and Use                           □ 6. Acquire and use                        who are friendly or               ortable,
□ 4. Determine or clarify the
                                  □ 4. Determine or clarify the          accurately grade-                      helpful).                         care/careless,
     meaning of unknown
                                       meaning of unknown                appropriate                  □ 6. Acquire and use                        heat/preheat).
     and multiple-meaning
                                       and multiple-meaning              conversational, general           accurately grade-            □ 5. Demonstrate
     word and phrases
                                       word and phrases                  academic, and domain-             appropriate                       understanding of word
     based on grade 3
                                       based on grade 3                  specific words and                conversational, general           relationships and
     reading and content,
                                       reading and content,              phrases, including                academic, and domain-             nuances in word
     choosing flexibly from a
                                       choosing flexibly from a          those that signal spatial         specific words and                meanings.
     range of strategies.
                                       range of strategies.              and temporal                      phrases, including               □ b. Identify real-life
    □ a. Use sentence-level
                                      □ a. Use sentence-level            relationships (e.g.,After         those that signal spatial              connections
          context as a clue to
                                            context as a clue to         dinner that night we              and temporal                           between words and
          the meaning of a
                                            the meaning of a             went looking for them).           relationships (e.g.,After              their use (e.g.,
          word or phrase.
                                            word or phrase.                                                dinner that night we                   describe people
    □ d. Use glossaries or
                                  □ 5. Demonstrate                                                         went looking for them).                who are friendly or
          beginning
                                       understanding of word                                                                                      helpful).
          dictionaries, both
                                       relationships and                                                                                □ 6. Acquire and use
          print and digital, to
                                       nuances in word                                                                                       accurately grade-
          determine or clarify
                                       meanings.                                                                                             appropriate
          the precise
                                      □ b. Identify real-life                                                                                conversational, general
          meaning of key
                                            connections                                                                                      academic, and domain-
          words and phrases.
                                            between words and                                                                                specific words and
□ 5. Demonstrate
                                            their use (e.g.,                                                                                 phrases, including
     understanding of word
                                            describe people                                                                                  those that signal spatial
     relationships and
                                            who are friendly or                                                                              and temporal
     nuances in word
     meanings.                             helpful).              relationships (e.g.,After
    □ b. Identify real-life      □ 6. Acquire and use             dinner that night we
          connections                 accurately grade-           went looking for them).
          between words and           appropriate
          their use (e.g.,            conversational, general
          describe people             academic, and domain-
          who are friendly or         specific words and
          helpful).                   phrases, including
    □ c. Distinguish shades           those that signal spatial
          of meaning among            and temporal
          related words that          relationships (e.g.,After
          describe states of          dinner that night we
          mind or degrees of          went looking for them).
          certainty (e.g.,
          knew, believed,
          suspected, heard,
          wondered).
□ 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).

				
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