Mississippi College and Career Readiness Standards for English Language Arts Scaffolding Document Third Grade

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

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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

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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

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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

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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

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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 of  Identify the reader’s personal

purposes (e.g., to inform, to ideas. point of view.

 The author’s point of view  Distinguish the reader’s point persuade, to entertain, to affects the purpose for of view from that of the describe, to explain). writing, the content, and the narrator or characters’ points  Authors often have various presentation of ideas. of view.

characters telling the story at  The reader’s point of view

various points throughout may differ from that of the

the text. narrator, speaker, or

character who is telling the

story.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: point of view, author’s purpose, narrator, character, distinguish

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College- and Career-Readiness Standards for English Language Arts Third Grade CCR.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RL.3.7 Desired Student Performance A student should know A student should understand A student should be able to do Explain how specific aspects (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) of a text’s illustrations contribute to what is  Readers demonstrate  Authors purposefully choose  Describe how illustrations conveyed by the words in a understanding of literary text details and illustrations in contribute to a story. story (e.g., create mood, through writing or speaking. order to convey meaning.  Determine specific aspects of emphasize aspects of a  Readers know authors use  Readers use details and a text’s illustrations that character or setting). different versions of texts illustrations to enhance create mood or emphasize (e.g., written, print, digital, understanding of the text(s). aspects of a character or visual). setting.  Authors use details and  Authors include story details  Explain how specific aspects illustrations to create the of a text’s illustrations (e.g., character, setting, plot) mood of the text and contribute to what is when writing literary texts. emphasize aspects of a conveyed by the words in a character and the setting. story.

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College- and Career-Readiness Standards for English Language Arts

 Readers use information they learned from the illustrations in print and digital text to demonstrate understanding of the setting from the text.  Readers use information gained from illustrations in print and digital text to demonstrate understanding of the characters from the text.  Readers use information gained from illustrations in print and digital text to demonstrate understanding of the plots from the text.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: illustrations, details, aspects, mood, character, setting, text versions (written, print, digital, visual), explain, specific, contribute, conveyed

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.R.8: 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. Desired Student Performance RL.3.8 A student should know A student should understand A student should be able to do

(Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) (not applicable to literature)

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Desired Student Performance RL.3.9 A student should know A student should understand A student should be able to do (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Compare and contrast the themes, settings, and plots  Readers compare and  Authors make purposeful  Identify and describe the of stories written by the contrast elements of the text decisions about settings, settings of two or more texts. to enhance understanding. plots, and themes when  Identify and describe the same author about the  Authors write stories, which writing about the same characters’ traits in two or same or similar characters include a theme, characters, characters. more texts. (e.g., in books from a setting, and plot of events.  Readers make meaning of  Retell the plot of two or series).  Authors describe a the text when reading about more texts, and identify the character’s traits throughout memorable characters, themes in both. the story to enhance events, and/or themes with  Compare and contrast the meaning. which they make themes, settings, and plots of  Readers make connections connections. stories written by the same with the text (e.g., text-to- author about the same or self, text-to-text, text-to- similar characters. world connections).

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: compare, contrast, theme, plot, character, text connections, book series, author’s study, setting

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.R.10: Read and comprehend complex literary and informational texts independently and proficiently. Desired Student Performance RL.3.10 A student should know A student should understand A student should be able to do (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) By the end of the year, read and comprehend literature,  Authors write a variety of  Through independent, small,  Readers activate relevant including stories, dramas, and literary texts (e.g., stories, and whole-group background knowledge to poetry, at the high end of the dramas, poetry). opportunities, readers focus gain deeper understanding grades 2–3 text complexity  Readers read text from a on comprehending within independently and in small - variety of text genres. and beyond the text. and large-group settings. band independently and  Readers choose “just right”  Readers create visual images proficiently. texts for independent to gain deeper understanding reading. independently and in small-

and large-group settings.

 Readers draw inferences to

gain deeper understanding

independently and in small-

and large-group settings.

 Readers ask questions to gain

deeper understanding

independently and in small

and large group settings.  Readers synthesize information to gain deeper understanding independently and in small- and large- group settings.

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College- and Career-Readiness Standards for English Language Arts

 Readers determine important ideas to gain deeper understanding independently and in small and large group settings.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: complex text, literary, informational, independently, proficiently, variety of genres, within/beyond text comprehension, activate background knowledge, visualize, infer, ask questions, determine important ideas, synthesize

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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. Desired Student Performance RI.3.1 A student should know A student should understand A student should be able to do (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge)

Ask and answer questions to  Readers ask questions before,  Provide oral and written during, and after reading.  Readers are always questioning the explanations that show demonstrate understanding  Readers make, test, and revise text as they read, including beyond understanding of a text, referring of a text, referring explicitly predictions before, during, and the text (inferential questions). explicitly to the text, using after reading.  Readers listen to their inner examples from the text to justify to the text as the basis for  Readers use background conversation as they read. response/thinking the answers. knowledge to enhance  Asking and answering questions  Reference details and/or examples understanding of informational about the text prompts the reader in a text when explaining the basis text. to examine what information they for the answers.  Readers answer questions (who, lack or what parts of the text are  Read a text and provide evidence- what, when, where, why, and how) based answers to questions about about specific details from the text. confusing. the text.  Readers take notes based on

reading with a question in mind.  Readers synthesize information read within the text.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD Questioning, ask, answer, text, summarize, text evidence, explicitly stated

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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. Desired Student Performance RI.3.2 A student should know A student should understand A student should be able to do

(Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Determine the main idea of a text; recount the key  Informational text types  Authors of informational  Determine the main idea of details and explain how include literary nonfiction text(s) include key details to an informational text. and expository/technical enhance the reader’s  Recognize how ideas are they support the main idea. texts. understanding. organized in an informational  Readers know the difference  Readers use key details in an text. between a main idea and key informational text to identify  Explain orally or in writing details. the main topic. how the main idea is  Readers use informational  Informational texts have a supported by key details. text features and or text structure as well as details, structures to help determine which may help a reader the main idea. determine the main ideas.

 Readers know how to

participate in discussions when explaining their understanding of the texts.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: main idea, key details, text structure, recount, explain, support

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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. Desired Student Performance RI.3.3 A student should know A student should understand A student should be able to do (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge)

Describe the relationship  Informational text types include  Authors include specific  Identify the events, key between a series of literary nonfiction and information to explain events, ideas/concepts, or steps in historical events, scientific expository/technical texts. procedures, ideas and concepts in informational texts.  Authors of informational texts may scientific, technical and historical  Identify and describe how ideas or concepts, or steps include key ideas/concepts, events, texts and why they occur. informational and technical texts in technical procedures in a or steps in a process.  Readers understand the are structured. text, using language that  Authors use various text structures relationships between and among  Identify signal words used to when writing informational texts events, ideas/concepts or determine text structure. pertains to time, sequence, (e.g., time, sequence, cause/effect, steps/procedures and use the  Explain how ideas, events, and and cause/effect. steps in a process). information to synthesize what is steps are connected.  Readers of informational texts read.  Use language that relates to text recognize connections and structures to describe relationships relationship among key ideas, among ideas, events, or people, events, or steps. steps/procedures.  Authors use transition words (e.g., first, because, then, on the other hand) to show relationships.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: describe, relationships, series, historical events, scientific ideas, scientific concepts, technical procedure, steps, text structure, sequence, cause/effect, description, compare/contrast, problem/solution, signal words

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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 RI.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 general academic and  Authors use figurative  Authors make purposeful  Use context clues to help domain-specific words and language to convey meaning. language choices to create unlock the meaning of  Authors use different types meaning in informational unknown words/phrases. phrases in a text relevant to of context clues to convey text(s).  Determine the definition of a grade 3 topic or subject meaning of unknown words  Readers actively seek the words with multiple area. (e.g., definition, example, meaning of unknown meanings. antonym, synonym). words/phrases to clarify  Describe how word choice  Readers employ strategies understanding. creates and clarifies meaning. for identifying and using  Differentiate between literal  Readers use textual clues to context clues. and nonliteral language. develop an understanding of  Readers distinguish the literal  Identify and interpret the meaning of unknown and nonliteral meanings of figurative language. words/phrases. words and phrases to make

meaning.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: general academic words vs. domain-specific words/phrases (Tier II and Tier III words), context clues, figurative language, literal and nonliteral language

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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 RI.3.5 A student should know A student should understand A student should be able to do

(Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Use text features and search tools (e.g., key words,  Readers use text features  Authors create informational  Use text features to locate sidebars, hyperlinks) to (e.g., captions, bold print, texts using different text relevant information on a headings, subheadings, features to help readers given topic. locate information relevant glossaries, indexes) to locate important  Use key words to locate to a given topic efficiently. enhance meaning of information. information relevant to a informational text.  Readers use text features to given topic.  Readers use search tools synthesize information from  Use sidebars to locate (e.g., electronic menus, icons, the text. information relevant to a key words, sidebars,  Readers use search tools to given topic. hyperlinks) to enhance locate important  Use hyperlinks to locate meaning of informational information. information relevant to a text. given topic.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: text features, search tools, key words, sidebars, hyperlinks, relevant information, topic, locate, efficiently

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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 RI.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  Authors write from different  The author’s point of view  Identify the author’s purpose of view from that of the points of view. may be different from that of for writing a text. author of a text.  Authors write for a variety of the reader.  Identify the reader’s point of purposes (e.g., to inform, to  Readers recognize their point view about the topic of the persuade, to entertain, to of view may differ from the text. describe, to explain, to author’s point of view.  Identify the author’s point of answer a question). view in a text.  The author’s point of view is  how they view or interpret Distinguish between an

the information that they are author’s viewpoint and the

writing about. reader’s viewpoint based on an informational text topic.  Readers decipher an author’s

point of view, opinions,

hypotheses, assumptions, and possible bias.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: distinguish, point of view, author’s viewpoint, reader’s viewpoint, author’s purpose

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Desired Student Performance RI.3.7 A student should know A student should understand A student should be able to do

(Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Use information gained from illustrations (e.g.,  Authors include key details  Authors choose details and  Identify information maps, photographs) and the including where, when, why, illustrations purposefully in presented through various and how events take place. an informational text to types of illustrations (e.g., words in a text to  Authors use photographs, convey meaning. photographs, diagrams, demonstrate understanding diagrams, timelines, charts,  Readers use details and charts, graphs, maps). of the text (e.g., where, graphs, and maps to provide illustrations in informational  Integrate information from when, why, and how key text to make meaning. illustrations with words from more information for the events occur). the text to make meaning. reader.  Explain how information  Authors use photographs, conveyed through diagrams, timelines, charts, illustrations contributes to an graphs, and maps to describe understanding of the text. and clarify key ideas from the text.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: illustrations, maps, photographs, charts, diagrams, graphs, timelines

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.R.8: 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. Desired Student Performance RI.3.8 A student should know A student should understand A student should be able to do

(Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Describe the logical connection between  Authors use various types of  Authors make logical  Identify main ideas or key particular sentences and text structure when writing connections between ideas points in an informational informational text (e.g., and details in order to convey text. paragraphs in a text (e.g., compare/contrast, meaning.  Give oral or written examples comparison, cause/effect, cause/effect, sequence).  Readers use the author’s that support the author’s key first/second/third in a  Readers use signal words connections between main ideas. sequence). (e.g., similar, same, unlike, ideas and supporting details  Describe how the author’s although, on the other hand, to synthesize information reasons support points made as a result, if/then, first, from the text. in a text. second, next, last) to  Identify connections between determine the structure of a sentences and paragraphs in text. a text.  Authors write informational  Describe logical connections text in a format that flows between sentences and with purpose (e.g., topic paragraphs in a text. sentence, temporal words/phrases, supporting details, closing sentence).

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: logical connection, text structure, compare/contrast, cause/effect, sequence, signal words, author’s reasons, supporting details, main idea

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College- and Career-Readiness Standards for English Language Arts

Compare and contrast the  Readers compare and  Authors of informational  Identify important points most important points and contrast elements of the text texts provide information presented in informational key details presented in two to enhance understanding. and key details on topics in texts. texts on the same topic.  Authors include main ideas different ways.  Identify supporting details and important points in  Readers make meaning by presented in informational informational text. identifying, comparing, and texts.  Authors include supporting contrasting important points  Compare/contrast orally or details to reinforce their and key details presented in through writing the most main ideas. two texts. important points presented  Readers compare and by two texts on the same

contrast elements of multiple topic. texts on the same topic to compare the author’s approaches.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: compare, contrast, important points, main ideas, key details

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College- and Career-Readiness Standards for English Language Arts

Third Grade

CCR.R.10: Read and comprehend complex literary and informational texts independently and proficiently.

RI.3.10 Desired Student Performance A student should know A student should understand A student should be able to do (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) By the end of the year, read and comprehend informational texts, including history/social studies,  Authors write a variety of  Readers activate relevant science, and technical texts, at the informational texts, including  Through independent, small-, and background knowledge to gain high end of the grades 2–3 text history/social studies, science, and whole-group opportunities, readers deeper understanding complexity band independently technical texts. focus on comprehending within independently and in small- and and proficiently.  Readers read text from a variety of and beyond the text. large-group settings. text genres.  Readers create visual images to  gain deeper understanding Readers choose “just right” text for independent reading. independently and in small- and large-group settings.  Readers draw inferences to gain deeper understanding independently and in small- and large-group settings.  Readers ask questions to gain deeper understanding independently and in small- and large-group settings.  Readers determine important ideas to gain deeper understanding independently and in small- and large-group settings.

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College- and Career-Readiness Standards for English Language Arts

 Readers synthesize information to gain deeper understanding independently and in small- and large-group settings.

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College- and Career-Readiness Standards for English Language Arts Third Grade CCR.RF.1: Demonstrate understanding of the organization and basic features of print. RF.3.1 Desired Student Performance A student should know A student should understand A student should be able to do Not Applicable in grade 3. (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge)

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.RF.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.3.2 Desired Student Performance A student should know A student should understand A student should be able to do Not Applicable in grade 3. (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge)

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words. Desired Student Performance RF.3.3 A student should know A student should understand A student should be able to do

(Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Know and apply grade-level phonics and word analysis    skills in decoding words. Readers know how to A reader’s ability to break a Use common spelling recognize common letter word into meaningful parts patterns to help read words. patterns in words. impacts their ability to read.  Use common syllable  Readers know how to  Readers use knowledge of patterns to read syllables in recognize common affixes. phonics and morphology to words.  Readers know how to become proficient readers.  Pronounce a syllable using its recognize common root/base  A reader’s ability to apply syllable type. words. phonics and word analysis  Break a word into its affixes  Readers know how to skills provides anchors to and root/base word to recognize common syllable help learn about words’ pronounce it. patterns in words. meanings, spellings, and  Readers know how to recognize common syllable sounds. types in words.  Phonics is the understanding that there is a predictable relationship between the sounds of spoken language and the letters and spellings that represent those sounds.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: know, apply, phonics, word analysis, decoding, affix, prefix, suffix, multi-syllable, irregularly spelled words

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words. Desired Student Performance RF.3.3a A student should know A student should understand A student should be able to do

(Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Identify and know the meaning of the most    common prefixes and A prefix is a type of affix, or Readers use knowledge of Identify common prefixes derivational suffixes. group of letters, placed word parts to understand the and derivational suffixes. before the root/base word. meaning of unfamiliar words.  Determine the meaning of  A suffix is a type of affix, or  Authors can change the common prefixes and group letters, placed after meaning, pronunciation, or derivational suffixes. the root/base word. the spelling of a word by adding an affix.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: identify, know, affix, prefix, suffix, derivational

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words. Desired Student Performance RF.3.3b A student should know A student should understand A student should be able to do

(Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Decode words with common

Latin suffixes.    Readers know how to Readers recognize units of Decode a word by breaking it recognize common affixes. pronunciation to impact the apart between its root and  Readers know how to ability to decode unfamiliar Latin suffix. recognize common root/base words.  Blend through each syllable words.  Readers break multisyllabic of a word.  Latin suffixes can be words into smaller units of  Blend syllables together to pronounced as a unit. pronunciation to support decode a word.  Latin suffixes can be one or decoding. more syllables.  Readers use Latin suffixes  A suffix is a type of affix, or and other common word group letters, placed after parts to determine a word’s the root/base word. meaning.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: decode, Latin suffix, affix, unit, root word, syllable, multisyllabic

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words. Desired Student Performance RF.3.3c A student should know A student should understand A student should be able to do (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Decode multisyllabic words.  Readers use their knowledge of  Divide words into syllables.  Multisyllabic words are words with phonics and morphology to  Determine the affix and root of a more than one syllable. successfully decode multisyllabic word. words.  Pronounce a syllable using its  Multisyllabic words often contain the schwa sound. syllable pattern.

 The schwa sound can be spelled  Blend syllables together.  Use context to adjust/confirm with any vowel pattern. pronunciation.  There are six types of syllables  Orally read multisyllabic words. (e.g., closed, open, vowel-

consonant-e, vowel team, r-

controlled, consonant-le) found in words.  Readers use four different syllable division patterns (e.g., VC/CV, V/CV, VC/V, V/V) to decode words.  Every syllable has at least one vowel sound with or without the surrounding consonant sounds.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: decode, multisyllabic, syllable types, syllable patterns, schwa, root word, affix, morphology

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College- and Career-Readiness Standards for English Language Arts Third Grade CCR.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words. Desired Student Performance RF.3.3d A student should know A student should understand A student should be able to do

(Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Read grade-appropriate irregularly spelled words.    Some words have uncommon Readers apply their Recognize words with spelling patterns. knowledge of irregular high- unusual spelling patterns.  Some spelling patterns are frequency words to  Orally read words with not pronounced the way they successfully read and unusual spelling patterns appear. comprehend text. when they see them in print.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: irregularly, uncommon, unusual, spelling patterns, high-frequency words

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College- and Career-Readiness Standards for English Language Arts Third Grade CCR.RF.4: Read with sufficient accuracy and fluency to support comprehension. Desired Student Performance RF.3.4 A student should know A student should understand A student should be able to do

(Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Read with sufficient accuracy and fluency to    support comprehension. Fluency is the ability to read Readers who read fluently Read accurately to support smoothly and accurately. are able to attend to understanding of literary and  Fluent readers read with comprehension. informational text. expression.  The more readers read, the  Read fluently to support  Fluency is important because better their fluency will understanding of literary and it provides a bridge between become. informational text. word recognition and reading comprehension.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: accuracy, fluency, fluent, expression, intonation, tone, comprehension, word recognition

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College- and Career-Readiness Standards for English Language Arts Third Grade CCR.RF.4: Read with sufficient accuracy and fluency to support comprehension. Desired Student Performance RF.3.4a A student should know A student should understand A student should be able to do

(Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Read grade-level text with purpose and understanding.    Readers read for different Reading grade-level text is a Determine the purpose for purposes. foundational step in reading reading a literary or  Authors write for different increasingly complex text. informational text. purposes.  Read third grade text orally or silently with understanding.  Explain orally or in writing what was read.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: grade-level text, setting a purpose for reading, author’s purpose, comprehension, understanding, meaning

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College- and Career-Readiness Standards for English Language Arts Third Grade CCR.RF.4: Read with sufficient accuracy and fluency to support comprehension. Desired Student Performance RF.3.4b A student should know A student should understand A student should be able to do

(Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Read grade-level prose and poetry orally with accuracy,    appropriate rate, and Prose writing consists of Reading fluently allows the Determine whether a text is expression on successive ideas contained in sentences reader to attend to prose or poetry. readings. that are arranged in comprehension.  Adjust the rate of reading to paragraphs  Fluent readers read poetry match the purpose.  Most everyday writing is in differently than prose.  Determine appropriate prose form. phrasing when reading  Poetry consists of lines that poetry. may or may not be sentences  Orally read prose and poetry and are arranged in stanzas. with automaticity (accuracy  Poetry tends to include more and rate). expressive language with  Orally read prose and poetry literary and sound devices. with expression.  Fluency includes reading with few errors and at an appropriate rate.  Fluent readers read with automaticity and expression.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: prose, poetry, accuracy, appropriate rate, automaticity, expression, fluency, phrasing

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College- and Career-Readiness Standards for English Language Arts Third Grade CCR.RF.4: Read with sufficient accuracy and fluency to support comprehension. Desired Student Performance RF.3.4c A student should know A student should understand A student should be able to do

(Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Use context to confirm or self-correct word    recognition and Readers use strategies to Readers monitor and self- Use context to confirm the understanding, rereading as decode unknown words. correct when comprehension pronunciation of a word. necessary. is interrupted.  Use context to change the  Readers reread words, pronunciation of a word. sentences, and parts of the  Use context to confirm that text to improve what is read makes sense. understanding.  Reread if something does not make sense.  Make corrections while reading silently or orally.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: context, confirm, self-correct, reread, decoding strategies, pronunciation, word recognition, monitor

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College- and Career-Readiness Standards for English Language Arts

Third Grade W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.3.1a Desired Student Performance A student should know A student should understand A student should be able to do Introduce the topic or text (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) they are writing about, state an opinion, and create an  Opinion pieces are written to  Opinion writings are written  Write an opinion piece. organizational structure that share a viewpoint about a to express a point about a  Read a mentor text or lists reasons. text or topic. topic or text. research a topic.  An introduction starts the  The introduction states the  Form an opinion based upon opinion piece with a clear point the author is trying to a text or topic. viewpoint about a topic or make or prove about a text  Utilize a planning map or text. or topic. graphic organizer to create  Opinions about topics or  The author’s opinion is an organized structure for texts read are supported with supported with reasons from categorizing reasons. reasons from the text. the text.  Reasons are organized in a logical way to create coherence.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: opinion pieces, topics, texts, supporting, point of view, reasons, introduce, writing, state an opinion, create organizational structure, lists reasons, view point, coherent, clear, purposes, prove, analyze

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College- and Career-Readiness Standards for English Language Arts

Third Grade W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.3.1b Desired Student Performance A student should know A student should understand A student should be able to do Provide reasons that (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) support the opinion.

 A writer uses evidence from  A writer develops the opinion  Choose facts and details from

text to support opinions about a text by providing the text to support the

about a text or topic. reasons from the text read. writer’s opinion.

 Facts and details from the

text are used to support the

opinion.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: definitions, details, facts, mentor text, opinion, provide reasons, support, topic

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College- and Career-Readiness Standards for English Language Arts Third Grade W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.3.1c Desired Student Performance A student should know A student should understand A student should be able to do Use linking words and (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) phrases (e.g., because, therefore, since, for  Linking words (e.g., because,  Linking words and phrases  Identify the places in the example) to connect opinion and, also) can be identified connect the opinion and writing where transitions and reasons. through recognition. reasons within the paper for need to take place.

 Linking words are used to a natural flow for  Identify the appropriate connect the opinion and organization. linking words and phrases to reasons. use in the writing.  Use linking words to connect and forward the opinion.  Use linking phrases to connect and forward the opinion.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD Opinion piece, linking words, linking phrases, connect, opinion, reasons, because, therefore, since, for example, signal, direction, natural flow, organization, identifies, transitions, appropriate, writing

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 A writing piece must be  A conclusion provides an  Identify thought(s) to leave

organized. ending to a piece written. the reader with before

 A concluding statement or  A conclusion leaves the writing the conclusion.

section brings a piece of reader with something to  Write a concluding statement

writing to a close. think about. or section for a piece of

 Closings for an opinion piece  Conclusions act as a way for writing that summarizes the

can vary (e.g., summarize readers to clearly understand claim and supporting details.

information, quote, the opinion stated.

encourage action, restate the

opinion).

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: opinion piece, provide, concluding statement, concluding section, close, organization, recognize, ending, thoughts

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College- and Career-Readiness Standards for English Language Arts Third Grade W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.3.2a Desired Student Performance A student should know A student should understand A student should be able to do Introduce a topic and group (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) related information together; include  Informative and explanatory  An introduction grabs the  Analyze mentor texts. illustrations when useful to pieces are written to express reader’s attention and  Identify a meaningful topic. aiding comprehension. information about a text or introduces the topic of the text.  Identify the appropriate genre topic.  Information is grouped together for the writing piece.  Informative/explanatory writing in categories to ensure ideas  Craft an introduction that grabs includes academic genres (e.g., relate directly to the topic. the reader’s attention and literary analyses, scientific and  Illustrations are used to help introduces the topic of the text historical reports, summaries, explain and clarify concepts being written. etc.). (e.g., pictures, photos, charts, or  Group related information in  Informative/explanatory writing diagrams with labels). categories. includes functional writing (e.g.,  Use illustrations to explain and instructions, manuals, memos, clarify points to aid reports, applications, and comprehension. resumes).  An introduction grabs the reader’s attention and introduces the topic of the text.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: informative text, explanatory text, research, comprehension, introduction, topic, audience, form of writing, purpose, compare, contrast, descriptive, problem/solution, cause/effect, chronology, organizational structure, illustrations, mentor texts, teacher model, social studies, science, writing

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 How to identify facts,  Facts, definitions, and details  Analyze mentor texts. definitions, and details that are from the text are supplied in  Identify a meaningful topic. extracted from texts that order to develop a topic.  Identify the appropriate genre support the central idea.  Facts, definitions, and details for the writing piece. are extracted from a text in  Craft an introduction that grabs order to develop points. the reader’s attention and introduces the topic of the text being written.  Group related information in categories.  Use illustrations to explain and clarify points to aid comprehension.  Include facts, definitions, and details from a text in order to develop the topic. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: informative text, explanatory text, develop, topic, facts, definition, details, research, close read, paraphrase, convey ideas clearly, convey information clearly, point of view, sources, notes, reference sources, include, primary sources, secondary sources, organizational structure grouping related information, writing

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KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: informative text, explanatory text, linking words, linking phrases, connect ideas, categories of information, progress, signal, direction, writing

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 A writing piece must be  Conclusions act as a way for  Analyze concluding

organized to develop the readers to clearly understand statements in mentor texts. purpose for writing. the topic stated.  Write a concluding statement  A concluding statement or or section that leaves the section brings a piece of reader something to think writing to a close. about regarding the topic.  Closings for an informative/explanatory piece can vary (e.g., summary, reaction or feeling, image description, quotation).

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: informative text, explanatory text, provide, concluding statement, concluding section, close, demonstrates, writing

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College- and Career-Readiness Standards for English Language Arts Third Grade

W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured event sequences.

W.3.3a Desired Student Performance

Establish a situation and A student should know A student should understand A student should be able to do introduce a narrator and/or (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) characters; organize an event sequence that unfolds  Narratives can be written to  Narratives can be written to  Analyze narrative mentor texts. naturally. inform, instruct, persuade, or inform, instruct, persuade, or  Choose a purpose for writing. entertain. entertain.  Choose a form of writing.   Narratives are written to Narratives can be written to  Implement a planning strategy recount a well-elaborated or express real or imagined for creating an event sequence short sequence of events in experiences or events. (e.g., sketch the sequence, fictional stories.  Writers utilize a variety of narrative map, sticky notes with  Narratives can be written to techniques (e.g., direct events). give an account of a historical statement, draw-in question,  Choose a technique for figure. snapshot, observation from the establishing the real or  Narratives can be written to senses) for developing real or imaginary situation or focal construct event models or give imagined experiences. point of the story to engage the a step-by-step account of a  Writers utilize a variety of reader (e.g., direct statement, procedure. planning strategies (e.g., sketch draw-in question, snapshot,  Narratives have a clear the sequence, narrative map, observation from the senses). progression of events (e.g., sticky notes with events) for  Introduce a real or imaginary beginning, middle, and end). creating a coherent event narrator and/or character(s) in sequence. the narrative.  A narrator and/or character(s) can be introduced in a variety of ways (e.g., in the beginning, as the story progresses).

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College- and Career-Readiness Standards for English Language Arts

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: narrative, develop, real experiences, imaginary experiences, forms, introduction, establishes a situation, plot, event sequence, narrator, character(s), point of view, audience, style, form, structure, appropriate, compare/contrast, descriptive, problem/solution, cause/effect, chronology, organize, unfolds naturally, smooth progression, events, time, setting, location, mood, tone, analyze, mentor text, teacher model, author’s craft, prompt, beginning, middle, end, writing

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College- and Career-Readiness Standards for English Language Arts Third Grade W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured event sequences. W.3.3b Desired Student Performance A student should know A student should understand A student should be able to do Use dialogue and descriptions (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) of actions, thoughts, and feelings to develop  Use dialogue in the narrative to experiences and events or  Narratives include details to  Dialogue and description of develop experiences and show the response of describe actions, thoughts, and actions, thoughts, and feelings events. characters to situations. feelings. are used to develop a character.  Character traits are descriptive  A character’s internal narrative o Use descriptions of actions words that depict a character in (thoughts), when balanced with in the narrative to develop a story. dialogue, actions, and feelings, experiences and events.  A character’s actions are can provide an inside look at o Use descriptions of thoughts brought about not only through what motivates the character. in the narrative to develop vivid verbs but also by the  Showing the character’s experiences and events. experiences created by the response to situations further o Use descriptions of feelings writer for the character. develops the plot. in the narrative to develop  A character’s thoughts, internal  More time given in writing to experiences and events. monologue, can be written into developing the character will o Show response of characters the story. develop the experiences and to situations.  With vivid details, show the events in the story. reader how the character feels with emotions.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: narrative, dialogue, conversation, characters, quotation marks, character traits, descriptive, vivid verbs, writer, created, thoughts, internal monologue, vivid details, feels, emotions, reactions, situations, develop, descriptions, actions, feelings, show, response, motivates, plot, writing

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KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: narrative, temporal words, temporal phrases, signal, event order, effectively, naturally, writing, identify, moves, guide

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 A narrative piece must be  A narrative piece must be  Analyze conclusions in organized. organized. mentor texts.  Providing a sense of closure  Providing a sense of closure  Write an ending to the story brings everything together brings everything together that provides closure for the for the reader. for the reader. reader.  Closings for a narrative piece  Closings for a narrative piece can vary (e.g., visual or can vary (e.g., visual or sensory image, statement of sensory image, statement of personal development, personal development, audience connection, audience connection, surprise). surprise).

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: narrative, provide, sense of closure, ending, writing, organization

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College- and Career-Readiness Standards for English Language Arts Third Grade W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.3.4 Desired Student Performance A student should know A student should understand A student should be able to do With guidance and support (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) from adults, produce writing in which  Writing tasks are defined as  The audience, or reader,  Write for a specific task as the development the three types of writing must be considered when reference in standards 1–3 and organization are pieces as referenced in composing each of the three above. appropriate to task and standards 1–3 above. writing tasks.  Write for a specific purpose purpose. (Grade-specific  Each of the writing tasks has  Content chosen for each of as referenced in standards 1– expectations for writing its own purpose as the three writing tasks should 3 above. types are defined in referenced in standards 1–3 be on topic, engaging, and  Produce a writing piece that standards 1–3 above.) above. interesting for the chosen that follows an organization

 Each of the writing tasks has audience. structure as referenced in

its own specific  Content that is off-topic, standards 1–3 above.

organizational structure as disengaging, or uninteresting  Choose content that is on-

referenced in standards 1–3 for the audience should be topic, engaging, and

above. omitted from the writing interesting for the audience

piece. being considered.

 Omit content that is off- topic, disengaging, or uninteresting for the audience being considered. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: guidance, support, produce, writing, development, organization, appropriate, task, purpose, audience, organizational structure, compare/contrast, descriptive, problem/solution, cause/effect, chronology, techniques, strategies, distribution, production, prewrite, organize

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College- and Career-Readiness Standards for English Language Arts Third Grade W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.3.5 Desired Student Performance A student should know A student should understand A student should be able to do With guidance and support (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) from peers and adults, develop and strengthen  Adults and peers provide  Adults and peers provide  Plan a piece of writing by writing as needed by guidance and feedback when guidance and feedback when implementing a specific planning, revising, and revising and editing a piece revising and editing a piece strategy (e.g., drawing, editing. (Editing for of writing. of writing. talking, using a map, jotting conventions should  Guidance and feedback from  Guidance and feedback from down notes). demonstrate command of adults and peers strengthen adults and peers strengthen  Share a piece writing with an Language standards 1–3 up and ensure that a piece of and ensure that a piece of adult or peer for the purpose to and including grade 3 on writing is focused on a writing is focused on a of receiving feedback about page 29.) specific topic. specific topic. specific sentences or sections  Moving a piece of writing that need to be revised for through planning, revising, clarity, coherence, and and editing ensures that a appropriateness to task, piece of writing is fully purpose, and/or audience. developed.  Share a piece of writing with  Planning a piece of writing an adult or peer for the involves the identification of purpose of receiving a topic, genre or format, feedback about specific purpose and audience. conventions related to Writers may use a variety of Language Standard 2 (e.g., strategies to plan their capitalization, punctuation, writing piece (e.g., drawing, spelling). talking, using a map, jotting down notes).

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College- and Career-Readiness Standards for English Language Arts

 Revising a piece of writing involves the sharing of the piece of writing with adults or peers for the purpose of receiving feedback about specific sentences or sections that need to be revised for clarity, coherence, and appropriateness to task, purpose, and/or audience.  Editing a piece of writing involves the sharing of the piece of writing with adults or peers for the purpose of receiving feedback about specific conventions related to Language Standard 2 (e.g., capitalization, punctuation, spelling). KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: guidance, support, peers, adults, develop, strengthen, writing, planning, revising, editing, conventions, pre-write, brainstorming, list, graphic organizers, research, clustering, freewriting, outline, word choice, style, organization, style, modify, improve, punctuation, mechanics, spelling, grammar, sentence structures, point of view, drafts

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College- and Career-Readiness Standards for English Language Arts Third Grade W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.3.6 Desired Student Performance A student should know A student should understand A student should be able to do With guidance and support (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) from adults, use technology to produce and publish  Use various types of devices  Technological advances in the  Use various types of devices to writing (using keyboarding (e.g., computer, iPad, iTouch, 21st century have challenged produce and publish writing. skills) as well as to interact tablet) to produce and publish writers to move beyond paper  Students will type final pieces of and collaborate with others. writing. and pencils when formatting writing in preparation for the  With guidance and support writing pieces. PARCC assessment. from adults, use a variety of  Various types of devices (e.g.,  Use a digital tool to produce digital tools (e.g., Story Buddy 2, computer, iPad, iTouch, tablet) and publish writing. Story Kit, Popplet, Story Builder, can be used to produce and  Use a variety of technological Story Patch) to produce and publish writing. tools to produce and publish publish writing.  A variety of digital tools (e.g., writing.  Use a variety of technological Story Buddy 2, Story Kit,  Use a word processing program tools (e.g., document Popplet, Story Builder, Story (using keyboarding skills) to projectors, interactive white Patch) can be used to produce produce and publish writing). boards, web-based sharing and publish writing.  Use technology to interact and platforms, student-centered  A variety of technological tools collaborate with others to websites and webpages) to (e.g., document projectors, produce and publish writing. collaborate with peers to interactive white board, web- produce and publish writing. based sharing platforms, student-centered websites and web page) can be used to collaborate with peers to produce and publish writing.  A variety of word processing programs (e.g., OpenOffice and Microsoft Word) can be used

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College- and Career-Readiness Standards for English Language Arts

for mapping, planning, revising, and publishing a piece of writing.  A variety of publishing programs (e.g., Canvastic, ReadWriteThink Printing Press, Microsoft Publisher, PagePlus) can be useful for formatting various formats of writing (e.g., newsletters, brochures, booklets).  A variety of web-based tools (e.g., ReadWriteThink Persuasion Map, Letter Generator, and Essay Tool, Kerpoof, and Gloster Multimedia Poster) can be useful for providing much- needed scaffolds for key structural elements found in various writing formats.  Collaborative writing using technology encourages active learning.  Collaborative writing among peers instills a sense of real- world writing experiences.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: technology, guidance, support, adults, use, technology, produce, publish, writing, interact, collaborate, discussions, demonstrate, keyboarding skills, type, technological tool, encourages, active learning, instills, real-world writing experiences, partners, writer, reader, ideas, exchanged

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College- and Career-Readiness Standards for English Language Arts

Third Grade W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W.3.7 Desired Student Performance A student should know A student should understand A student should be able to do Conduct short research (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) projects that build knowledge about a topic.  Research allows writers to  Research allows writers to  Conduct research for a short

build knowledge about a build knowledge about a period.

topic. topic.  Generate a focused question

 Research can be done by  Research projects have a set for the research project.

gathering and investigating of parameters and  Choose print and/or

information from print and procedures that must be observation based research

digital sources. followed. as a source for research.

 Research can be conducted  Research projects have topic  Work collaboratively with

through a scientific parameters that narrow the peers to research the answer observation. focus of the project. to a focused research  Shared research and writing  Research projects have question. projects create a sense of collaboration parameters  Record facts, details, and responsibility, accountability, that state how students will definitions to answer a and community among be working together on the research question. peers. project.  Choose a publishing format  Research projects have to present findings. research parameters that  Present findings. state whether the project will

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utilize print and/or observation based research.  Research projects have publishing parameters that state a specific format (e.g., book review, how-to piece, biography) writers will use to present findings.  Research projects have a central question to drive the research.  Facts, details, and definitions from multiple texts about a single topic are gathered.  Facts, details, and definitions, which answer the central question, are systematically documented. Students know how to search for sources about a topic.  Findings can be presented in a written report or through an oral presentation.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: conduct, short research projects, build knowledge, topic, document, evidence, texts, gather, facts, details, definitions, search, multiple sources, type, keyboard, Internet, technology, sides, inquiry, relevant, daily life, task, purpose, paraphrase, opinion, informative/explanatory writing, write

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College- and Career-Readiness Standards for English Language Arts Third Grade W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. W.3.8 Desired Student Performance A student should know A student should understand A student should be able to do Recall information from (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) experiences or gather information from print and  Recall information from past  Past experiences can provide  Recall experiences from their digital sources; take brief experiences that are a foundation for answering past to be used as a source. notes on sources and sort applicable to a topic being questions about a topic.  Gather information from evidence into provided researched.  Gathering information from print and digital sources. categories.  Gather information provided multiple sources, both print  Synthesize newly gathered

from print or digital sources and digital, supports the information with prior

(e.g., the Internet, search writing. knowledge.

engines, newspaper articles,  Note taking keeps the  Utilize a note-taking

magazine articles, videos, research focused and allows technique to take meaningful

advertisements, speeches, the student the opportunity notes about a topic.

manuscripts, science reports, to go back to the notes to  Sort information from notes atlases, encyclopedias) to actually use in the writing. into categories. answer questions.  Researchers use various techniques (e.g., note taking forms, marking print sources, marking digital sources) for taking meaningful notes.  Note taking forms allow the researcher to record the question or topic and document supporting information. Information on

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note-taking forms can be categorized to provide organization for the writing.  Tools such as highlighting tape, highlighters, sticky notes, and book tabs are useful for marking print sources.  Bookmarking sites (e.g., Pearltrees and Diigo) are useful for marking digital sources.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: recall information, experiences, gather, information, take brief notes, sources, sort evidence, provided categories, plagiarism, avoided, paraphrase, integrated, naturally, research, topic, flow, charts, Venn Diagram, outlines, tree map, bulleted list, note taking, note taking strategies, the Internet, search engines, newspaper articles, magazine articles, videos, advertisements, speeches, manuscripts, science reports, atlases, encyclopedias, digital, print, write, analyze, interpret, explain, or describe

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College- and Career-Readiness Standards for English Language Arts Third Grade W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W.3.9 Desired Student Performance A student should know A student should understand A student should be able to do Begins in grade 4 (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge)

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD

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College- and Career-Readiness Standards for English Language Arts Third Grade

W.CCR.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 tasks, purposes, and audiences.

W.3.10 Desired Student Performance A student should know A student should understand A student should be able to do (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Write routinely over extended time frames (time for research,  Routine writing is repeated  To understand how to write  Write daily. reflection, and revision) and experiences with writing. does not occur after one  Write for extended time frames shorter time frames (a single  How to write for extended time occurrence. Students need when research, reflection, and sitting or a day or two) for a frames for research, reflection, multiple opportunities to write revision are required. range of discipline-specific and revision. for extended time frames and  Write for shorter time frames in tasks, purposes, and  How to write for shorter time shorter time frames for a single setting or a day or two. audiences. frames that are done in a single different purposes throughout  Write to address a range of

setting or a day or two. the entire school year (in every discipline-specific tasks.

 Writings are done for a range of nine weeks).  Write to address a range of

discipline-specific tasks (i.e.,  On demand writing requires purposes.

math, science, social studies, different processes than  Write to address a range of

English language arts [ELA]). extended process writings. audiences.

 Writings are done for a range of  There are different types of

discipline-specific purposes. routine writings (PARCC Model  Writings are done for a range of Content Frameworks for discipline-specific audiences ELA/Literacy for Grade 3 (i.e., teacher, parent, legislator, Version 2.0—August 2012, page online audience, editor). 4). KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: write routinely, extended time frames, research, reflection, revision, shorter time frames, single setting or day or two, range, discipline-specific tasks, purposes, audiences, experiences, math, ELA, science, social studies, multiple opportunities, on demand writing, short constructed response, text-based questions, content knowledge, aspect of a text or texts, sophisticated understandings of vocabulary, text structure, analysis

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College- and Career-Readiness Standards for English Language Arts Third Grade CCR.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.3.1a Desired Student Performance A student should know A student should understand A student should be able to do Engage effectively in a (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) range of collaborative discussions (one-on-one, in  Collaborative discussions are  Collaborative discussions are  Read or study material prior groups, and teacher-led) conversations with peers more productive when to collaborative discussion. with diverse partners on and adults in small or larger participants have read and  Share prior knowledge about grades 3 topics and texts, groups. studied material prior to the a topic with peers and/or building on others’ ideas  Topics discussed relate to discussion. adults. and expressing their own Grade 3 topics (e.g., science,  Participants use prior  Share knowledge read and clearly. social studies). knowledge about a topic to studied about a topic with add ideas to a collaborative peers and adults. a. Come to discussions discussion. prepared having read or  Participants use evidence studied required from the information read material; explicitly draw and studied in order to add on that preparation and ideas to a discussion. other information known about the topic to explore ideas under discussion.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: prepare, participate, collaborate, diverse, engage, explicitly, appropriate, main idea, supporting details, key ideas, discussion, explore

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o Make eye contact o Listen for the speaker b. Follow agreed-upon rules with the speaker. to pause before for discussions (e.g., o Wait until others speaking. gaining the floor in finish speaking. o Be empathic toward respectful ways, listening o Listen for the speaker others’ ideas. to others with care, to pause before o Respectfully agree or speaking one at a time speaking. disagree. about the topics and o Be empathic toward texts under discussion). others’ ideas.

o Respectfully agree or disagree.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: engage, effectively, discussions, actively, diverse, listening, rules, respectfully, collaboration, persuasively

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Third Grade CCR.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.3.1c Desired Student Performance A student should know A student should understand A student should be able to do Engage effectively in a range (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) of collaborative discussions (one-on-one, in groups, and  Ask for clarification about the  Asking questions during  Ask questions to ensure teacher-led) with diverse topic and/or text under collaborative discussion can understanding of the topic partners on grades 3 topics discussion (e.g., Can you enable participants to presented and discussed. and texts, building on repeat that?). understand information  Listen to others’ ideas and be others’ ideas and expressing  Ask for further explanation being presented. able to piggyback or connect their own clearly. about the topic and/or text  Questions provoke inquiry their ideas to those in the

under discussion (e.g., What and investigations of the discussion. c. Ask questions to check does that mean?). topic and/or promote understanding of extended thinking. information presented,  Good questions reference stay on topic, and link the material presented. their comments to the  Offering comments about remarks of others. others’ remarks of the topic

promotes extended thinking.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: collaborate, details, engage, explain, prepare, remarks, inquiry, relevant, comments, understand

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.3.1d Desired Student Performance A student should know A student should understand A student should be able to do Engage effectively in a range (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) of collaborative discussions (one-on-one, in groups, and  Linking comments to the  Effective discussions relate  Listen to others’ remarks teacher-led) with diverse remarks of others extends information that has been about a text or topic. partners on grades 3 topics the collaborative discussion. read or read or studied prior  Express their ideas using and texts, building on to the collaborative personal ideas, opinions, and others’ ideas and expressing discussion. reasoning based on topics their own clearly.  Collaborative discussions and text.

consist of students explaining  Link comments to the d. Explain their own ideas the topic using personal remarks of others to extend and understanding in ideas, opinions, and the discussion. light of the discussion. reasoning based on topics

and text.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: collaborate, explain, ideas, understand, discussion, express, persuasively

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally. SL 3.2 Desired Student Performance A student should know A student should understand A student should be able to do Determine the main ideas (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) and supporting details of a text read aloud or  Information presented or  Information can be  Listen and/or observe text or information presented in text read aloud contains key presented visually, information presented diverse media and formats, ideas and details. quantitatively, and orally. visually, quantitatively, including visually,  Information can be  The supporting details of the and/or orally. quantitatively, and orally. presented orally or through information presented  Identify the main idea of the

other media. should prove the main idea text.

 How to recount or describe of the text or diverse media  Identify details to support

key ideas or details from a to be true. the main idea.

text read loud or information  The main idea of the text

presented in other forms of read aloud or the

media. information presented is the

 How to determine the main key idea. idea of an oral or media presentation.  How to determine supporting details of an oral or media presentation.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: determine, main idea, supporting details, information, diverse media, visually, quantitatively, orally

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.SL.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.3.3 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) about information from a speaker, offering  Asking and answering  Asking and answering  Generate or ask detailed appropriate elaboration and questions about information questions about information questions based on the detail. clarifies comprehension. clarifies comprehension. information presented.

 Asking and answering  Asking and answering  Ask questions that reflect

questions aids in gathering questions aids in gathering appropriate elaboration and

additional information about additional information about detail relevant to the

a topic. a topic. presentation or what the

 Asking and answering  Asking and answering speakers says. questions broadens the questions broadens the  Answer questions about understanding of a topic or understanding of a topic or information from a speaker, issue. issue. offering appropriate  Offering additional details elaboration and detail. extends knowledge about a  Ask and answer questions topic or issue. about information from a speaker to evaluate the speaker’s point of view.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: evaluate, point of view, reasoning, evidence, rhetoric, elaboration, details, clarify, identify, formulate, questioning, speaker, topic, relevant, answer, ask, elaborate

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College- and Career-Readiness Standards for English Language Arts

Third Grade

CCR.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. SL.3.4 Desired Student Performance Report on a topic or text, A student should know A student should understand A student should be able to do (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) tell a story, or recount an experience with appropriate  Good presenters deliver  Good presentations include  Observe a speech by a notable facts and relevant, information to the audience at a appropriate and supportive facts. public figure. descriptive details, speaking clearly understandable pace.  Determining the relevant and  Explain the qualities observed in a clearly at an understandable  Presenters know beforehand the descriptive details of the speech of a notable public feature. topic, facts, and descriptive details. information clarifies understanding  Tell a story with appropriate facts pace.  Presenting information requires of the topic. and relevant, descriptive details. delivering the information with  Recount an experience with clear and enunciated words. appropriate facts and relevant, descriptive details.  Speak clearly and understandably while reporting on a topic with appropriate facts and relevant, descriptive details.  Speak clearly and understandably while telling a story with appropriate facts and relevant, descriptive details.  Speak clearly and understandably while recounting an experience with appropriate facts and relevant, descriptive details.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: report, topic, recount, experience, appropriate, facts, relevant, descriptive details, understand, pace, clearly

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SL.3.5 Desired Student Performance A student should know A student should understand A student should be able to do Create engaging audio (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) recordings of stories or poems that demonstrate  Audio recordings of stories or  People will want to listen to  Read stories or poems fluid reading at an poems that have drawings or audio recordings that fluently. understandable pace; add other visual displays make emphasize and enhance facts  Create audio recordings that visual displays when strategic use of digital media. and details with visual demonstrate fluid reading. appropriate to emphasize or  Audio recordings recounting displays.  Create visual displays that enhance certain facts or an experiences that area  Fluent reading is an essential are appropriate to the details. appropriate help clarify ideas, element to ensure an material recorded.

thoughts, and feelings. engaging recording.

 Engaging auto recordings

demonstrate fluid reading

and facts, and details are easily recognized.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: strategic, digital media, visual, engaging, create, audio recordings, demonstrate, understandable, pace, appropriate, emphasize, enhance, facts, details, elements, fluently, essential, clear, concise

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. SL.3.6 Desired Student Performance A student should know A student should understand A student should be able to do Speak in complete (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) sentences when appropriate to task and situation in  How to complete sentences  Good speakers communicate  Speak clearly and in complete order to provide requested consist of a subject and a clearly, speak at a volume for sentences, using an detail or clarification. (See predicate. everyone to hear, use understandable rate. grade 3 Language standards  How to recognize complete complete sentences, and  Speak in complete sentences 1 and 3 for specific sentences during the respond to questions when when responding to expectations.) communicative task. needed. questions or making a

 How to identify the audience  When speaking in complete clarification.

when speaking to ensure sentences, use a variety of

appropriate delivery of sentences to address the task

content. and situation.  Understand the details being spoken to formulate a response or provide clarification.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: sentences, adapt, variety, context, appropriate, task, situation, provide, clarify, details, identify, recognize, formulate, understand, rate, delivery, communicative

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking. L.3.1a Desired Student Performance A student should know A student should understand A student should be able to do Explain the function of (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) nouns, pronouns, verbs, adjectives, and adverbs in  Using standard grammar and usage  Nouns usually occur as a subject or  Explain the functions of nouns, general and their functions when writing and speaking lends object of the sentence and can be pronouns, verbs, adjectives, and itself to more effective products in irregular plural form or as an adverbs with a partner during the in particular sentences. and understanding of the products. abstract. editing process of an assigned  A noun is a part of speech that  An antecedent is a noun or essay. names a person, place, thing or pronoun to which another noun or  Explain the function of nouns, idea. pronoun refers and must agree in pronouns, verbs, adjectives, and o Nouns usually occur as a number—singular or plural—with adverbs and their functions in subject or object in the the thing to which it refers. particular sentences. sentence.  Verbs show a relationship with  Explain how the functions of  A pronoun is a part of speech that time (simple verb tenses). nouns, pronouns, verbs, adjectives, replaces a noun or another o A verb must agree with its and adverbs contribute to the pronoun. subject. meaning of the sentence. o Pronouns are used to make o Understand that some verbs sentences less complicated are in irregular form and will and less repetitive. be in the form of past tense or  A verb is a part of speech that past-participle. expresses actions or states of  Functions of nouns, pronouns, being. verbs, adjectives, and adverbs in o The word be is different from sentences and will demonstrate other verbs in many ways but effective use when writing or still can be thought of as a speaking. verb.  An adjective is a part of speech that describes, identifies or

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College- and Career-Readiness Standards for English Language Arts

quantifies a noun (modifies a noun).  An adverb is a part of speech that can modify verbs, adjectives, phrases, and even themselves.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, command, conventions, grammar, usage, explain, function, nouns, pronouns, verbs, adjectives, adverbs, functions, modify, antecedent, irregular, tense, expresses, understand, explain, contribute, essay

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 How using standard grammar  Nouns usually occur as a  Demonstrate command of

when writing and speaking subject or object of the standard English grammar

lends itself to more effective sentence and can be in and usage by forming and

products and understanding irregular plural form or using regular and irregular

of the products. regular. plural nouns.

 A noun is a part of speech  When irregular nouns  Form and use regular and

that names a person, place, become plural, they change irregular plural nouns during

thing or idea. their spellings, or they stay speaking and collaboration

o Nouns usually occur as a the same, and a few even with peers. subject or object in the have more than one plural  Identify regular and irregular sentence. form (e.g., swine-swine, half- plural nouns in mentor text. o Nouns can be singular or halves, goose-geese). plural. o Nouns can be considered regular or irregular form.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, command, conventions, grammar, usage, nouns, form, irregular, plural

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking. L.3.1c Desired Student Performance A student should know A student should understand A student should be able to do Use abstract nouns (e.g., (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) childhood).

 To grasp abstract nouns,  Have an understanding that  Use abstract nouns in

students should be familiar language is necessary with sentences when writing:

with concrete nouns: nouns both written and spoken o e.g., love used as an

that are tangible (e.g., puppy, communication. abstract noun: The love

president, house).  Usage of abstract nouns will she holds in her heart for

 Recognize when nouns are create richer writing and her child is

abstract (e.g., dedication, speaking experiences both immeasurable.

relaxation, anger, justice, formally and informally. o e.g., love used as a verb is

friendship) to be able to use a different part of the

them in writing and speaking. standard: We love

Note: These are nouns you studying about our local cannot experience with government. physical interaction using the  Use abstract nouns in five senses. speaking.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: abstract nouns, concrete nouns, language, writing, speaking, communication, formally, informally, use, usage, create

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking. L.3.1d Desired Student Performance A student should know A student should understand A student should be able to do Form and use regular and (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) irregular verbs.

 Using standard grammar and  Verbs show a relationship  Demonstrate command of

usage when writing and with time (simple verb standard English grammar

speaking lends itself to more tenses). and usage by forming and

effective products and o A verb must agree with its using regular and irregular

understanding of the subject. plural verbs.

product. o Some verbs are in  Form and use regular and

 A verb is a part of speech irregular form and will be irregular verbs during

that expresses actions or in the form of past tense speaking and collaboration states of being. or past participle. with peers. o The word “be” is different  Identify regular and irregular from other verbs in many plural verbs in mentor text. ways but still can be thought of as a verb.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, command, conventions, grammar, usage, explain, verbs, irregular, collaboration, past tense, past participle, mentor text

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking. L.3.1e Desired Student Performance A student should know A student should understand A student should be able to do Form and use the simple (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) (e.g., I walked; I walk; I will walk) verb tenses.  A verb is a part of speech  Verbs show a relationship  Demonstrate command of

that expresses action or with time (simple verb standard English grammar

states of being. tenses). and usage by forming and

 The word “be” is different o A verb must agree with its using simple verb tenses.

from other verbs in many subject.  Form and use simple verb

ways but still can be thought  Verb tense tells when the tenses during speaking and

of as a verb. action happens. collaboration with peers.

 Verbs have three main o Present tense is the  Identify regular and irregular tenses: past, present, and original verb form. plural verbs in mentor text. future. o Past tense has a few  Some verbs are in irregular patterns. form and will be in the form o Future tense needs will of past tense or past (shall) + verb. participle.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, command, conventions, grammar, usage, simple verb tense, collaboration, express

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking. L.3.1f Desired Student Performance A student should know A student should understand A student should be able to do Ensure subject-verb and (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) pronoun-antecedent agreement.  Using standard grammar  The complete subject is the  Identify correct subject-verb

and usage when writing and simple subject (a noun or a and pronoun-antecedent

speaking lends itself to more pronoun) plus any word or agreement in mentor text.

effective products and group of words modifying the  Use correct subject-verb and

understanding of the simple subject that tells who pronoun agreement when

products. or what the sentence is writing.  The simple subject of a about.  Use correct pronoun- sentence is the essential  The complete predicate is the antecedent agreement when noun, pronoun, or group of verb plus its objects, speaking. words acting as a noun that complements, and adverbial cannot be left out of the modifiers that tell what the complete subject. subject does or is.  A verb is a part of speech  A pronoun and its that expresses action or antecedent are in agreement states of being. if they are both singular o The word “be” is and/or plural. different from other verbs in many ways but still can be thought of as a verb.

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College- and Career-Readiness Standards for English Language Arts

o The verb is part of the complete predicate.  A pronoun is a part of speech that replaces a noun or another pronoun. o Used to make sentences less complicated and less repetitive.  An antecedent is a noun or pronoun to which another noun or pronoun refers and must agree in number— singular or plural—with the thing to which it refers.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, command, conventions, grammar, writing, speaking, ensure, subject, verb, pronoun, antecedent, agreement, modifying, objects, complements, predicate, adverbial, understand

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking. L.3.1g Desired Student Performance A student should know A student should understand A student should be able to do Form and use comparative (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) and superlative adjectives and adverbs, and choose  Using standard grammar  Comparative adjectives are  Identify comparative and between them depending and usage when writing and formed by adding -er suffix superlative adjectives in on what is to be modified. speaking lends itself to more to adjectives and adverbs mentor text.

effective products and with a single consonant for  Identify comparative and an ending. understanding of the superlative adverbs in  Superlative adjectives are products. mentor text. formed by adding -est suffix  An adjective is a part of to adjectives and adverbs  Identify what a comparative speech that describes, with a single consonant for or superlative adjective identifies or quantifies a an ending. modifies within a mentor noun (modifies a noun).  Comparative adverbs are text.  An adverb is a part of speech used to compare two  Identify what a comparative that can modify verbs, people, places, or things. or superlative adverb adjectives, phrases, and They’re formed just like a modifies within a mentor even themselves. comparative adjective is text. created. If it’s a short word,  Compose writing that adding an -er to the end will includes comparative and transform a regular adverb into a comparative one superlative adjectives. (e.g., Lance runs fast, but Matt runs faster).

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College- and Career-Readiness Standards for English Language Arts

 Other times, the words  Compose writing that more and less will need to includes comparative and precede the adverb to form superlative adverbs. the comparative. This is the  case with adverbs that end in - Use comparative and ly. (e.g., With her new superlative adjectives when computer, she could work speaking. more efficiently at her tasks.  Choose either a comparative or He skied less confidently after superlative adjective or adverb the accident on the slopes). when writing.  A superlative adverb is used to compare three or more people, places, or things. It’s used to state that the action performed is to the highest degree within a group or of its kind. They are sometimes preceded by the word “the” but not always. If the adverb has the same form as a one- syllable adjective simply add the suffix -est to the end of the word (e.g., Bobby talks the loudest of all the boys).  Sometimes adding an -est isn’t appropriate. Form the superlative of adverbs that end in -ly by preceding them with most or least (e.g., This computer model operates least efficiently).

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, command, conventions, grammar, usage, comparative, superlative, form, modified, consonant, modify

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking. L.3.1h Desired Student Performance A student should know A student should understand A student should be able to do Use coordinating and (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) subordinating conjunctions.  Using standard grammar and  A conjunction is a word that joins  Identify coordinating conjunctions in usage when writing and speaking other words or parts of a sentence mentor text. lends itself to more effective together.  Identify subordinating conjunctions products and understanding of the  Coordinating conjunctions join in mentor text. products. words, phrases, and sentences  Identify two complete thoughts that  An independent clause is a group together (e.g., and, but, or, so, can be combined. of words that contains a subject yet, for, nor).  Choose a coordinating conjunction to and verb and expresses a  A comma often accompanies create a compound sentence. complete thought. An coordinating conjunctions when  Choose a subordinating conjunction independent clause is a sentence. connecting two independent to create a complex sentence.  A dependent clause is a group of clauses. words that contains a subject and  The subordinating conjunction verb but does not express a provides a necessary transition complete thought. A dependent between two ideas in the clause cannot be a sentence. sentences.  A subordinating conjunction joins a dependent clause to an independent clause (e.g., after, although, because, before, that, which, who, whom, whose). KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, command, conventions, grammar, usage, explain, function, nouns, pronouns, verbs, adjectives, adverbs, functions, modify, antecedent, irregular, tense, expresses, understand, explain

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College- and Career-Readiness Standards for English Language Arts Third Grade CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking. L.3.1i Desired Student Performance A student should know A student should understand A student should be able to do Produce simple, compound, (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) and complex sentences.  Using standard grammar and  A complex sentence contains  Identify a simple sentence in usage when writing and an independent clause and a mentor text. speaking lends itself to more dependent clause.  Identify a compound effective products and  Subordinating conjunctions sentence in a mentor text. understanding of the are used to separate an  Identify a complex sentence products. independent from a in a mentor text.  A simple sentence is made up dependent clause.  Produce a simple sentence of one complete subject and  Sentences can be produced when writing. one complete predicate. in typewritten, cursive, and  Produce a compound  A compound sentence is printed form. sentence when writing. made up of two or more  Employ the use of a independent clauses (simple coordinating conjunction sentences). when producing a compound sentence.  Produce a complex sentence when writing.  Employ the use of a subordinating conjunction when creating a complex sentence. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, command, conventions, grammar, usage, simple, compound, complex, independent, dependent, conjunctions, produce, create

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College- and Career-Readiness Standards for English Language Arts Third Grade CCR.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.2a Desired Student Performance A student should know A student should understand A student should be able to do Capitalize appropriate words (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) in titles.  Using standard English—  Capitalize the first and last  Evaluate which words in a capitalization, punctuation, word, all nouns, pronouns, title should be capitalized. and spelling—lends itself to verbs, adjectives in a title.  Capitalize the appropriate effective writing.  The articles a, an, and the words in a title when writing  To capitalize means to begin a should not be capitalized or producing a presentation. word with a capital letter. unless the article is the first  Capitalize the first word in a or last word of the title. sentence and the pronoun.  Capitalize dates and names of people.  Capitalize holidays, product names, and geographic names.  Capitalize proper nouns.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, command, conventions, grammar, usage, capitalize, appropriate, titles, articles, produce, evaluate

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 A comma is a type of  A comma is needed between  Identify the parts of an punctuation. the name of a city or town address.  Writers use commas to make and the name of a state,  Demonstrate the correct their writing clearer. district, or country. usage of commas in  How to use commas in  A comma is needed after addresses during writing. greetings and closings of each part of the address  Use commas correctly when letters. when it is used in a sentence. addressing a letter.  A comma is never used between a state and a zip code.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, command, conventions, grammar, usage, comma, addresses, zip code

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 A comma is a type of  Writers use quotation marks  Analyze whether the quote is

punctuation. to begin and end a direct an indirect quote or direct  Writers use commas to make quote. quote in the writing. their writing clearer.  Writers separate the quoted  Write a story using dialogue  Quotation marks are a type material from the dialogue and ensure that direct quotes of punctuation. by commas. use quotation marks and  Quotation marks are not commas appropriately. used to set off an indirect quote.  Quotation marks are used to identify dialogue: o The dialogue is a conversation between two or more people (characters, imaginary and real).

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, command, conventions, grammar, usage, characters, imaginary, punctuation, quotations, direct, indirect, appropriate, analyze

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 An apostrophe is a form of  Writers use possessive nouns  Decide if the possessive noun punctuation. to show ownership or shows ownership or  Use an apostrophe to form possession. possession. contractions and frequently  When a noun takes a  Identify if the noun is occurring possessives. possessive form, it is used as singular, plural, or plural an adjective to modify the irregular to select the correct noun or pronoun. placement of the apostrophe  Adding an apostrophe and an and the “ s.” -s forms the possessive form  Form and use possessives of singular nouns: when composing pieces of o A singular noun names writing. one person, place, thing or idea.  Most plural nouns end in “s,” and their possessive forms can be created by adding an apostrophe after the “s.”  When nouns are plural irregulars, an apostrophe and “s” are added to create the possessive form (women’s). KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, command, conventions, grammar, usage, form, use, possessives, compose, identify, decide

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College- and Career-Readiness Standards for English Language Arts Third Grade CCR.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.2e Desired Student Performance A student should know A student should understand A student should be able to do Use conventional spelling (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) for high-frequency and other studied words and for  Conventional spelling is the  A base word is a word that  Identify the correct spelling adding suffixes to base correct spelling of a word does not have a prefix or of high- frequency words in words (e.g., sitting, smiled, that is found in the suffix added to it. writing. cries, happiness). dictionary.  A suffix is a letter or group of  Identify the correct spelling  High-frequency words are letters added to the end of a of words in context. words that are most root word or base word to  Create new meanings to commonly used words in change its meaning. words by adding suffixes to print.  Writers add suffixes to words the base words.  How to generalize learned to change the meanings of spelling patterns when words and to make the writing words (e.g., cage → writing more interesting. badge; boy → boil).

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, command, conventions, grammar, usage, form, use, capitalization, punctuation, spelling, conventional, high frequency, suffix, base words

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College- and Career-Readiness Standards for English Language Arts Third Grade

CCR.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.3.2f Desired Student Performance

Use spelling patterns and A student should know A student should understand A student should be able to do generalizations (e.g. word (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) families, position-based spellings, syllable patterns,  Spelling patterns and  Use knowledge of word families ending rules, meaningful word  Generalize learned spelling generalizations are reliable in writing words. parts) in writing words. patterns when writing strategies to spell words  Use knowledge of position- words (e.g., cage → badge; correctly when writing. based spelling in writing words. boy → boil).  Word families are groups of  Use knowledge of common words that have a common syllable patterns in writing feature or pattern. words.  Word families have some of the  Use knowledge of end rules in same combinations of letters in writing words. them and a similar sound (e.g.,  Use knowledge of meaningful at, cat, hat, and fat). word parts in writing words.  Many words follow common syllable rules (e.g., closed, vowel-consonant-e, open, vowel team, vowel-r, consonant-le, simple and complex).  Spelling according to position is useful with irregularly spelled words (e.g., when to use “ge” or “dge “for a /j/ sound).  Many words have common endings such as -s, -ed, and -ing.

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College- and Career-Readiness Standards for English Language Arts

 Words often have meaningful word parts such as prefixes, roots, and suffixes.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, command, conventions, grammar, usage, form, use, capitalization, punctuation, spelling,

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.2g Desired Student Performance A student should know A student should understand A student should be able to do Consult reference materials, (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) including beginning dictionaries, as needed to  Writers use reference  Writers should carefully  Recognize words that are not check and correct spellings. materials to check and consider the meaning of the spelled correctly. correct spellings. word when deciding upon  Clarify the correct spelling of o A dictionary is a reference the correct spelling. the word by using a material that lists words in dictionary or other alphabetical order and appropriate reference gives the meanings of the material (e.g., glossary, words. digital dictionary). o Glossaries and digital dictionaries are used to clarify the correct spelling of words.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, command, conventions, grammar, usage, form, use, capitalization, punctuation, spelling, digital dictionary, glossary, dictionary, consult

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College- and Career-Readiness Standards for English Language Arts

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: apply, language, understand, function, contexts, effective, style, comprehend, phrases, effect

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.3.3b Desired Student Performance A student should know A student should understand A student should be able to do Recognize and observe (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) differences between the conventions of spoken and  Formal or informal language can  Spoken standard English is  Identify the type of language written standard English. be present in reading and relaxed. being used when writing, writing.  Occasionally, spoken English speaking, reading, or listening.  Formal language is less personal does not follow standard  Determine the author’s purpose and is often factual and straight- English language conventions. for using formal or informal to-the-point.  Written standard English tends language.  Informal language is friendly to adhere more to standard  Use formal or informal language and conversational. language conventions. for a purpose in writing or  It is important to speak in speaking. complete, coherent sentences.  A complete sentence consists of a subject and a predicate.  During writing, students should know to use correct capitalization, punctuation, and how to make appropriate word selections. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: apply, language, understand, function, recognize, differences, conventions, language, coherent, word choice, demonstrate, apply

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KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: determine, clarify, multiple-meaning, phrases, analyzing, context, homonyms, homophones, homographs, strategies, clues, phrases

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KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: determine, clarify, multiple-meaning, phrases, analyzing, determine, affix, suffix, strategies, understand, commonly

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KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: determine, clarify, multiple-meaning, phrases, analyzing, determine, affix, suffix, strategies, understand, commonly

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College- and Career-Readiness Standards for English Language Arts Third Grade CCR.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. L.3.4d Desired Student Performance A student should know A student should understand A student should be able to do Use glossaries or beginning (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) dictionaries, both print and digital, to determine or  Glossaries or beginning  Glossaries or beginning  Identify an unknown or clarify the precise meaning dictionaries, both print and dictionaries, both print and multiple-meaning word of key words and phrases. digital, aid students with digital, aid students with and/or phrase in text. determining or clarifying the determining or clarifying the  Use a print or digital glossary precise meaning of key words precise meaning of key words to determine or clarify the and phrases. and phrases. meaning of an unknown  Glossaries and beginning  Glossaries and beginning word and/or phrase. dictionaries come in print or dictionaries come in print or  Use a print or digital digital form. digital form. beginning dictionary to  A glossary is a list of  A glossary is a list of determine or clarify the specialized terms with specialized terms with meaning of an unknown definitions. definitions. word and/or phrase.  Glossaries are commonly  Glossaries are commonly found at the backs of books found at the backs of books or documents to help readers to help readers understand understand terms, which terms, which may be may be unfamiliar. unfamiliar.  A beginning dictionary offers  A beginning dictionary offers early readers definitions and early readers definitions and illustrative sentences. illustrative sentences. KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: determine, clarify, multiple-meaning, phrases, analyzing, determine, affix, suffix, strategies, understand, commonly

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.3.5a Desired Student Performance A student should know A student should understand A student should be able to do Distinguish the literal and (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) nonliteral meanings of words and phrases in  Writers use specific word  Literal language means  Identify an unknown word or context (e.g., take steps). choice to express ideas about exactly what it says. phrase in a mentor text. a topic.  Nonliteral language or  Reread sentences close to  Formal or informal language figurative language refers to the word and/or phrase. can be present in reading and words, and groups of words,  Determine the message the writing. that exaggerate or alter the author is trying to convey.  Formal language is less usual meanings of the  Explain the meaning of the personal and is often factual component words. literal or nonliteral meaning and straight-to-the-point. of the word and/or phrase.  Informal language is friendly and conversational.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, distinguish, literal, nonliteral, simile, metaphors, personification, hyperbole, idiom

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.3.5b Desired Student Performance A student should know A student should understand A student should be able to do Identify real-life connections (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) between words and their use (e.g., describe people  Words can have a real-life  Words can have a real-life  Identify a person, place, who are friendly or helpful). connection because many connection because many thing, or event in a mentor people have common people have common text. experiences. experiences.  Explain how the person,  Writers use specific word  Writers use specific word place, thing, or event relates choice to express ideas about choice to express ideas about to real life. a topic. a topic.  Choose descriptive, sensory  Descriptive details give  Descriptive details give words to describe a person, readers a mental picture. readers a mental picture. place, thing, or event.  Descriptive details appeal to  Descriptive details appeal to the sense of hearing, sight, the sense of hearing, sight, touch, taste, and smell. touch, taste, and smell.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, identify, recognize, similar, real-life connections

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College- and Career-Readiness Standards for English Language Arts

Third Grade CCR.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.3.5c Desired Student Performance A student should know A student should understand A student should be able to do Distinguish shades of (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) meaning among related words that describe states  Words can have similar  Words can have similar  Identify a group of words that of mind or degrees of meanings. meanings. have similar meanings. certainty (e.g., knew,  Words can be grouped or sorted  Words can be grouped or sorted  Group or sort words. believed, suspected, heard, based on meanings. based on meanings.  Explain the reasoning behind wondered).  Ways in which words are  Ways in which words are the method of grouping or grouped or sorted can be based grouped or sorted can be based sorting. on state of mind or mood. on state of mind or mood.  Ways in which words are  Ways in which words are grouped or sorted can be based grouped or sorted can be based on degrees of certainty or on degrees of certainty or opinion. opinion.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: demonstrate, distinguish, states of mind, degrees, certainty

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College- and Career-Readiness Standards for English Language Arts

Third Grade

CCR.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).

L.3.6 Desired Student Performance A student should know A student should understand A student should be able to do (Prerequisite Knowledge) (Conceptual Understanding) (Evidence of Knowledge) Acquire and use accurately grade-appropriate  Using grade appropriate words  Using grade appropriate words  Identify conversational, general conversational, general creates clarity and coherence in and creates clarity and academic, and domain specific academic, and domain specific writing. coherence in writing. words in mentor text. words and phrases, including  Conversational words and  Conversational words and  Acquire and use conversational those that signal spatial and phrases are words in everyday phrases are words in everyday words. temporal relationships (e.g., speech. speech.  Acquire and use general After dinner that night we  General academic words are  General academic words are academic words. went looking for them). words that are found more words that are found more  Acquire and use domain specific often in written texts across often in written texts across words. disciplines. These words can disciplines. These words can  Identify spatial and temporal appear in informational appear in informational words and phrases in mentor technical or literary text. technical or literary text text.  Domain specific words are  Domain specific words are  Acquire and use spatial and words found more often in words found more often in temporal words. written texts within a specific written texts within a specific discipline. discipline.  Prepositions are used to signal  Prepositions are used to signal spatial and/or temporal spatial and/or temporal relationships. relationships.  Spatial relationships refer to  Spatial relationships refer to the physical relationship the physical relationship between things. between things.

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College- and Career-Readiness Standards for English Language Arts

 Temporal relationships  Temporal relationships involve involve space and time. space and time.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD: acquire, accurate, appropriate, conversational, spatial, temporal

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