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Q1 (8/11/2011-10/14/2011)

Content/Concept

Phonics/DecodingGrammar/Usage and Mechanics

Guiding Questions

How do you pronounce this word?How do you spell ____________?

Skills

2011 3rd Grade Language Arts Curriculum Map:

SideKick Lesson Planner

Curriculum Mapping11/19/2012

PASS

Standard 1 Phonics and Decoding

1.1 Phonetic Analysis - Apply knowledge of phonetic analysis to decode unknown words1.2 Structural Analysis - Apply knowledge of structural analysis to decode unknown words1.3 Decode unknown words

Standard 3 Grammar/Usage and Mechanics

3.1 Grammar/Usage - Students are expected to recognize and correctly use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and contractions in their writing3.1a Singular, plural, and possessive forms of nouns3.1b Common and proper nouns3.1c Subjective (Nominative), objective, and possessive pronouns3.1d Present, past, and future tense verbs3.1e Regular, irregular, and helping (auxiliary) verbs3.1f Past participle of verbs3.1g Subject-verb agreement3.1h Positive, comparative, and superlative adjectives3.1i Time, place, and manner adverbs3.1j Coordinating conjunctions

3.2 Mechanics3.2a Correctly capitalize geographical names, holidays, dates, proper nouns, book titles, titles of respect, sentences, and quotations3.2b Correctly indent at the beginning of each paragraph3.2c Observe left- and right-hand margins

3.3 Punctuation3.3a Periods in abbreviations and sentence endings (terminal punctuation)3.3b Questions and exclamation marks3.3c Commas in dates, addresses, locations, quotes, introductory words, words in a series, greetings, and closings in a letter3.3d Apostrophes in contractions and possessives3.3e Colons in notation of time, formal letter writing, and the introduction of words or concepts in a series (e.g., bring the following supplies; glue, paper, scissors)3.3f Quotation marks around direct quotations, the titles of individual poems, and short stories3.4 Sentence Structure3.4a Correctly write the four basic kinds of sentences (declarative, exclamatory, imperative, and interrogative) with terminal punctuation3.4b Begin to use simple, compound, and complex sentences appropriately in writing 3.5 Spelling3.5a Demonstrate recall of spelling patterns (e.g., grapheme or blend), consonant doubling (e.g., bat + ed = batted), consonant doubling (e.g., bat+ed=batted), changing the ending of a word from -y to -ies when forming the plural (e.g., carry=carries), and common homophones (e.g., hair/hare) 3.5c Increase the number of high frequency words spelled correctly3.5e Use various sources of material to check and correct spelling

C.C.S.S.

Language Standards

Conventions of Standard English

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writingL.3.2e Use conventional spelling for high-frequency and other studies words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness)L3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing wordsL3.2g Consult reference materials, including beginning dictionaries as needed to check and correct spellings

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.1.2, A.1.3, B.1.1, B.1.5, B.2.1, B.3.1, B.3.1.a, B.3.1.b, B.3.1.c, B.3.1.d, B.3.1.e, B.3.1.f, B.3.1.g, B.3.1.h, B.3.1.i, B.3.1.j, B.3.2, B.3.2.a, B.3.2.b, B.3.2.c, B.3.3, B.3.3.a, B.3.3.b, B.3.3.c, B.3.3.d

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: L.CCR.2, L.3.2, L.3.2.e, L.3.2.f, L.3.2.g

Assessments

Oral, Observation, Benchmark, Teacher Generated Tests, DIBELS, AR, Star, State Mandated Tests, Lesson/Theme Tests

Content/Concept



Increase Vocabulary and word meaningFluency

Guiding Questions

What is the meaning of this word?How did you figure out the meaning?What is the prefix/suffix in this word?Which word or phrase has more than one meaning?

Skills

PASS

Standard 2 Vocabulary

2.1 Words in context2.2 Affixes2.3 Synonym / Antonym / Homonyms / Homophones2.4 Using Research Material

Standard 3 Fluency

3.1 Read independent level3.2 Read instructional level3.3 Repeated Reading3.4 Read 20 high frequency words3.5 Use punctuation cues

C.C.S.S.

Reading Standards for Informational Text

Craft and Structure

RI 3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area

Reading Standards: Foundational Skills

Phonics and Word Recognition

RF 3.3a Identify and know the meaning of the most common prefixes and derivational suffixes

Fluency

RF 3.4 Read with sufficient accuracy and fluency to support comprehensionRF 3.4a Read on-level text with purpose and understandingRF 3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF 3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Language Standards

Vocabulary Acquisition and Use

L 3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content choosing flexibly from a range of strategiesL 3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat)L 3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrasesL 3.5a Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps)L 3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered)

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.2.1, A.2.2, A.2.3, A.2.4, A.3.1, A.3.2, A.3.3, A.3.4, A.3.5

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RI, , RI.3.4, RF, RF.3.3.a, RF.3.4, RF.3.4.a, RF.3.4.b, RF.3.4.c, L, L.3.4, L.3.4.b, L.3.4.d, L.CCR.5, L.3.5.a, L.3.5.c

Assessments

Oral, Observation, Benchmark, Teacher Generated Tests, DIBELS, A/R, Star, State Mandated Tests, Lesson/Theme Tests.

Content/Concept



Comprehension/Critical Literacy

Guiding Questions

Why do we read different genre of poetry?What did this poem mean?What do you think this is about?Why do you think this happened?What did you learn from this poem?How would you describe_________?What is the message of this story?

Skills

PASS

Standard 4.1 Literal Understanding

4.1b Use prereading strategies independently to preview, activate prior knowledge, predict content of text, and establish a purpose for reading

Standard 4.2 Inferences and Interpretation

4.2b Interpret text, morals, etc. C.C.S.S.

Standards for Literature

Key Ideas and Details

RL 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answersRL 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, or moral and explain how it is conveyed through key details in the text

Craft and Structure

RL 3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal languageRL 3.5 Refer to parts of stories, dramas, and poems when writing or speaking about text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections

Integration of Knowledge an Ideas

RL 3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood emphasize aspects of a character or setting)

Range of Reading and Level of Text Complexity

RL 3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of grades 2-3 complexity band independently and proficiently



RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers


Fluency

RF 3.4 Read with sufficient accuracy and fluency to support comprehensionRF 3.4a Read on-level text with purpose and understanding

Speaking and Listening Standards

Comprehension and Collaboration

SL 3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others

Language Standards


L 3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful)



State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.4.1.a, A.4.1.b, A.4.1.c, A.4.1.d, A.4.2.a, A.4.2.b, A.4.2.c

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RL.3.1, RL.3.2, RL.3.4, RL.3.5, RL.3.7, RL.3.10, RI.3.1, RF.3.4, RF.3.4.a, SL.3.1.c, L.3.5.b

Assessments

Oral, Observation Benchmark, Teacher Generated Tests, DIBELS, A/R, Star, State Mandated Tests, Lesson / Theme Tests

Content/Concept

Summary and Generalization

Guiding Questions

Tell me about this poem/story?Write a summary of this poem/story.By looking at the illustrations, what do you predict the characters,setting, events, etc. will be?Elaborate on ___________.How would you describe _______________?Who was ____________?

Skills

PASS

Standard 4.3 Summary and Generalization

4.3a Summarize4.3b Generalizations4.3c Produce Summaries

C.C.S.S.


Integration of Knowledge and Ideas

RL 3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)



RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answersRI 3.2 Determine the main ideas of a text; recount the key details and explain how they support the main idea

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.4.3.a, A.4.3.b, A.4.3.c

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RL.3.7, RI, RI.3.1, RI.3.2

Assessments

Oral, Observation, Benchmark, Teacher Generated Tests, DIBELS, A/R, Star, State Mandated Tests, Lesson / Theme Tests.

Content/Concept

Reference Resources

Guiding Questions

Can you alphabetize those words?What guide word is at the top of the page?What volume is that information in?What resource would you use to find ________?In which part of your book would you find _____?How can you tell what this lesson will be about?What examples can you find that?How would you transfer ____________ into a visual?

Skills



PASS

Standard 6 - Research and Information

6.1a Alphabetize 3rd letter6.1b Use guide words to locate words in dictionaries and topics in encyclopedias6.1c Access information from charts, maps graphs, schedules, directions, and diagrams6.1d Use title page, table of contents, glossary, chapter headings, and index to locate information6.1e Use text formats as an aid in construction meaning from nonfiction text (e.g., heading, subheading, bold print, and italics

C.C.S.S.


Craft and Structure

RI 3.5 Use text features and text tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently


RI 3.7 Use information gained from illustrations (e.g., maps photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.6.1.a, A.6.1.b, A.6.1.c, A.6.1.d, A.6.1.e

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RI.3.5, RI.3.7

Assessments

Oral, Observation, Benchmark, Teacher Generated Tests, DIBELS, A/R, Star, State Mandated Tests, Lesson / Theme Tests

Content/Concept


Analysis and EvaluationMonitoring and Correction Strategies

Guiding Questions

What was the character like?What can you tell me about the character?How well did he/she show you this?Why was he/she like this?Is ____________ a fact or an opinion?What caused ____________ to happen? (Sequence)

Skills



PASS

Standard 4.4 Analysis and Evaluation

4.4a Analyze characters including their traits, relationships, feelings, and changes in text4.4b Distinguish between fact and opinion in nonfiction text4.4c Analyze the causes, motivations, sequences, and results of events from a text

Standard 4.5 Monitoring and Correction Strategies

4.5a Monitor own reading and modify strategies as needed (e.g., recognizes when he or she is confused by a section of text; questions whether the text makes sense)4.5c Clarify meaning by rereading, questioning, and modifying predictions

C.C.S.S.



RL 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Craft and Structure

RL 3.6 Distinguish their own point of view from that of the narrator or those of the characters


RL 3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently



RI 3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect


RI 3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence)


Fluency

RF 3.4a Read on-level text with purpose and understandingRF 3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF 3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.4.4.a, A.4.4.b, A.4.4.c, A.4.5, A.4.5.a, A.4.5.c

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RL.3.3, RL.3.6, RI.3.3, RI.3.8

Assessments

Oral, Observation, Benchmark, Teacher Generated Tests, DIBELS, Star, State Mandated Tests, Lesson/Theme Tests

Content/Concept

Literature

Guiding Questions

What type of literature is this and how did you know?Where in the story did they __________?What stanza would you locate ________?What chapter did ___________ happen?

Skills



PASS

Standard 5 Literature

5.1 Literary Genres5.1a Recognize characteristics of literary genres and forms (e.g., contemporary realistic fiction, historical fiction, nonfiction, modern fantasy, poetry, drama, and traditional stories such as fairy tales and fables)5.1b Read/Understand, discuss a variety of genres

C.C.S.S.


Craft and Structure

RL 3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections



RI 3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.5.1, A.5.1.a, A.5.1.b

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RL.3.5, RI.3.10

Assessments

Oral, Observation, Benchmark, Teacher Generated Tests, DIBELS, A/R, Star, State Mandated Tests, Lesson/Theme Tests

Content/Concept

Literature - Literary Elements

Guiding Questions

Compare these stories.How did figurative language improve the text?How can you compare the different parts of __________?How is __________ connected to ______________?

Skills

PASS

Standard 5.2 Literary Elements

5.2a Compare and contrast plots, setting, or characters presented by different authors and the same author of multiple texts*5.2b Recognize themes that occur across literary works

C.C.S.S.



RL 3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)



RI 3.9 Compare and contrast the most important points and key details presented in two texts of the same topic

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.5.2.a, A.5.2.b, A.5.3

Common Core



NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RL.3.9, RI.3.9

Assessments


Content/Concept

Research and Information - Interpreting Information

Guiding Questions

Be able to answer questions about this research.How would you outline __________________?

Skills

Standard 6.2 Interpreting Information

6.2b Locate, organize, & synthesize information from a variety of print, non-print, and technological resources (e.g., dictionaries, reference books, atlases, magazines, informational texts, thesaurus, and technology/Internet)

C.C.S.S.

Writing Standards

Research to Build and Present Knowledge

W 3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence in provided categories

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.6.2.b

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: W.3.8

Assessments

Oral, Observation, Reports.

Content/Concept

Oral Language/Listening and SpeakingVisual LiteracyEvaluate Media

Guiding Questions

What does the illustration tell us about the main character?What represents the _______ on this map?In the story _______ was said. What is another way to say that?Tell me about _______?What are your thoughts on ______?How would you feel if _____?

Skills



PASS

Standard 1 Listening

1.1 Listen critically for information and incorporate the information into other activities1.2 Listen actively for pleasure and respond appropriately Standard 2 Speaking

2.1 Speak articulately and audibly using appropriate grammar, enunciation, and volume

Standard 3 Group Interaction

3.1 Show respect and consideration for others in verbal and physical communication

Visual Literacy

Standard 1 Interpret Meaning

1.1 Distinguish fact, opinion, and fiction in print and non-print media in literature and advertising1.2 Interpret and describe important events and ideas gathered from maps, charts, and graphics

Evaluate Media

Standard 2 Evaluate Media

2.1 Make connections between illustrations and print2.2 Interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations2.3 Listen to, view, or read stories which tell of characters in American and other cultures

C.C.S.S.



SL 3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearlySL 3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orallySL 3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail

Presentation of Knowledge and Ideas

SL 3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace


SL 3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification (See grade 3 Language standards 1 and 3 for specific expectations.)

Language Standards


L 3.1 Demonstarate command of the conventions of standard English grammar and usage when writing or speaking

Knowledge of Language

L 3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listeningL 3.3a Choose words and phrases for effect L3.3b Recognize and observe differences between the conventions of spoken and written standard English

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: C, C.1, C.1.1, C.2, C.2.1, C.2.3, C.3, C.3.1, D, D.1.1, D.1.2, D.2, D.2.1, D.2.2, D.2.3

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: SL.3.1, SL.3.2, SL.3.3, SL.3.4, SL.3.6, L.3.1, L.3.3, L.3.3.a, L.3.3.b

Assessments



Oral, Observations

Content/Concept

Writing

Guiding Questions

Using the graphic organizer brainstorm ideas for writing a story about your pet.What is the main idea of the story?Does your story have a beginning, middle, and end?With a partner edit your work and make changes as needed.

Skills

PASS

Standard 1 Writing Process

1.1 Use a variety of prewriting activities such as brainstorming, clustering, illustrating, using graphic organizers, and webbing1.2 Understand and demonstrate familiarity with the writing process and format of main idea1.3 Compose coherent first drafts with clear focus of beginning, middle, and ending1.4 Revise drafts, changing or adding details and vivid, descriptive words1.5 Proofread/edit writing, using standard editing marks, with peers or teacher1.6 Publish and present writing to peers or adults

Standard 2 Modes and Forms of Writing

2.1 Communicate through a variety of written modes for various audiences and purposes to inform, entertain, describe, persuade, and to reflect2.2 Write simple narrative descriptive, persuasive, and creative paragraph2.5 Write personal and formal letters, "thank you" notes, and invitations including the date, greeting, body, closing, and signature

C.C.S.S.

Writing Standards

Text Types and Purposes

W 3.1 Write opinion pieces on topics or texts, supporting a point of view with reasonsW 3.1b Provide reasons that support the opinionW 3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearlyW 3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences

Production and Distribution of Writing

W 3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose (Grade-specific expectations for writing types are defined in standards 1-3)W 3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3.)

Range of Writing

W 3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (in a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: B.1, B.1.1, B.1.2, B.1.3, B.1.4, B.1.5, B.1.6, B.2, B.2.1, B.2.2, B.2.5

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: W.3.1, W.3.1.b, W.3.2, W.3.3, W.3.4, W.3.5, W.3.10

Assessments

Oral, Observation, Teacher Generated Tests, State Mandated Tests, Lesson/Theme Tests



Q2 (10/17/2011-12/20/2011)

Content/Concept

Phonics/DecodingVocabularyFluencyComprehension/Critical LiteracyLiterature

Guiding Questions

What sound does this make?Can you sound this word out by breaking it down?What does _____ mean?Based on what we read, what does _____ mean?

Skills

PASS

Standard 1 Phonics/Decoding - Apply sound-symbol relationships to decode words

1.1 Phonetic Analysis - Apply knowledge of phonetic analysis to decode unknown words (e.g., common letter/sound relationships, consonants, blends, digraphs, vowels, and dipthongs)1.2 Structural Analysis - Apply knowledge of structional analysis to decode unknown words - Syllabification rules, affixes, root words, compound words, spelling patterns, contractions, final stable syllable1.3 Apply knowledge of sentence structures and semantics in conjunction with phonics and structural analysis to decode unknown words

C.C.S.S.



RF 3.3 Know and apply grade-level phonics and word analysis skils in decoding wordsRF 3.3a Identify and know the meaning of the most common prefixes and derivational suffixesRF 3.3b Decode words with common Latin suffixesRF 3.3c Decode multisyllabic wordsRF 3.3d Read grade-appropriate irregularly spelled words

Fluency

RF 3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Language Standards


L 3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategiesL 3.4a Use sentence-level context as a clue to the meaning of a word or phraseL 3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat)L 3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrasesL 3.5 Demonstrate understanding of word relationships and nuances in word meaningsL 3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps)L 3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them)

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A, A.1.1, A.1.2, A.1.3

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RF, RF.3.3, RF.3.3.a, RF.3.3.b, RF.3.3.c, RF.3.3.d, RF.3.4.c, L.3.4, L.3.4.a, L.3.4.b, L.3.4.d, L.3.5, L.3.5.a, L.CCR.6, L.3.6

Assessments


Content/Concept

Vocabulary



Guiding Questions

What do the words around this word mean?If un- means not, what would unlike mean?What is another word that means the same thing as ____?Use your glossary, dictionary, thesaurus to locate the word. What does it mean?

Skills

PASS

Standard 2 Vocabulary

2.1 Use context clues to determine the meaning of grade-level appropriate words2.2 Affixes - Use prefixes, suffixes, and root words to determine the meaning of words2.3 Synonyms, Antonyms, and Homonyms/Homophones to determine meanings of words2.4 Using Resource Materials - Use glossary, dictionary, & thesaurus to determine the meaning and pronunciations of unknown words

C.C.S.S.


Craft and Structure





Fluency


Language Standards


L 3.4a Use sentence-level context as a clue to the meaning of a word or phraseL 3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat)L 3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrasesL 3.5 Demonstrate understanding of word relationships and nuances in word meaningsL 3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps)L 3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered)L 3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases,including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them)

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.2, A.2.1, A.2.2, A.2.3, A.2.4

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RI.3.4, RF.3.3.a, RF.3.4.c, L.3.4, L.3.4.a, L.3.4.b, L.3.4.d, L.3.5, L.3.5.a, L.3.5.c, L.3.6

Assessments


Content/Concept

Fluency

Guiding Questions

Can you read with expression?Can you read as if you were __________ (character in the story)?How would you sound if you were ___________ reading this?

Skills



PASS

Standard 3 Fluency

3.1 Read regularly in independent-level texts fluently and accurately, and with appropriate rate, change in voice, and expression3.2 Read regularly in instructional-level texts that are challenging yet manageable 3.3 Engage in repeated readings of the same text to increase fluency3.4 Accurately and fluently read 300-400 high frequency and/or irregularly spelledwords in meaningful texts3.5 Use punctuations cues in text with appropriate phrasing as a guide to understanding meaning

C.C.S.S.


Fluency

RF 3.4 Read with sufficient accuracy and fluency to support comprehensionRF 3.4a Read on-level text with purpose and understandingRF 3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.3, A.3.1, A.3.2, A.3.3, A.3.4, A.3.5

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RF.3.4, RF.3.4.a, RF.3.4.b

Assessments


Content/Concept


Guiding Questions

What did you learn from this story?What did the main character learn from this story?Tell me what happened in the story.Why did ____________ happen?What happened first, next, etc., ?

Skills



PASS

Standard 4 Comprehension/Critical Literacy

4.1 Literal Understanding 4.1a Read and comprehend poetry, fiction, and nonfiction4.1b Use prereading strategies independently to preview, activate prior knowledge, predict content of text, and establish a purpose for reading4.1c Recall major points in a text and revise predictions about what is read4.1d Show understanding by asking questions and supporting answers with literal information from the text4.2a Make inferences by connecting prior knowledge and experience with information from the text4.2b Inferences and Interpretation 4.2b Interpret text, including lessons and morals depicted in fairy tales, fables, etc., and draw conclusions from evidence in text4.2c Participate in creative response to text4.3 Summary and Generalization 4.3a Summarize by recognizing main ideas, key concepts, key actions, and supporting details in fiction and nonfiction4.3c Produce summaries of fiction and nonfiction text highlighting major points4.4 Analysis and Evaluation4.4a Analyze characters including their traits, relationships, feelings, and changes in text4.4b Distinguish between fact and opinion in nonfiction text4.4c Analyze the causes, motivations, sequences, and results of events from a text4.5a Monitor own reading and modify strategies as needed4.5c Clarify meaning by rereading, questioning, and modifying predictions

C.C.S.S.



RL 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the textRL 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Craft and Structure

RL 3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language







RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answersRI 3.2 Determine the main ideas of a text; recount the key details and explain how they suppport the main ideaRI 3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect

Integrations of Knowledge and Ideas

RI 3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparision, cause/effect, first/second/third in a sequence)


Fluency

RF 3.4a Read on-level text with purpose and understanding

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.4.1.a, A.4.1.b, A.4.2.b, A.4.2.c, A.4.3.a, A.4.4.a, A.4.4.b, A.4.4.c

Common Core



NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RL.3.2, RL.3.3, RL.3.4, RL.3.7, RL.CCR.10, RL.3.10, RI.3.1, RI.CCR.2, RI.3.2, RI.3.3, RI.3.8, RF.3.4.a

Assessments


Content/Concept

Literature

Guiding Questions

What genre is this story?How is the setting of this story compared to ______________?How is the setting of this story different from ______________?Where would you find __________ in the story?

Skills

PASS

Standard 5 Literature - The student will read to construct meaning & respond to a wide variety of literary forms

5.1a Recognize characteristics of literary genres and forms5.1b Literary Genres - Read, understand, and discuss a variety of genres5.2a Literary Elements - Compare and contrast plots, settings, or characters presented by different authors and the same author of multiple texts5.2b Recognize themes that occur across literary works5.3 Figurative Language and Sound Devices - (Rhythm, rhyme, alliteration)

C.C.S.S.


Craft and Structure






RI 3.9 Compare and contrast the most important points and key details presented in two texts on the same topic

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.5.1.b, A.5.2.a

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RL.3.5, RL.3.9, RI.3.9

Assessments


Content/Concept

Research and Information

Guiding Questions

What are the guide words for the word ______ in the dictionary?What is the best way to answer a multiple choice question?How can you sort the parts of __________?Based on what you read and the illustrations, how can you tell __________?

Skills



PASS

Standard 6 Research and Information - The student will conduct research and organize information

6.1b Use guide words to locate words in dictionaries and topics in encyclopedias6.1c Access information from charts, maps, graphs, schedules, directions, and diagrams6.1d Use the title page, table of contents, glossary, chapter headings, and index to locate information6.1e Use text formats as an aid in constructing meaning from nonfiction text6.2 Interpreting Information6.2a Begin the research process by selecting a topic, formulating questions, and identifying key words6.2b Locate, organize, and synthesize information from a variety of print, non-print, and technological resources6.2d Use test-taking strategies by answering different levels of questions, such as open-ended, literal, and interpretive, as well as multiple choice true/false, and short answer

C.C.S.S.


Craft and Structure

RI 3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently


RI 3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in the text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)

Writing Standards


W 3.7 Conduct short research projects that build knowledge about a topicW 3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.2.3, A.2.4, A.6.1.b, A.6.1.c, A.6.1.d, A.6.1.e, A.6.2.a, A.6.2.b

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RI.3.5, RI.3.7, W.3.7, W.3.8

Assessments


Content/Concept

Grammar/Usage and Mechanics

Guiding Questions

Can you find the compound word in this sentence?Which sentence is a compound sentence?Which sentence is a simple sentence?Which words are nouns, pronouns, verbs, adjectives, etc.?

Skills



PASS


3.1 Grammar/Usage - Students are expected to recognize and correctly use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and contractions in their writing3.1a Singular, plural, and possessive forms of nouns3.1b Common and proper nouns3.4b Begin to use simple, compound, and complex sentences appropriately in writing3.5b Spell phonetically regular multisyllabic words, contractions, and compounds

C.C.S.S.

Language Standards


L 3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentencesL 3.1b Form and use regular and irregular plural nounsL 3.1c Use abstract nouns (e.g., childhood)L 3.1i Produce simple, compound, and complex sentencesL 3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling and writingL 3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: B.3.1.a, B.3.1.b, B.3.4.b, B.3.5.b

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: L.3.1.a, L.3.1.b, L.3.1.c, L.3.1.i, L.3.2, L.3.2.f

Assessments

Oral, Observation, Benchmark, Teacher Generated Tests, DIBELS, A/R, Star State Mandated Tests, Lesson/Theme Tests

Content/Concept

Writing/Grammar/Usage and Mechanics

Guiding Questions

What organizer could you use in order to make a character sketch?Does your story have a beginning, middle, and end?Can you write how to make a peanut butter and jelly sandwich?Have you added words that help the reader "see" the sandwich?

Skills



PASS

Standard 1 Writing Process

1.1 Use a variety of prewriting activities such as brainstorming, clustering, illustrating, using graphic organizers, and webbing1.2 Understand and demonstrate familiarity with the writing process and format of main idea1.3 Compose coherent first drafts with clear focus of beginning middle and end1.4 Revise drafts, changing or adding details and vivid descriptive words1.5 Proofread/edit writing, using standard editing marks, with peers or teachers1.6 Publish and present writing to peers or adults

Standard 2 Modes and Forms of Writing

2.2 Write simple narrative, descriptive, persuasive, and creative paragraphs2.3 Write descriptive and creative narratives and poems about people, places, things, or experiences2.3a Develop a main idea2.4 Write informational pieces using one reference source and citing the title and author of the source


3.3a Periods in abbreviations and sentence endings3.3b Questions and exclamation marks3.4 Sentence structure3.5b Spell phonetically regular multisyllabic words, contractions, and compounds3.5c Increase the number of high frequency words spelled correctly3.6 Handwriting - Students are expected to demonstrate appropriate handwriting in the writing process3.6a Use handwriting/penmanship to copy and/or compose text using correct formation of letters3.6b Use correct spacing of letters and words in manuscript and cursive writing

C.C.S.S.

Writing Standards


W 3.1 Write opinion pieces on topics or texts, supporting a point of view with reasonsW 3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasonsW 3.1b Provide reasons that support the opinionW 3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequencesW 3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfold naturallyW 3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations

Punctuation and Distribution of Writing

W 3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above)W 3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3)

Range of Writing

W 3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

Language Standards


L 3.1i Produce simple, compound, and complex sentencesL 3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writingL 3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness)

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: B.3.1.a, B.3.1.b, B.3.4.b, B.3.5.b, B.3.6, B.3.6.a, B.3.6.b

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: W.3.1, W.3.1.a, W.3.1.b, W.3.3, W.3.3.a, W.3.3.b, W.3.4, W.CCR.5, W.3.5, W.CCR.10, W.3.10, L.3.1.i, L.CCR.2, L.3.2, L.3.2.e

Assessments




Content/Concept

Oral Language/Listening and SpeakingVisual LiteracyGroup Interaction

Guiding Questions

Who was the main character?As the main character, how will you sound when you say...?How do you show respect and consideration for others during your presentation and during others' presentations?When we listened to ______________ how did the main character fix the problem?Could we use that information to solve how we are going to ___________________?

Skills

PASS

Standard 1 Listening

1.1 Listen critically for information and incorporate the information into other activities1.2 Listen actively for pleasure and respond appropriately

Standard 2 Speaking

2.1 Speak articulately and audibly using appropriate grammar, enunciation, and volume2.3 Plan and present dramatic interpretations of experiences stories, poems, or plays2.4 Organize ideas chronologically or around major points of information2.5 Use clear and specific vocabulary to communicate ideas and establish the tone of the message

Standard 3 Group Interaction

3. 1 Show respect and consideration for others in verbal and physical communication3.2 Demonstrate thinking skills in listening, speaking, reading, and writing. For example, students are expected to gather information, organize and analyze it, and generate a simple written or oral report

Standard 1 Visual Literacy - Interpret Meaning - Interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers, represent meaning


Standard 2 Evaluate Media - Evaluate visual and electronic media, such as film, as they compare with print messages


Standard 3 Compose Visual Messages - Create a visual message that effectively communicates an idea. Create visual messages to communicate ideas(e.g., developing a product advertisement, creating cartoons to share information, or designing book posters)

C.C.S.S.



RL 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answersRL 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text





RI 3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)RI 3.9 Compare and contrast the most important points and key details presented in two texts on the same topic





SL 3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearlySL 3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussionSL 3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion)SL 3.1d Explain their own ideas and understanding in light of the discussionSL 3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media, and formats, including visually, quantitatively, and orallySL 3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail


SL 3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable paceSL 3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or detailsSL 3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification (See grade 3 Language standards 1 and 3 for specific expectations)

Language Standards


L 3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking


L 3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listeningL 3.3a Choose words and phrases for effectL 3.3b Recognize and observe differences between the conventions of spoken and written standard English

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: C, C.1, C.1.1, C.1.2, C.2, C.2.1, C.2.3, C.2.4, C.2.5, C.3, C.3.1, C.3.2, D, D.1, D.1.1, D.1.2, D.2, D.2.1, D.2.2, D.2.3, D.3

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: SL.3.1, SL.3.1.a, SL.3.1.b, SL.3.1.d, SL.3.2, SL.3.3, SL.3.4, SL.3.6, L.3.1, L.3.3, L.3.3.a, L.3.3.b

Assessments




Q3 (1/4/2012-3/9/2012)

Content/Concept

VocabularyAffixesUsing Resource Materials

Guiding Questions

What does the prefix un- mean?Since the prefix un- means not what does the word unlike mean?What is a synonym for happy?What is an antonym for light?Can you give me an example of a homophone?

Skills

PASS

Standard 2 Vocabulary - The student will develop and expand their knowledge of words and word meanings to increase their vocabulary

2.1 Words in Context - Use context clues to determine the meaning of grade-level appropriate words2.3 Synonyms, Antonyms, and Homonyms/Homophones 2.2 Affixes - Use prefixes, suffixes, & roots to determine the meaning of words2.4 Using Resource Materials - Use word reference materials to determine the meaning and pronunciation of unknown words

C.C.S.S.


Craft and Structure





Fluency


Language Standards

L 3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies

L 3.4a Use sentence-level context as a clue to the meaning of a word or phraseL 3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat)L 3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrasesL 3.5 Demonstrate understanding of word relationships and nuances in word meaningsL 3.5a Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps)L 3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered)L 3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them)

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.2, A.2.1, A.2.2, A.2.3, A.2.4

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RI.3.4, RF.3.3.a, RF.3.4.c, L.3.4, L.3.4.a, L.3.4.b, L.3.4.d, L.3.5, L.3.5.a, L.3.5.c, L.3.6

Assessments


Content/Concept

Fluency



Guiding Questions

When a character is excited in the story how would your voice sound?When you come to an question mark how would your voice sound?

Skills

PASS

Standard 3 Fluency

3.1 Read regularly in independent-level texts fluently and accurately, and with appropriate rate, change in voice, and expression3.2 Read regularly in instructional-level texts that are challenging yet manageable3.3 Engage in repeated readings of the same text to increase fluency 3.4 Accurately and fluently read 300-400 high frequency and/or irregularly spelled words in meaningful texts3.5 Use punctuation cues in text with appropriate phrasing as a guide to understanding meaning

C.C.S.S.


Fluency

RF 3.4 Read with sufficient accuracy and fluency to support comprehensionRF 3.4a Read on-level text with purpose and understandingRF 3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.4.1, A.4.1.a, A.4.1.b, A.4.1.c, A.4.1.d

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RF.3.4, RF.3.4.a, RF.3.4.b

Assessments


Content/Concept


Guiding Questions

After previewing this story, what do you believe this story will be about?Was your prediction correct when the character _________________?

Skills



PASS

Standard 4 Comprehension/Critical Literacy

4.1a Literal Understanding - Read and comprehend poetry, fiction and non-fiction that is appropriately designed for 3rd grade4.1b Use prereading strategies independently to preview, activate prior knowledge, predict content of text, and establish a purpose for reading4.1c Recall major points in a text and revise predictions about what is read4.1d Show understanding by asking questions and supporting answers with literal information from the text

C.C.S.S.



RL 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

Craft and Structure

RL 3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal languageRL 3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections







RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers


Fluency

RF 3.4 Read with sufficient accuracy and fluency to support comprehensionRF 3.4a Read on-level text with purpose and understanding



SL 3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others

Language Standards



State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.4.1, A.4.1.a, A.4.1.b, A.4.1.c, A.4.1.d

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RL.3.1, RL.3.4, RL.3.5, RL.3.7, RL.3.10, RI.3.1, RF.3.4, RF.3.4.a, SL.3.1.c, L.3.5.b

Assessments


Content/Concept

Inferences and Interpretation



Guiding Questions

From your experience with _______________ do you believe the character could really do that?What is the lesson the author wants you to learn from this story?What was the author's purpose for writing this story?Demonstrate how the character is acting in this part of the story.

Skills

PASS

Standard 4.2a Make inferences by connecting prior knowledge and experience with information from the text

4.2b Interpret text, including lessons or morals depicted in fairy tales, fables, etc., and draw conclusions from evidence presented in the text4.2c Participate in creative response to text

C.C.S.S.



RL 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text

Language Standards



State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.4.2.a, A.4.2.b, A.4.2.c

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RL.3.2, L.3.5.b

Assessments


Content/Concept

Summary and GeneralizationAnalysis and Evaluation

Guiding Questions

What can you tell me about this story?What is the theme of this story?What is the main idea of this story?Why do you believe the events happened in the order that they occurred?Did you have to change your predictions while reading?

Skills



PASS

Standard 4.3 Summary and Generalization

4.3a Summarize by recognizing main ideas, key concepts, key actions, and supporting details in fiction and nonfiction4.3b Make generalizations about a text (e.g., theme of a story or main idea of an informational text)4.3C Produce summaries of fiction and nonfiction text highlighting major points

Standard 4.4a Analysis and Evaluation - Analyze characters including their traits, relationships, feelings, and changes in text

4.4c Analyze the causes, motivations, sequences, and results of events from a text

C.C.S.S.



RL 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Craft and Structure

RL 3.6 Distinguish their own point of view from that of the narrator or those of the characters





RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answersRI 3.2 Determine the main idea of a text; recount the key details and explain how they support the main ideaRI 3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect


RI 3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence)

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.4.3, A.4.3.a, A.4.3.b, A.4.3.c, A.4.4.a, A.4.4.c

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RL.3.3, RL.3.6, RL.3.7, RI.3.1, RI.3.2, RI.3.3, RI.3.8

Assessments


Content/Concept

Monitoring and Correction Strategies

Guiding Questions

What can you do when you are reading and something does not make sense?What can you ask yourself to check if you understand what you are reading in this selection?

Skills



PASS

Standard 4.5a Monitor own reading and modify strategies as needed

4.5c Clarify meaning by rereading, questioning, and modifying predictions

C.C.S.S.








Fluency

RF 3.4 Read with sufficient accuracy and fluency to support comprehensionRF 3.4a Read on-level text with purpose and understandingRF 3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF 3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.4.5.a, A.4.5.c

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RL.3.10, RI.3.10, RF.3.4, RF.3.4.a, RF.3.4.b, RF.3.4.c

Assessments


Content/Concept

Literature

Guiding Questions

What genre is this story? What qualities does the story have that allows you to know this?How are the two stories alike/different?What is the theme of this story?How did the figurative language improve the text?

Skills



PASS

Standard 5 Literature

5.1a Literary Genres - Recognize characteristics of literary genres and forms5.2 Literary Elements- Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work5.2a Compare and contrast plots, settings, or characters presented by different authors and the same author of multiple texts5.2b Recognize themes that occur across literary works5.3 Figurative Language and Sound Devices - The student will identify figurative language and sound devices in writing and how they affect the development of a literary work

C.C.S.S.


Craft and Structure






RI 3.9 Compare and contrast the most important points and key details presented in two texts on the same topic



Language Standards


L 3.5 Demonstrate understanding of word relationships and nuances in word meaningsL 3.5a Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps)

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.5, A.5.1.a, A.5.2, A.5.2.a, A.5.2.b, A.5.3

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RL.3.5, RL.3.9, RI.3.9, RI.3.10, L.3.5, L.3.5.a

Assessments


Content/Concept

Research and Information

Guiding Questions

Can you alphabetize those words?What guide word is at the top of the page?What volume is that information in?What resource would you use to find_______?What questions would you like answered about your topic?Summarize the articles you have read about your topic.What do you look for when answering true/false questions?

Skills



PASS

Standard 6 Research and Information

6.1a Alphabetize to the third letter.6.1b Use guide words to locate words in dictionaries and topics in encyclopedias6.1c Access information from charts, maps, graphs, schedules, directions, and diagrams6.2a Begin the research process by selecting a topic, formulating questions, and identifying key words6.2c Compile information into summaries of information6.2d Interpreting Information-Use test-taking strategies by answering different levels of questions, such as open-ended, literal, and interpretive

C.C.S.S.


Craft and Structure

RI 3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficientlyRI 3.6 Distinguish their own point of view from that of the author of a text


RI 3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)

Writing Standards



State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.6.1.a, A.6.1.b, A.6.1.c, A.6.2.a, A.6.2.c, A.6.2.d

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RI.3.5, RI.3.6, RI.3.7, W.3.7, W.3.8

Assessments


Content/Concept


Guiding Questions

How would you write a letter to a friend persuading them to come to a school football game?Write a poem about your favorite place. Can the reader picture this place in their mind? Could they recognize this place if they went there?After writing your story check with your partner or your teacher to proofread your story. What were their suggestions on improving your story?What is the main idea of your story?What are your supporting details?

Skills



PASS

Standard 1 Writing Process - The student will use the writing process to write coherently 1.1 Use a variety of prewriting activities such as brainstorming, clustering, illustrating, using graphic organizers, and webbing1.2 Understand and demonstrate familiarity with the writing proess and format of main idea1.3 Compose coherent first drafts with clear focus of beginning, middle, and ending1.4 Revise drafts, changing or adding details and vivid descriptive words1.5 Proofread/edit writing, using standard editing marks, with peers or teacher1.6 Publish and present writing to peers or adults

Standard 2 Modes and Forms of Writing - The student will communicate through a variety of written forms (modes), for various purposes, and to a specific audience or person

2.1 Communicate through a variety of written modes for various audiences and purposes to inform, entertain, persuade, and to reflect2.2 Write simple narrative, descriptive, persuasive, and creative paragraphs 2.3 Write descriptive narratives and poems about people, places, things, or experiences that:2.3a Develop a main idea2.3b Use details to support the main idea2.3c Have a clear beginning, middle, and ending 2.4 Write informational pieces using one reference source and citing the title and author of the source*2.5 Write personal and formal letters, "thank you" notes, and invitations including the date, greeting, body, closing, and signature*2.6 Write various modes of simple poems2.7 Write narratives that:2.7a Provide a context within which an action occurs2.7b Include details that develop the plot2.7c Provide a clear beginning, middle, and ending that includes details that develop around a central idea2.8 Use descriptive language such as action verbs, vivid adjectives, and adverbs to make writing interesting

*There are No Common Core Standards that align with these PASS Skills

C.C.S.S.

Writing Standards


W 3.1 Write opinion pieces on topics or texts, supporting a point of view with reasonsW 3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasonsW 3.1b Provide reasons that support the opinionW 3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearlyW 3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehensionW 3.2b Develop the topic with facts, definitions, and detailsW 3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequencesW 3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturallyW 3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situationsW 3.3d Provide a sense of closure


W 3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3)W 3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3)

Range of Writing

W 3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: B.1, B.1.1, B.1.2, B.1.3, B.1.4, B.1.5, B.1.6, B.2, B.2.1, B.2.2, B.2.3, B.2.3.a, B.2.3.b, B.2.3.c, B.2.4, B.2.5, B.2.6, B.2.7, B.2.7.a, B.2.7.b, B.2.7.c, B.2.8

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: W.3.1, W.3.1.a, W.3.1.b, W.3.2, W.3.2.a, W.3.2.b, W.3.3, W.3.3.a, W.3.3.b, W.3.3.d, W.3.4, W.3.5, W.3.10

Assessments




Content/Concept


Guiding Questions

What is a resource you can use to check and correct your spelling besides a dictionary?Using the examples, have you formed your cursive letters correctly?Can you show how to hold your pencil correctly?Where would you need to put commas?How would you modify __________?How would you demonstrate __________?

Skills

PASS

Standard 3 - Grammar/Usage and Mechanics - The student will demonstrate appropriate practice in writing by applying Standard English conventions to the revising and editing stages of writing

3.1 Grammar/Usage - Students are expected to recognize and correctly use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and contractions in their writing3.2 Mechanics - Students are expected to demonstrate appropriate language mechanics in writing3.3 Punctuation - Students are expected to demonstrate appropriate punctuation in writing3.3c Commas in dates, addresses, locations, quotes, introductory words, words in a series, greetings, and closings in a letter3.3e Colons in notation of time, formal letter writing, and the introduction of words or concepts in a series (e.g., bring the following supplies; glue, paper, scissors)3.3f Quotation marks around direct quotations, the titles of individual poems, and short stories

Standard 3.4 Sentence Structure - The student will demonstrate appropriate sentence structure in writing

3.4b Begin to use simple, compound, and complex sentences appropriately in writing

Standard 3.5 Spelling - Students are expected to demonstrate appropriate applications of spelling knowledge to the revising and editing stages of writing

3.5c Increase the number of high frequency words spelled correctly3.5e Use various sources of materials to check and correct spelling

Standard *3.6 Handwriting - Students are expected to demonstrate appropriate handwriting in the writing process

*3.6a Use handwriting/penmanship to copy and/or compose text using correct formation of letters*3.6b Use correct spacing of letters and words in manuscript and cursive writing

*There are No Common Core Standards that align with this PASS Skill

C.C.S.S.

Language Standards


L 3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL 3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentencesL 3.1b Form and use regular and irregular plural nounsL 3.1c Use abstract nouns (e.g., childhood)L 3.1d Form and use regular and irregular verbsL 3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tensesL 3.1f Ensure subject-verb and pronoun-antecedent agreementL 3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modifiedL 3.1h Use coordinating and subordinating conjunctionsL 3.1i Produce simple, compound, and complex sentencesL 3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writingL 3.2a Capitalize appropriate words in titlesL 3.2b Use commas in addressesL 3.2c Use commas and quotation marks in dialogueL 3.2d Form and use possessivesL 3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness)

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: B.3, B.3.1, B.3.2, B.3.3, B.3.3.c, B.3.3.e, B.3.3.f, B.3.4, B.3.4.b, B.3.5, B.3.5.c, B.3.5.e, B.3.6, B.3.6.a, B.3.6.b

Common Core



NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: L.3.1, L.3.1.a, L.3.1.b, L.3.1.c, L.3.1.d, L.3.1.e, L.3.1.f, L.3.1.g, L.3.1.h, L.3.1.i, L.3.2, L.3.2.a, L.3.2.b, L.3.2.c, L.3.2.d, L.3.2.e

Assessments


Content/Concept

Oral Language/Listening and Speaking

Guiding Questions

When you are speaking to an audience what can you do so that you can be heard and understood?How can you prepare for an oral report?Who can help me understand what is being said?What are your thoughts about __________?What is the main idea?What evidence can you cite for __________?

Skills



PASS

Standard 1 - Listening - The students will listen for information and for pleasure 1.1 Listen critically for information and incorporate the information into other activities1.2 Listen actively for pleasure and respond appropriately

Standard 2 - Speaking - The student will express ideas and opinions in group or individual situations

2.1 Speak articulately and audibly using appropriate grammar, enunciation, and volume 2.2 Make brief narrative (story) presentations that:2.2a Provide a context for an event that is the subject of the presentation2.2b Provide insight into why the selected event should be of interest to the audience2.2c Include well-chosen details to develop characters, setting, and plot2.3 Plan and present dramatic interpretations of experiences, stories, poems, or plays2.4 Organize ideas chronologically (in the order they happened) or around major points of information2.5 Use clear and specific vocabulary to communicate ideas and establish the tone of the message2.6 Provide a clear beginning, middle, and ending when making oral presentations, and include details that develop a central idea

Standard 3 - Group Interaction - The student will use effective communication strategies in pairs and small group context 3.1 Show respect and consideration for others in verbal and physical communication3.2 Demonstrate thinking skills in listening, speaking, reading, and writing. For example, students are expected to gather information, organize and analyze it, and generate a simple written or oral report

C.C.S.S.

Language Standard


L 3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking


L 3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listeningL 3.3b Recognize and observe differences between the conventions of spoken and written standard English



SL 3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearlySL 3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussionSL 3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion)SL 3.1d Explain their own ideas and understanding in light of the discussionSL 3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orallySL 3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail



State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: C.1, C.1.1, C.1.2, C.2, C.2.1, C.2.2, C.2.2.a, C.2.2.b, C.2.2.c, C.2.4, C.2.5, C.2.6, C.3, C.3.1, C.3.2

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: SL.3.1, SL.3.1.a, SL.3.1.b, SL.3.1.d, SL.3.2, SL.3.3, SL.3.4, SL.3.5, SL.3.6, L.3.1, L.3.3, L.3.3.b

Assessments




Content/Concept

Visual Literacy

Guiding Questions

Is this advertisement and example of a fact or an opinion?What is fiction in this commercial?Looking at the chart/graphics, describe the important event.How are the illustrations related to the story/advertisement?What are the important events in this web cast?Design a book cover for your story.

Skills

PASS

Standard 1 - Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers, represent meaning


Standard 2 - Evaluate Media - The student will evaluate visual and electronic media, such as film, as they compare with print messages


Standard 3 - Compose Visual Messages - The student will create a visual message that effectively communicates an idea. Create visual messages to communicate ideas (e.g., developing a product advertisement, creating cartoons to share information, or designing book posters)

C.C.S.S.











SL 3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: D, D.1, D.1.1, D.1.2, D.2, D.2.1, D.2.2, D.2.3, D.3

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RL.3.1, RL.3.2, RI.3.1, RI.3.2, RI.3.7, RI.3.9, SL.3.5

Assessments

Oral, Observation, Benchmark, Teacher Generated Tests, DIBELS, A/R, State Mandated Tests, Lesson/Theme Tests



Q4 (3/12/2012-5/23/2012)

Content/Concept

VocabularyFluency

Guiding Questions

What does this prefix/suffix mean?When the prefix/suffix _______ is added to this word, what new word is made?Using your glossary/dictionary, what does __________ mean?By looking at the root word, what do you think this word means?

Skills



PASS

Standard 2 - Vocabulary - The student will develop and expand knowledge of words and word meanings to increase their vocabulary 2.1 Words in Context - Use context clues to determine the meaning of grade-level appropriate words 2.2 Affixes - Use prefixes, suffixes, and roots to determine the meaning of words2.3 Synonyms, Antonyms, and Homonyms/Homophones - Determine the meaning of words using knowledge of synonyms, antonyms, homonyms/homophones, and multiple meaning words2.4 Using Resource Materials - Use glossary, dictionary, and thesaurus to determine the meaning and pronunciation of unknown words

Standard 3 - Fluency - The student will identify words rapidly so attention is directed at the meaning of the text

C.C.S.S.


Craft and Structure

RL 3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language




Craft and Structure






RF 3.3 Know and apply grade-level phonics and word analysis skills in decoding wordsRF 3.3a Identify and know the meaning of the most common prefixes and derivational suffixes

Fluency


Language Standards


L 3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies L 3.4a Use sentence-level context as a clue to the meaning of a word or phraseL 3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat)L 3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion)L 3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrasesL 3.5 Demonstrate understanding of word relationships and nuances in word meaningsL 3.5a Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps)L 3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., know, believed, suspected, heard, wondered)L 3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them)

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.2, A.2.1, A.2.2, A.2.3, A.2.4, A.3

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RL.3.4, RL.3.10, RI.3.4, RI.3.10, RF.3.3, RF.3.3.a, RF.3.4.c, L.3.4, L.3.4.a, L.3.4.b, L.3.4.c, L.3.4.d, L.3.5, L.3.5.a, L.3.5.c, L.3.6

Assessments




Content/Concept


Guiding Questions

What sort of impact did __________ have on __________?What is the main idea of __________?What details tell you more about the main idea?By looking at the illustrations how do you know __________ is happy, confused, etc.?

Skills

PASS

Standard 4 - Comprehension/Critical Literacy - The student will interact with the words and concepts in a text to construct an appropriate meaning 4.1b Literal Understanding - Use prereading strategies independently to preview, activate prior knowledge, predict content of text, and establish a purpose for reading4.2b Inferences and Interpretation - Interpret text, including lessons or morals depicted in fairy tales, fables, etc., and draw conclusions from evidence presented in the text4.3a Summary and Generalization - Summarize by recognizing main ideas, key concepts, key actions, and supporting details in fiction and nonfiction4.4a Analysis and Evaluation - Analyze characters including their traits, relationships, feelings, and changes in text 4.5 Monitoring and Corrections Strategies 4.5b Predict, monitor, and check for understanding using semantic, syntactic, and graphophonic cues

C.C.S.S.



RL 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the textRL 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Craft and Structure

RL 3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal languageRL 3.6 Distinguish their own point of view from that of the narrator or those of the characters





RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answersRI 3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea


Fluency

RF 3.4a Read on-level text with purpose and understandingRF 3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.4.1.b, A.4.2.b, A.4.3.a, A.4.4.a, A.4.5, A.4.5.b

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RL.3.2, RL.3.3, RL.3.4, RL.3.6, RL.3.7, RI.3.1, RI.3.2, RF.3.4.a, RF.3.4.c

Assessments




Content/Concept

LiteratureResearch and Information

Guiding Questions

Where else in the story would you find information about __________?What categories can you sort __________ into?How is __________ different from ___________?How is __________ similar to __________?

Skills

PASS

Standard 5 - Literature - The student will read to construct meaning and respond to a wide variety of literary forms

5.1 Literary Genres - Demonstrate knowledge of and appreciation for various forms of literature5.1a Recognize characteristics of literary genres and forms5.1b Read, understand, and discuss a variety of genres 5.2 Literary Elements - Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work

5.2a Compare and contrast plots, settings, or characters presented by different authors and the same author of multiple texts

Standard 6 Research and Information - The student will conduct research and organize information

6.1 Accessing Information - The student will select the best source for a given purpose

6.1a Alphabetize to the third letter6.1b Use guide words to locate words in dictionaries and topics in encyclopedias6.1c Access information from charts, maps, graphs, schedules, directions, and diagrams

6.2 Interpreting Information - The student will analyze and evaluate information from a variety of sources

6.2a Begin the research process by selecting a topic, formulating questions, and identifying key words6.2c Compile information into summaries of information

C.C.S.S.


Craft and Structure





Craft and Structure

RI 3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficientlyRI 3.6 Distinguish their own point of view from that of the author of a text



Writing Standards



State Standards



Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: A.5.1, A.5.1.a, A.5.1.b, A.5.2.a, A.6.1, A.6.1.a, A.6.1.b, A.6.1.c, A.6.2, A.6.2.a, A.6.2.c

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RL.3.5, RL.3.9, RI.3.5, RI.3.6, RI.3.7, RI.3.9, W.3.7, W.3.8

Assessments


Content/Concept


Guiding Questions

Where is evidence in the text to support your response?Justify/defend why you think that way.Does the story have a beginning, middle, and end?Would the character say this?

Skills



PASS

Standard 1 - Writing Process - The student will use the writing process to write coherently

1.4 Revise drafts, changing or adding details and vivid, descriptive words1.5 Proofread/edit writing, using standard editing marks, with peers or teacher1.6 Publish and present writing to peers or adults

Standard 2 - Modes and Forms of Writing - The student will communicate through a variety of written forms, for various purposes, and to a specific audience or person

2.1 Communicate through a variety of written modes for various audiences and purposes to inform, entertain, describe, persuade, and to reflect2.2 Write simple narrative, descriptive, persuasive, and creative paragraphs2.3 Write descriptive and creative narratives and poems about people, places, things, or experiences that:2.3a Develop a main ideas2.3b Use details to support the main idea2.3c Have a clear beginning, middle, and ending2.4 Write informational pieces using one reference source and citing the title and author of the source*2.6 Write various modes of simple poems2.7 Write narratives that:2.7a Provide a context withing which an action occurs2.7b Include details that develop the plot2.7c Provide clear beginning, middle, and ending that includes details that develop around a central idea2.8 Use descriptive language such as action verbs, vivid adjectives, and adverbs to make writing interesting

*There are No Common Core Standards for this PASS Skill

C.C.S.S.

Writing Standards


W 3.1 Write opinion pieces on topics or texts, supporting a point of view with reasonsW 3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasonsW 3.1b Provide reasons that support the opinionW 3.2 Write informational/explanatory texts to examine a topic and convey ideas and information clearlyW 3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehensionW 3.2b Develop the topic with facts, definitions, and detailsW 3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequencesW 3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturallyW 3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situationsW 3.3d Provide a sense of closure


W 3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3)W 3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3)

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: B.1, B.1.4, B.1.5, B.1.6, B.2, B.2.1, B.2.2, B.2.3, B.2.3.a, B.2.3.b, B.2.3.c, B.2.4, B.2.6, B.2.7, B.2.7.a, B.2.7.b, B.2.7.c, B.2.8

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: W.3.1, W.3.1.a, W.3.1.b, W.3.2, W.3.2.a, W.3.2.b, W.3.3, W.3.3.a, W.3.3.b, W.3.3.d, W.3.4, W.3.5

Assessments


Content/Concept


Guiding Questions



As the main character, how will you sound when you say __________?When speaking to an audience what can you do so that you can be heard and understood?In what way(s) can you be a good listener?What end mark belongs on this sentence?

Skills

PASS

Standard 1 Grammar/Usage - Students are expected to recognize and correctly use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and contractions in their writing

Standard 2 Mechanics - Students are expected to demonstrate appropriate language mechanics in writing

Standard 3 Punctuation - Students are expected to demonstrate appropriate punctuation in writing

3.3f Quotation marks around direct quotations, the titles of individual poems, and short stories

Standard 4 Sentence Structure - The student will demonstrate appropriate sentence structure in writing

Standard 5 Spelling - Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing

*Standard 6 Handwriting - Students are expected to demonstrate appropriate handwriting in the writing process

*6.a Use handwriting/penmanship to copy and/or compose text using correct formation of letters*6.b Use correct spacing of letters and words in manuscript and cursive writing

*There are No Common Core Standards for these PASS Skills

C.C.S.S.

Language Standards


L 3.1 Demonstrate command of the conventions of standard English grammar an usage when writing or speakingL 3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing


L 3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: B.3.1, B.3.2, B.3.3, B.3.3.f, B.3.4, B.3.5, B.3.6, B.3.6.a, B.3.6.b

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: L.3.1, L.3.2, L.3.3

Assessments


Content/Concept

Oral Language/Listening and Speaking

Guiding Questions

How would you describe __________?When have you done something like this before?Which facts relate to __________?How would you read this ...... really fast or slow?

Skills



PASS

Standard 1 - Listening - The student will listen for information and for pleasure

1.1 Listen critically for information and incorporate information into other activities1.2 Listen actively for pleasure and respond appropriately

Standard 2 - Speaking - The student will express ideas and opinions in group or individual situations

2.1 Speak articulately and audibly using appropriately2.2 Make brief narrative presentations that:2.2a Provide a context for an event that is the subject of the presentation2.2b Provide insight into why the selected event should be of interest to the audience2.2c Include well-chosen details to develop characters, setting, and plot2.3 Plan and present dramatic interpretations of experiences, stories, poems, or plays2.4 Organize ideas chronologically or around major points of information2.5 Use clear and specific vocabulary to communicate ideas and establish the tone of the message2.6 Provide a clear beginning, middle, and ending when making oral presentations, and include details that develop a central idea Standard 3 - Group Interaction - The student will use effective communication strategies in pairs and small group context

3.1 Show respect and consideration for others in verbal and physical communication3.2 Demonstrate thinking skills in listening, speaking, reading, and writing. For example, students are expectedto gather information, organize and analyze it, and generate a simple written or oral report

C.C.S.S.

Language Standards


L 3.1 Demonstrate command of the conventions of standard English grammar and uasage when writing or speaking


L 3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listeningL 3.3a Choose words and phrases for effectL 3.3b Recognize and observe differences between the conventions of spoken and written standard English



SL 3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearlySL 3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussionSL 3.1b Follow agree-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion)SL 3.1d Explain their own ideas and understanding in light of the discussionSL 3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orallySL 3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail



State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: C.1, C.1.1, C.1.2, C.2, C.2.1, C.2.2, C.2.2.a, C.2.2.b, C.2.2.c, C.2.3, C.2.4, C.2.5, C.2.6, C.3, C.3.1, C.3.2

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: SL.3.1, SL.3.1.a, SL.3.1.b, SL.3.1.d, SL.3.2, SL.3.3, SL.3.4, SL.3.5, SL.3.6, L.3.1, L.3.3, L.3.3.a, L.3.3.b

Assessments




Content/Concept

Visual Literacy

Guiding Questions

Where in the story did __________ occur?What is the message of this story?What clues in the story help you know _______?Based on the illustrations where did __________ happen?

Skills

PASS

Standard 1 - Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers, represent meaning

1.1 Distinguish fact, opinion, and fiction in print and non-print media in literature and advertising1.2 Interpret and describe important events and ideas gathered from maps, charts, and graphics Standard 2 - Evaluate Media - The student will evaluate visual and electronic media, such as film, as they compare with print messages


Standard 3 - Compose Visual Messages - The student will create a visual message that effectively communicates an idea. Create visual messages to communicate ideas (e.g., developing a product advertisement, creating cartoons to share information, or designing book posters)

C.C.S.S.






RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answersRI 3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea


RI 3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)

State Standards

Oklahoma: Priority Academic Student Skills: Language Arts: Grade 3: D.1, D.1.1, D.1.2, D.2, D.2.1, D.2.2, D.2.3, D.3

Common Core

NGA Center/CCSSO: Common Core State Standards: College- and Career-Readiness Standards and K-12 English Language Arts: Grade 3 English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects: RL.3.1, RL.3.2, RI.3.1, RI.3.2, RI.3.7

Assessments




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