Elementary Literacy Curriculum Guideelementary.dmschools.org/.../grade_3_literacy_quick_gui… ·...

2017-2018

Elementary Literacy Quick Guide Grade Three

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Grade 3: Year at a GlanceTopic Scales

*Bold = topic includes Literacy Essential(s)

Unit 1Q1

Unit 2Q2

Unit 3Q2

Unit 4Q3

Unit 5Q4

Unit 6Q4

Suggested Pacing 8/28-10/6 10/9-11/17 11/20-1/12 1/17-3/2 3/5-4/20 4/23-5/30Ask and Answer Text Questions X X X X X X

Central/Main Idea X XStory Elements X

Making Connections X X

Vocabulary and Word Knowledge X X X X X X

Figurative Language X X X X X XText Structure X X

Point of View X XSource of Information in a Text X X

Reasons and Evidence X

Comparing and Contrasting Fiction X

Comparing and Contrasting Non-Fiction X

Grade Level Reading X X X X X X

Opinion Writing X X

Informative Writing X X

Narrative Writing X X

Research Organization X

*Revising Writing and Presenting Ideas (Checklist)

X(Optional to

Report)

X(Optional to

Report)

X(Optional to

Report)X X X

*Grammar and Spelling (Checklist) X

(Optional to Report)

X(Optional to

Report)

X(Optional to

Report)X X X

*See page 2 for sequence of individual standards within each checklist.

Page | 2 Grade 3 Literacy Quick Guide Updated 5/5/2023

Grammar and Spelling (Checklist)Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

1) Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (L.3.1a) X X X X

2) Form and use regular and irregular plural nouns. (L.3.1b) X X3) Use abstract nouns. (for example, childhood). (L.3.1c) X4) Form and use regular and irregular verbs. (L.3.1d) X5) Ensure subject-verb and pronoun-antecedent agreement. (L.3.1f) X X6) Form and use comparative and superlative adjectives and adverbs, and choose

between them depending on what is to be modified. (L.3.1g) X X7) Use coordinating and subordinating conjunctions. (L.3.1h) X X

8) Produce simple, compound, and complex sentences in context. (L.3.1i) X X9) Capitalize appropriate words in titles. (L.3.2a) X X X10)Use commas in addresses. (L.3.2b) X X


11)Use commas and quotation marks in dialogue. (L.3.2c) X12)Form and use possessives. (L.3.2d) X13)Use conventional spelling for high-frequency and other studied words and for

adding suffixes to base words (for example, sitting, smiled, cries, happiness). (L.3.2e)

X X X X X X

14)Choose words and phrases for effect. (L.3.3a) X15)Describe differences between the conventions of spoken and written standard

English. (L.3.3b) X X X X X X16)Acquire and use accurately grade-appropriate conversational, general academic,

and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). (L.3.6)

X X X X X X

Reporting Conversion (# of standards mastered converted to scale score): 16= Score 3; 13-15= 2.5; 11-12= 2; 9-10= 1.5; 1-8= 1

Revising Writing and Presenting Ideas (Checklist)Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

1) With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose (Grade-specifics expectations for writing types are defined in Writing Standards 1-3). (W.3.4)

x x x x x x

2) With guidance and support from peers and adults, develop and strengthen writing as needed by planning. (W.3.5) x x x x x x

3) With guidance and support from adults and peers, develop and strengthen writing as needed by revising and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3). (W.3.5)

x x x x x x

4) With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills). (W.3.6) x x x x x x

5) With guidance and support from adults, use technology to interact and collaborate with others (on writing). (W.3.6) x x x x x x

6) Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (SL.3.3) x x x x x x

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

8) Create engaging audio recording of stories or poems that demonstrate flued reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. (SL.3.5)

x x x x x x

Reporting Conversion (# of items mastered converted to scale score): 8= Score 3; 7= 2.5; 6= 2; 5= 1.5; 1-4= 1

Grade 3: Literacy Scales + ChecklistsNo changes can be made to targets identified in bold, as these are directly from the Iowa Core Standards. *** targets are Essentials to Literacy at this grade level.

Click here to read more about selecting an appropriate text to use with students when gathering evidence of mastery.

Ask and Answer Text Questions (RL.3.1, RI.3.1)

ANCHOR STANDARD(S):

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.

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the goal.


https://www.dropbox.com/s/qv162vl9733ucps/Using%20a%20Below%20Level%20Text.docx?dl=0

3Learning

GoalA. Ask and answer questions to demonstrate understanding of a (fiction and non-fiction) text, referring

explicitly to the text as the basis for the answers. (RL.3.1; RI.3.1)***ANALYSIS

2a. Answer such questions as Who?, What?, Where?, When?, Why?, and How? to demonstrate understanding of key

details in a (fiction and non-fiction) text. b. Ask such questions as Who?, What?, Where?, When?, Why?, and How? to demonstrate understanding of key

details in a (fiction and non-fiction) text.c. Explain why the text supports an answer

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Academic Vocabular

ybasis, detail, evidence, explicit

Ask and Answer Text Questions – Item Bank(RL.3.1, RI.3.1)

Level 4Research answers to your questions that the text did not answer. Cite evidence from additional (non-fiction) text to answer your questions.

Level 3A

What does the author mean when he/she says _____? What details can you find from the text to support your inference?Who or what is this text about? Find two paragraphs that help you learn about __________. Use this evidence in your evidence.How are ______(character, setting, character's actions, etc.) and _______ connected? Use the text to support your answer.

Level 2 a b c

What are the major events or facts in the text? Why does the author include these events or facts in the text?

What questions do you have about the text?

What question might you ask as you read that will help you understanding more about (character’s name or settting or main event)?

Use text evidence to support your answer.

Where in the text is there evidence to support your answer?


Central/Main Idea (RL.3.2, RI.3.2)

ANCHOR STANDARD(S):

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.


3Learning

Goal

A. Determine the central message, lesson, or moral of fables, folktales, and myths from diverse cultures. (RL.3.2)

B. Explain how the central message, lesson, or moral is conveyed through key details in a text. (RL.3.2) C. Determine the main idea of a text. (RI.3.2)***D. Explain how student-recounted key details support the main idea. (RI.3.2)***

ANALYSIS

2a. Identify the central message, lesson, or moral.b. Recount stories, including fables, folktales, and myths from diverse cultures. (RL.3.2) c. Identify the main idea.d. Recount the key details that support a teacher-provided main idea of a text. (RI.3.2)


ymain idea, central message, moral, lesson, myth, fable, folktale, diverse, culture, convey

Theme + Central Ideas. (RL.3.2, RI.3.2)

Level 4Take away a chunk of a fable and have students create their own portion of the story. Students tell how changing a part of the story affects the central idea of the story.

Using a Journeys text, students read and determine a different theme (choices provided) if one or two key details from the story were changed. Students give an example of how this new theme applies to them.

Students examine different fables, folktakes, or myths and identify the theme, message, or moral and provide key details to support their idea. The student will then answer which of the texts is the most suitable for life and give examples that pertain to them.

Level 3A B C D

What lesson did the character learn? Support your answer with evidence from the text.

Using the text, how do you know what the central (message, moral, lesson) of the story is?

What is the main idea and what are the key details that hed you determine it?

What details and facts from the text would you include when summarizing what the text is about?

Level 2 a b c d


What is the. (moral, lesson, message) of the story?MULTIPLE CHOICE

Summarize the text. What is the main idea of the text? The main idea of the text is ______ which one is a detail to support it?

MULTIPLE CHOICE

Story Elements (RL.3.3)

ANCHOR STANDARD(S): Analyze how and why individuals, events, or ideas develop and interact over the course of a text.


3Learning

GoalA. Explain how the characters’ actions contribute to the sequence of events. (RL.3.3)

ANALYSIS

2 a. Describe characters in a story (for example, their traits, motivations, or feelings). (RL.3.3) b. Recognize or recall the character’s traits, motivations, and/or feelings from a story.


yaction, contribute, feeling, motivation, sequence of events, trait

Story Elements – Item Bank(RL.3.3)Level 4

Adapt the story by adding a character (you or someone you know). Revise the story by experimenting with the sequence of events in the story. Explain how the sequence of events changed over time with adding the new character.

Level 3A

What does (character) want and why does he/she want it?How does the main character try to solve the problem. Use evidence from the text to support your answer.How does the main character change in the story? What events cause that change?

Level 2 a b


What is one word that describes (character). Why is ____ a good word to describe him/her?

What motivates the character in the story?

What is a word that describes the character at the (beginning, middle or end) of the story?

How does the main character change in the story? What motivates the character in the story?MULTIPLE CHOICE

Which word describes the character at the (beginning, middle or end) of the story?MULTIPLE CHOICE

Making Connections (RI.3.3)

ANCHOR STANDARD(S):

Analyze how and why individuals, events, or ideas develop and interact over the course of a text.


3Learning

Goal

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

ANALYSIS

2a. Recognize key words in a text as they relate to time, sequence, or steps in the text. b. Recall events, ideas, concepts, or steps in a text as they relate to time or sequence.c. Represent (draw, map, show) the connections between a series of events, ideas, concepts, or steps in a

text. 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Academic Vocabulary cause/effect, concept, connection, event, historical, idea, procedure, relationship, sequence, series, scientific, technical, time

Making Connections – Item Bank(RI.3.3)

Level 4

Change one event, step, or idea presented in the text. Re-write the text describing how this change impacts that relationship between the events, ideas, concepts, or steps in the text, using language that pertains to time, sequence, and cause/effect.

Level 3A

Read paragraphs ___-____. Describe how the events in these paragraphs are related.Choose one specific piece of information from each section that best explains what or why something happens.The author organized the text by sequencing the events, identify three events, in order. What did the author want to demonstrate because of the sequence relationship?What language did the author use to transition from one event to the next. Give examples from the text and explain how that helped you understand what was happening.Based on (part of text) in the text. Why does _______ occur after _______?

Level 2


a b cCircle the words in the text that help you understand sequence, time, or steps.

In paragraph _____, what are the words that help events move in a sequence? (time order words)

What happened before/after ________? Put the following events of the story in sequential order.


Vocabulary and Word Knowledge (L.3.4a, L.3.4b, L.3.4c, L.3.4d, L.3.5b, L.3.5c, RI.3.4)

ANCHOR STANDARD(S):

Interpret words and phrases as they are used in a text, including determine technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


3Learning

Goal

Students demonstrate they have the ability to determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, *choosing flexibly from a range of strategies. (Language 4)

A. Use sentence-level context as a clue to the meaning of a word or phrase. (L.3.4a)***B. Determine the meaning of the new word formed when a known affix is added to a known word.

(e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). (L.3.4b)***C. Use a known root word as a clue to the meaning of an unknown word with the same root. (e.g.,

company, companion). (L.3.4c)***D. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise

meaning of key words and phrases. (L.3.4d)E. Distinguish shades of meaning among related words that describe states of mind or degrees of

certainty (e.g., knew, believed, suspected, heard, wondered). (L.3.5c) ANALYSIS

2

a. Describe the meaning of common Greek and Latin affixes and roots. b. Identify real-life connections between words and their use (e.g. describe people who are friendly or

helpful). (L.3.5b) c. Determine the meaning of general academic and domain-specific words and phrases in a text

relevant to a grade 3 topic or subject area. (RI.3.4) 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Academic Vocabular

yroot, synonym, antonym, homograph, simile, metaphor, context clue*Use “Prefixes, Suffixes, Root Words” document as a guide


https://www.dropbox.com/s/zzvbcy7yiida1n0/3%20LITERACY%20Prefixes%2C%20Suffixes%2C%20Roots.docx?dl=0

Vocabulary and Word Knowledge – Item Bank(L.3.4a, L.3.4b, L.3.4c, L.3.4d, L.3.5b, L.3.5c, RI.3.4)

Level 4

Student appropriately uses above grade level vocabulary in writing and speaking. See next grade level for suggested vocabulary words.

Level 3- Student CHOOSES FLEXIBLY from a range of strategies to determine word meaningsA B C D E

Use the context of the word, and information provided in the article to figure out the meaning of the underlined words. Write the meanings on the lines below.

Add prefix/suffix to a root word. Student writes/tells new meaning.

This task is most effective when completed in reading connected text or when writing.

*Use “Prefixes, Suffixes, Root Words” document as a guide

Student says/writes definition of root.

Student says/write definition of root plus suffix/prefix.



Student says/writes definition of individual words in the compound word.

Student says/write definition of compound word using definitions of individual words.


Student uses glossary, dictionary to say/write his own definition for a word encountered in connected text.

Level 2 a b c

Student says/write a meaning/definition in his own words for common prefixes, suffixes, and roots.


Student uses newly learned words in their writing or speaking.

Students says/writes the meaning of common grade level vocabulary. This task is most effective when completed in reading connected text.




Figurative Language (L.3.5a, RL.3.4)

ANCHOR STANDARD(S):

Interpret words and phrases as they are used in a text, including determine technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


3Learning

Goal

A. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (L.3.5a)

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

ANALYSIS

2 Students demonstrate they have developed the ability to

a. Recount the meaning of common nonliteral words and phrases. 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Academic Vocabular

yliteral, nonliteral

Figurative Language – Item Bank(L.3.5a, RL.3.4)

Level 4

Students uses nonliteral words and phrases in their writing and/or speaking.

Level 3A B

Student can find (underline, write, highlight) examples of nonliteral meaning in text. (Example text: Amelia Bedelia)

Students can choose flexibly from strategies to write/say the meaning on nonliteral words and phrases while reading.

Level 2 a

Student can write/say the meaning of common nonliteral words and phrases.


Text Structure (RL.3.5)

ANCHOR STANDARD(S):

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.


3Learning

Goal

A. Describe how each successive part (chapter, scene, stanza) of a story, drama, or poem builds on earlier sections. (RL.3.5)

COMPREHENSION

2a. Refer to parts of stories, dramas, and poems using terms such as chapter, scene, and stanza

when writing or speaking about a text. (RL.3.5)b. Identify the parts of stories, drama, and poems (for example, chapter, scene, stanza).


ychapter, drama, logical, paragraph, poem, refer, scene, sequence, stanza, successive

Text Structure – Item Bank(RL.3.5)Level 4

Students classify a poem presented in a narrative form into stanzas. Students justify why they broke apart the narrative into stanzas the way that they did.

Level 3A

In this book, how does chapter _____ build on chapter ____? Refer to the story to support your answer.In the poem _____, how does stanza ____ build on stanza ____?What is the importance of having scenes in this text? Explain your thinking.

Level 2 a b

In writing/speaking about a story, drama, or poem, students use the terms “chapter”, “scene” or “stanza to describe parts of the text.

Which of the following is a stanza from the text?MULTIPLE CHOICE


Point of View (RL.3.6, RI.3.6)

ANCHOR STANDARD(

S):Assess how point of view or purpose shapes the content and style of a text.


3Learning

Goal

A. Distinguish his or her own point of view from that of the narrator or those of the characters. (RL.3.6)

B. Distinguish his or her own point of view from that of the author of a text. (RI.3.6)COMPREHENSION

2a. Determine his or her own point of view.b. Determine the points of view of the narrator and/or characters in a textc. Determine the points of view of the author in a text.


yauthor, character, narrator, point of view

Point of View – Item Bank(RL.3.6, RI.3.6)

Level 4

(Revise) Rewrite or retell the story or text from a different point of view.

Level 3A B

Fiction- Compare your point of view with that of the character/narrator. I know this because______________.

Fiction- Do you agree or disagree with the characters actions in the story and why or why not?

Nonfiction- Compare your point of view with that of the author. I know this because______________.

Did the author provide information and ideas to change your point of view about the topic? List 2 ways the author did or did not change your point of view.

What is the topic/subject of the story? What is the authors point of view toward the topic. List 2 ways the author explains her point of view.

Level 2 a b c


What is your point of view of this topic? Who is telling the story? How do you know?

What are the narrator/characters’ points of view? What topic did the author write about? How did the author feel about the topic and how can you tell?


Sources of Information in a Text (RL.3.7, RI.3.7, RI.3.5)

ANCHOR STANDARD(S):

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.


3Learning

Goal

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

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

COMPREHENSION

2

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

b. Describe information from the illustrations of a text. c. Identify aspects of illustrations that contribute to what is conveyed by the words (for example, create mood,

emphasize aspects of a character or setting). d. Identify text features and search tools (for example, keywords, sidebars, hyperlinks).


yaspect, convey, illustration, information, mood, text features, search tool, efficient

Sources of Information in a Text – Item Bank(RL.3.7, RI.3.7, RI.3.5)

Level 4

Sort illustrations into those that would support the text and those that would not. Justify your thinking.

Level 3A B

How do the illustrations add to my understanding of the characters, setting and plot?

What do the illustrations in the book give me that the words don't?

How do the picture and captions, diagrams and charts help me understand the main idea of the text?

What do the illustrations in the book give me that the words don't?Level 2

a b c d


How can you use sidebars/hyperlinks/key words to locate information on the topic?

What type of text features does the author use in the story? Why did the author include that text feature?

What is shown in this illustration? Which parts of this illustration emphasize aspects of the character(s)? emphasize aspects of the setting? Create mood?

Point to the keyword on this page (in bold).

Point to the sidebar.

Point to the hyperlink.

Reasons and Evidence (RI.3.8)

ANCHOR STANDARD(S):

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. *Important Note: NOT the same as main idea


3Learning

Goal

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

B. Describe how reasons support specific points the author makes in a text (reference RI.2.8, RI.4.8)***COMPREHENSION

2 a. Identify words that signal relationships between sentences and paragraphs in a grade appropriate text. b. Identify reasons the author gives to support specific points in a text.


yauthor, point (author’s opinion), reason (facts), support

Reasons and Evidence – Item Bank(RI.3.8)

Level 4

Compare and contrast the way that two authors present different reasons and evidence on the same topic. Describe how each author’s writing builds on itself in a comparison, cause/effect, or sequence structure.

Level 3A B

How is paragraph 4 organized? (comparison, cause/effect, sequence)

How is the text written (Comparison, cause/effect, or sequential order)? How do you know? Why? Give one or two examples from the text.

What are the reasons for the author’s opinion? Provide evidence to support your answer.

Level 2 a b


What words in the text help me know how the text is organized/that the text is organized by comparison/cause-effect/sequence? The author thinks… What reasons does he give to support that point?


Comparing and Contrasting Fiction (RL.3.9)

ANCHOR STANDARD(S):

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


3Learning

Goal

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

ANALYSIS

2a. Recognize or recall isolated facts or details about the themes, settings, and plots of stories written by the

same author about the same or similar charactersb. Create a side-by-side representation of the settings, plots or characters of the two texts (ex. drawing, writing,

diagram)1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Academic Vocabular

yplot, theme

Comparing and Contrasting Fiction – Item Bank(RL.3.9)Level 4

After reading A Mr. Rubbish Mood, students compare and contrast the two main characters, Judy and Stink. Decide which you would prefer to have for a sibling and explain your thinking.

Level 3A

What is the theme/setting/plot of this story? How is it different from themes/settings/plots of the other stories we have read by this same author?

How is the theme/plot/setting from ___ similar/different from ____? Use evidence from the text to support your answer.

Does the author always leave you with a similar feeling about characters in a text?

Use Venn diagram to compare and contrast the setting, plot, theme and characters of texts by the same author.Level 2

a b

Recall (fact) question about the theme, setting, or plot of the text.

Use a t-chart to identify important points and details from two texts from the same author.

What was similar/different between the characters in _______ and _____?MULTIPLE CHOICE

What was similar/different between the setting of _______ and _____?MULTIPLE CHOICE


Comparing and Contrasting Nonfiction (RI.3.9)

ANCHOR STANDARD(S):

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


3Learning

Goal

A. Compare and contrast the most important points and key details presented in two texts on the same topic. (RI.3.9)***

ANALYSIS

2 a. Use a diagram to represent the important points and key details presented in two texts on the same topic.


ysimilar, point

Comparing and Contrasting Nonfiction- Item Bank(RI.3.9)

Level 4

What key conclusion about the topic/text can be made from comparing/contrasting _____ with/to _____?

Level 3A

What are the most important point and key details in Text A and in Text B? How is the same topic presented similarly in Text A and Text B? How is it presented differently?

Level 2 a

List the key details from text A on a graphic organizer AND list the key details from text B on a graphic organizer


Grade Level Reading (RF.3.3, RF.3.4, RL.3.10, RI.3.10)

ANCHOR STANDARD(S):

Read and comprehend complex literary and informational texts independently and proficiently.

4 Students demonstrate they have the ability to read text at the 830+ Lexile level.

3.5 Students demonstrate they have the ability to read text at the 708- 829 Lexile level.

3

Students demonstrate they have the ability to read text at the 585-707 Lexile level. Know and apply grade-level phonics and word analysis skills in decoding words. (RF.3.3)***

a. Identify and know the meaning of the most common prefixes and derivational suffixes. (RF.3.3a)***b. Decode words with common Latin suffixes. (RF.3.3b)***c. Decode multisyllable words. (RF.3.3c)***d. Read grade-appropriate irregularly spelled words. (RF.3.3d)***

Read with sufficient accuracy and fluency to support comprehension. (RF.3.4)***a. Read grade-level text with purpose and understanding. (RF.3.4a) b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (RF.3.4b)c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.3.4c)

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. (RL3.10)

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

2.5 Students demonstrate they have the ability to read text at the 465-584 Lexile level.

2 Students demonstrate they have the ability to read text at the 345-464 Lexile level.

1.5 Students demonstrate they have the ability to read text at the 173-344 Lexile level.

1 Students demonstrate they have the ability to read text at the BR- 172 Lexile level.

Text Level Guidance: When collecting evidence around the reading (RL + RI) topics, students are expected to independently read the text and demonstrate their level 3 understanding. When a student is not able to independently access grade level text, a below level text may be used to assess the standard (learning goal); however, if a below level text is not complex enough to support the level 3 learning, the standard may be assessed using listening comprehension as a level 2 target.

This Grade Level Reading topic communicates if students can independently read and comprehend grade level text. The other RI and RL topics do not require students to read grade level text for assessment; however, teachers are encourage to use grade level, complex text during instruction whenever possible as is best practice.

Determining a Topic Score for Grade Level Reading Run “Class Report” for the most recent MAP Reading Test Locate the Lexile range for each student on the report Add 100 points from the bottom number of the range to determine each student’s Lexile level Compare that number to ranges in the above scale to determine the topic score


Opinion Writing(W.3.1)

ANCHOR STANDARD(S):

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.


3Learning

Goal

A. State an opinion. (W.3.1a)***B. Create an organizational structure that lists reasons. (W.3.1a)***C. Provide reasons that support the opinion. (W.3.1b)***

KNOWLEDGE UTILIZATION

2a. Introduce the topic or text they are writing about. (W.3.1a)***b. Provide a concluding statement or section. (W.3.1d)***c. Use linking words and phrases. (for example, because, therefore, since, for example) to connect

opinions and reasons. (W.3.1c)***


yconcluding statement, connect, linking, opinion, organizational structure, phrase, point of view, reason, support

Opinion Writing- Item Bank(W.3.1)

Level 4

Debate with others and predict opposing arguments about a meaningful real world topic. Provide counter arguments/replies. Survey before and after the debate and see if opinions changed.

Level 3- Student Writing Samples

Example: Students choose a meaningful real world topic and convey their opinion with arguments/reasons that support it.

http://www.corestandards.org/assets/Appendix_C.pdf

http://achievethecore.org/category/330/student-writing-samples




Informative Writing (W.3.2)

ANCHOR STANDARD(S):

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


3Learning

Goal

Students demonstrate they have the ability to write informative texts in which they:A. Group related information together. (W.3.2a)***B. Develop the topic with facts, definitions, and details. (W.3.2b)***C. Provide a concluding statement or section. (W.3.2d)***

ANALYSIS

2a. Include illustrations when useful to aiding comprehension. (W.3.2a)***b. Introduce a topic. (W.3.2a)***c. Include illustrations when useful to aiding comprehension. (W.3.2a)***d. Use linking words and phrases. (for example, also, another, and, more, but) to connect ideas

within categories of information. (W.3.2c)***


yconcluding statement, connect, convey, definition, detail, fact, informative/explanatory, linking, phrase, topic

Informative Writing– Item Bank(W.3.2)

Level 4

Students investigate the density of objects in water. They then will select the most suitable text structure and write to describe the experiment, using the targets in both level 2 and level 3.

Level 3 Student Writing Samples






Narrative Writing (W.3.3)

ANCHOR STANDARD(S):

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.


3Learning

Goal

Students demonstrate they have the ability to write narrative pieces in which they:A. Organize an event sequence that unfolds naturally. (W.3.3a)B. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and

events or show the response of characters to situations. (W.3.3b) ANALYSIS

2a. Establish a situation and introduce a narrator and/or characters. (W.3.3a)b. Use temporal words and phrases to signal event order. (W.3.3c)c. Provide a sense of closure. (W.3.3d)


yclosure, detail, dialogue, experience, narrative, organize, phrase, response, sequence, situation, technique, time order, temporal

Narrative Writing – Item Bank(W.3.3)

Level 4

Level 3 Student Writing Sampleshttp://www.corestandards.org/assets/Appendix_C.pdf





Research Organization (W.3.7, W. 3.8)

ANCHOR STANDARD(

S):

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.


3Learning

Goal

A. Conduct short research projects that build knowledge about a topic. (W.3.7) B. Recall information from experiences or gather information from print and digital sources. (W.3.8)

KNOWLEDGE UTILIZATION

2a. Recall information from experiences or gather information from print and digital sources. (W.3.8)b. Take brief notes on sources. (W.3.8)c. Sort evidence into categories. (W.3.8)


yresearch project, category, experience, hyperlink, key word, recall, relevant, search tool, sidebar, source, text feature

Research Organization - Item Bank(W.3.7, W.3.8)

Level 4

Level 3 Student Writing Examples






Revising Writing and Presenting Ideas (Checklist)1) With guidance and support from adults, produce writing in which the development and organization are appropriate to

task and purpose (Grade-specifics expectations for writing types are defined in Writing Standards 1-3). (W.3.4) 2) With guidance and support from peers and adults, develop and strengthen writing as needed by planning. (W.3.5) 3) With guidance and support from adults and peers, develop and strengthen writing as needed by revising and editing.

(Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3). (W.3.5)4) With guidance and support from adults, use technology to produce and publish writing. (using keyboarding skills). (W.3.6)5) With guidance and support from adults, use technology to interact and collaborate with others (on writing). (W.3.6) 6) Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (SL.3.3)7) Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details,

speaking clearly at an understandable pace. (SL.3.4)8) Create engaging audio recording of stories or poems that demonstrate flued reading at an understandable pace; add

visual displays when appropriate to emphasize or enhance certain facts or details. (SL.3.5) Reporting Conversion (# of items mastered converted to scale score): 8= Score 3; 7= 2.5; 6= 2; 5= 1.5; 1-4= 1

Grammar and Spelling (Checklist)1) Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular

sentences. (L.3.1a)2) Form and use regular and irregular plural nouns. (L.3.1b)3) Use abstract nouns (for example, childhood). (L.3.1c)

Form and use regular and irregular verbs. (L.3.1d)4) Ensure subject-verb and pronoun-antecedent agreement. (L.3.1f)5) Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be

modified. (L.3.1g)6) Use coordinating and subordinating conjunctions. (L.3.1h)7) Produce simple, compound, and complex sentences in context. (L.3.1i)8) Capitalize appropriate words in titles. (L.3.2a)9) Use commas in addresses. (L.3.2b) 10)Use commas and quotation marks in dialogue. (L.3.2c)11)Form and use possessives. (L.3.2d)12)Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (for example,

sitting, smiled, cries, happiness). (L.3.2e)13)Use spelling patterns and generalizations. (for example, word families, position-based spellings, syllable patterns, ending

rules, meaningful word parts) in writing words. (L.3.2f)14)Choose words and phrases for effect. (L.3.3a) 15)Describe differences between the conventions of spoken and written standard English. (L.3.3b)16)Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including

those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). (L.3.6)Reporting Conversion (# of standards mastered converted to scale score): 16= Score 3; 13-15- 2.5; 11-12= 2; 9-10= 1.5; 1-8= 1


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