3rd Grade English


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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

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 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.


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

Teacher Proficiency Scale

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


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