Third Grade: The Common Core vs the Alaska State Standards

Tags

Grade 3 is where some of the trickier changes in the Alaska Standards occur. Overwhelmingly, these changes take place in the section on reading informational texts. While it may appear that these standards are “different,” a close analysis suggests they are not so different as the Alaska Department of Education and Early Development would have one believe.  There are three common techniques used to change the standards: 1) use of synonyms, 2) the use of definitions, 3) moving a concept to a standard with a different number. One unique feature in Alaska’s standards is the specification of the Socratic method for rules of engagement.

I continue to be struck by the collaborative nature of these standards. When I was a child in school, collaboration was called cheating. Now, it is codified in standards.

Grade 3 Foundation Skills:  The Alaska Foundation Skills for Grade 3 are identical to the corresponding Common Core standards.

Grade 3 Reading Literature: Alaska’s Grade 3 Literature Reading Standards are extremely similar to the Common Core and contains all the Common Core language.  Clarifying language is added to the first standard (details from the text), and the second standard reverses the clauses of the Common Core standard and some synonyms are used.  The word “recount” in the Common Core is replaced with the word “summarize.”  The Common Core standard, CCSS.ELA-LITERACY.RL.3.4 states student should “distinguishing literal from nonliteral language” whereas the Alaska standard states, “distinguishing literal meanings from use of figurative language.”  Alaska’s literature reading standard includes “variety of cultures.” This is language that was not included in the Alaska version of CCSS.ELA-LITERACY.RL.3.2, so it isn’t “new;” it simply appears in a different place in the Common Core standards.  In the final Reading Literature Standard, Alaskan students read, “with scaffolding,” whereas the corresponding Common Core standard requires students to read Grade 3 texts independently and proficiently at the end of Grade 3. However, there is no definition of what a Grade 3 text is in the Alaska standard, so it is uncertain what this standard actually means.

 

Grade 3 Reading Informational Texts: The Alaska Grade 3 Informational texts standards involve a bit of trickery; except for cause and effect, the Common Core language is there, but it is a mash-up and requires a bit of patience to analyze. First, let’s consider the obvious things.  Many of the Alaska standards in Grade 3 are “with prompting and support” as if someone went a bit crazy on the cut and paste of those words.  In the first standard, the common core “asks” whereas the Alaska standard “elicits” although the Alaska standard does say the answer must come from the text and the Common Core does not require that the answer come from the text (although it is assumed that is what is intended by the common core authors).

In the second standard, Alaskans get prompting and support to “retell” whereas the Common Core standard has the student “recount.”  In both cases the student is recalling information, just Alaska uses the synonym and they get an adult to help them remember.  In standard 3, the Common Core asks for a series of events, whereas the Alaska standard asks how the events are connected; in either case it is a timeline of events that students are creating.  Standard 5 in the Alaska standard is baffling: students are requested to find parts of a book such as its front cover, back cover, and title page. This standard seems more appropriate to first grade or Kindergarten and replaces the Common Core standard on identifying a hyperlink (that is a link on a webpage for us regular folks).

Next is where the real “trickery” comes into play. The Common Core Standard CCSS.ELA-LITERACY.RI.3.6 appears as part of Alaska Standard number #8 in the Informational texts.  Part of Common Core standard CCSS.ELA-LITERACY.RI.3.7 appears in Alaska Standard #6 in Informational Texts. Cause and Effect in the Common Core CCSS.ELA-LITERACY.RI.3.8  and in CCSS.ELA-LITERACY.RI.3.3 is dropped in the Alaska Standard.

The next instance is the use of synonyms to try to pass off a re-write as a “different” standard. CCSS.ELA-LITERACY.RI.3.9 requires “compare and contrast.” Keep in mind that compare means to show how two things are alike and contrast means show how two things are different in reading the corresponding Alaska Standard; Alaska’s standard states “identify basic similarities in and differences.” The Alaska Standard is a bit wordy, but it seeks to inculcate the same basic notion to the student as the common core.

In the last standard in this section, the Common Core standard states students should read proficiently and independently in Grade 3, whereas the Alaska standard has students engaged in group activities with scaffolding. Thus, at the end of Grade 3, Alaskan students read collectively with adult help.   I’m not really sure what that means; is that reader’s theater, or are students still having information from their text books read to them by the teacher?

 

Further, it seems uncertain what constitutes Grade 3 reading; this is never defined.

In essence, the only thing Alaskan students are required to do independently in the Reading Informational Texts is finding the front and back covers of a book and the title page.  This is not more rigorous than the old Alaskan Reading GLEs for this grade.

 

Grade 3 Writing: These standards are the same as the Common Core; the only differences involve the use of synonyms and definitions to make them seem slightly different. Even the empty standards, such as CCSS.ELA-LITERACY.W.3.9, are brought over from the Common Core. In contrasting the Common Core standards to the Alaska Standards, there are several word changes that appear throughout the grades, as if a global search and replace software function was applied to the Common Core to obtain new standards.  As in other grades, the use of the words, “Write a narrative” are replaced with “use narrative writing techniques,” as in the Alaska version of CCSS.ELA-LITERACY.W.3.3.  Similarly, in CCSS.ELA-LITERACY.W.3.3.B, the phrase “Use dialogue” in the Common Core becomes “Use narrative techniques, such as dialogue” in the corresponding Alaska Standard.  The phrase, “and explanations that support the focus” is added to a few standards, but does not seem to add any additional clarification.  The synonym trick is used in in the Alaskan version of CCSS.ELA-LITERACY.W.3.2.A. The Common Core word, “illustrations” becomes “captioned visuals” in the Alaska standards.  The Common Core standard CCSS.ELA-LITERACY.W.3.2.D uses language that has students writing “summarizing sections” whereas the Alaskan version has students paraphrasing.

Grade 3 English Language Arts: The Alaska Standards and the Common Core English Language Arts standards are virtually identical. One difference can be found in the Alaska version of CCSS.ELA-LITERACY.L.3.1.A, where the Common Core states, “Explain the function” of various parts of speech and Alaska’s standards states that students should use parts of speech “to apply the conventions of English.”

Grade 3 Speaking and Listening Skills: All the Common Core Speaking and Listening standards can be found in Alaska’s version. Alaska adds language to its version of CCSS.ELA-LITERACY.SL.3.5 that states, “use techniques that engage the listener.”  Perhaps Mel Blanc, who spent his early years in Alaska’s mining camps, would have survived the Alaska version of the standards, at least to the third grade.

 

 

Compare and Contrast the Common Core Standards in Reading Foundation Skills for Grade 3 with  the Alaska State Standards for Reading Foundation Skills in Grade 3.

 

Common Core Standards in Reading Foundation Skills in Grade 3 Alaska State Standards for Reading Foundation Skills in Grade 3.
Phonics and Word Recognition Phonics and Word Recognition
CCSS.ELA-LITERACY.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.  3. Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.3.3.A  Identify and know the meaning of the most common prefixes and derivational suffixes. a. Identify and know the meaning of the most common prefixes and derivational suffixes.
CCSS.ELA-LITERACY.RF.3.3.B  Decode words with common Latin suffixes. b. Decode words with common Latin suffixes.
CCSS.ELA-LITERACY.RF.3.3.C     Decode multi-syllable words. c. Decode multi-syllable words. 
CCSS.ELA-LITERACY.RF.3.3.D Read grade-appropriate irregularly spelled words. d. Read grade-appropriate irregularly spelled words.
Fluency Fluency
CCSS.ELA-LITERACY.RF.3.4  Read with sufficient accuracy and fluency to support comprehension. 4. Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.3.4.A  Read grade-level text with purpose and understanding. a. Read on-level text with purpose and understanding.
CCSS.ELA-LITERACY.RF.3.4.B  Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 
CCSS.ELA-LITERACY.RF.3.4.C  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.  c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Compare and Contrast the Common Core Standards in Reading Literature for Grade 3 with the Alaska State Standards for Reading Literature in Grade 3.

Common Core- Reading Literature-Grade 3 Alaska Standards -Reading Literature-Grade 3
Key Ideas and Details Key Ideas and Details
CCSS.ELA-LITERACY.RL.3.1  Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.  1. Ask and answer questions to demonstrate understanding of a text (e.g., making basic inferences and predictions), referring explicitly to details from the text as the basis for the answers.
CCSS.ELA-LITERACY.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. 2. Determine the author’s purpose, message, lesson, or moral and explain how it is conveyed through key details in the text; summarize stories in correct sequence, including fables and folktales from diverse cultures.[notice this standard puts the last half of the common core standard first; determine in the common core becomes summarize]
CCSS.ELA-LITERACY.RL.3.3  Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (e.g., creating or solving a problem).
Craft and Structure Craft and Structure
CCSS.ELA-LITERACY.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal meanings from use of figurative language (e.g., exaggeration in tall tales).
CCSS.ELA-LITERACY.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
CCSS.ELA-LITERACY.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. 6. Distinguish their own point of view from that of the narrator or those of the characters.
Integration of Knowledge and Ideas Integration of Knowledge and Ideas
CCSS.ELA-LITERACY.RL.3.7  Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) 7. Explain how specific aspects of text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
CCSS.ELA-LITERACY.RL.3.8 not applicable to literature  8. (Not applicable to literature)[note: yet another empty standard brought into the Alaska Standards from the Common Core.]
CCSS.ELA-LITERACY.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)  9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
Range of Reading and Level of Text Complexity          CCSS.ELA-LITERACY.RL.3.10By 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. Range of Reading and Level of Text Complexity                          10. By the end of the year, read and comprehend a range of literature from a variety of cultures,  within a complexity band appropriate to grade 3 (from upper grade 2 to grade 4), with scaffolding as needed at the high end of the range.

 

Compare and Contrast the Common Core Standards in Reading Informational Texts for Grade 3 with the Alaska State Standards for Reading Informational Texts in Grade 3.

 

Common Core- Informational Texts- Grade 3 Alaska- Informational Texts- Grade 3
Key Ideas and Details Key Ideas and Details
CCSS.ELA-LITERACY.RI.3.1  Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.  1. With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text.
CCSS.ELA-LITERACY.RI.3.2  Determine the main idea of a text; recount the key details and explain how they support the main idea.  2. With prompting and support, identify the main topic and retell key details of a text.
CCSS.ELA-LITERACY.RI.3.3  Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure Craft and Structure
CCSS.ELA-LITERACY.RI.3.4  Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.  4. With prompting and support, ask and answer questions about unknown words in a text.
CCSS.ELA-LITERACY.RI.3.5  Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 5. Identify the front cover, back cover, and title page of a book.
CCSS.ELA-LITERACY.RI.3.6  Distinguish their own point of view from that of the author of a text. 6. Name the author and illustrator of a text and describe the role of each in presenting the ideas or information in a text.
Integration of Knowledge and Ideas Integration of Knowledge and Ideas
CCSS.ELA-LITERACY.RI.3.7  Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).  7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
CCSS.ELA-LITERACY.RI.3.8  Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 8. With prompting and support, identify the opinions an author states in a text.
CCSS.ELA-LITERACY.RI.3.9  Compare and contrast the most important points and key details presented in two texts on the same topic. 9. With prompting and support, identify basic similarities in and differences between information presented in two texts on the same topic (e.g., compare two photos or diagrams, compare two animal babies).
Range of Reading and Level of Text Complexity           CCSS.ELA-LITERACY.RI.3.10By 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. Range of Reading and Level of Text Complexity10. Actively engage in shared reading activities using a range of topics and texts with purpose and understanding, with scaffolding as needed.

 

Compare and Contrast the Common Core Standards in Writing for Grade 3 with the Alaska State Standards in Writing for Grade 3.

Common Core Writing-Grade 3 Alaska State Standards in Writing for Grade 3
Text Types and Purposes Text Types and Purposes
CCSS.ELA-LITERACY.W.3.1  Write opinion pieces on topics or texts, supporting a point of view with reasons.  1. Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons (e.g., I like large dogs better than small dogs because they can pull a sled and run for a longer time than small dogs can).
CCSS.ELA-LITERACY.W.3.1.A  Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.  a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists fact- or text-based reasons.
CCSS.ELA-LITERACY.W.3.1.B  Provide reasons that support the opinion.  b. Provide reasons that support the opinion.
CCSS.ELA-LITERACY.W.3.1.C       Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.  c. Link opinion and reasons using words and phrases (e.g., because, therefore, since, for example).
CCSS.ELA-LITERACY.W.3.1.D  Provide a concluding statement or section. d. Provide a concluding statement or section that reinforces or restates the opinion.
CCSS.ELA-LITERACY.W.3.2         Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.3.2.A Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. a. Introduce a topic and group related information together; include labeled or captioned visuals when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.3.2.B Develop the topic with facts, definitions, and details. b. Develop the topic with facts, definitions, details, and explanations that support the focus.
CCSS.ELA-LITERACY.W.3.2.CUse linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
CCSS.ELA-LITERACY.W.3.2.D  Provide a concluding statement or section. d. Provide a concluding statement or section that paraphrases the focus of the text.
CCSS.ELA-LITERACY.W.3.3        Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 3. Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-solution, figurative language), and clear event sequences (chronology).
CCSS.ELA-LITERACY.W.3.3.A Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. a. Establish a context or situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-LITERACY.W.3.3.B   Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. b. Use narrative techniques, such as dialogue, description and elaboration, and concrete and sensory details to describe actions, thoughts, and feelings and to develop experiences and events showing the response of characters to situations or problems.
CCSS.ELA-LITERACY.W.3.3.C    Use temporal words and phrases to signal event order. c. Use transitional words and phrases to signal event sequences (e.g., later, soon after).
CCSS.ELA-LITERACY.W.3.3.D  Provide a sense of closure. d. Provide a sense of closure (e.g., how a problem was solved or how the event ended).
Production and Distribution of Writing Production and Distribution of Writing
CCSS.ELA-LITERACY.W.3.4    With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)  4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-LITERACY.W.3.5    With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3.)
CCSS.ELA-LITERACY.W.3.6   With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others and to locate information about topics.
Research to Build and Present Knowledge Research to Build and Present Knowledge
CCSS.ELA-LITERACY.W.3.7  Conduct short research projects that build knowledge about a topic. 7. Conduct short research projects that build knowledge about a topic.
CCSS.ELA-LITERACY.W.3.8      Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 
CCSS.ELA-LITERACY.W.3.9(W.3.9 begins in grade 4) 9. (Begins in grade 4)
Range of Writing         CCSS.ELA-LITERACY.W.3.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Range of Writing  10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

 

 

Compare and Contrast the Common Core Standards for Speaking & Listening Grade 3 with the Alaska State Standards for Speaking & Listening in Grade 3.

 

Common Core Speaking & Listening-Grade 3 Alaska Standards-Speaking & Listening-Grade 3
Comprehension and Collaboration Comprehension and Collaboration
CCSS.ELA-LITERACY.SL.3.1        Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.  1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.3.1.A   Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. a. After learning a protocol (e.g., Socratic method), come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-LITERACY.SL.3.1.B   Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.3.1.C   Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.3.1.D   Explain their own ideas and understanding in light of the discussion. d. Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-LITERACY.SL.3.2   Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.SL.3.3          Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 3. Ask and answer questions about information from a speaker, offering appropriate elaboration or explanations and detail.
Presentation of Knowledge and Ideas Presentation of Knowledge and Ideas
CCSS.ELA-LITERACY.SL.3.4       Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.  4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
CCSS.ELA-LITERACY.SL.3.5       Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. 5. Create audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; use techniques that engage the listener (e.g., inflection, different voices); and add visual displays when appropriate to emphasize or enhance certain facts or details. 
CCSS.ELA-LITERACY.SL.3.6      Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.) 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)

 

Compare and Contrast the Common Core English Language Arts Standards Grade 3 and the Alaska State Standards in English Language Arts Grade 3

 

Common Core English Language Arts Standards  Grade 3 Alaska State Standards in English Language Arts Grade 3
Conventions of Standard English Conventions of Standard English
CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. a. Use nouns, pronouns, verbs, adjectives, and adverbs appropriate to function and purpose in order to apply the conventions of English.
CCSS.ELA-LITERACY.L.3.1.B  Form and use regular and irregular plural nouns. b. Form and use regular and irregular plural nouns.
CCSS.ELA-LITERACY.L.3.1.C   Use abstract nouns (e.g., childhood). c. Use abstract nouns (e.g., childhood).
CCSS.ELA-LITERACY.L.3.1.D   Form and use regular and irregular verbs. d. Form and use regular and irregular verbs.
CCSS.ELA-LITERACY.L.3.1.E   Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
CCSS.ELA-LITERACY.L.3.1.F   Ensure subject-verb and pronoun-antecedent agreement.* f. Ensure subject-verb and pronoun-antecedent agreement.*
CCSS.ELA-LITERACY.L.3.1.G   Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
CCSS.ELA-LITERACY.L.3.1.H   Use coordinating and subordinating conjunctions. h. Use coordinating and subordinating conjunctions. 
CCSS.ELA-LITERACY.L.3.1.I  Produce simple, compound, and complex sentences. i. Produce simple, compound, and complex sentences.
CCSS.ELA-LITERACY.L.3.2  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.3.2.A Capitalize appropriate words in titles. a. Capitalize appropriate words in titles.
CCSS.ELA-LITERACY.L.3.2.B        Use commas in addresses. b. Use commas in addresses.
CCSS.ELA-LITERACY.L.3.2.C       Use commas and quotation marks in dialogue. c. Use commas and quotation marks in dialogue.
CCSS.ELA-LITERACY.L.3.2.D     Form and use possessives. d. Form and use possessives.
CCSS.ELA-LITERACY.L.3.2.E        Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
CCSS.ELA-LITERACY.L.3.2.F       Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
CCSS.ELA-LITERACY.L.3.2.G Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spelling.
Knowledge of Language Knowledge of Language
CCSS.ELA-LITERACY.L.3.3           Use knowledge of language and its conventions when writing, speaking, reading, or listening. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.L.3.3.A  Choose words and phrases for effect.* a. Choose words and phrases for effect.*
CCSS.ELA-LITERACY.L.3.3.B Recognize and observe differences between the conventions of spoken and written standard English. b. Recognize and observe differences between the conventions of spoken and written standard English.
Vocabulary Acquisition and Use Vocabulary Acquisition and Use
CCSS.ELA-LITERACY.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. 4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.L.3.4.A        Use sentence-level context as a clue to the meaning of a word or phrase. a. Use a sentence-level context as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.3.4.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). b. Determine the meaning of a new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
CCSS.ELA-LITERACY.L.3.4.C        Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
CCSS.ELA-LITERACY.L.3.4.D   Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
CCSS.ELA-LITERACY.L.3.5  Demonstrate understanding of figurative language, word relationships and nuances in word meanings. 5. Demonstrate understanding of word relationships and nuances in word meanings.
CCSS.ELA-LITERACY.L.3.5.A Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
CCSS.ELA-LITERACY.L.3.5.B Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
CCSS.ELA-LITERACY.L.3.5.C Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). c. Distinguish shades of meaning among related words (e.g., words that describe states of mind or degrees of certainty, such as knew, believed ).
CCSS.ELA-LITERACY.L.3.6
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
6. Acquire and accurately use 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).

 

 

 

Advertisements