3rd Grade English

Printer-friendly version

ALL

Page:  1  2  3  4  5  (Next)
  ALL

E

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 diagrams, labels 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

 

ELA-03.RI

BPSS-ELA logoStrand (RI)

Reading Information

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.

 

 

How to Help Your Child At Home with the Informational Text Strand:

  • Ask questions about the topic being read (What does this book tell us about the solar system?)
  • Help your child dtermine the main idea of what they are reading, along with the details that support the main idea he/she stated
  • Have your child retell the information on the topic they read about
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss the informational topics you read about
  • Bring attention to bold words, captions 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

 

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.RI.01

ELA-03 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

ELA-03.RI.01 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

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.
  • I can ask and answer questions before, during and after reading an informational text (non-fiction)

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 The student is able to 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.

  
  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 student demonstrates 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.


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

The student demonstrates understanding by including main ideas and facts along with using text features when applicable to answer questions from a text.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student demonstrates understanding of the text and includes main ideas when answering questions about the text.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Key details
  • Infer
  • Informational text

 

ELA-03.RI.02

ELA-03 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

ELA-03.RI.02 Determine the main idea of a text; recount the key details and explain how they support the main idea.

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

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student is able to 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.
  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 student states a main ideas and explains how it is supported by the key details from a text 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 states a main idea and supports it with some detail, although the details may not directly support the stated main idea.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student can identify the main topic of a text and retell some of the important key details from events in the text.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Main idea
  • Retell/recount
  • Key details
  • Summary
  • Topic

 

ELA-03.RI.03

Under Development

ELA-03 Targeted Standards
(RI) Strand: Reading Information
Cluster: Key Ideas and Details.

ELA-03.RI.03 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Student Learning Targets:

Knowledge Targets

  • I can define event, procedure, idea and concept.
  • I can identify events, procedures, ideas, and/or concepts in different types of informational texts.

Reasoning Targets

  • I can explain how events, procedures, ideas, and concepts connect to one another

Skills (Performance) Targets

  • I can use language that shows time (before, now, later,) sequence (first, next, last), and cause/effect (because, then if) when describing a text.

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0


  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


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


  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0


  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

Vocabulary

  • Event
  • Procedure
  • Idea
  • Concept
  • Time
  • Sequence
  • Cause/Effect

 

ELA-03.RI.04

Under Development

ELA-03 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

ELA-03.RI.04 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

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.RI.05

 

ELA-03 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

ELA-03.RI.05 Use text features and search tools to locate information relevant to a given topic efficiently.

Student Learning Targets:

Knowledge Targets

  • I can identify and give examples of text features and search tools

Reasoning Targets

  • I can explain how text features and search tools help locate information quickly

Skills (Performance) Targets

  • I can locate information about a topic using text features and search tools

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0


  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


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


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


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Caption
  • Heading
  • Glossary
  • Bold Words 
  • Keywords
  • Diagram
  • Highlighted Word
  • Photo
  • Title

ELA-03.RI.06

Under Development

ELA-03 Targeted Standards
(RI) Strand: Reading Information
Cluster: Craft and Structure.

ELA-03.RI.06 Distinguish their own point of view from that of the author of a text.

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.RI.07

Under Development

ELA-03 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

ELA-03.RI.07 Use information gained from illustrations and the words in a text to demonstrate understanding of the text.

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.RI.08

Under Development

ELA-03 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

ELA-03.RI.08 Describe the logical connection between particular sentences and paragraphs in a text.

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.RI.09

Under Development

ELA-03 Targeted Standards
(RI) Strand: Reading Information
Cluster: Integration of Knowledge and Ideas.

ELA-03.RI.09 Compare and contrast the most important points and key details presented in two texts on the same topic.

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.RI.10

 

ELA-03 Targeted Standards
(RI) Strand: Reading Information
Cluster: Range of Reading and Level of Text Complexity.

ELA-03.RI.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

Student Learning Targets:

Skills (Performance) Targets

  • I can reread a text to find more information or clarify ideas.
  • I can read complex grade level texts.
  • I can use reading strategies (asking questions, make connections, take notes, make inferences, visualize and re-read) to help me understand difficult complex text.

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0
  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
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0


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


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Reading Strategy
  • Comprehend

 

ELA-03.RL

BPSS-ELA logoStrand (RL)

Reading Literature

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.

 

How to Help Your Child At Home with the Literature Strand:

  • Read to your child often, and let him/her read books to you
  • Ask questions about what is being read  
  • 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

 

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.RL.01

ELA-03 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details.

ELA-03.RL.01 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

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.
  • I can ask and answer questions before, during, and after reading a text.

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0The student infers 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.
  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 student uses 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.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

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

The student shows 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.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Describe/Description
  • Character Motivations
  • Literary
  • Genre
  • Key Details
  • Traits
  • Infer

 

 

ELA-03.RL.02

ELA-03 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details.

ELA-03.RL.02 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

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.

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student is able to 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.
  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 student is able to 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.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0The student is able to 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.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student gives a general retell of the story with some details when prompted for further information about the text.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

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

 

ELA-03.RL.03

 

ELA-03 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Key Ideas and Details.

ELA-03.RL.03 Describe characters in a story (e.g. their traits, motivations or feelings) and explain how their actions contribute to the sequence of events.

Student Learning Targets:

Knowledge Targets

  • I can identify characters in a story.
  • I can describe a character using physical (outside qualities) and emotional (inside qualities) traits

Reasoning Targets

  • I can explain how characters' actions (what they do) cause events to occur in a certain order/sequence

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0


  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


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


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


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Character
  • Describe
  • Trait

 

ELA-03.RL.04

 Under Development

ELA-03 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-03.RL.04 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

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.RL.05

 

ELA-03 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-03.RL.05 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Student Learning Targets:

Reasoning Targets

 

Skills (Performance) Targets

 

 

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

 

Vocabulary

 

 

 

ELA-03.RL.06

 

ELA-03 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Craft and Structure.

ELA-03.RL.06 Distinguish their own point of view from that of the narrator or those of the characters.

Student Learning Targets:

Knowledge Targets

  • I can define point of view (someone's view or attitude about a situation)

Reasoning Targets

  • I can explain how my point of view is similar to or different from a narrator or character in a story

Skills (Performance) Targets

  • I can determine the point of view of a narrator or character iof a story

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0
  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


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


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


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Point of View
  • Narrator
  • Character

 

ELA-03.RL.07

 Under Development

ELA-03 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Integration of Knowledge and Ideas.

ELA-03.RL.07 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.

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.RL.08

 Under Development

ELA-03 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Integration of Knowledge and Ideas.

ELA-03.RL.08 (Not applicable to literature)

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.RL.09

 Under Development

ELA-03 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Integration of Knowledge and Ideas.

ELA-09.RL.00 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.

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.RL.10

 

ELA-03 Targeted Standards
(RL) Strand: Reading Literature
Cluster: Range of Reading and Level of Text Complexity.

ELA-03.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

Student Learning Targets:

Skills (Performance) Targets

  • I can reread a text to find more information or clarify ideas.
  • I can read complex grade level texts.
  • I can use reading strategies (asking questions, make connections, take notes, make inferences, visualize and re-read) to help me understand difficult complex text.

 

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0


  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



  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0


  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Reading Strategy
  • Comprehend

 

ELA-03.SL

BPSS-ELA logoStrand (SL)

Speaking and Listening

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.

 

How to help your child with the Speaking and Listening Standards:

  • 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 for details about books, movies, and television shows you are viewing with your child
  • 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

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.SL.01

ELA-03 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration.

ELA-03.SL.01 Engage effectively in a range of collaborative discussions 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 the 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.

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

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.

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student is able to:

  • Always come prepared for discussions and pursues other information regarding the topic
  • Leeds others and sets a good example for following afreed-upon discussion rules
  • Asks deep-level questions that lead to further inquiry on the topic by themselves or the group
  • Shows curiosity and inquires through questioning on the topic
  • Explains point of view in a sophisticated manner
 See Level 3 for description of task.
  3.5  
3.0

“The Standard.” Student is able to:

  • Always comes to discussions prepared, having read or studied the required materials, and draws on that preparation to explore the topic under discussion
  • Follows the agreed-upon discussion fules
  • Asks questions to check information presented
  • Asks questions that are always on topic
  • Asks questions that link to the comments or remarks of others
 Classroom discussions happen in all content areas. Students may be collaborating or sharing ideas in a large group (whole class) setting or working in small groups on projects or with partners.  
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Sometimes comes to discussions prepared, and is able to draw on the material that was read or researched
  • Sometimes follows the agreed-upon discussion fules
  • Asks questions on the topic presented
  • Explains own ideas so that others can understand their thinking
 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:

  • Seldom comes to discussions prepared, and is able to draw on the material that was read or researched
  • Seldom follows the agreed-upon discussion fules
  • Asks questions, but the questions are not always on the topic presented
  • Does not elaborate on own thinking so that others can understand, or becomes easily frustrated when asked questions
 See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Respond
  • Collaborate
  • Clarify
  • Respond
  • Question
  • Explain
  • Ideas
  • Taking Turns

 

ELA-03.SL.02

 

ELA-03 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration.

ELA-03.SL.02 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Student Learning Targets:

Knowledge Targets

  • I can identify information from a text being read aloud
  • I can identify information that is presented in different formats (ex. media, charts, graphs, websites, speeches)

Skills (Performance) Targets

  • I can use information gathered to determine the main idea and support details of a presentation

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to state the main ideas of an advanced story being read aloud or sophisticated information presented orally.
 The task is similar to the Level 3, although the read aloud or information is at an advanced level.
  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 retell and determine the main ideas of a text or information presented orally.
 The student listens to a text being read aloud, and is able to retell the information and state a main idea.
  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 retell the information from a text read aloud or information presented orally, although the main idea may not be correct. See Level 3 for an example of task.
  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 retell some key details of a text read aloud or from information presented orally.
 See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Main Idea
  • Supporting Details
  • Retell/Recall
  • Comprehend
  • Information

 

ELA-03.SL.03

Under Development

ELA-03 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration.

ELA-03.SL.03 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

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.SL.04

Under Development

ELA-03 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas.

ELA-03.SL.04 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

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.SL.05

Under Development

ELA-03 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas.

ELA-03.SL.05 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

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.SL.06

Under Development

ELA-03 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas.

ELA-03.SL.06 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

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.W

BPSS-ELA logoStrand (W)

Writing

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 see that order is important in writing about a story or happening, using a proper sequence of events.
  • 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.
  • Help your child to recall information about his/her own experiences, or what he/she has read or researched, to answer questions.

 

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.W.01

ELA-03 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-03.W.01 Write opinion pieces on 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 linking words and phrases (e.g. because, therefore, since, for example) to connect opinion and reasons.

d.  Procide 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)

Product Targets

  • I can write an opinion piece with an introduction, supporting reasons and a concluding statement/section.

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student is able to:

  • Focus the reader with a strong introduction, state a clear opinion with an interesting hook, use an organizational structure and group related ideas.
  • Provide reasons that are supported by facts and details
  • Link opinion and reasons using a variety of words and phrases
  • Provide a strong concluding statement or section
 The student may write about the same topics, but the writing style is 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 is able to:

  • Focus the ready by introducing a topic, states an opinion on the topic, uses an organizational structure that lists reasons (bullets, numbering)
  • Provides reasons that support the opinion
  • Link opinion and reasons using words and phrases
  • Provides a concluding statement or section

The student writes an opinion piece on whether dogs or cats make better pets.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

 The student:

  • Has a minimal introduction to the topic, is partially unclear about their opinion, does not use a clear organizational structure
  • Uses some reasons to support their opinion
  • Links opinion and reasons using some words and phrases
  • Has a weak concluding statement or section
 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:

  • Has no introduction of the topic, the opinion of the writer is unclear, there is no organizational structure or list of reasons
  • Uses no reason to support opinion
  • No link of opinion or reasons using words and phrases
  • No concluding statement or section
 See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

 

Vocabulary

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

ELA-03.W.02

ELA-03 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-03.W.02 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a.  Introduce a topic and group related informaton together, include illustrations when useful to aiding comprehension.

b.  Develop a topic with facts, definitions, and details.

c.  Use linking 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

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.

Product Targets

  • I can I can present my information in writing and provide a concluding statement or section

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:  

  • Use a strong introduction of a topic that hooks the reader explaining why the subject matters, telling a surprising fact.
  • Les the reader know that he/she will learn different things about the topic 
  • Groups related information together using paragraphs or sections.
  • Develops topics with explanations of: facts, definitions, concrete details, quotations
  • Links ideas using a variety of words and phrases consistently and fluently
 The student may write about the same topics, but the writing style is 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.” Student is able to:

  • Introduce a topic in a way that gets readers ready to learn about the subject
  • Groups related information together into parts (each part or paragraph is mostly about one thing that connects to the big topic)
  • Develop topics and includes explanations of:  facts, definitions and details
  • Uses a variety of linking words and phrases to connect ideas
  • Provides a concluding statement or section that draws conclusions or asks a question
 The student researches and writes an informational writing piece on volcanoes.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Has an incomplete introduction of a topic
  • Includes some facts, definitions and details, but with no explanation
  • Groups some related information together into parts (paragraphs may not include related information)
  • Uses some linking words and phrases to connect ideas
  • Provides a concluding statement or section that draws conclusions or asks a question
 See Level  for example of task.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 and/or 3.0 content.
1.0

The student:

  • Does not introduce the topic
  • Only includes facts about the topic, but no further explanation
  • Does not group related information together 
  • Uses no linking words and phrases to connect ideas
  • Provides no concluding statement or section that draws conclusions or asks a question

 

 See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

 

Vocabulary

  • Informative
  • Ideas
  • Topic
  • Supporting Details
  • Definitions
  • Introduction
  • Conclusion
  • Structure
  • Facts
  • Connect

 

ELA-03.W.03

ELA-03 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-03.W.03 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 dialog and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

c.  Use temporal 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)

Product Targets

  • 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.

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Orient the reader by establishing the situation, introduces a narrator or character/s and organizes an event sequence that unfold naturally
  • Develops experiences and events or shows the responds of characters to situations (using detailed dialogue and/or descriptions to show experiences and characters' responses
  • Uses a variety of transitional words and phrases to manage the sequnce of events
  • Provides a strong sense of closure
 The student may write about the same topics, but the writing style is 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.” Student is able to :

  • Show evidence of:  Establishing  a situation, introducing a narrator/character/s and organizing an event sequence that unfolds naturally
  • Develops experiences and events or shows the response of characters to situations using dialog when appropriate and/or descriptions of actions, thoughts an feelings
  • Uses temporal words and phrases to signal event order
  • Provides a sense of closure
 The student writes a piece about family traditions that are important to their family.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Shows evidence of two components:  establishing a situation, introducing a narrator/character/s or organizing an event sequence that unfolds naturally
  • Develops experiences and events or shows the responds of characters to situations by using some dialogue when appropriate or using few descriptions of actions, thoughts and feelings.
  • Uses some temporal words and phrases
  • Has a weak sense of closure
 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:

  • Shows evidence of one:  establishing a situation, introducing a narrator and or character/s, organizing an event sequence that unfolds naturally
  • Uses no/little dialogue when appropriate and uses no descriptions of actions, thoughts and feelings
  • Uses no temporal words and phrases
  • Has no sense of closure
 See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

 

Vocabulary

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

 

ELA-03.W.04

Under Development

ELA-03 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-03.W.04 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

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.W.05

Under Development

ELA-03 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-03.W.05 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

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.W.06

Under Development

ELA-03 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-03.W.06 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

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.W.07

Under Development

ELA-03 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-03.W.07 Conduct short research projects that build knowledge about a topic.

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.W.08

Under Development

ELA-03 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-03.W.08 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

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.W.09

Under Development

ELA-03 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-03.W.09 (Begins in grade 4)

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.W.10

Under Development

ELA-03 Targeted Standards
(W) Strand: Writing
Cluster: Range of Writing.

ELA-03.W.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 discipline-specific tasks, purposes, and audiences.

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

 

Page:  1  2  3  4  5  (Next)
  ALL