# ELA-03 "I can ... statements"

##### Standards Glossaries
 All categories Categories All categories Not categorized Prioritized Standards (L) Language (RF) Reading Foundations (RI) Reading Information (RL) Reading Literature (SL) Speaking and Listening (W) Writing

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## 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.

• 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)

## 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.02

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

## 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).
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.

• 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

##### 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

... 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).

## 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

## 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.

## 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

Cluster: Phonics and Word Recognition

## Sub-Standards:

a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multi-syllable 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).

## Proficiency Scale

##### 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).
... 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.
##### 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).
... read and spell multi-syllabic words and words with complex vowels and inflected endings (-ed, -ing) the middle transitional reading stage.
• recognize or recall specific terminology, such as:
• decode, syllable, multi-syllable, prefix, suffix, latin suffixes, irregularly, word meaning
• perform basic processes, such as:
• identify prefixes and suffixes
• demonstrate sound-symbol correspondences for one syllable words
• identify the number of syllables in a word
• identify long and short vowel sounds in words.
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... 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.
• recognize and apply grade-level phonics and word analysis skills in decoding words
• (a) identify and know the meaning of the most common prefixes and derivational suffixes (re-, un-, dis-, mis-, pre-, -er, -est, -ly)
• (b) decode words with common latin suffixes
• (c) decode multisyllable words
...demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... 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.

## Resources

### Vocabulary

 Prefix Suffix Word meaning Decode Syllable Strategy

Cluster: Fluency

## Sub-Standards:

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.

• I can

### 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).

## Proficiency Scale

##### 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).
... (reading) does not sound natural and reading is mostly word by word.
##### 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).
... reads in two or three word phrases, and reading is starting to sound like talking.
• recognize or recall specific terminology, such as:
• expression, accuracy, rate, prose, poetry, text, context, fluency, purpose
• perform basic processes, such as:
• use teacher-directed fluency strategies*
• recording and listening to self read
• recognize need to self-correct
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... 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.
• Read with sufficient accuracy and fluency to support comprehension.
• (b) read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
• (c) use context to confirm or self-correct word recognition and understanding, rereading as necessary.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... 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.

## Resources

### Vocabulary

 Fluency Accuracy Rate Poetry Prose Expression

### Websites

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

## Narrative for Informational Reading Strand:

Informational text is designed to communicate factual information rather than to tell a narrative. Much of our daily reading is linked with this genre. Common examples of informational text include: diaries, cookbooks, websites, informational picture storybooks, field guides, and how-to books.

Informational texts enable children to experience both language and content simultaneously, i.e., “read to learn.” The organization, graphic features, and writing styles found in informational texts are often content-specific. For example, the style of a biology textbook is quite different from a vacation guide.

An important reading comprehension skill is the ability to determine the relative importance and precise meanings of words, sentences, paragraphs, sections, and chapters. Readers must be able to make sense of the meanings of words within sentences and of sentences within paragraphs. When readers grasp the main ideas, they better understand the purpose of the details—which, in turn, further strengthens their understanding of those main ideas. Readers, then, link their understanding of individual paragraphs to comprehend sections and chapters.

To feel successful across content areas students must read widely and deeply from among a broad range of high-quality, increasingly challenging informational texts. Through extensive reading of biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics students gain knowledge in various informational areas as well as familiarity with various text structures and elements.

Continued work on reading comprehension standards will heighten student abilities to read more complex informational (nonfiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Not all selections children read must be in the level suggested by assessment, these levels serve as a guideline.  Sometimes high interest in a topic allows success in a more difficult text, and sometimes simple text is more inviting to our children, balance is important.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

• Help your child dtermine the main idea of what they are reading, along with the details that support the main idea he/she stated
• Re-read favorite books to build fluency, comprehension and confidence
• Bring attention to bold wordscaptions and  glossaries that will help locate key facts or information in a text
• Discuss the text features in informational text (graphics, charts, diagrams)
• Read magazines and newspapers for information and entertainment - the pictures and current event topics offer a high-interest way for readers to attemp more difficult reading than they may in a book
• Read directions on packages, forms, games and recipes - this helps children see that we read many things to gain information
• Make regular visits to a public library to select informational (non-fiction) reading material

## 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.RI.01

Cluster: Key Ideas and Details

## Student Learning Targets:

### Knowledge Targets

• I can identify a key detail in an informational (non-fiction) text.

### Reasoning Targets

• I can use strategies to make sense of details presented in an informational (non-fiction) text.

### Skills (Performance) Targets

• I can locate words and details in an informational text (non-fiction) to answer questions in a text.

## Proficiency Scale

##### 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).
... demonstrate understanding of the text and includes main ideas when answering questions about the text.
##### 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).
... demonstrate understanding by including main ideas and facts along with using text features when applicable to answer questions from a text.
• recognize or recall specific terminology, such as:
• question words (i.e. when, who, did, how, etc.), text, evidence, paragraph, explicit
• perform basic processes, such as:
• formulate a question
• locate evidence in the text that supports the answer to a question
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... demonstrate complete understanding of the text and includes important information and main ideas supported by text evidence when answering questions from a text at the end of the transitional reading stage.
• refer explicitly to the text as the basis for the answers
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... summarize the information and support answers with text evidence-supporting his/her thinking and why he/she agrees or disagrees with the information, including key words and advanced vocabulary from a text at the beginning of the fluent reading stage.

## Resources

### Vocabulary

 Key details Infer Informational text

#### ELA-03.RI.02

Cluster: Key Ideas and Details

## Student Learning Targets:

### Knowledge Targets

• I can define main idea (who or what a text is mostly about).
• I can recount/retell (put into my own words) the key details of an informational (non-fiction) text.

### Reasoning Targets

• I can determine the main idea of a text.
• I can identify key details in a text and explain how they support the main idea.

• I can

## Proficiency Scale

##### 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).
... identify the main topic of a text and retell some of the important key details from events in the text.
##### 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).
... state a main idea and supports it with some detail, although the details may not directly support the stated main idea.
• recognize or recall specific terminology, such as:
• main idea, retell, recount, key and supporting details, summary, topic, text evidence
• perform basic processes, such as:
• identify the topic of a nonfiction text
• distinguish between a topic and a main idea
• distinguish between key details versus supporting details
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... state a main ideas and explains how it is supported by the key details from a text at the end of the transitional reading stage.
• determine the main idea of a text
• recount the key details to explain how they support the main idea
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... summarize the text including important, specific details including key vocabulary and main ideas supported by specific text evidence from a text at the beginning fluent reading stage.

## Resources

### Vocabulary

 Main idea Retell/recount Key details Summary Topic

## Narrative for Literature Strand:

Reading literature (fiction) allows students to learn about other lives and times that relate to their own personal experiences. In this strand, students will ask and answer questions about key details (characters, setting, plot), along with retelling what they have read.  Literature (fiction) helps readers learn important life lessons through the lives of the characters, comparing their own experiences with the experiences of the characters they read about. Reading literature (fiction) allows us to learn to appreciate the beauty of the language, and to be articulate speakers and writers.

Before gaining deeper meanings, such as making logical inferences or drawing conclusions, readers must grasp the central details, characters, events, and ideas from the text.  importance of analyzing details and content that may be presented in a variety of formats. By drawing on the central details and facts of the text, skilled readers draw logical inferences and conclusions, or extend the themes of the present text to other literary settings.

Third grade students must read widely and deeply from among a broad range of high-quality, increasingly literary texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements.

Continued work on reading comprehension standards will heighten student abilities to read more complex literature (fiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Not all selections children read must be in the level suggested by assessment, these levels serve as a guideline.  Sometimes high interest in a topic allows success in a more difficult text, and sometimes simple text is more inviting to our children, balance is important.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

• Go beyond just naming the character and setting, have your child describe the characters and settings with details (ex. "What character traits did the characters have?" (kind, mean, creative, patient, messy)? How do you know?)
• Have your child retell a story they have read with the beginning, middle and end
• Allow your child to re-read favorite books to build fluency, comprehension and confidence
• Discuss favorite stories together and talk about the characters and messages the author is trying to teach or lessons the characters learned in the story
• Don't forget - poetry can be a great read aloud
• Make regular visits to a public library to select literature (fiction) reading material

## 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.

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## Accordion Item #3

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#### ELA-03.RL.01

Cluster: Key Ideas and Details

## Student Learning Targets:

### Knowledge Targets

• I can identify a key detail from a text.

### Reasoning Targets

• I can use strategies to make sense of key ideas and details presented in the text.

### Skills (Performance) Targets

• I can locate words and details in the text to answer questions in a text.

## Proficiency Scale

##### 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).
... show understanding of how the setting or details are important to the plot and the characters' perspectives as well as noticing evidence to show character attributes.
##### 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).
... find clues in the story to support inferences about the character or setting and infers reasons for the character changing based on evidence in the text.
• recognize or recall specific terminology, such as:
• question words (i.e. when, who, did, how, etc.), text, evidence, paragraph, explicit
• perform basic processes, such as:
• formulate a question
• identify story elements (character, setting, plot, problem, solution)
• locate answers to questions in text
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... use specific text evidence such as the character's actions or dialogue to explain how the character responds or changes during a story, as well as using specific text evidence to support answers about the characters and setting of text at the end of the transitional reading stage.
• refer explicitly to the text as the basis for the answers
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... infer character traits, feelings and motivations from what characters say, think or do and describe character attributes as revealed through dialogue and character behavior in texts that are at the beginning fluent stage.

## Resources

### Vocabulary

 Literary Genre Key Details Traits Infer Describe/Description Character Motivations

#### ELA-03.RL.02

Cluster: Key Ideas and Details

## Student Learning Targets:

### Knowledge Targets

• I can identify the beginning, middle and end of a story.
• I can define what the overall idea or lesson the author is trying to share.

### Reasoning Targets

• I can explain the central message, lesson or moral (overall idea) using the key details from the story.

### Skills (Performance) Targets

• I can retell a story in my own words.

## Proficiency Scale

##### 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).
... give a general retell of the story with some details when prompted for further information about the text.
##### 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).
... correctly recount the beginning, middle and end of the story, giving some details and naming events within the retelling of the story as well as stating a central message, theme or moral to the story.
• recognize or recall specific terminology, such as:
• recount, fables, folktales, myths, moral, central message, key details
• perform basic processes, such as:
• identify beginning, middle and end of stories
• describe characters and their actions
• identify key details in a text
• identify common central messages, lessons, or morals
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... recount a story with specific details in a retelling and identifies a lesson or theme of a story providing evidence from a text at the end of the transitional reading stage.
• recount stories, including fables, folktales, and myths from diverse cultures
• determine central message, lesson, or moral
• explain how the central message is conveyed through key details in the text
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... summarize the story including the important, specific details needed and includes a theme within the summary with specific evidence which supports the theme from text at the beginning fluent reading stage.

## Resources

### Vocabulary

 Key Details Sequence Author's Purpose Important Events Summary Literary Lesson/Moral Recount/Retell

## Narrative for the Speaking and Listening Strand

Speaking and listening standards require students to develop a range of oral communication and interpersonal skills that facilitate various types of discussion and oral exchange. Students must learn to work together, express and listen carefully to ideas, and integrate information from various sources, (e.g., oral, visual, quantitative, and media). Students must also gain skills in evaluating what they hear, use various sources to support what they are communicating, and adapt their speech to the content and the task at hand.

Speaking and listening skills are necessary prerequisites for reading and writing. Oral language development precedes and is the foundation for writing. A student’s listening and speaking vocabulary sets boundaries on what that student can read and understand no matter how well they decode. In addition, new technologies have expanded the role speaking and listening play in acquiring and sharing ideas, tightening their link with other forms of communication.

• At dinner time or in the car, have conversations with your child to allow him/her to practice the art of conversing with others
• Respond to your child in sentences to model for him/her the correct way to talk
• Ask your child to tell you in his/her own words about what he/she hears and sees
• Encourage your child to describe his/her feelings and ideas in phrases and sentences that are more descriptive than just one word
• Use complete sentences when you talk to your child and encourage him/her to speak in the same way

## 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.SL.01

(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration

##### ELA-03.SL.01 Engage effectively in a range of collaborative discussions, one-on-one, in groups, and teacher-led with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.

## Student Learning Targets:

### Knowledge Targets

• I can identify rules for participating in a group discussion.
• I can list important information about the topic to be discussed.

• I can

### Skills (Performance) Targets

• I can ask questions when I do not understand something.
• I can explain my own ideas and tell what I have learned from a discussion.
• I can stay on topic by making comments about the information being discussed.

## Proficiency Scale

##### 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:
• discussion, collaborate, topic, follow-up questions
• perform basic processes, such as:
• engages in a limited range of collaborative discussion (small group, one-on-one, and teacher led) with diverse partners with below grade-level topics and texts.

##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• Engage effectively in a range of collaborative discussions, one-on-one, in groups, and teacher-led with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
• come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
• follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
• ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
• explain their own ideas and understanding in light of the discussion.

... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

## Resources

### Vocabulary

 Respond Collaborate Clarify Respond Question Explain Ideas Taking Turns

## Narrative for the Writing Strand:

The Writing standards outline three primary types of text that students are expected to produce: opinion, informational, and narrative texts.  Students are expected to produce each of these text types and to understand the purpose for each. When writing production is tightly integrated with purpose,  the differentiation between text types will be increasingly evident. Similarly, as students’ sophistication and maturity with language, vocabulary, and syntax grow, they will be better equipped to write for a specific purpose.The writing standards focus on instruction that enables students to gain adequate mastery of a range of writing skills and applications. As students progress through the grade levels they should demonstrate increasing sophistication in all aspects of writing, from vocabulary and syntax to the development and organization of ideas. The content and source students address are of an increasingly demanding nature. As they advance through the grade levels, students are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered during the preceding grades.

Students continue to learn and apply the rules of standard written English and to strengthen and expand their vocabulary, use of language, and organization of ideas.  You will find the standards for these skills in the Language Strand.

## How can I help my child at home with the writing strand standards?

• Establish a place to leave messages for each other such as a wipe-off or cork board.
• Talk with your child about their opinion about a topic or book by stating the opinion and giving a reason for his/her thinking“I think chocolate ice cream is the best ice cream because...... " Model this by giving your own opinions about topics or books.
• Help your child to use the computer or writing tools to produce and publish what he/she has written.  Have them read aloud what they have written.
• Do simple research about a given topic together – and have your child write and organize the facts you both find.

## 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.W.01

(W) Strand: Writing
Cluster: Text Types and Purposes

## Sub-Standards:

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use transitional words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.

## Student Learning Targets:

### Knowledge Targets

• I can identify introductions to writing pieces.
• I can identify structures to writing pieces.
• I can identify reasons that support my opinion on a topic.
• I can identify conclusions to writing pieces.
• I can identify linking words and phrases.

### Reasoning Targets

• I can support my opinion with details from a text.

### Skills (Performance) Targets

• I can link opinion and reasons using words and phrases (examples:because, therefore, since).
• I can write an opinion piece with an introduction, supporting reasons and a concluding statement/section.

## Proficiency Scale

##### 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:
• opinion, persuade, point-of-view, reasons/evidence, conclusion statement, transitional words/phrases
• perform basic processes, such as:
• write an opinion on a specific topic
• list reasons to support an opinion
• identify transitional words in a text
• write a conclusion
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• write opinion pieces on familiar topics or texts, supporting a point of view with reasons.
• (a) Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
• (b) Provide reasons that support the opinion.
• (c) Use transitional words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
• (d)  Provide a concluding statement or section.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• develop their opinion by including and explaining facts, definitions, concrete details, and quotations from outside sources.

## Resources

### Vocabulary

 Opinion Persuade Introduction Conclusion Structure Linking Words Topic Facts Point of View

### Websites

#### ELA-03.W.02

(W) Strand: Writing
Cluster: Text Types and Purposes

## Sub-Standards:

a. Introduce a topic and group related information together; include illustrations when useful to aid in comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use transitional words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.

## Student Learning Targets:

### Knowledge Targets

• I can identify introductions.
• I can identify topics to write about.
• I can identify conclusions.
• I can identify linking words.
• I can identify illustrations that would help readers understand my topic.
• I can identify a paragraph.

• I can

### Skills (Performance) Targets

• I can select a topic and identify information (facts, definitions, details) to share.
• I can organize my topic by grouping related information.
• I can use illustrations to help readers understand my topic.
• I can connect my information using linking words and phrases.
• I can present my information in writing and provide a concluding statement or section.

## Proficiency Scale

##### 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:
• introduction, inform, topic, nonfiction text features (titles/headings/subtopics), transitional words/phrases, conclusion
• perform basic processes, such as:
• use title/heading or an introduction to focus on a specific topic
• write facts and details for a specific topic (including the use of transitions)
• write a conclusion
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• (a) introduce a topic and group related information together; include illustrations when useful to aid in comprehension.
• (b) develop the topic with facts, definitions, and details.
• (c) use transitional words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
• (d) provide a concluding statement or section.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• organize writing using multiple sections or paragraphs
• develop details by incorporating non-fiction text features that further explain facts and definitions

## Resources

### Vocabulary

 Informative Ideas Topic Supporting Details Definitions Introduction Conclusion Structure Facts Connect

### Websites

#### ELA-03.W.03

(W) Strand: Writing
Cluster: Text Types and Purposes

## Sub-Standards:

a. Establish a situation and introduce a narrator and/or characters, organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
c. Use transitional words and phrases to signal event order.
d. Provide a sense of closure.

## Student Learning Targets:

### Knowledge Targets

• I can define narrative text.
• I can describe the basic parts of plot.

### Reasoning Targets

• I can put the events in my story in order so that one event leads to the next.

### Skills (Performance) Targets

• I can introduce the narrator, character and the even/situation that starts the story.
• I can use a character's thoughts, words, feeling, and actions to show how events happen and how characters respond to those events.
• I can show changes in time by using temporal words and phrases (examples: before, during, after).
• I can write a narrative piece that has a strong introduction and conclusion and describes an event or situation in an order where one event leads into the other.

## Proficiency Scale

##### 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:
• introduction, conclusion/closure, dialogue, transitional words/phrases, supporting details, sequence of events
• perform basic processes, such as:
• write an introduction (event and characters)
• write about a sequence of events (including details and transitional words)
• write a conclusion
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
• (a) establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
• (b) use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
• (c) use transitional words and phrases to signal event order.
• (d) Provide a sense of closure.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• write using a storytelling voice that conveys emotion or tone of the story through description, phrases, detailed dialogue, and thoughts to show experiences and character’s responses.
• write a conclusion that connects to how the character changed or learned through the story.

## Resources

### Vocabulary

 Narrative Imagined Narrator Characters Sequence of Events Temporal Words Dialogue Introduction Closure Facts Connect Ideas

## 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.

• 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)

## 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

(L) Strand: Language
Cluster: Conventions of Standard English

## Sub-Standards:

Introduce:
a. Produce complex and compound-complex sentences.
b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
c. Form and use the perfect (e.g., I had walked; I have walked; I will walk) verb tenses.
d. Use helping and modal auxiliaries (e.g., can, may, must) to convey various conditions.
e. Form and use prepositional phrases.
Practice:
f. Ensure subject verb-agreement.
g. Produce compound sentences.
h. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
i. Use regular plural nouns orally by adding /s/ or /es/.
j. Form and use regular and irregular plural nouns.
k. Use abstract nouns (e.g., childhood).
l. Use possessive nouns.
m. Form and use regular and irregular verbs.
n. Form and use comparative and superlative adjectives and choose between them depending on what is to be modified.
o. Form and use comparative and superlative adverbs and choose between them depending on what is to be modified.
Display proficiency in:
p. Correctly use common homophones (e.g., to, too, two; there, their).
q. Use singular and plural nouns with matching verbs in basic sentence (simple subject/verb agreement).
r. Use collective nouns.
s. Form and use the past tense of frequently occurring irregular verbs.
t. Use verbs to convey a sense of past, present, and future.
u. Use reflexive pronouns (e.g., myself, ourselves).
v. Use demonstratives (that, those, these, this)
w. Use adverbs depending on what is to be modified.
x. Use and explain interjections

• I can

• I can

• I can

## Proficiency Scale

##### 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).
Simple

##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

## Resources

### Vocabulary

 LIST LIST LIST

### Websites

• Links to sites that open in a new window

#### ELA-03.L.02

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

## 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).
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.

• 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

##### 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

... 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).

## 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

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