3rd Grade English


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ELA-03.RI.10

ELA Reading Informational Strand Logo 3rd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
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:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

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 Scale

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

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
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

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

Resources

Vocabulary

  • Reading Strategy
  • Comprehend
  • LIST

ELA-03.RL

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.


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ELA-03.RL.01

ELA Reading Literature Strand Logo 3rd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
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.
GoogleDrive logoTeacher Proficiency Scale

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.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... 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.
  • ask and answer questions to demonstrate understanding of a text
  • refer explicitly to the text as the basis for the answers
4 Advanced
... 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

ELA Reading Literature Strand Logo 3rd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

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

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

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

ELA-03.RL.03

ELA Reading Literature Strand Logo 3rd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

ELA-03.RL.03 Describe characters in a story and their actions.

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.

Skills (Performance) Targets

  • I can

Proficiency Scale

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

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
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

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

Resources

Vocabulary

  • Character
  • Describe
  • Trait

Websites


ELA-03.RL.04

ELA Reading Literature Strand Logo 3rd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
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

Proficiency Scale

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

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
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

4 Advanced
... 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.RL.05

ELA Reading Literature Strand Logo 3rd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
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:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

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

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
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

4 Advanced
... 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.RL.06

ELA Reading Literature Strand Logo 3rd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
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 Scale

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

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
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

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

Resources

Vocabulary

  • Character
  • Narrator
  • Point of View

Websites


ELA-03.RL.07

ELA Reading Literature Strand Logo 3rd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
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

Proficiency Scale

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

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
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

4 Advanced
... 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.RL.08

ELA Reading Literature Strand Logo 3rd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

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


ELA-03.RL.09

ELA Reading Literature Strand Logo 3rd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Integration of Knowledge and Ideas

ELA-03.RL.09 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

Proficiency Scale

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

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
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

4 Advanced
... 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.RL.10

ELA Reading Literature Strand Logo 3rd Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
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, on grade level independently and proficiently.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

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 Scale

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

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
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

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

Resources

Vocabulary

  • Comprehend
  • Reading Strategy
  • LIST

Websites


ELA-03.SL

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 Speaking and Listening Strand Logo 3rd Grade (ELA) Targeted Standard
(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.

GoogleDrive logoTeacher Proficiency Scale

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.

Reasoning Targets

  • 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

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

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • 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.

4 Advanced
... 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

Websites


ELA-03.SL.02

ELA Speaking and Listening Strand Logo 3rd Grade (ELA) Targeted Standard
(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).

Reasoning Targets

  • I can

Skills (Performance) Targets

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

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... retell some key details of a text read aloud or from information presented orally.

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).
... retell the information from a text read aloud or information presented orally, although the main idea may not be correct.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... retell and determine the main ideas of a text or information presented orally.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... state the main ideas of an advanced story being read aloud or sophisticated information presented orally.

Resources

Vocabulary

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

Websites


ELA-03.SL.03

ELA Speaking and Listening Strand Logo 3rd Grade (ELA) Targeted Standard
(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

Proficiency Scale

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

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
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

4 Advanced
... 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.SL.04

ELA Speaking and Listening Strand Logo 3rd Grade (ELA) Targeted Standard
(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

Proficiency Scale

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

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
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

4 Advanced
... 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.SL.05

ELA Speaking and Listening Strand Logo 3rd Grade (ELA) Targeted Standard
(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

Proficiency Scale

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

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
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

4 Advanced
... 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.SL.06

ELA Speaking and Listening Strand Logo 3rd Grade (ELA) Targeted Standard
(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

Proficiency Scale

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

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
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

4 Advanced
... 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.W

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.



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