s3.amazonaws.com€¦ · web viewstandard: with guidance and support from peers and adults,...

Goddard: Third Grade -Common Core State Standards (CCSS) English/Language Arts

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.1Boxed Sub-heading: Text Types and PurposesStandard: Write opinion pieces on topics or texts, supporting a point of view with reasons.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☒

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

opinion piece-written point of view topic-subject text-written word point of view-feelings, thoughts, perceptions of a subject reasons-justification

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

write-express a thought in written language supporting-to uphold

This standard means a student will know and be able to do…(use your own words)

The student will be able to express, through writing, an opinion and justification for their position on this topic. Essential Questions:

Am I able to justify an opinion with reasons that validate my thoughts?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

Prior to 3rd 3 differentiate between fact and opinion

1

grade 1 write with a topic sentence and supporting details 2 using paragraphs in writing Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:

2

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.1aBoxed Sub-heading: Text Types and PurposesStandard: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.



topic-subject text-written word opinion-point of view organizational structure-order reasons-justification



introduce-familiarize state-express create-build lists-arrange writing-expressing in written form


The student will state the topic and their point of view with a list of reasons that support their viewpoint. Essential Questions:

Am I able to state a topic and my point of view of the topic listing reasons to support my viewpoint?



Prior to 3rd grade

3 Differentiate between fact and opinion

1 Be able to make a list

3

2 Stick to a topic Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒



4

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.1bBoxed Sub-heading: Text Types and PurposesStandard: Provide reasons that support the opinion.



reasons-justification opinion-point of view



provide-give support-uphold justify


The student will give justification that upholds a point of view. Essential Questions:

Am I able to give justification that upholds a point of view?



prior to 3rd grade


1 Provide details to support opinion

5

Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒



6

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.1cBoxed Sub-heading: Text Types and PurposesStandard: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.



linking words-words that bridge phrases-parts of sentences opinions-point of view reasons-justification



use-exercise connect-join together


The student will express a point of view and the justification for this viewpoint using words that bridge the two together. Essential Questions:

Am I able to connect a viewpoint and justification for that viewpoint using words that bridge the two using words like because and therefore.



prior to 3rd grade


1 Introduce linking words

7




8

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.1dBoxed Sub-heading: Text Types and PurposesStandard: Provide a concluding statement or section.



concluding statement-final sentence section-a part



provide-give


The student will convey understanding by writing an effective conclusion to the paragraph that will include the topic sentence. Essential Questions:

Am I able to write a concluding sentence at the end of a paragraph?



9




10

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.2Boxed Sub-heading: Text Types and PurposesStandard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.



informative/explanatory text-a text that tells you information or explains an idea topic-the subject or theme ideas-an opinion, view, or belief information-knowledge gained through instruction



write-to express or communicate in written word examine-to observe, test, or investigate convey-to make known, communicate in part


The student will investigate a topic and be able to write an informative passage that clearly conveys ideas. Essential Questions:

Am I able to write informational text? Am I able to write sequentially, clearly, and concisely? Am I able to stay on topic?



11




12

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.2aBoxed Sub-heading: Text Types and PurposesStandard: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.



topic-the subject or theme related information-connected knowledge gained through study or instruction illustrations-picture comprehension-perception or understanding



group-an collection of persons or things include-place in a class or category introduce-introduce to create or bring into notice aiding-help or support


The student will be able to introduce a topic in their writing and use illustrations when helpful. Essential Questions:

Am I able to introduce a topic and stick to it? Am I able to create illustration to explain my topic?



13




14

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.2bBoxed Sub-heading: Text Types and PurposesStandard: Develop the topic with facts, definitions, and details.



facts-something that actually exists definitions-formal statement of meaning details-an individual or minute part



develop-to cause to grow or expand


The student will be able to develop a topic.Essential Questions:

Can I select a topic and identify information to share about it?



15




16

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.2cBoxed Sub-heading: Text Types and PurposesStandard: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.



linking words-to connect a unit of language phrases-a way of speaking or mode of expression ideas-an opinion, view, belief, or thought categories-a class or comprehensive division information-knowledge gained through study, research, and instruction



use-put in to service connect-to join or link


The student will use linking words and phrases to connect my information.Essential Questions:

Did I use words like also, another, and, more or but?



17




18

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.2dBoxed Sub-heading: Text Types and PurposesStandard: Provide a concluding statement or section.



concluding statement-communication or declaration in writing section-a part that is cut off or separated



provide-to make available


The student will provide a concluding statement.Essential Questions:

Did I include an ending statement that ties back to the topic statement?



19




20

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.3Boxed Sub-heading: Text Types and PurposesStandard: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.



narratives-a story or account of events or experiences whether true or fictitious experiences- personal encounter events-something that happens or occurs technique-method of performance details-individual or minute part sequences-the order of succession



write-to compose or produce in words develop-to cause to grow or expand using-to make use of


The student will write a story about a real or imagined event by giving clear details in order.Essential Questions:

Did I use time order words? Did I write a narrative? Was my writing clear? Did I use paragraphing?



21




22

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.3aBoxed Sub-heading: Text Types and PurposesStandard: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.



situation-a condition, a place or locality narrator-one who gives an account characters-a part or role event sequence-natural succession



establish-prove introduce-to present to another organize-to systematize and give structure unfolds-to reveal or display


The student will introduce the narrator, characters, and event that starts the story in sequential order.Essential Questions:

Did I introduce my narrator? Do I have characters and have I described them? Have I explained or described how my story begins? Have I put the events in order so that one thing leads to the next?



23




24

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.3bBoxed Sub-heading: Text Types and PurposesStandard: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.



dialogue- conversation characters-a part or role description- picture and words situations-the condition, a place, or locality actions-something done or performed thoughts-the product of mental activity feelings-emotions experiences-the process of personally observing or encountering something events-an occurrence



use-to employ for some purpose develop-to elaborate or expand in detail show-to guide or explain or make clear response-an answer or reply


The student will use the characters thoughts, words, and feelings to show how events happen and how characters respond to those events.Essential Questions:

Do I understand that dialogue is conversation in between individuals/characters? Do I show how a character reacts?



25




26

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.3cBoxed Sub-heading: Text Types and PurposesStandard: Use temporal words and phrases to signal event order.



temporal words-time words phrases-express or word in a particular way order-sequence of events



use-to employ for some purpose signal-anything that serves to indicate, warn, or direct


The student will use time order words .Essential Questions:

Did I use words like before, during, and after in my writing?



27




28

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.3dBoxed Sub-heading: Text Types and PurposesStandard: Provide a sense of closure.



sense- a feeling or perception closure-conclusion



provide-to supply or equip


The student will tie the ending to the topic sentence.Essential Questions:

Did I finish my story? Did I tie it back to the topic sentence?



29




30

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.4Boxed Sub-heading: Production and Distribution of WritingStandard: 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.)



writing-that which is written development-growth and progress organization-structure task-any piece of work purpose-reason for which something exists or is done guidance-advice provided to students support-give aid or assistance



produce-to make or manufacture


The student will write an organized story that meets a specific purpose.Essential Questions:

Does my story make sense? Does my story have a natural progression?



31




32

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.5Boxed Sub-heading: Production and Distribution of WritingStandard: 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 on pages 28 and 29.)

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☒


guidance-advice provided to students support-give aid or assistance writing-that which is written



develop-to cause to grow or expand strengthen-to make stronger planning-to act or process of making a plan revising-to amend or alter editing-to revise or correct


The student will follow portions of the writing process (planning, revising, and editing).Essential Questions:

Did I use prewriting strategies to brainstorm ideas? Did I revise my writing? Did I edit my writing? Did I rewrite a final draft with my changes?



33

Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒



34

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.6Boxed Sub-heading: Production and Distribution of WritingStandard: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐


guidance-advice provided to students support-to give aid or assistance technology-branch of knowledge that deals with use of technical means writing-the written word



use-to employ for some purpose produce-to cause, make, or manufacture publish-to issue interact-to act one upon another collaborate-work together


The student will utilize technology to produce and publish writing.Essential Questions:

Can I identify technology that will assist me with my writing? Can I use technology when creating and publishing my writing? Can I use technology to collaborate with others? Did I use appropriate keyboarding skills?



35

Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐

Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:


36

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.7Boxed Sub-heading: Research to Build and Present KnowledgeStandard: Conduct short research projects that build knowledge about a topic.



Research projects-investigation into a subject matter Knowledge-information Topic-subject or theme



Conduct-to lead or guide Build-to construct


The student will research and build knowledge on a topic.Essential Questions:

Can I define research and explain how it is different from other types of writing? Can I research a topic to answer questions and or gain information?



37




38

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.8Boxed Sub-heading: Research to Build and Present KnowledgeStandard: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐


Information-knowledge gained through study Experiences-personal encounters Print-printed material Digital sources-numerical information Sources-anything supplying information Evidence-something that makes plain or clear, that which can approve or disprove something Categories-any general division



Recall-remember Gather-to bring together Take-to get into one’s possession Sort-particular kind or class


The student will recall information, gather it from various resources, take notes, and organize the information.Essential Questions:

Can I categorize information? Do I know how to gather information from sources and use it correctly?



39


Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:


40

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.9Boxed Sub-heading: Research to Build and Present KnowledgeStandard: (Begins in grade 4)

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐





The student Essential Questions:



41




42

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Writing K-5 Code: 3.W.10Boxed Sub-heading: Range of WritingStandard: 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.



Time frames-a period of time during which something takes place Research-investigation into a subject Reflection-careful consideration Revision-the act of process of correction Discipline-specific tasks-specific skills used in a routine Purposes-the reason for which something is done Audiences-the person’s reached by any form of writing



Write-written word


The student will write frequently over long and brief time periods for a specific reason or purpose.Essential Questions:

Do I write for a short and long period of time? Can I write for a variety of different reasons? Does my writing match my audience?



43




44

s3.amazonaws.com€¦ · web viewstandard: with guidance and support from peers and adults,...

Documents