3rd grade checklist #2

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3rd grade checklist #2

  1. 1. Isaac School District No.5 ELAS Standards Checklist: Grade 3 2012-20132010 AZ ELAS Reading Foundations Former AZ Standards/ U1 U2 U3 U4 U5 U6(RF) AIMS Blueprint Alignment3.RF.3 Know and apply grade-level phonics R03.S1C3.01and word analysis skills in decoding words. Read multi- syllabic words fluently, using letter-sound knowledge.III-R-2: HI-7: applying knowledge of spellingpattern exceptions R03.S1C3.02. Apply knowledge of basic syllabication rulesIII-R-2: HI-10: applying knowledge of affixes to when decoding four- or five-syllable writtenwords in context. words (e.g., in/for/ma/tion, mul/ti/pli/ca/tion, pep/per/o/ni). R03.S1C3.03 Apply knowledge of the following common spelling patterns to read words:  that drop the final e and add endings √+ F such as: -ing, -ed, or –able (e.g., use/using/used/usable)  with final consonants that need to be doubled when adding an ending (e.g., hop/hopping)  that require changing the final y to I (e.g., baby/babies)  that end in –tion, -sion, (e.g. election, vision)  with complex word families (e.g., -ight, -ought): and  that include common prefixes, suffixes, and root words. 1
  2. 2. 3.RF.3 Know and apply grade-level phonics R03.S1C3.04and word analysis skills in decoding words. Read common abbreviations (e.g., Wed.,(continued) Sept.) fluently. R03.S1C3.05 Recognize high frequency words and irregular sight words. R03.S1C4.01 Use knowledge of prefixes (e.g., un-, re-, √+ F in-, dis-) to determine the meaning of words. R03.S1C4.02 Use knowledge of suffixes (e.g., -ful, -ly, - less) to determine the meaning of words. R03.S1C4.03 Recognize words represented by common abbreviations (e.g., Mr., Ave., Oct.).3.RF.3a Identify and know the meaning of themost common prefixes and derivationalsuffixes. √+ √+III-R-3: HI-10: applying knowledge of affixes towords in context.3.RF.3b Decode words with common Latinsuffixes.III-R-3: HI-10: applying knowledge of affixes to √+ Fwords in context.3.RF.3c Decode multi-syllable words. √+ √+3.RF.3d Read grade-appropriate irregularlyspelled words. √+ 2
  3. 3. 3.RF.4 Read with sufficient accuracy and RO3.S1C3.06fluency to support comprehension. Use knowledge or word order (syntax) and context to confirm decodingIII-R-3: HI-1: reading aloud passages from S1C3 (9%)unfamiliar content area text with fluency. (i.e., R03.S1C5.01accuracy, appropriate phrasing, and attention Consistently read grade level text with atto punctuation) least 90 percent accuracy. R03.S1C5.02 √+ F F Read aloud from familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation, and vocal patterns. R04.S1C4.02 Use context to determine the relevant meaning of a word.3.RF.4a Read on-level text with purpose andunderstanding. √+ √+3.RF.4b Read on-level prose and poetry orallywith accuracy, appropriate rate, andexpression on successive readings √+ √+ F √+3.RF.4c Use context to confirm or self-correctword recognition and understanding,rereading as necessary. √+ √+ √+ F 3
  4. 4. 2010 AZ ELAS Reading Literature Former AZ Standards/ U1 U2 U3 U4 U5 U6(RL) AIMS Blueprint Alignment3.RL.1 Ask and answer questions to R03.S1C6.01demonstrate understanding of a text, referring Predict events and actions, based upon priorexplicitly to the text as the basis for the knowledge and text features.answers. R03.S1C6.02 Compare a prediction about an action orIII-R-4: HI-2: generating and confirming event to what actually occurred within a text. predictions about text for accuracy. R03.S1C6.03 Ask relevant questions in order toIII-R-4: HI-3: answering literal (i.e., Yes/No, comprehend text. √ F F √ √ √ who, what, where, when, why, which and R03.S1C6.04 how) and/or personal response questions Answer clarifying questions in order to about text. comprehend text. S1C6 (17%)III-R-4: HI-4: generating who, what, where, when, why, which and how questions to clarify text. 3.RL.2 Recount stories, including fables, R03.S2C2.01 folktales, and myths from diverse cultures; Compare events, characters and conflicts in determine the central message, lesson, or literary selections from a variety of cultures moral and explain how it is conveyed through to their experiences. key details in the text. R04.S2C1.03 Identify the moral of literary selection (e.g., F FIII-R-4: HI-5: retelling a story or event with a fables, folktales, fairytales, and legends).beginning, middle, and end using transition R05.S2C1.02words and complete sentences. Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary selection. 4
  5. 5. 3.RL.3 Describe characters in a story (e.g., R02.S2C1.01their traits, motivations, or feelings) and Describe literary elements of text includingexplain how their actions contribute to the characters, plot (specific events, problemsequence of events. and solution), and setting.III-R-4: HI-14: describing the characters’ traits R03.S2C1.02and their motivations within a fictional text. Describe characters (e.g., traits, roles, F √+ √ √ √ similarities) within a literary selection. S2C1 (22%) R04.S2C1.05 Describe a character’s traits using textual evidence (e.g., dialogue, actions, narrations, illustrations). R05.S2C1.04 Analyze how a character’s traits influence that character’s actions. 5
  6. 6. 3.RL.4 Determine the meaning of words and R04.S1C4.02phrases as they are used in a text, Use context to determine the relevantdistinguishing literal from non-literal language. meaning of a word. R04.S1C4.03III-R-4: HI-8: locating sequential/ Determine the difference between figurativechronological order signal words (i.e., first, language and literal language.next, finally today, now, meanwhile, not long R04.S1C4.04ago) in text. Identify figurative language, including similes, personification, and idioms. FIII-R-4: HI-9: locating signal words thatindicate comparison/contrast. (i.e., similarly,on the other hand, however, yet, in spite of)III-R-4: HI-10: locating signal words thatindicate cause and effect. (i.e., as a result of,consequently, so that, because of, since)III-R-4:HI-32: identifying words (i.e., nouns,adjective, verbs and adverbs) that the authorselects in a literary selection to create agraphic visual image.) 6
  7. 7. 3.RL.5. Refer to parts of stories, dramas, and R03.S2C1.03poems when writing or speaking about a text, Sequence a series of events in a literaryusing terms such as chapter, scene, and selection.stanza; describe how each successive part R03.S2C1.05builds on earlier sections. Identify the speaker or narrator in a literary selection.III-R-4: HI-34: identifying structural elements R03.S2C1.06of poetry. (e.g., repetition, rhyme, rhythm, Identify rhyme, rhythm, repetition, andverse, meter, and imagery, etc.) sensory images in poetry. R03.S2C1.07 Distinguish between/among fiction, nonfiction, poetry, plays, and narratives, √ √+ F √ using knowledge of their structural elements. S2C1 (22%) R04.S2C1.09 Identify characteristics and structural elements (e.g., imagery, rhyme, verse, rhythm, meter) of poetry. R04.S2C1.10 Identify common forms of literature (e.g., poetry, novel, short story, biography, autobiography, drama) based upon their characteristics3.RL.6 Distinguish their own point of view R03.S2C1.05from that of the narrator or those of the Identify the speaker or narrator in a literarycharacters. selection. S2C1 (22%) R05.S2C1.05 Identify the narrative point of view (e.g., first person, third person, omniscient) in a literary selection. √ √ F F √ F 7
  8. 8. 3.RL.7. Explain how specific aspects of a R04.S1C6.01text’s illustrations contribute to what is Predict text content using prior knowledgeconveyed by the words in a story (e.g., create and text features (e.g., illustrations, titles,mood, emphasize aspects of a character or topic sentences, key words).setting). R04.S2C1.05 Describe a character’s traits using textualIII-R-4: HI-14: describing the characters’ traits evidence (e.g., dialogue, actions, narrations, √+ √ √ √+ √and their motivations within a fictional text. illustrations).III-R-4: HI-17: relating illustrations to fictionaltext.3.RL.8(not applicable to literature)3.RL.9 Compare and contrast the themes, SR03.S2C1.01settings, and plots of stories written by the Compare (and contrast) literary elementssame author about the same or similar across stories, including plots, settings, andcharacters (e.g., in books from a series). characters. S2C1 (22%)III-R-4: HI-16: identifying and describing theplot (specific events, problems and solutions)from a fictional text.) √+ √+ F √III-R-4: HI-19: Comparing and contrasting twosettings within a fictional text.3.RL.10 By the end of the year, read and R03.S1C5.01comprehend literature, including stories, Consistently read grade level text with atdramas, and poetry, at the high end of the least 90 percent accuracy.grades 2–3 text complexity band R03.S1C5.02independently and proficiently Read aloud from familiar prose and poetry √ √ √ √ √ F with fluency and appropriate rhythm, pacing, intonation, and vocal patterns. 8
  9. 9. 2010 AZ/ELAS Reading Informational Former AZ Standards/ U1 U2 U3 U4 U5 U6Text AIMS Blueprint Alignment3.RI.1 Ask and answer questions to R03.S1C6.03demonstrate understanding of a text, referring Ask relevant questions in order toexplicitly to the text as the basis for the comprehend text.answers. R03.S1C6.04 Answer clarifying questions in order toIII-R-4: HI-3: answering literal (i.e., Yes/No, comprehend text.who, what, where, when, why, which and S1C6 (17%)how) and/or personal response questionsabout text. R03.S3C1.02 Locate facts in response to questions about √+ √ √+ √+ √ √ expository text.III-R-4: HI-4: generating who, what, where, S3C1 (11%)when, why, which and how questions to clarifytext.3.RI.2 Determine the main idea of a text; R03.S1C1.02recount the key details and explain how they Recognize the distinguishing features of asupport the main idea. paragraph (e.g., indentation of first word, topic sentence, supporting sentences, concluding sentences). S1C1 (7%) R03.S3C1.01 Identify the main idea and supporting details in expository text. R03.S3C1.02 F √+ √ √+ √+ Locate facts in response to questions about expository text. R03.S3C1.03 Locate specific information by using organizational features (e.g., title, table of contents, headings, captions, bold print, key words, glossary, indices, italics, key words) in expository text. S3C1 (11%) 9
  10. 10. 3.RI.3 Describe the relationship between a R03.S3C2.03series of historical events, scientific ideas or Evaluate written directions for sequence andconcepts, or steps in technical procedures in completeness.a text, using language that pertains to time, S3C2 (11%)sequence, and cause/effect. R04.S1C6.06 Use reading strategies (e.g., drawingIII-R-4: HI-8: locating sequential/ conclusions, determining cause and effect, √+ F √ √chronological order signal words (i.e., first, making inferences, sequencing) tonext, finally today, now, meanwhile, not long comprehend text.ago) in text. R04.S3C1.07 Distinguish cause and effect.III-R-4: HI-9: locating signal words that R04.S3C2.07indicate comparison/contrast. (i.e., similarly, Interpret details from functional text for aon the other hand, however, yet, in spite of) specific purpose (e.g., to follow directions, to solve problems, to perform procedures, toIII-R-4: HI-10: locating signal words that answer questions).indicate cause and effect. (i.e., as a result of,consequently, so that, because of, since)III-R-4: HI-12: identifying the cause and effectrelationship of two related events in a literaryselection. 10
  11. 11. 3.RI.4 Determine the meaning of general R03.S1C4academic and domain-specific words and Acquire and use new vocabulary in relevantphrases in a text relevant to a grade 3 topic or context.subject area. S1C4 (11%) R03.S3C3.02III-R-4: HI-8: locating sequential/ Identify persuasive vocabulary (e.g.chronological order emotional words) used to influence readers’signal words (i.e., first, next, finally today, perspectives.now, meanwhile, not long ago) in text.) S3C3 (11%)III-R-4: HI-9: locating signal words that √ √ √ F √ √indicate comparison/contrast. (i.e., similarly,on the other hand, however, yet, in spite of)III-R-4: HI-10: locating signal words thatindicate cause and effect. (i.e., as a result of,consequently, so that, because of, since)III-R-4: HI-20: applying understanding ofcontent vocabulary within math, science andsocial studies texts.III-R-4: HI-32: identifying words (i.e., nouns,adjective, verbs and adverbs) that the authorselects in a literary selection to create agraphic visual image.) 11
  12. 12. 3.RI.5 Use text features and search tools R03.S3C1.03(e.g., key words, sidebars, hyperlinks) to Locate specific information by usinglocate information relevant to a given topic organizational features (e.g., title, table ofefficiently. contents, headings, captions, bold print, key words, glossary, indices, italics, key words)III-R-4: HI-22: locating information for a in expository text.specific purpose. (e.g., atlas, glossary, S3C1 (11%)textbook, indexes, websites, podcast,webinars, etc.)III-R-4: HI-25: explaining the purpose of print(font) features in nonfiction text.)III-R-4: HI-26: explaining the purpose oforganizational features on a page innonfiction text.)III-R-4: HI-27: locating information from a partof a book for a specific purpose. √+ √+ √+ √+ √+III-R-4: HI-28: identifying specific informationby using the organizational features of a book,a dictionary and a newspaper. (i.e., title,author, table of contents and glossary) HI-29:interpreting information from functionaldocuments for a specific purpose. (e.g.,"Which bus do I take to get home by 7pm?") 12
  13. 13. 3.RI.6 . Distinguish their own point of view R03.S3C3.01from that of the author of a text. Distinguish fact from opinion in persuasive text (e.g., advertisements, product labels,III-R-4: HI-31: distinguishing fact from opinion written communications).in persuasive text. (e.g., advertisements, R03.S3C3.02product labels, written communications, etc.) Identify persuasive vocabulary (e.g., emotional words) used to influence readers’ perspectives. S3C3 (11%) √+ √+ √ √ R04.S3C1.08 Draw valid conclusions based on information gathered from expository text. R04.S3C3.01 Determine the author’s position regarding a particular idea, subject, concept, or object. 13
  14. 14. 3.RI.7 Use information gained from R03.S1C6.05illustrations (e.g., maps, photographs) and the Extract information from graphic organizerswords in a text to demonstrate understanding (e.g., webs, Venn diagrams, flow charts) toof the text (e.g., where, when, why, and how comprehend text.key events occur). R03.S1C6.06 Connect information and events in text toIII-R-4: HI-22: locating information for a experience and to related text and sources.specific purpose. (e.g., atlas, glossary, S1C6 (17%)textbook, indexes, websites, podcast, R03.S3C1.04webinars, etc.) Use a variety of sources (e.g., trade books, encyclopedias, magazines, atlases,III-R-4: HI-24: interpreting information from almanacs, electronic source, textbooks) toexternal text in nonfiction text for a specific answer specific questions, and/or gatherpurpose. information. R03.S3C1.05III-R-4: HI-27: locating information from a part Interpret information from graphic featuresof a book for a specific purpose. (e.g., charts, maps, diagrams, illustrations, tables, timelines) of expository text.III-R-4: HI-29: interpreting information from S3C1 (11%) √+ √ √+ F Ffunctional documents for a specific purpose. R03.S3C2.01(e.g., "Which bus do I take to get home by Follow a set of written multi-step directions.7pm?") R03.S3C2.04 Interpret information in functional documents (e.g., maps, schedules, pamphlets) for a specific purpose. S3C2 (11%) VP.F3 Access, view and respond to visual forms such as computer programs, videos, artifacts, drawings, pictures and collages. VP.F4 Interpret visual clues in cartoons, graphs, tables and charts that enhance the comprehension of text. 14
  15. 15. 3.RI.8 Describe the logical connection R03.S1C6.02between particular sentences and paragraphs Compare a prediction about an action orin a text (e.g., comparison, cause/effect, event to what actually occurred within a text.first/second/third in a sequence). S1C6 (17%) R03.S2C1.04III-R-4: HI-12: identifying the cause and effect Make relevant connections (e.g., √ √ F F √relationship of two related events in a literary relationships, cause/effect, and comparison)selection. between earlier events and later events in text. S2C1 (22%)3.RI.9 Compare and contrast the most R03.S3C1.01important points and key details presented in Identify the main idea and supporting detailstwo texts on the same topic. in expository text. S3C1 (11%) F √+III-R-4: HI-30: comparing and contrasting twoitems within an expository text.3.RI.10 By the end of the year, read and R03.S1C5.01comprehend informational texts, including Consistently read grade level text with athistory/social studies, science, and technical least 90 percent accuracy.texts, at the high end of the grades 2–3 text R03.S3C1complexity band independently and Identify, analyze, and apply knowledge of theproficiently. purpose, structures, and elements of expository text. S3C1 (11%) √ √ √+ √ √ F 15
  16. 16. AZ.3.RI.10 R03.S1C5.01By the end of the year, read and comprehend Consistently read grade level text with atfunctional texts, including history/social least 90 percent accuracy.studies, science, and technical texts, at the R03.S3C1 √ √ √+ √ √ Fhigh end of the grades 2–3 text complexity Identify, analyze, and apply knowledge of theband independently and proficiently purpose, structures, and elements of expository text. S3C1 (11%) R03.S3C2 Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text. S3C2 (11%) 16
  17. 17. Writing Writing Standards/ U1 U2 U3 U4 U5 U6 Reading Standards Alignment3.W.1 Write opinion pieces on topics or texts, 3.RL.6 supporting a point of view with reasons. Distinguish their own point of view from that of the narrator or those of the charactersIII-W-1:HI-7: writing a persuasive essay that 3.RI.6states a clear position with supporting details Distinguish their own point of view from thatusing persuasive vocabulary/strategies to of the author of a text. √+ F √+influence the reader (e.g., loaded/emotionalwords, exaggeration, euphemismsbandwagon, peer pressure, repetition, etc.).3.W.1a Introduce the topic or text they are 3.RI.6writing about, state an opinion, and create an Distinguish their own point of view from thatorganizational structure that lists reasons. of the author of a text. √+ √+ √+3.W.1b Provide reasons that support theopinion. √+ √+ √+3.W.1c Use linking words and phrases (e.g., 3.RL.6because, therefore, since, for example) to Distinguish their own point of view from thatconnect opinion and reasons. of the narrator or those of the characters √+ √+ √+3.W.1d Provide a concluding statement orsection. √ √+ √ √+ √+ 17
  18. 18. 3.W.2 Write informative/explanatory texts to 3.RI.2examine a topic and convey ideas and Determine the main idea of a text; recountinformation clearly. the key details and explain how they support the main idea.III-W-2: HI-4: writing expository essays andinformational reports that include topicsentences, main ideas, and relevantsupporting details, using appropriatetransitions, varied sentence structure and √+ F √+ √+precise academic vocabulary.III-W-2: HI-5: writing a summary paragraphcontaining only key ideas and relevant contentvocabulary summarizing a variety of text andof varying length. (e.g., science text chapter,article, book, oral presentations, etc.).3.W.2a Introduce a topic and group related 3.RL.7information together; include illustrations Explain how specific aspects of a text’swhen useful to aiding comprehension. illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). 3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea √+ √+ √+ √+ 3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).3.W.2b Develop the topic with facts,definitions, and details. √+ √+ √+ √+ 18
  19. 19. 3.W.2c Use linking words and phrases (e.g., 3.RI.3also, another, and, more, but) to connect Describe the relationship between a series ofideas within categories of information. historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. √+ √+ √+ √+ 3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).3.W.2d Provide a concluding statement orsection. √+ √+ √+ √+3.W.3 Write narratives to develop real orimagined experiences or events usingeffective technique, descriptive details, andclear event sequences.III-W-3: HI-1: writing one or more narrativeparagraphs based on imagined or real events F F √+ √+that includes characters, setting, sensorydetails, appropriate word choice and logicalsequencing to develop the plot usingtransitional words and varied sentencestructure.3.W.3a Establish a situation and introduce a 3.RL.3narrator and/or characters; organize an event Describe characters in a story (e.g., theirsequence that unfolds naturally. traits, motivations, or feelings) and explain √+ √+ √+ how their actions contribute to the sequence of events. 19
  20. 20. 3.W.3b Use dialogue and descriptions of 3.RL.3actions, thoughts, and feelings to develop Describe characters in a story (e.g., theirexperiences and events or show the response traits, motivations, or feelings) and explain √+ F √+ √+of characters to situations. how their actions contribute to the sequence of events.3.W.3c Use temporal words and phrases tosignal event order. √+ √ √+ √ √ √+3.W.3d Provide a sense of closure. √+ √ √+ √ √ √+ 20
  21. 21. 3.W.4 With guidance and support from adults, 3.RL.3produce writing in which the development and Describe characters in a story (e.g., their traits,organization are appropriate to task and motivations, or feelings) and explahow theirpurpose. actions contribute to the sequence of events. 3.RL.5 Refer to parts of stories, dramas, and poemsIII-W-1: HI-2: writing simple poetry using a when writing or speaking about a text, usingvariety of poetic devices and figurative terms such as chapter, scene, and stanza;language including: personification, describe how each successive part builds ononomatopoeia, alliteration, simile and earlier sections.metaphor. 3.RL.6 Distinguish their own point of view from that ofIII-W-1: HI-3: taking notes using self selected the narrator or those of the charactersformats based upon knowledge of oral or 3.RL.7written text structures with instructional Explain how specific aspects of a text’ssupport. (e.g.,Student selects Venn Diagram illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasizefor comparing and contrasting text). aspects of a character or setting). 3.RL.9III-W-1:HI-6: writing a variety of functional text Compare and contrast the themes, settings, andthat address audience, stated purpose and plots of stories written by the same author about √+ √ √ √+ √ √context: letters, directions, procedures, the same or similar characters (e.g., in booksgraphs/tables, and brochures. from a series). 3.RI.2III-W-4: HI-2: producing two or more Determine the main idea of a text; recount theparagraphs containing an introductory key details and explain how they support thestatement,supporting details and a concluding main ideastatement which are connected by transitional 3.RI.3 Describe the relationship between a series ofphrase and clauses. historical events, scientific ideas or concepts, or steps in technical procedures in a text, usingIII-W-4: HI-3: choosing ideas, words, details language that pertains to time, sequence, andand structure that reflect audience and cause/effect.purpose (pragmatics). 3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic. 21
  22. 22. 3.W.4a. With guidance and support fromadults, produce functional writing (e.g.,friendly and formal letters, recipesexperiments, notes/messages, labels, √ √ √ √ √ √graphs/tables, procedures, invitations,envelopes) in which the development andorganization are appropriate to task andpurpose. 22
  23. 23. 3.W.5 With guidance and support from peersand adults, develop and strengthen writing asneeded by planning, revising, editing.III-W-3: HI-1: generating and organizing ideasto create a prewriting plan using multiple self-selected methods (brainstorming, webbing,writer’s notebook, journal, etc.).III-W-3: HI-2: evaluating, organizing andselection of ideas that reflect the audienceand purpose.III-W-3: HI-3: using a prewriting plan to draftan essay with an introductory paragraph,body,transitions and concluding paragraph.III-W-3: HI-4: revising a student draft as aclass, in small groups and independently with √+ √+ √+ √+ √+ √audience and purpose in mind for:word choice, sequence of ideas (introduction,body, conclusion), adding/deleting/ movingsupporting details, effective transitions,sentence structure (combining/adding/deleting, complete and varied sentences)using revision tools (checklists, rubrics, andreference materials).III-W-3: HI-5: reviewing student drafts forerrors in conventions* as a class, in smallgroups and independently using editing tools.(e.g., checklists, rubrics, computer spell checkand other reference materials) 23
  24. 24. 3.W.6 With guidance and support from adults,use technology to produce and publish writing(using keyboarding skills) as well as tointeract and collaborate with others.III-W-3: HI-6: publishing products in a variety √+ √ √ √+ √ √+of formats (e.g., oral presentation, manuscript,multimedia, etc.) and presenting within a setperiod of time (e.g., 15 minutes).3.W.7 Conduct short research projects that 3.RI.5build knowledge about a topic. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locateIII-W-5: HI-1: recording, evaluating and information relevant to a given topicorganizing information, observations or efficiently.questions on a topic of student interest from 3.RI.7 √+ √+ F √+ √+two or more sources (experiment, article, Use information gained from illustrationstextbook, guest speaker, video, Internet, (e.g., maps, photographs) and the words in ainterview, podcasts, etc.) for report/research text to demonstrate understanding of the textpurposes. (e.g., where, when, why, and how key events occur). 24
  25. 25. 3.W.8 Recall information from experiences or 3.RI.1 Ask and answer questions togather information from print and digital demonstrate understanding of a text,sources; take brief notes on sources and sort referring explicitly to the text as the basis forevidence into provided categories. the answers. 3.RI.5III-W-1: HI-3: taking notes using self selected Use text features and search tools (e.g., keyformats based upon knowledge of oral or words, sidebars, hyperlinks) to locatewritten text structures with instructional information relevant to a given topicsupport. (e.g., student selects Venn Diagram efficiently.for comparing and contrasting text). 3.RI.7 Use information gained from illustrationsIII-W-1: HI-5: writing a summary paragraph (e.g., maps, photographs) and the words in a √+ √+ √+containing only key ideas and relevant content text to demonstrate understanding of the textvocabulary summarizing a variety of text and (e.g., where, when, why, and how key eventsof varying length. (e.g., science text chapter, occur).article, book, oral presentations, etc.).III-W-1: HI-6: writing a variety of functional textthat address audience, stated purpose andcontext: letters, directions, procedures,graphs/tables, and brochures.3.W.10 Write routinely over extended timeframes (time for research, reflection, andrevision) and shorter time frames (a singlesitting or a day or two) for a range ofdiscipline-specific tasks, purposes, andaudiences.III-W-3: HI-7: using time managementstrategies to publish products within a teacher √ √+ √+ √+ √+ √+specified period of time. 25
  26. 26. 2010 AZ/ELAS Speaking and Former AZ Standards Alignment U1 U2 U3 U4 U5 U6 Listening3.SL.1 Engage effectively in a range of LS.F2collaborative discussions (one-on-one, in Give and follow multi-step directions.groups, and teacher-led) with diverse partners LS.R5on grade 3 topics and texts, building on Participate in group discussions.others’ ideas and expressing their own clearly.III-SL-1: HI-5: demonstrating relationshipsamongfacts, ideas or events using academicvocabulary in classroom discussions. (e.g.,problem/solution, cause/effect, etc.)III-SL-1: HI-6: responding to comprehensionquestionsby demonstrating relationshipsamong facts,ideas or events and extendingthe information to other relevant contextsusing appropriate academic vocabulary. (e.g.,problem/solution, cause/effect, F F F √+ √+ √+compare/contrast, etc.)III-SL-1: HI-8: responding to socialconversations by rephrasing and repeatinginformation, asking questions, offering advice,sharing one’s experiences, and expressingone’s thoughts.III-SL-2: HI-4: participating in socio-functionalcommunication tasks using completesentences.III-SL-2: HI-5: asking and responding toacademic questions in complete sentences(e.g.,expressing possibilities and probabilities,hypothetical questions, etc.). 26
  27. 27. 3.SL.1a Come to discussions prepared,having read or studied required material;explicitly draw on that preparation and otherinformation known about the topic to exploreideas under discussion. F F √+ √+ √+3.SL.1b Follow agreed-upon rules fordiscussions (e.g., gaining the floor inrespectful ways, listening to others with care,speaking one at a time about the topics andtexts under discussion). √+ √+ √+ √+ √+ √+3.SL.1c Ask questions to checkunderstanding of information presented, stayon topic, and link their comments to theremarks of others.III-SL-1: HI-9: asking questions to clarify ideasand concepts. F √+ √+ √+ √+ √+3.SL.1d Explain their own ideas andunderstanding in light of the discussion √+ √+ √+ √+ √+ √+ 27
  28. 28. 3.SL.2 Determine the main ideas and W03.S3C6.01supporting details of a text read aloud or Paraphrase information from at least oneinformation presented in diverse media and source (e.g. Internet, reference materials).formats, including visually, quantitatively, and LS.R4orally. Listen and respond to stories, poems and nonfiction.III-SL-1: HI-2: summarizing main VP.F1ideas/concepts and supporting details from Recognize different types of visual media.read-alouds (fiction and nonfiction) in VP.F3complete sentences. Access, view and respond to visual forms such as computer programs, videos,III-SL-1: HI-3: sequencing events from read- artifacts, drawings, pictures and collages. √+ √+ √+ √+alouds, presentations and conversations in S3.C1 (11%)complete sentences.III-SL-1: HI-4: summarizing the mainidea/concept and key points/details of apresentation using complete sentences.3.SL.3 Ask and answer questions about LS.E3information from a speaker, offering Interpret and respond to questions andappropriate elaboration and detail. evaluate response as interviewer and interviewee. √+ √+ √+ F √+ √+III-SL-1: HI-9: asking questions to clarify ideasand concepts. 28
  29. 29. 3.SL.4 Report on a topic or text, tell a story, or LS.R1recount an experience with appropriate facts Tell or retell a personal experience orand relevant, descriptive details, speaking creative story in a logical sequence.clearly at an understandable pace. LS.R3 Share ideas, information, opinions andIII-SL-1: HI-5: demonstrating relationships questions.among facts, ideas or events using academic LS.F1vocabulary in classroom discussions. (e.g., Use effective vocabulary and logicalproblem/solution, cause/effect, etc.) organization to relate or summarize ideas, events and other information.III-SL-2: HI-7: sharing personal LS.F3experiences/stories with descriptive language Prepare and deliver information bysupported by details and examples in generating topics; identifying the audience; √+ √+ √+ √+complete sentences. and organizing ideas, facts or opinions for a variety of speaking purposes such as givingIII-SL-2: HI-8: presenting a variety of oral directions, relating personal experiences,reports (e.g.,expository, cause and effect, telling a story or presenting a report.persuasive, etc.) containing specific and VP.F2accurate academic vocabulary, an Plan and present a report, using two or moreintroduction, body,conclusion, transitions and visual media.visual aids.3.SL.5 Create engaging audio recordings of VP.R3stories or poems that demonstrate fluid Create visual representations of personalreading at an understandable pace; add visual experiences through media such as drawing,displays when appropriate to emphasize or painting, acting and puppeteering.enhance certain facts or details. √+ F 29
  30. 30. 3.SL.6 Speak in complete sentences when LS.F1appropriate to task and situation in order to Use effective vocabulary and logicalprovide requested detail or clarification. organization to relate or summarize ideas, events and other information.III-SL-1: HI-2: summarizing main LS.F3ideas/concepts and supporting details from Prepare and deliver information by √+ √+read-alouds (fiction and nonfiction) in generating topics; identifying the audience;complete sentences. and organizing ideas, facts or opinions for a variety of speaking purposes such as givingIII-SL-1: HI-3: sequencing events from read- directions, relating personal experiences,alouds, presentations and conversations in telling a story or presenting a report.complete sentences.III-SL-1: HI-4: summarizing the mainidea/concept and key points/details of apresentation using complete sentences.III-SL-2: HI-2: presenting dialogue, skits anddrama using appropriate rhythm, rate,phrasing and expression. 30
  31. 31. 2010 AZ/ELAS Language Standards Former AZ Standards Alignment U1 U2 U3 U4 U5 U63.L.1 Demonstrate command of the See Writing Addendum:conventions of standard English grammar and Writing Process W03.S1usage when writing or speaking. Writing Elements W03.S2, W04.S2 R02.S1C3.03 Recognize regular plurals (e.g., hat/hats, watch/watches) and irregular plurals (e.g., fly/flies, wife/wives) in context. See Writing Addendum: Writing Elements W03.S2 F F F √+ √+ √+ W03.S3C3.02 Write communications, including: a. thank-you notes b. friendly letters c. formal letters d. messages e. invitations W03.S3C3.03 Address an envelope for correspondence that includes: a. an appropriate return address b. an appropriate recipient address 31
  32. 32. 3.L.1a Explain the function of nouns,pronouns, verbs, adjectives, and adverbs ingeneral and their functions in particularsentences.III-L-1(N): HI-1: justifying his/her use of common versusproper nouns and definite versus indefinite articles (e.g., Iused “a thought” versus “an thought” because thought beginswith a consonant sound).III-L-1(N): HI-2: justifying his/her use of singular versus pluralnouns, common versus proper nouns and definite versusindefinite articles (e.g., I used “the president” versus “apresident” because “the president” is referring to a specificpresident).III-L-1(N): HI-6: distinguishing between plural nouns andsingular possessive nouns.III-L-1(N): HI-7: using plural possessive nouns, includingirregular plurals.III-L-1(V): HI-1: defining and classifying physical action,mental action, and state of being (to be) verbs; explaining therelationship of a verb to the subject. F F √+ √+ √+ √+III-L-1(V): E-2: defining past, present, and future.(III-L-1(V): HI-4: identifying the infinitive verb.)III-L-1(V): HI-13: differentiating between past, present andfuture verb tenses.(III-L-1(V): HI-14: producing declarative, negative, andinterrogative sentences using the present participle “going”with the infinitive verb to form the future tense. (e.g., I amgoing to dance.) with subject-verb agreement.)III-L-1(V): HI-17: distinguishing between the auxiliary(helping) verb and the main verb.III-L-1(V): HI-22: differentiating between the use of simplepast tense and the present perfecttense.(III-L-1(SC): HI-1: selecting a subject (i.e., noun/pronoun:singular, plural, compound or collective) to complete a givensentence.) 32
  33. 33. 3.L.1b Form and use regular and irregularplural nouns.III-L-1(N):HI-3: converting a given singular common noun into a pluralnoun, including irregular nouns (with definite and indefinite articles asappropriate).III-L-1(N):HI-7: using plural possessive nouns, including irregularplurals.(III-L-1(PH/CL):HI-14: using noun clauses.)III-L-1(SC):HI-2: producing sentences using subjects and verbs, withsubject-verb agreement. (S-V)(III-L-1(SC):HI-3: producing sentences in the negative SVconstruction (subject + auxiliary verb + not + verb), with subject-verbagreement.)(III-L-1(SC):HI-5: producing sentences with a noun as the subjectusing S-V-C construction, with subject-verb agreement.)(III-L-1(SC):HI-6: producing sentences with a plural noun as thesubject using S-V-C construction, with subject-verb agreement.)(III-L-1(SC):HI-7: producing sentences with an adjective as thecomplement using S-V-C construction, with subject-verb agreement.)(III-L-1(SC):HI-8: producing sentences in the negative construction √+ √+ √+ √+ √+ √+with a subject + “to be” + adjective as the complement, with subject-verb agreement. (S-V-C))(III-L-1(SC):HI-9: producing sentences using a subject + “to be” +prepositional phrase, with subject-verb agreement. (S-V-P))(III-L-1(SC):HI-10: producing sentences (S-V-O-P) using subjects,verbs and prepositional phrases, with subject-verb agreement.)(III-L-1(SC):HI-11: producing sentences using “There” + “to be” +subject + prepositional phrase, with subject-verb agreement.)(III-L-1(SC):HI-12: producing sentences using subjects + verbs +direct object (noun), with subject-verb agreement.)(III-L-1(SC):HI-13: producing sentences using subjects + verbs +object pronouns, with subject-verb agreement.)(III-L-1 (PH/CL):HI-14: using noun clauses.)(III-L-1(SC):HI-17: producing sentences using subject + verb + object(S-V-O) with subject-verb agreement.)(III-L-1(SC):HI-18: producing sentences using subject + verb + directobject + indirect object (S-V-DO-IO) with subject-verb agreement.)III-L-1(Q):HI-19: producing questions with “to be” + “there” + subject +preposition + noun.3.L.1c Use abstract nouns (e.g., childhood). √+ √+ √+ √+ √+ √+ 33
  34. 34. 3.L.1d Form and use regular and irregularverbs.III-L-1(V):HI-3: using imperative verbs (e.g., Put the markers in thebox.).III-L-1(V):HI-5: using simple present tense irregular verbs: to be, tohave, to do, and to go to produce declarative, negative, andinterrogative simple sentences.III-L-1(V):HI-6: producing declarative, negative, and interrogativesentences using simple present tense verbs with subject-verbagreement.III-L-1(V):HI-7: producing declarative, negative, and interrogativesentences using present progressive tense verbs with subject-verbagreement.III-L-1(V):HI-9: producing declarative, negative, and interrogativesentences using simple past tense regular verbs with subject-verbagreement.III-L-1(V):HI-10: using simple past tense irregular verbs: to be, tohave, to do, and to go to produce declarative, negative, andinterrogative simple sentences (subject-verbagreement).III-L-1(V):HI-11: producing declarative, negative, and interrogativesentences using irregular simple past tense verbs with subject-verb √+ √+ √+ √+ √+ √+agreement.(III-L-1(PH/CL):HI-11: using linking verbs + noun/adjectivecomplement in a complete sentence.)III-L-1(V):HI-12: producing declarative, negative, and interrogativesentences using the simple future tense (will) with subject-verbagreement.III-L-1(V):HI-18: producing sentences using modal auxiliary verbs(i.e., will, can, could, may, might, must, should, would) and negativemodal auxiliary verbs (i.e., cannot, should not) with subject-verbagreement.III-L-1(V):HI-19: producing declarative, negative, and interrogativesentences using the future progressive tense with subject-verbagreement.III-L-1(V):HI-20: producing declarative, negative, and interrogativesentences using regular present perfect tense verbs with subject-verbagreement.III-L-1(V):HI-21: producing declarative, negative, and interrogativesentences using irregular present perfect tense verbs with subject-verb agreement.III-L-1(PH/CL):HI-5: using a joined verb phrases in a completesentence. 34
  35. 35. 3.L.1d Form and use regular and irregularverbs. (continued)III-L-1(PH/CL):HI-7: using an infinitive verb phrase to complete asentence frame.III-L-1(PH/CL):HI-11: using linking verbs + noun/adjectivecomplement in a complete sentence.(III-L-1(SC):HI-2: producing sentences using subjects and verbs, withsubject-verb agreement. (S-V).(III-L-1(SC):HI-3: producing sentences in the negative SVconstruction (subject + auxiliary verb + not + verb), with subject-verbagreement.)(III-L-1(SC):HI-4: producing sentences with a pronoun as the subjectusing S-V-C construction, with subject-verb agreement.)(III-L-1(SC):HI-5: producing sentences with a noun as the subjectusing S-V-C construction, with subject-verb agreement.)(III-L-1(SC):HI-6: producing sentences with a plural noun as thesubject using S-V-C construction, with subject-verb agreement.)(III-L-1(SC):HI-7: producing sentences with an adjective as thecomplement using S-V-C construction, with subject-verb agreement.) √+ √+ √+ √+ √+ √+(III-L-1(SC):HI-8: producing sentences in the negative constructionwith a subject+ “to be” + adjective as the complement, with subject-verb agreement. (S-V-C))(III-L-1(SC):HI-9: producing sentences using a subject + “to be” +prepositional phrase, with subject-verb agreement. (S-V-P))(III-L-1(SC):HI-10: producing sentences (S-V-O-P) using subjects,verbs and prepositional phrases, with subject-verb agreement.)(III-L-1(SC):HI-11: producing sentences using “There” + “to be” +subject + prepositional phrase, with subject-verb agreement.)(III-L-1(SC):HI-12: producing sentences using subjects + verbs +direct object (noun), with subject-verb agreement .)(III-L-1(SC):HI-13 : producing sentences using subjects + verbs +object pronouns, with subject-verb agreement.)(III-L-1(SC):HI-17: producing sentences using subject + verb + object(S-V-O) with subject-verb agreement.) 35
  36. 36. 3.L.1d Form and use regular and irregularverbs. (continued)(III-L-1(SC):HI-18: producing sentences using subject + verb + directobject + indirect object(S-V-DO-IO) with subject-verb agreement.)III-L-1(SC):HI-19: producing sentences using the passive voice.(III-L-1(Q):HI-2: producing Yes/No questions in the simple presenttense using “to do.”)(III-L-1(Q):HI-3: producing Yes/No questions beginning with “to be”and containing a complement in a variety of verb tenses.)(III-L-1(Q):HI-4: producing Yes/No questions in the presentprogressive tense.)(III-L-1(Q):HI-5: producing Yes/No questions in the simple pasttense.)(III-L-1(Q):HI-6: producing Yes/No questions in the simple futuretense with instructional support.) √+ √+ √+ √+ √+ √+(III-L-1(Q):HI-7: producing Yes/No questions in the past progressivetense.)(III-L-1(Q):B-8: producing Yes/No questions in the future progressivetense.)(III-L-1(Q):HI-9: producing Yes/No questions in the present perfecttense.)(III-L-1(Q):HI-10: producing Yes/No questions in the present perfectprogressive tense.)III-L-1(Q):HI-19: producing questions with “to be” + “there” + subject +preposition + noun. 36
  37. 37. 3.L.1e Form and use the simple (e.g., Iwalked; I walk; I will walk) verb tenses.III-L-1(V): HI-5: using simple present tense irregular verbs: to be, tohave, to do, and to go to produce declarative, negative, andInterrogative, simple sentences.III-L-1(V):HI-6: producing declarative, negative, and interrogativesentences using simple present tense verbs with subject-verbagreement.III-L-1(V):HI-8: differentiating between the use of simple present andpresent progressive verb tenses.III-L-1(V):HI-9: producing declarative, negative, and interrogativesentences using simple past tense regular verbs with subject-verbagreement.III-L-1(V):HI-10: using simple past tense irregular verbs: to be, tohave, to do, and to go to produce declarative, negative, andinterrogative simple sentences (subject-verbagreement).III-L-1(V):HI-11: producing declarative, negative, and interrogativesentences using irregular simple past tense verbs with subject-verbagreement. √+ √+ √+ √+ √+ √+III-L-1(V):HI-12: producing declarative, negative, and interrogativesentences using the simple future tense (will) with subject-verbagreement.III-L-1(SC):HI-22: differentiating between the use of simple past tenseand the present perfect tense.(III-L-1(Q):HI-2: producing Yes/No questions in the simple presenttense using “to do.”)(III-L-1(Q) HI-5: producing Yes/No questions in the simple pasttense.)(III-L-1(Q) HI-6: producing Yes/No questions in the simple futuretense with instructional support.)III-L-1(Q) HI-19: producing questions with “to be” + “there” + subject +preposition + noun. 37
  38. 38. 3.L.1f Ensure subject-verb and pronoun-antecedent agreement.III-L-1(V)HI-5: using simple present tense irregular verbs: to be, tohave, to do, and to go to produce declarative, negative, andinterrogative simple sentences.III-L-1(V) HI-6: producing declarative, negative, and interrogativesentences using simple present tense verbs with subject-verbagreement.III-L1-(V) HI-7: producing declarative, negative, and interrogativesentences using present progressive tense verbs with subject-verbagreement.III-L-1(V)HI-9: producing declarative, negative, and interrogativesentences using simple past tense regular verbs with subject-verbagreement.III-L-1(V)HI-10: using simple past tense irregular verbs: to be, tohave, to do, and to go to produce declarative, negative, andinterrogative simple sentences (subject-verb agreement).III-L-1(V) HI-11: producing declarative, negative, and interrogativesentences using irregular simple past tense verbs with subject-verbagreement. √+ √+ √+ √+ √+ √+III-L-1(V) HI-12: producing declarative, negative, and interrogativesentences using the simple future tense (will) with subject-verbagreement.III--1(V) HI-15: using linking verbs of sensation (taste, smell, soundand feel); linking verbs of being (act, seem, appear, look); and linkingverbs of change (became, turned, has gone) to complete adeclarative, negative, and interrogative sentence (e.g., The milk hasgone bad.) (subject-verb agreement).III-L-1(V) HI-16: producing declarative, negative, and interrogativesentences using the past progressive tense with subject-verbagreement.III-L-1(V) HI-18: producing sentences using modal auxiliary verbs(i.e., will, can, could, may, might, must, should, would) and negativemodal auxiliary verbs (i.e., cannot, should not) with subject-verbagreement.III-L-1(V) HI-19: producing declarative, negative, and interrogativesentences using the future progressive tense with subject-verbagreement. 38
  39. 39. 3.L.1f Ensure subject-verb and pronoun-antecedent agreement. (continued)III-L-1(V) HI-20: producing declarative, negative, and interrogativesentences using regular present perfect tense verbs with subject-verbagreement.III-L-1(V) HI-21: producing declarative, negative, and interrogativesentences using irregular present perfect tense verbs with subject-verb agreement.III-L-1(SC) HI-2: producing sentences using subjects and verbs, withsubject-verb agreement. (S-V)(III-L-1(SC) HI-3: producing sentences in the negative SVconstruction (subject + auxiliary verb + not + verb), with subject-verbagreement.)(III-L-1(SC) HI-4: producing sentences with a pronoun as the subjectusing S-V-C construction, with subject-verb agreement.)(III-L-1(SC) HI-5: producing sentences with a noun as the subjectusing S-V-C construction, with subject-verb agreement.) √+ √+ √+ √+ √+ √+(III-L-1(SC) HI-6: producing sentences with a plural noun as thesubject using S-V-C construction, with subject-verb agreement.)(III-L-1(SC) HI-7: producing sentences with an adjective as thecomplement using S-V-C construction, with subject-verb agreement.)(III-L1-(SC) HI-8: producing sentences in the negative constructionwith a subject + “to be” + adjective as the complement, with subject-verb agreement. (S-V-C))(III-L-1(SC) HI-9: producing sentences using a subject + “to be” +prepositional phrase, with subject-verb agreement. (S-V-P))(III-L-1(SC) HI-10: producing sentences (S-V-O-P) using subjects,verbs and prepositional phrases, with subject-verb agreement.)(III-L-1(SC) HI-11: producing sentences using “There” + “to be” +subject + prepositional phrase, with subject-verb agreement.) (III-L-1(SC) HI-12: producing sentences using subjects + verbs +direct object (noun), with subject-verb agreement.)(III-L-1(SC) HI-13: producing sentences using subjects + verbs +object pronouns, with subject-verb agreement.) 39
  40. 40. 3.L.1f Ensure subject-verb and pronoun-antecedent agreement. (continued)III-L-1(SC) HI-14: producing sentences using adverbs.(III-L-1(SC) HI-17: producing sentences using subject + verb + object(S-V-O) with subject-verb agreement.) √+ √+ √+ √+ √+ √+(III-L-1(SC) HI-18: producing sentences using subject + verb + directobject+ indirect object(S-V-DO-IO) with subject-verb agreement.)III-L-1Q) HI-19: producing questions with “to be” +“there” + subject +preposition + noun.3.L.1g Form and use comparative andsuperlative adjectives and adverbs, andchoose between them depending on what isto be modified.III-L-1(ADJ) HI-8: using comparative and superlative adjectives (e.g.,big, bigger, biggest; more/most/less/least, etc.). √+ √+ √+ √+ √+ √+(III-L-1(ADJ) HI-9: using irregular comparative and superlativeadjectives).III-L-1(ADJ) HI-5: using regular comparative and superlative adverbs(e.g., slowly, less slowly, least slowly, etc.).(III-L-1(ADJ) HI-6: using irregular comparative and superlativeadverbs.)(III-L-1(SC ) HI-14: producing sentences using adverbs to modifyverbs.)3.L.1h Use coordinating and subordinatingconjunctions.III-L-1(C) HI-1: defining, using, and differentiating coordinatingconjunctions used to join nouns, verbs, adjectives, phrases andclauses. √+ √+ F √+ √+ √+ 40
  41. 41. 3.L.1i Produce simple, compound, andcomplex sentences.(III-L-1(PH/CL) HI-1: using noun phrases in a complete sentence.)(III-L-1(PH/CL) HI-2: using joined noun phrases in a completesentence.)(III-L-1(PH/CL) HI-3: using a demonstrative adjective and a noun in acomplete sentence.)(III-L-1(PH/CL) HI-4: using a verb phrase in a complete sentence.)(III-L-1(PH/CL) HI-5: using a joined verb phrases in a completesentence.)(III-L-1(PH/CL) HI-7: using an infinitive verb phrase to complete asentence frame.)(III-L-1(PH/CL) HI-8: using an adverbial phrase in a completesentence.)(III-L-1(PH/CL) HI-9: using auxiliary and/or modal auxiliary verbphrases in a complete sentence.)III-L-1(PH/CL) HI-14: using noun clauses. √+ √+ F √+ √+ √+III-L-1(SC) HI-2: producing sentences using subjects and verbs, withsubject-verb agreement. (S-V)(III-L-1(SC) HI-3: producing sentences in the negative SVconstruction (subject + auxiliary verb + not + verb), with subject-verbagreement.)(III-L-1(SC) HI-4: producing sentences with a pronoun as the subjectusing S-V-C construction, with subject-verb agreement.)(III-L-1(SC) HI-5: producing sentences with a noun as the subjectusing S-V-C construction, with subject-verb agreement.)(III-L-1(SC) HI-6: producing sentences with a plural noun as thesubject using S-V-C construction, with subject-verb agreement.)(III-L-1(SC) HI-7: producing sentences with an adjective as thecomplement using S-V-C construction, with subject-verb agreement.)(III-L-1(SC) HI-8: producing sentences in the negative constructionwith a subject + “to be” + adjective as the complement, with subject-verb agreement. (S-V-C)) 41
  42. 42. 3.L.1i Produce simple, compound, andcomplex sentences. (continued)(III-L-1(SC) HI-9: producing sentences using a subject + “to be” +prepositional phrase, with subject-verb agreement. (S-V-P))(III-L-1(SC) HI-10: producing sentences (S-V-O-P) using subjects,verbs and prepositional phrases, with subject-verb agreement.)(III-L-1(SC) HI-11: producing sentences using “There” + “to be” +subject + prepositional phrase, with subject-verb agreement.)(III-L-1(SC) HI-12: producing sentences using subjects + verbs +direct object (noun), with subject-verb agreement.)(III-L-1(SC) HI-13: producing sentences using subjects + verbs +object pronouns, with subject-verb agreement.) (III-L-1(SC) HI-14: producing sentences using adverbs to modifyverbs.)III-L-1(SC) HI-15: producing imperative sentences.III-L-1(SC) HI-16: producing compound sentences.(III-L-1(SC) HI-17: producing sentences using subject + verb + object(S-V-O) with subject-verb agreement.) √+ √+ √+ √+ √+ √+(III-L-1(SC) HI-18: producing sentences using subject + verb + directobject + indirect object(S-V-DO-IO) with subject-verb agreement.)III-L-1(SC) HI-19: producing sentences using the passive voice.III-L-1(SC) HI-20: producing a sentence using present realconditional.III-L-1(SC) HI-21: constructing a sentence using reflexive pronouns.III-L-1(SC) HI-22: producing a compound sentence using anindependent clause + semi colon + conjunctive adverb + independentclause.(III-L-1(Q) HI-1: producing questions using inflection when producedorally.)(III-L-1(Q) HI-2: producing Yes/No questions in the simple presenttense using “to do.”)(III-L-1(Q) HI-3: producing Yes/No questions beginning with “to be”and containing a complement in a variety of verb tenses.) 42
  43. 43. 3.L.1i Produce simple, compound, andcomplex sentences. (continued)(III-L-1(Q) HI-4: producing Yes/No questions in the presentprogressive tense.)(III-L-1(Q) HI-5: producing Yes/No questions in the simple pasttense.)(III-L-1(Q) HI-6: producing Yes/No questions in the simple futuretense with instructional support.)(III-L-1(Q) HI-7: producing Yes/No questions in the past progressivetense.)(III-L-1(Q) B-8: producing Yes/No questions in the future progressivetense.)(III-L-1(Q) HI-9: producing Yes/No questions in the present perfecttense.)(III-L-1(Q) HI-10: producing Yes/No questions in the present perfectprogressive tense.)(III-L-1(Q) HI-11: producing interrogative sentences beginning with“What.”)(III-L-1(Q) HI-12: producing interrogative sentences beginning with“Where.”) √+ √+ √+ √+ √+ √+(III-L-1(Q) HI-13: producing interrogative sentences beginning with“Who” or “Whom.”)(III-L-1(Q) HI-14: producing interrogative sentences beginning with“When.”)(III-L-1(Q) HI-15: producing interrogative sentences beginning with“Why.”)(III-L-1(Q) HI-16: producing interrogative sentences beginning with“How.”)(III-L-1(Q) HI-17: producing interrogative sentences beginning with“Which.”)III-L-1(Q) HI-18: producing interrogative sentences beginning with“Whose.”III-L-1(Q) HI-19: producing questions with “to be” + “there” + subject +preposition + noun.III-L-1(Q) HI-20: producing Yes/No questions using modal auxiliaries.III-L-1(Q) HI-21: producing an interrogative sentence, introduced byan auxiliary verb which offers two or more alternative responses.III-L-1(Q) HI-22: producing questions, including negative construction,with contractions. 43
  44. 44. 3.L.2 Demonstrate command of the See Writing Addendum:conventions of standard English capitalization, Writing Elements W03.S2punctuation, and spelling when writing. R03.S1C1.01 √+ √+ √+ √+ √+ √+ Alphabetize a series of words to the third letter. S1C9 (9%)3.L.2a Capitalize appropriate words in titles. √+ √+ √+ √+ √+ √+3.L.2b Use commas in addresses. √+ √+ √+ √+ √+ √+3.L.2c Use commas and quotation marks indialogue. √+ √+ √+ √+ √+ √+3.L.2d Form and use possessives.III-L-1(N): HI-6: distinguishing between pluralnouns and singular possessive nouns. √+ √+ √+ √+ √+ √+III-L-1(N): HI-7: using plural possessivenouns, including irregular plurals.3.L.2e Use conventional spelling for high- S1C9 (9%)frequency and other studied words and foradding suffixes to base words (e.g., sitting, √+ √+ √+ √+ √+ √+smiled, cries, happiness).3.L.2f Use spelling patterns and S1C9 (9%)generalizations (e.g., word families, position-based spellings, syllable patterns, ending √+ √+ √+ √+ √+ √+rules, meaningful word parts) in writing words.3.L.2g Consult reference materials, including S3C1 (11%)beginning dictionaries, as needed to check √+ √+ √+ √+ √+ √+and correct spellings. 44
  45. 45. 3.L.3 Use knowledge of language and its See Writing Addendum:conventions when writing, speaking, reading, Writing Elements W03.S2or listening. R03.S3C3.01 Distinguish fact from opinion in persuasive text (e.g., advertisements, product labels, written communications). R03.S3C3.02 Identify persuasive vocabulary (e.g., √+ √+ √+ √+ √+ √+ emotional words) used to influence readers’ perspectives. LS.F1 Use effective vocabulary and logical organization to relate or summarize ideas, events and other information. S1C3 (9%)3.L.3a Choose words and phrases for effect. √+ √+ √+ √+ √+ √+3.L.3b Recognize and observe differencesbetween the conventions of spoken andwritten standard English. √+ √+ √+ √+ √+ √+ 45
  46. 46. 3.L.4 Determine or clarify the meaning of See Writing Addendum:unknown and multiple-meaning word and Writing Elements W03.S2phrases based on grade 3 reading andcontent, choosing flexibly from a range ofstrategies. R03.S1C4.01 Use knowledge of prefixes to (e.g., un-,III-L-2: HI-2: identifying the meaning/usage of re-, in-, dis-) to determine the meaning ofsight words and utilizing them in context. words. R03.S1C4.02III-L-2: HI-3: identifying the meaning/usage of Use knowledge of suffixes (e.g., -ful, -ly, -high frequency words and utilizing them in less) to determine the meaning of words.context. R03.S1C4.06 Determine the meaning of commonIII-L-2: HI-4 explaining the meaning and synonyms, antonyms, and homonyms.usage of grade-specific academic vocabulary R03.S1C4.07and symbols. Determine the meanings and other features of words (e.g., pronunciation, syllabication, synonyms, parts of speech) using the F dictionary, thesaurus, and CD-ROM and Internet when available. R04.S1C4.01 Use knowledge of root words and affixes to determine the meaning of unknown words. R04.S1C4.02 Use context to determine the relevant meaning of a word. R03.S1C1.01 Alphabetize a series of words to the third letter. S1C4 (11%) 46
  47. 47. 3.L.4a Use sentence-level context as a clue to S1C3 (9%)the meaning of a word or phrase.III-L-2: HI-10: using context clues in a varietyof content texts to confirm the intendedmeaning of grade-level homonyms andmultiple-meaning words. √+III-L-2: HI-12: using context clues in a varietyof content texts to confirm the intendedmeaning of grade-level content words.3.L.4b Determine the meaning of the new S1C4(11%)word formed when a known affix is added to aknown word (e.g., agreeable/disagreeable,comfortable/uncomfortable, care/careless,heat/preheat).III-L-2: HI-7: using knowledge of base/root √ √ √+ √+ Fwords and affixes (prefixes and suffixes) todetermine the meaning of unknown grade-level content words.3.L.4c Use a known root word as a clue to the S1C9 (9%)meaning of an unknown word with the sameroot (e.g., company, companion).III-L-2: HI-7: using knowledge of base/rootwords and affixes (prefixes and suffixes) to √+determine the meaning of unknown grade-level content words. 47
  48. 48. 3.L.4d Use glossaries or beginning S1C9 (9%)dictionaries, both print and digital, todetermine or clarify the precise meaning ofkey words and phrases. FIII-L-2: HI-14: using a dictionary to identifymeanings, spellings, and pronunciations ofgrade-level content words.3.L.5 Demonstrate understanding of word R04.S1C4.03relationships and nuances in word meanings. Determine the difference between figurative language and literal language.III-L-2: HI-13: interpreting the meaning of √+figurative language including in a variety ofgrade-level texts.3.L.5a Distinguish the literal and non-literalmeanings of words and phrases in context(e.g., take steps). √+3.L.5b Identify real-life connections betweenwords and their use (e.g., describe people √+ √+ √+ √+who are friendly or helpful).3.L.5c Distinguish shades of meaning amongrelated words that describe states of mind ordegrees of certainty (e.g., knew, believed,suspected, heard, wondered). √+ √+III-L-2: HI-9: completing and explaininganalogous relationships (e.g., bravery:courage ::smooth: ______). 48
  49. 49. 3.L.6 Acquire and use accurately grade- See Writing Addendum:appropriate conversational, general academic, Writing Elements W03.S2and domain-specific words and phrases,including those that signal spatial and √+ √+temporal relationships (e.g., After dinner thatnight we went looking for them). 49

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