Mississippi College and Career Readiness Standards for English Language Arts Scaffolding Document Third Grade
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Mississippi College and Career Readiness Standards for English Language Arts Scaffolding Document Third Grade College- and Career-Readiness Standards for English Language Arts 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 Desired Student Performance A student should know A student should understand A student should be able to do Ask and answer questions (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) to demonstrate understanding of a text, Readers ask questions before, Readers are always Provide oral and written referring explicitly to the during, and after reading. questioning the text as they explanations that show text as the basis for the Readers answer questions read, including beyond the understanding of a text, answers. (who, what, when, where, text (inferential questions). using examples from the text why, and how) about specific Readers listen to their inner to justify response/thinking. details from the text. conversation as they read. Reference details and/or Authors of literature include Asking and answering examples in a text when characters, a setting, and questions about the text explaining the basis for the major events. prompts the reader to answers. Readers visualize key examine what information Read a text and answer elements within the text. they lack or what parts of the questions about the text. text are confusing. Read a text and ask Read closely in order to cite questions about the text. information from the text in order to ask and answer questions. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: questioning/question, ask, answer, text, summarize, text evidence, explicitly stated Page 2 of 99-September 2016 College- and Career-Readiness Standards for English Language Arts 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 Desired Student Performance A student should know A student should understand A student should be able to do Recount stories, including (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) fables, folktales, and myths from diverse cultures; Readers understand Authors of literary texts Retell stories, including determine the central characteristics of stories, include details to tell a story. fables, folktales and myths message, lesson, or moral fables, folktales, and myths. Authors of literary texts from diverse cultures. and explain how it is Readers determine the include details to help Provide a statement of the central message, moral, or central message, lesson, or conveyed through key readers make sense of the lesson of a story. moral in a text. details in the text. central message, lesson, or Readers know the difference moral. Provide an explanation of between a central idea and Readers create an effective how a central message, key details in a story. recounting or retelling of lesson, or moral is conveyed Readers know the literary text(s) including key through details in a text. characteristics of an effective ideas and details (e.g., retelling/recounting of characters, settings, events from a story. problem/solution). KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD Recount, retell, determine, explain, conveyed, central message, lesson, moral, diverse cultures, key details, stories, fables, folktales, myths Page 3 of 99-September 2016 College- and Career-Readiness Standards for English Language Arts Third Grade CCR.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text. RL.3.3 Desired Student Performance A student should know A student should understand A student should be able to do Describe characters in a (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) story (e.g., their traits, motivations, or feelings) and Authors include characters, Authors include characters, Sequence the key ideas and explain how their actions setting, and important events plot, and setting that help events in a story or play. contribute to the sequence in a story. shape the events of a story or Provide a description of of events. Readers determine key ideas play. characters in a story or play and supporting details from a Readers understand the (e.g., traits, motivations, text. actions of characters in a feelings). Describe or graphically Readers use key details to literary text contribute to the represent characters (their describe characters, settings, sequence of events in a story thoughts, words and actions) or play. and major events. and events in a story or play, Readers describe how Readers analyze the traits, drawing on specific details characters respond to events motivation, and feelings of from the text. and challenges. the characters to understand Explain how characters’ and explain how their actions actions contribute to the impact the sequence of sequence of events. events. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: describe, explain, sequence, characters, traits, motivations, feelings, actions, plot, details, contribute Page 4 of 99-September 2016 College- and Career-Readiness Standards for English Language Arts Third Grade CCR.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Desired Student Performance RL.3.4 A student should know A student should understand A student should be able to do (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Determine the meaning of words and phrases as they Authors use figurative Authors make purposeful Use context clues to help are used in a text, language and literary devices language choices to create unlock the meaning of distinguishing literal from to convey meaning. meaning in literary text(s). unknown words/phrases nonliteral language. Authors use different types Readers seek the meaning of Determine the appropriate of context clues to convey unknown words/phrases to definition of words with meaning of unknown words clarify understanding of more than one meaning. literary text(s). (e.g., definition, example, Differentiate between literal and nonliteral language. antonym, synonym). Interpret figurative language Authors choose words and literary devices. thoughtfully and carefully to Determine the meaning of supply rhythm and/or convey words and phrases used the meaning of a story, poem, or song. within literary text(s). Use the meanings of words and phrases to determine the meaning of the text. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: literal/nonliteral language, context clues, determine, distinguish, interpret, clarify, figurative language, literary devices, word choice Page 5 of 99-September 2016 College- and Career-Readiness Standards for English Language Arts Third Grade CCR.R.5: 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. Desired Student Performance RL.3.5 A student should know A student should understand A student should be able to do (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Refer to parts of stories, dramas, and poems when Authors use different Readers understand that Provide references to parts writing or speaking about a characteristics when writing stories include chapters, of stories using terms such as text, using terms such as stories, dramas, and poems. poems include stanzas, and chapters when writing about chapter, scene, and stanza; dramas include scenes. Authors organize texts using a text. describe how each different types of structures. Readers understand stories, Provide references to parts successive part builds on Authors include a beginning, dramas, and poems have parts that contribute to the of dramas using terms such earlier sections. middle, and end when as scenes when writing about writing stories. whole text. a text. Authors write different types of text for different purposes. Provide references to parts of poems when writing about a text, using terms such as stanza. Provide a description of how each successive part of a text builds on earlier sections. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: story, drama, poem, chapter, stanza, scene, text structure, sections, relate, successive, refer Page 6 of 99-September 2016 College- and Career-Readiness Standards for English Language Arts Third Grade CCR.R.6: Assess how point of view or purpose shapes the content and style of a text. Desired Student Performance RL.3.6 A student should know A student should understand A student should be able to do (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Distinguish their own point of view from that of the Authors write from different The author’s purpose for Identify the author’s purpose narrator or those of the points of view. writing affects how he or she for writing a literary text. characters. Authors often include organizes the text. Determine the character’s, as characters with different The author’s purpose for well as the narrator’s, point points of view. writing affects point of view, of view in a literary text. Authors write for a variety of content, and presentation