3rd Grade English


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ELA-03.L

BPSS-ELA logoStrand (L)

Language

Narrative for the Language Strand:

As they move through formal schooling, students must gain control over the many conventions of standard English grammar, usage, and mechanics. They must also learn various ways to convey meaning effectively. Language standards include the rules of standard written and spoken English as well as the use of language as craft and informed choice among alternatives.  Third grade students gain control over proper use of pronouns, adjectives, adverbs, and other parts of speech, produce simple, compound, and complex sentences, and demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

English grammar conventions, knowledge of language, and vocabulary extend across reading, writing, speaking, and listening and, in fact, are inseparable from these contexts. As students grow in their understanding of patterns of English grammar, they can use this knowledge to make more purposeful and effective choices in their writing and speaking and more accurate and rich interpretations in their speaking and listening.

 

How to help your child with the standards in the Language Strand:

  • Engage your child in conversations every day. If possible, include new and interesting words in your conversation.
  • When coming across unknown words, encourage your child to use diagramslabels or reference materials (glossaries, dictionaries....) to find out what the definition is
  • Encourage your child to read on his own. The more children read, the more words they encounter and learn.
  • Encourage your child to "bump up" the vocabulary words they use in their writing.  Help them by finding synonyms for simple words (using enormous instead of the word big)

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-03.L.01

Under Development

ELA-03 Targeted Standards
(L) Strand: Language
Cluster: Conventions of Standard English.

ELA-03.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a.Explain the function of pronouns

b.Form and use regular and irregular plural nouns

c. Use abstract nouns (example: childhood)

d.Form and use regular and irregular verbs

e.Form and use the simple verb tense (I walked; I walk; I will walk)

f. Ensure subject-verb and pronoun-antecedent agreement

g. Form and use comparative and superlative adjectives and adverbs and choose between them depending on what is to be modified

h. Use coordinating and subordinating conjunctions

i. Produce simple, compound, and complex sentences

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-03.L.02

ELA-03 Targeted Standards
(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.

a.  Capitalize words in titles.

b.  Use commas in addresses.

c.  Use commas and quotation marks in dialogue.

d.  Form and use possessives.

e.  Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g. sitting, smiled, cries, happiness)

f.  Use spelling patterns and generalizations (e.g. word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

g.  Consult reference materials, including beginning dictionalries, as needed to check and correct spellings.

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

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

Rubric/Proficiency Scale

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

Websites

Vocabulary

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

 


ELA-03.L.03

Under Development

ELA-03 Targeted Standards
(L) Strand: Language
Cluster: Knowledge of Language.

ELA-03.L.03 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a.  Choose words and phrases for effect

b.  Recognize and observe differences between the conventions of spoken and written standard English

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-03.L.04

Under Development

ELA-03 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

ELA-03.L.04 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

a.  Use sentence-level context as a clue to the meaning of a word or phrase.

b.  Determine the meaning of the new word formed when a known affix is added to a known word. (example: agree/disagreeable; comfortable/uncomfortable)

c.  Use a known root word as a clue to the meaning of an unknown word with the same root (example:  company, companion)

d.  Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-03.L.05

Under Development

ELA-03 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

ELA-03.L.05 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

a.  Distinguish the literal and non-literal meanings of words and phrases in context (example:  take steps)

b.  Identify real-life connections between words and their use (example:  describe people who are friendly or helpful)

c.  Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (example:  knew, believed, heard, wondered)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-03.L.06

Under Development

ELA-03 Targeted Standards
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use.

ELA-03.L.06 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (example:  After dinner that night we went looking for them)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  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.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-03.RF

BPSS-ELA logoStrand (RF)

Reading Foundations

Narrative for the Reading Foundations Strand:

The foundational skill standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.  

Phonics:  In third grade students work on developing strategies that enable them to decode multi-syllable words and irregularly spelled words. Third graders also learn to identify words with affixes (prefixes and suffixes) and learn that affixes have meanings and can change the meanings of words to which they are attached. Third grade students learn to recognize common prefixes and inflectional and derivational suffixes and can explain how these common prefixes and suffixes change the meaning of a word. For example, they can explain that the prefix –un means not in the word unhappy.

Fluency:  Fluency is defined as being able to read orally with a reasonable rate of speed, with a high degree of accuracy, and with the proper expression (prosody). Fluency is one of several critical factors necessary for reading comprehension. 

Fluency changes, depending on what readers are reading, their familiarity with the words, and the amount of their practice with reading text. Even very skilled readers may read in a slow, labored manner when reading texts with many unfamiliar words or topics. For example, readers who are usually fluent may not be able to read technical material fluently, such as a textbook about nuclear physics or an article in a medical journal. 

How to help my child at home with the Foundational Skill Standards:

  • Help your child pick out words with prefixes and suffixes. Talk about how the prefix or suffix changed the meaning of the word.
  • If your child comes to a word he or she does not know, encourage them to use strategies such as looking for word parts (prefixes, suffixes)
  • Encourage your child to read many types of books.  Your child may also build fluency by reading the words to songs, poems, or speeches.
  • By reading with your child each night you are helping build his or her fluency! In fact, reading the same passages (and even their own writing) repeatedly gives your child an opportunity to listen, practice, and improve fluency.

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-03.RF.03

ELA-03 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

ELA-03.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words. 

ELA-03.RF.03 Know and apply grade-level phonics and word analysis in decoding words

a. Identify and know the meaning of the most common prefixes and derivational suffixes. 

b.  Decode words with common Latin suffixes.

c.  Decode multisyllable words.

d.  Read grade-appropriate irregularly spelled words.

Student Learning Targets:

Knowledge Targets

  • I can define prefix and suffix
  • I can identify common prefixes and suffixes (some examples: un-, re-, pre-, -er, -est, -ful)

Reasoning Targets

  • I can explain the meaning of common prefixes and suffixes and understand how they change the meaning of the root word.

Skills (Performance) Targets

  • I can determine the meaning of words with common Latin suffixes (some examples:  -able, -ment, -tion)

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 The student is able to read and spell words commonly found and used in text at the beginning fluent reading stage and uses word parts to determine meanings of words.  
   3.5  No advanced criteria is available (see Level 4 for explanation)
3.0 The student is able to read, sort and spell multi-syllabic words with common prefixes and suffixes and uses prefixes and suffixes to determine word meanings in text that is at the end of the transitional reading stage.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 The student is able to read and spell multi-syllabic words and words with complex vowels and inflected endings (-ed, -ing) the middle transitional reading stage.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0  content.
1.0The student is able to read and spell one and two syllable words with beginning and ending blends, common long and short vowel patterns in the beginning transitional reading stage.
  0.5 Limited or no understanding of the skill is demonstrated.

 


Resources

Websites

Vocabulary

  • Prefix
  • Suffix
  • Word meaning
  • Decode
  • Syllable
  • Strategy

 

o    Identifies the most common prefixes and derivational suffixes

o    Decodes words with common Latin suffixes

o    Decodes multi-syllable words


ELA-03.RF.04

ELA-03 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Fluency.

ELA-03.RF.04 Read with sufficient accuracy and fluency to support comprehension. 

a.  Read grade-level text with purpose and understanding.

b.  Read grade-level prose and poetry with accuracy, appropriate rate, and expression.

c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Student Learning Targets:

Knowledge Targets

  • I can recognize when a word I read does not make sense within the text.

Skills (Performance) Targets

  • I can read grade-level text fluently and show comprehension through voice, timing and expression
  • I can read fluently (with ease, sounding smooth and automatic)

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student is able to read text at the beginning fluent reading stage with appropriate rate, accuracy and using expressive interpretation and pausing, guided by the author's meaning and punctuation.

  3.5  No advanced criteria is available (see Level 4 for explanation)
3.0The student is able to read text at the end of transitional reading stage with appropriate rate, accuracy.  The student's reading sounds like conversation using longer phrases, paying attention to punctuation and quotation marks.

  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student reads in two or three word phrases, and reading is starting to sound like talking.

  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0

The student's reading does not sound natural and reading is mostly word by word.

  0.5 Limited or no understanding of the skill is demonstrated.

 

 

 

Resources

Websites

Vocabulary

  • Fluency
  • Accuracy
  • Rate
  • Poetry
  • Prose
  • Expression

 



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