ELA-03.L.02

ELA Language Strand Logo 3rd (ELA) Targeted Standard
(L) Strand: Language
Cluster: Conventions of Standard English

ELA-03.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Sub-Standards:

Introduce:
a. Use commas and quotation marks in dialogue.
b. Form and use possessives.
c. Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness).
d. Use commas and quotation marks to mark direct speech and quotations from a text.
e. Use a comma before a coordinating conjunction in a compound sentence.
f. Use punctuation to separate items in a series.
g. Use a comma to separate an introductory element from the rest of a sentence.
h. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?) and to indicate direct address (e.g., Is that you, Steve?).
i. Use underlining, quotation marks, or italics to indicate titles of works.
j. Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts).

Display proficiency in:
k. Use commas in greetings and closings of letters.
l. Use an apostrophe to form contractions and frequently occurring possessives.
m. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
n. Use commas in addresses.
o. Use conventional spelling for high-frequency and other studied words.

Student Learning Targets:

Knowledge Targets

  • I can identify words in a title that should be capitalized. 
  • I can name ending punctuation and how and when to use it. 
  • I can identify when a comma should be used in a sentence.

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can punctuate dialogue correctly by using commas before/after speaker tags and placing quotation marks around spoken words (examples: "I was walking," Rob said, When Caleb tripped me.").
  • I can spell high frequency words correctly. 
  • I can write words correctly using common spelling patterns and generalizations.
  • I can consult reference material (dictionaries) as needed to check correct spellings. 
  • I can use periods, question and exclamation marks at the end of sentences. 
  • I can use commas to separate items in a list, city and state and in dialogue.

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • possessive, proper noun, contractions, comma, apostrophe
  • perform basic processes, such as:
    • (2.L.2.p, u) capitalize proper nouns (dates, names of people, holidays, product names, and geographic names)
    • (2.L.2.v) capitalize important words in titles
    • (2.L.2.q) use end punctuation for sentences.
    • (2.L.2.r) use commas in dates and to separate single words in a series.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • Display proficiency using the following conventions in various writing activities:
    • (k) Use commas in greetings and closings of letters.
    • (l) Use an apostrophe to form contractions and frequently occurring possessives.
    • (m) Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
    • (n) Use commas in addresses.
    • (o) Use conventional spelling for high-frequency and other studied words

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Demonstrates use of some of the following conventions in their writing:
    • Use commas and quotation marks in dialogue.
    • Form and use possessives.
    • Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness).
    • Use commas and quotation marks to mark direct speech and quotations from a text.
    • Use a comma before a coordinating conjunction in a compound sentence.
    • Use punctuation to separate items in a series.
    • Use a comma to separate an introductory element from the rest of a sentence.
    • Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?) and to indicate direct address (e.g., Is that you, Steve?).
    • Use underlining, quotation marks, or italics to indicate titles of works.
    • Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts).

Teacher Proficiency Scale

Scoring Rubric

Score   Description Sample Activity
4.0

The student:

  • Makes no errors in capitalization, punctuation or spelling
  • The writing piece is exceptionally easy to read
The student may write about the same topics, but the writing conventions of capitalization, punctuation and spelling are advanced according to the indicators for a Level 4.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.”  The student:

  • Makes minimal errors in grade appropriate capitalization, punctuation and spelling
  • The writing piece is easy to read
The student publishes (will be read by an outside audience) a writing piece (opinion, informative or narrative).
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Makes some errors in capitalization, punctuation and spelling
  • The errors made in conventions are noticeable and interrupt the flow of the piece
See Level 3 for example of task.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0

The student:

  • Makes many errors in capitalization, punctuation and spelling
  • The errors are noticeable and greatly interrupt the flow of the piece
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Vocabulary

  • Title
  • Dialogue
  • Speaker
  • Exclamation Mark
  • Quotations
  • Capitalize
  • Period
  • Comma
  • Question Mark
  • High-frequency word
  • Spelling Pattern
  • Base word
  • Prefix/Suffix

Websites

  • Links to sites that open in a new window
  • Scholastic

» 3rd Grade English