This document provides a quarterly learning plan for a Grade 3 student. It outlines the most essential learning competencies that will be covered each quarter in areas like English, Filipino, Math, Science and Araling Panlipunan. The competencies focus on developing the student's skills in listening, speaking, reading and writing. They include objectives like using different types of sentences, reading words with various letter patterns, having conversations, summarizing information and writing short stories. The document contains the codes for each competency in the K to 12 curriculum framework.
Strategic intervention material (sim) 102Brian Mary
I used this presentation for our LAC Session September 2016. Credits to all the owners of SIM, to lrmdc.depedzambales.com and to sir jaypee of tsoktok.blogspot.com
Strategic intervention material (sim) 102Brian Mary
I used this presentation for our LAC Session September 2016. Credits to all the owners of SIM, to lrmdc.depedzambales.com and to sir jaypee of tsoktok.blogspot.com
Mississippi College and Career Readiness Standards fIlonaThornburg83
Mississippi College and Career Readiness Standards for
English Language Arts Scaffolding Document
Third Grade
College- and Career-Readiness Standards for English Language Arts
Page 2 of 99-September 2016
Third Grade
CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
RL.3.1
Ask and answer questions
to demonstrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Readers ask questions before,
during, and after reading.
Readers answer questions
(who, what, when, where,
why, and how) about specific
details from the text.
Authors of literature include
characters, a setting, and
major events.
Readers visualize key
elements within the text.
A student should understand
(Conceptual Understanding)
Readers are always
questioning the text as they
read, including beyond the
text (inferential questions).
Readers listen to their inner
conversation as they read.
Asking and answering
questions about the text
prompts the reader to
examine what information
they lack or what parts of the
text are confusing.
Read closely in order to cite
information from the text in
order to ask and answer
questions.
A student should be able to do
(Evidence of Knowledge)
Provide oral and written
explanations that show
understanding of a text,
using examples from the text
to justify response/thinking.
Reference details and/or
examples in a text when
explaining the basis for the
answers.
Read a text and answer
questions about the text.
Read a text and ask
questions about the text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
questioning/question, ask, answer, text, summarize, text evidence, explicitly stated
College- and Career-Readiness Standards for English Language Arts
Page 3 of 99-September 2016
Third Grade
CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Readers understand
characteristics of stories,
fables, folktales, and myths.
Readers determine the
central message, moral, or
lesson of a story.
Readers know the difference
between a central idea and
key details in a story.
Readers know the
characteristics of an effective
retelling/recounting of
events from a story.
A student should understand
(Conceptual Understanding)
Authors of litera ...
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. 132
Grade Level: Grade 3
GRADE LEVEL STANDARDS: The learner listens critically to get information from text heard, demonstrates independence in using the basic language structure in
oral and written communication, and reads with comprehension.
Qtr Most Essential Learning Competencies Duration
K to 12
CG Code
Q1 Describe one’s drawing about the stories/poems listened to using simple and compound
sentences
Q1 Write a short descriptive paragraph about a character or setting in stories listened to
Q1 Write a short paragraph providing another ending for a story listened to
Q1 Write a diary EN3WC-Ia-j-2.2
Q1 Use different kinds of sentences in a dialogue (e.g. declarative, interrogative,
exclamatory, imperative)
Q1 Use common and proper nouns in a sentence EN3G-If-2.2
Q1 Use plural form of regular nouns by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) EN2G-Ig-h-2 .3
Q1 Use plural from of frequently occurring irregular nouns (e.g. children, feet, teeth) EN3G-Ii-j-2.4
Q1 Review reading and writing short e, a, i, o, and u words in CVC pattern EN3PWR-Ia-b-7
Q1 Read phrases, sentences and short stories consisting of 2-syllable words EN3PWR-Ij-21
Q1 Initiate conversations with peers in a variety of school settings EN3FL-Ia-3.8
Q1 Summarize and restate information shared by others
Q2 Use the be-verbs (am, is, are was, were) correctly in sentences EN3G-IIa-b-3.4
Q2 Use simple verbs (past, present, future) in sentences
Q2 Read words with initial and final consonant blends
Q2 Read familiar words and phrases in texts
Q2 Read words, phrases, sentences and short stories consisting of words with consonant
digraph ch and sh and other words previously studied
EN3PWR-IIi-j-22.1
Q2 Spell one- to- two syllable words with initial and final consonant blends (e.g. pl, tr) and
consonant digraphs (ch and sh)
2. 133
Q2 Identify commonly used possessive pronouns and use them in a sentence
Q2 Identify several effects based on a given cause EN3RC-IIIa 2.7.1
Q2 Make inferences and draw conclusions based on texts (pictures, title and content words) EN3RC-IIIa 2.11
Q2 Distinguish fact from opinion EN3RC-IIIa 2.13
Q2 Use different sources of information in reading EN3RC-IIIg-j-2.5
Q2 Recognize some words represented by common abbreviations (e.g. Mr. Ave., Oct.) EN3V-IIIa-7
Q3 Homonyms (e.g. flower/flour) EN3V-IIIe-f13.6
Q3 Homographs (e.g., read-read) EN3V-IIIg-h-13.7
Q3 Hyponyms – type of (e.g. guava - type of fruit) EN3V-IIIi-j-13.7
Q3 Identify possible solutions to problems EN3LC-IIIb-2.19
Q3 Identify the elements of an informational/factual text hear
Q3 Read words with long a, i, o , u sound (ending in e)
Q3 Read phrases, sentences, stories and poems consisting of long a, i, o, and u words
Q3 Ask and respond to questions about informational texts listened to (environment, health,
how-to’s, etc.)
EN1OL-IIIg-h-3.2
Q3 Compare and contrast information heard EN3OL-IIIi-j-1.9
Q3 Read word with affixes EN1V-IVj-27
Q3 Write a simple story EN2WC-IVa-e-22
Q4 Use the degrees of adjectives in making comparisons (positive, comparative, superlative) EN3G-IVi-j-5.2
Q4 Recognize adverbs of manner EN3G-IVi-j-6.1
Q4 Interpret simple maps of unfamiliar places, signs and symbols
3. 134
Q4 Interpret simple graphs, tables, and pictographs
Q4 Restate facts from informational texts (climate change, children’s rights, traffic safety,
etc.) listened to
EN3LC-IVi-j-3.5
Q4 Read words containing vowel digraphs - ai, ay, ea, ee, oo, oa
Q4 Read phrases, sentences and stories with vowel digraphs - ai, ay, ea, ee, oo, oa
Q4 Read words with vowel diphthongs: oy (boy), oi (boil), ou (out) ow (bow)
Q4 Read phrases, sentences and short stories consisting vowel diphthongs: oy, oi, ou, ow
Q4 Recognize and read some irregularly spelled words (e.g. such as enough, through,
beautiful)
EN3PWR-IVj-22
Q4 Present information in varied artistic ways (e.g. role playing, show and tell, radio
play/podcast/broadcast/reporting/poster presentations)
EN3OL-IVa-e-1.19
Grade Level: Grade 4
GRADE LEVEL STANDARDS: The learner listens critically to various text types and expresses ideas accurately in both oral and written forms; demonstrates
confidence in the use of the language to meet everyday needs; and reads independently and gets relevant information from various text types.
Qtr Most Essential Learning Competencies Duration
K to 12
CG Code
Q1 Recognize the parts of a simple paragraph
Q1 Use resources such as a dictionary, thesaurus, online sources to find the meaning of
words
Q1 Note significant details of various text types
Q1 Identify the structure, purpose and language features of different text types, e.g.
narrative, information report, procedure, argument
Q1 Identify meanings of unfamiliar words through structural analysis (words and affixes:
prefixes and suffixes)
EN4V-IIc-32
Q1 Identify different meanings of content specific words (denotation and connotation) EN4V-IIIf-38
Q1 Get the meaning of words through word association (analogy) and classification. EN4V-IIIh-39
Q2 Use context clues to find meaning of unfamiliar words: definition, exemplification EN4V-Ia-31
Q2 Use clear and coherent sentences employing appropriate grammatical structures: Kinds
of Nouns – Mass Nouns and Count Nouns, Possessive Nouns, Collective nouns
EN4G-Id-33
Q2 Use personal pronouns in sentences EN4G-IIa-4.2.1
Q2 Use adjectives (degrees of comparison, order) in sentences EN4G-IIIa-13
Q2 Use simple present tense of verbs in sentences EN4G-Ii-3.2.1.1
Q2 Use correct time expressions to tell an action in the present EN4G-IIf-10
