3rd Grade - ELA Writing

Size: px
Start display at page:

Download "3rd Grade - ELA Writing"

Transcription

1 3rd Grade - ELA Text Types and Purposes College & Career Readiness 1. Opinion Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write opinion pieces on topics or texts supporting a point of view with reasons -Introduce the topic or text and state an opinion - Create an organizational structure that lists reasons - Use linking words and phrases that connect reasons (e.g., for example, because, since, therefore) - Provide a concluding statement or section Write - Synthesis Introduce - Knowledge State - Knowledge Create - Synthesis Provide - Application opinion point of view organizational structure linking words and phrases concluding statement 1. Understand fact and opinion 2. Form an opinion by analyzing text and topics 3. State opinion through an introduction 4. Generate support for opinion with reasons 5. Group generated reasons together 6. Write topic sentences 7. Create an organizational structure that lists reasons to support writer's opinion 8. Write paragraphs that support the writer's opinion that begin with a topic sentence and are supported with reasons that are linked with transitional words and phrases 9. Provide a concluding statement related to the opinion presented 1. I can explain the difference between a fact and an opinion. 2. I can form an opinion by analyzing text and topics. 3. I can state an opinion. 4. I can write an introduction that includes my opinion. 5. I can generate support for my opinion with reasons. 6. I can write topic sentences from my reasons. 7. I can create an organizational structure that lists reasons to support my opinion. 8. I can write paragraphs that support my opinion and begin with topic sentences. 9. I can write paragraphs that use transition words and phrases to link my reasons. 10. I can write a conclusion related to my opinion. 11. If I can do steps 1-10 above,i can write an opinion piece. 2. Informational/ Explanatory Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Write texts to examine a topic and convey ideas and information clearly -Introduce the topic -Group related information together - Include illustrations when useful for aiding comprehension - Develop with facts, definitions, and details - Use linking words and phrases to connect ideas within categories of information (e.g., also, another, more) - Provide a concluding statement or section -Write an informational piece including a report demonstrating understanding of central ideas and supporting details using an effective organizational pattern (e.g., compare/contrast, cause/effect, problem/solution) with a title, heading, subheading, and table of contents Write - synthesis Introduce - knowledge State - knowledge Create - synthesis Provide - Application convey ideas introduce topic illustrations facts definitions details linking words and phrases categories of information concluding statement report informational piece central idea organizational pattern title heading subheading table of contents 1. Generate ideas for writing an informational essay 2. List facts, definitions, and details related to the topic 3. Choose a strong idea to develop into an essay 4. Group related information together - complete graphic organizer 5. Introduce the topic 6. Develop supporting paragraphs using linking words and phrases to connect ideas within categories of information 7. Provide a concluding statement or section (paragraph) 1. I can generate ideas for writing informational essays. 2. I can identify and list facts related to an informational topic. 3. I can define words and provide details to a topic. 4. I can group related information together using a graphic organizer. 5. I can write supporting paragraphs using linking words and phrases to connect ideas within categories of information. 6. I can write a concluding statement or section (paragraph). 7. If I can do steps 1-6 above, I can write an informational essay. O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 1

2 3rd Grade - ELA 3. Narrative Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences -Establish a situation and introduce a narrator and/or characters - Organize an event sequence that unfolds naturally - Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations - Use temporal words (e.g., before, after, now, finally) and phrases to signal event order - Provide a sense of closure -Write a cohesive narrative piece (e.g., fable, folktale, realistic fiction) using personification, setting, actions and thoughts that reveal important character traits -Write poetry based on reading a wide variety of grade-appropriate poetry Develop - Synthesis Establish - Synthesis Introduce - Synthesis Organize - Comprehension Provide - Application Write - Application Real or imagined experiences or events Descriptive details Events Sequence Situation Introduce Narrator Characters Organize Dialogue Descriptions Temporal words and phrases Closure Personification Setting Actions Character Traits Poetry 1. Read mentor texts to learn about narrative writing. 2. Identify traits of narrative texts. 3. Generate ideas for writing a narrative piece. 4. Choose an idea to develop details. 5. Develop strong characters and/or narrator. 6. Organize story events into a graphic organizer. 7. Write introduction of narrative piece. 8. Add description of setting into introduction. 9. Write events to develop story further. 10. Insert dialogue, descriptions of actions, thoughts and feelings to develop experiences and events to show the response of characters to situations (thoughtshots, explode a moment, snapshots). 11. Use personification to add interest (voice) to story. 12. Identify temporal words (transition words) and phrases to signal sequence of events and add into story where necessary. 13. Look at mentor texts for examples of closure. 14. Write closing paragraph that provides sense of closure. 1. I can identify traits of narrative traits. 2. I can generate ideas for narrative traits. 3. I can develop strong characters and/or narrators. 4. I can organize story events. 5. I can include a description of setting into my writing. 6. I can develop my writing using dialogue, descriptions of actions, thoughts, and feelings. 7. I can write with personification. 8. I can use temporal words and phrases to signal sequence of events. 9. I can write a closing paragraph which provides a sense of closure. 10. If I can do steps 1-9 above, I can write a narrative piece. Production and Distribution of 4. Clear and Coherent Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. -With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) Produce - Synthesis Produce Development Organization Task Purpose Expectations 1. Read various mentor texts or anchor papers and determine the purpose, task, and audience. 2. Identify the traits of clear and coherent writing (wellorganized, well-developed, many details, easy to follow, etc.) 3. Brainstorm topics for writing based on task, purpose, and audience. 4. Choose a topic for writing. 5. Teacher models how to share events/details with a writing partner. 6. Practice sharing events/details orally to writing partner. 7. Teacher models how to create and complete a graphic organizer which includes important events/details. 8. Create a graphic organizer that suits task and writer's purpose. 9. Complete graphic organizer. 10. Teacher models how to share graphic organizer w ith a writing partner and how to provide tips. 11. Share graphic organizer with writing partner and provide tips for adding further details. 12. Throughout process conference with teacher who will provide tips and compliments for writers. 13. Refer to processes detailed in #1-3 depending on the type of writing. 1. I can read texts to determine the purpose, task, and audience. 2. I can identify the traits of clear and coherent writing. 3. I can brainstorm topics for an assigned task, purpose, and audience. 4. I can choose a topic for writing. 5. I can orally share my story events/details with a writing partner. 6. I can create and complete a graphic organizer. 7. I can share my graphic organizer or plan with a writing partner. 8. I can confer with a writing partner to share tips for writing. 9. I can participate in a writing conference with my teacher. 10. If I can do steps 1-9, I can write a clear and coherent piece of writing. O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 2

3 3rd Grade - ELA 5. Develop and Strengthen Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. -With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 on pages 28 and 29.) Develop - Synthesis Strengthen - Synthesis Edit - Synthesis Revise - Synthesis Plan - Analysis Develop Strengthen Support Planning Revising Editing Conventions 1. This process occurs during a unit in which students are required to write an essay. 2. Teach writing traits (ideas, organization, word choice, sentence fluency, voice, and conventions) and how they connect to writing checklist. 3. Analyze mentor texts to identify strong traits. 4. Analyze anchor papers to identify strong and weak traits. 5. Students generate ideas for writing and choose a strong idea. 6. Teacher models how to plan and organize ideas using a graphic organizer. 7. Students create and complete graphic organizer. 8. Share story ideas with writing partner. 9. Students begin writing stories. 10. Throughout process teacher holds writing conferences to offer tips and compliments to strengthen students' writing. 11. Teach students how to add thoughtshots, snapshots, and explode a moment strategies for adding details. 12. Teach students strageties for integrating these writing strategies into their story (use of sticky notes, thought boxes, cutting apart story, etc.) 1. I can identify the writing traits. 2. I can analyze mentor texts to identify strong traits. 3. I can analyze anchor papers to identify strong and weak traits. 4. I can generate ideas for writing and choose a strong idea. 5. I can create and complete a graphic organizer. 6. I can share story ideas with a writing partner. 7. I can write a story. 8. I can add thoughtshots, snapshots, and explode a moment strategies. 9. I can strengthen my writing by using sticky notes, thought boxes, and cutting apart the story. 10. If I can do steps 1-9 above, I can develop and strengthen my writing. 13 Students identify how to strengthen their writing with strategies with the support of writing partners. 14. Teacher implements mini-lessons to teach conventions (sentence detective). 15. Students edit writing for conventions with writing partners. 16. Teacher models how to edit writing using checklist of questions. Read question carefully, then read writing aloud and edit/revise. 17. partners work together to practice using checklist to edit/revise. 18. Students share ways they edited/revised their writing using the checklist with the class. 6. Technology Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. -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 Produce - Application Publish - Synthesis Interact - Synthesis Collaborate - Synthesis Technology Produce Publish Interact Collaborate 1. Peer collaboration. 2. Explore digital tools. 3. Produce and publish writing using digital tools. 4. Use keyboarding skills to publish writing. 1. I can collaborate with peers. 2. I can use digital tools. 3. I can produce and publish writing using digital tools. 4. I can use keyboarding skills to publish writing. 5. If I can do steps 1-5 above, I can use technology to produce and publish my writing. O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 3

4 3rd Grade - ELA Research to Build and Present Knowledge 7. Research Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. -Conduct short research projects that build knowledge about a topic - Initiate research questions from content area text from teacher-selected topic Conduct - Synthesis Initiate - Synthesis research projects topic initiate research questions content area text 1. Choose a topic 2. List facts you know about the topic 3. Write questions you would like to learn about the topic to guide your research 4. Research and take notes on the topic using print and digital resources 5. Organize notes into categories 1. I can choose a topic. 2. I can list facts I know about the topic. 3. I can write questions I would like to learn about the topic to guide my research. 4. I can use digital resources for research. 5. I can determine important information related to my topic/research questions. 5. I can take notes on my topic/research questions using print and digital resources. 6. I can organize the information into a short research project. 7. If I can do steps 1-6, I can conduct a short research project about a topic. 8. Research Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. -Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories Recall - Knowledge Gather - Comprehension Take - Synthesis Sort - Application print sources digital sources evidence categories plagiarism 1. Choose a topic 2. List facts you know about the topic 3. Write questions you would like to learn about the topic to guide your research 4. Teach how to use digital resources for research 5. Teach the definition of plagiarism and how to avoid it 6. Practice reading researched topic and determining important information 7. Practice notetaking with researched information while avoiding plagiarism 8. Research and take notes from print and digital resources on students' topics 9. Organize important information from resources into categories (using organizational tools) 1. I can choose a topic. 2. I can list facts I know about the topic. 3. I can write questions I would like to learn about the topic to guide my research. 4. I can use digital resources to conduct research. 5. I can determine important information related to my topic. 6. I can write about my topic without plagiarizing information. 7. I can present information about my topic (to be determined). 8. If I can do steps 1-7, I can conduct a research project. 9. Research Draw evidence from literary or informational text to support analysis, reflection, and research. (Begins in grade 4) Range of O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 4

5 10. Time Frames 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 tasks, purposes, and audiences. -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 tasks, purposes, and audiences. Write (Application) Research (Analyze and Synthesis) Reflect (Synthesis) Revise (Synthesis and Evaluation) 3rd Grade - ELA Write research reflection revise time frame task purpose audience single sitting stamina 1. Identify the author's purpose/audience in a variety of formats (writing) 2. Provide opportunities for students to write for a variety of purposes, audiences, and tasks. 2. Provide time for students to build stamina for writing to work towards extended time frames 2. Write for extended periods of time in a single setting 3. Revise for purpose and audience 1. I can identify the author's purpose/audience in a variety of formats (writing). 2. I can write for extended periods of time in a single sitting. 3. I can revise for purpose and audience. 4. If I can do steps 1-3, I can write for short and extended periods of time for a range of tasks, purposes, and audiences. ELA--language Conventions of Standard English 1. Grammar and Usage Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. -Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences -Form and use regular and irregular plural nouns -Use abstract nouns (e.g., childhood) -Form and use regular and irregular verbs -Form and use simple (e.g., I walked; I walk; I will walk) verb tenses -Ensure subject-verb and pronounantecedent agreement -Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified -Use coordinating and subordinating conjunctions -Produce simple, compound, and complex sentences Explain - Comprehension Form - Application Ensure - Analysis Choose - Application Produce - Synthesis Function Nouns Pronouns Verbs Adjectives Adverbs Form Regular Nouns Irregular Nouns Plural Nouns Abstract Nouns Regular Verbs Irregular Verbs Simple Verb Tenses Subject-verb Agreement Pronoun-antecedent Agreement Comparative/Superlative Adjectives Comparative/Superlative Adverbs Coordinating/Subordinating Conjunctions Simple Sentences Compound Sentences Complex Sentences 1. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences 2. Form and use regular and irregular plural nouns. 3. Identify and use abstract nouns (e.g. childhood). 4. Identify and use regular and irregular verbs. 5. Form and use simple verb tenses. 6. Ensure subject-verb and pronoun-antecedent agreement. 7. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 8. Use coordinating and subordinating conjunctions. 9. Produce simple, compound, and complex sentences. 1. I can identify and use nouns, pronouns, verbs, adjectives, and adverbs. 2. I can explain their functions in sentences. 3. I can use regular and irregular nouns. 4. I can use regular and irregular verbs. 5. I can use simple verb tenses. 6. I can ensure subject-verb and pronounantecedent agreement. 7. I can form and use comparative and superlative adjectives and adverbs and choose between them depending on what is to be modified. 8. I can use coordinating and subordinating conjunctions. 9. I can produce simple, compound, and complex sentences. 10. If I can do steps 1-10, I can use the conventions of standard English grammar when writing and speaking. O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 5

6 2. Capitalization, Punctuation, and Spelling Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. -Capitalize appropriate words in titles -Use commas in addresses -Use commas and quotation marks in dialogue -Form and use possessives -Use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smile, cries, happiness) -Use spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts) in writing words -Consult reference materials including beginning dictionaries as needed to check and correct spellings -Correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones) -For less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell-checkers) Capitalize - Knowledge Form - Application Consult - Comprehension Check - Knowledge Correct - Knowledge Spell - Knowledge 3rd Grade - ELA capitalize titles commas addresses quotation marks dialogue possessives conventional spelling high-frequency words suffixes base words word families position-based spelling syllable patterns ending rules meaningful word parts reference materials dictionaries multi-syllabic r-controlled consonant blends contractions compounds common homophones structural cues environmental sources 1. Capitalize appropriate words in titles 2. Use commas in addresses 3. Use commas and quotation marks in dialogue 4. Form and use possessives 5. Use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smile, cries, happiness) 6. Use spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts) in writing words 7. Consult reference materials including beginning dictionaries as needed to check and correct spellings 8. Correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones) 9. For less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell-checkers) 1. I can capitalize appropriate words in titles. 2. I can use commas in addresses. 3. I can use commas and quotation marks in dialogue. 4. I can form and use possessives. 5. I can use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smile, cries, happiness). 6. I can use spelling patterns and generalizations (e.g., word families, positionbased spelling, syllable patterns, ending rules, meaningful word parts) in writing words. 7. I can consult reference materials including beginning dictionaries as needed to check and correct spellings. 8. I can correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones). 9. For less frequently encountered words, I can use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spellcheckers). 10. If I can do steps 1-9 above, I can use conventions of standard English capitalization, punctuation, and spelling when I write. O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 6

Third Grade Common Core State Standard (CCSS) English Language Arts Scope and Sequence

Third Grade Common Core State Standard (CCSS) English Language Arts Scope and Sequence THIRD GRADE ELA STANDARDS 1 2 3 4 Reading Standards for Literature: Key Ideas and Details RL 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the

More information

Common Core: Language Arts Standards, Grade 3

Common Core: Language Arts Standards, Grade 3 Common Core: Language Arts Standards, Grade 3 Strand Topic Code Common Core State Standard Literature Informational Key and Details Craft and Structure Integration of Range of and Complexity of Text Key

More information

Model Curriculum Grade 3 ELA Units

Model Curriculum Grade 3 ELA Units Grade 3 Overview Model Curriculum Grade 3 ELA Units The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in many units throughout a grade level.

More information

E/LA Common Core Standards for Writing Grade 4

E/LA Common Core Standards for Writing Grade 4 Text Type and Purposes Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory

More information

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

Grade 3 Common Core State Standards

Grade 3 Common Core State Standards Reading Standards for Literature K 5 The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

More information

ENGLISH LANGUAGE ARTS

ENGLISH LANGUAGE ARTS KINDERGARTEN ENGLISH LANGUAGE ARTS OKLAHOMA ACADEMIC STANDARDS ENGLISH LANGUAGE ARTS in Grade 3 Disclaimer The standards presented here are the Common Core State Standards (CCSS) for English Language Arts.

More information

Grade 3 English Language Arts Scope and Sequence. Unit 1: Exploring Narrative through Reading and Writing (15 Days)

Grade 3 English Language Arts Scope and Sequence. Unit 1: Exploring Narrative through Reading and Writing (15 Days) KEY: RL=Reading Standards for Literature RI=Reading Standards for Informational Text RF=Foundational Skills W=Writing Standards SL=Speaking Listening Standards L=Language Standards KEY: F = Standards that

More information

Minnesota English Language Arts Standards/Common Core Grade 3 Reading-Literature Key Ideas and Details

Minnesota English Language Arts Standards/Common Core Grade 3 Reading-Literature Key Ideas and Details Minnesota English Language Arts Standards/Common Core Grade 3 Reading-Literature Key Ideas and Details 3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the

More information

3rd Grade Common Core State Standards Writing

3rd Grade Common Core State Standards Writing Text Types and Purposes Writing CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.3.1a Introduce the topic or text they are writing

More information

Gr. 3 ELA Common Core Standards

Gr. 3 ELA Common Core Standards Reading Benchmarks: Literature Gr. 3 Key Ideas and Details 3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.1.2.2

More information

Correlation to the Common Core State Standards for English Language Arts, Grade 3

Correlation to the Common Core State Standards for English Language Arts, Grade 3 Correlation to the Common Core State Standards for English Language Arts, Grade 3 Journeys Grade 3 LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 1 Houghton Mifflin Harcourt Publishing Company. All rights

More information

Common Core State Standards for English Language Arts Grade 3

Common Core State Standards for English Language Arts Grade 3 A Correlation of Pearson Longman 2011 To the Common Core State Standards for English Language Arts Grade 3 Introduction This document demonstrates how Pearson Longman meets the objectives of the Common

More information

E/LA Common Core Standards for Writing Grade 5

E/LA Common Core Standards for Writing Grade 5 Text Type and Purposes Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory

More information

ELA / Writing - 5th Grade

ELA / Writing - 5th Grade Text Types and Purposes College & Carrerr Readiness Common Core State/ ELA / - 5th Grade ** Language in transitions from "opinion writing" in elementaray to "persuasive" or "argumentative" writing at the

More information

Cecil County Public Schools English Language Arts (ELA) Grade 3 Course Information

Cecil County Public Schools English Language Arts (ELA) Grade 3 Course Information Cecil County Public Schools English Language Arts (ELA) Grade 3 Course Information Grade 3 English Language Arts is about understanding the structures and functions of text to identify forces that impact

More information

Third Grade English Language Arts Standards and I Can Statements

Third Grade English Language Arts Standards and I Can Statements Third Grade English Language Arts Standards and I Can Statements Standard #: CC.3.L.1.a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular

More information

Common Core State Standards for English Language Arts Grade 3. Unit One Key Ideas and Details

Common Core State Standards for English Language Arts Grade 3. Unit One Key Ideas and Details Common Core State Standards for English Language Arts Grade 3 READING LITERATURE Unit One Key Ideas and Details LESSON 1 Ask and Answer Questions LESSON 2 Central Ideas LESSON 3 Characters and Plot RL.3.1

More information

Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. Reading: Foundational Skills Retaught Reviewed Assessed Phonics and Word Recognition CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.3.3.A

More information

Students will know Vocabulary: introduction opinion phrase clause facts details topic point of view conclusion transitional words text

Students will know Vocabulary: introduction opinion phrase clause facts details topic point of view conclusion transitional words text Fifth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade 3) Theme 5: Focus on Fairy Tales 267S 295N

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade 3) Theme 5: Focus on Fairy Tales 267S 295N Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade 3) Theme 5: Focus on Fairy Tales 267S 295N TARGET SKILLS: Phonemic Awareness Phonics Comprehension Vocabulary Fluency

More information

Bedford Public Schools

Bedford Public Schools Bedford Public Schools Grade 3 English Language Arts The third grade program is an integrated study of communication skills that includes reading, writing, speaking, and listening. Building on grade two

More information

English/Language Arts Unpacked Content

English/Language Arts Unpacked Content English/Language Arts Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 2012-13 school year This document is designed to help North Carolina

More information

Mathematics. Students will be able to:

Mathematics. Students will be able to: This guide provides parents with a description of the concepts and skills that students will be taught in Mathematics, Science, Social Studies, and Literacy in Third Grade. Our Elementary Program provides

More information

Students will know Vocabulary: opinion topic (title) supporting details (reasons) linking words (because, and also) concluding statement (section)

Students will know Vocabulary: opinion topic (title) supporting details (reasons) linking words (because, and also) concluding statement (section) Second Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

Common Core Progress English Language Arts. Grade 3

Common Core Progress English Language Arts. Grade 3 [ SADLIER Common Core Progress English Language Arts Aligned to the Florida [ GRADE 6 Next Generation Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards

More information

CURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1

CURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1 Approximately Alabama Course Of Study/Quality Core Standards. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers [RL.3.] (.)

More information

I can answer questions about a story. This means I can look back at the text to find my answers. I can ask questions about the text. 3.RL.

I can answer questions about a story. This means I can look back at the text to find my answers. I can ask questions about the text. 3.RL. 3.RL.1-3.RL.2-3.RL.3-3.RL.4-3.RL.5-3.RL.6-3.RL.7-3.RL.9-1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Recount stories,

More information

COMMON CORE STATE STANDARDS FOR

COMMON CORE STATE STANDARDS FOR COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Grade 3 Introduction to the Common Core State Standards for English Language

More information

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5 Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken

More information

Reading: Literature *RL.3.1 and RL.3.10 apply. Reading: Informationa l Text *RI.3.1 and RI.3.10 apply. to each unit RI.3.7 RI.3.1 RI.3.

Reading: Literature *RL.3.1 and RL.3.10 apply. Reading: Informationa l Text *RI.3.1 and RI.3.10 apply. to each unit RI.3.7 RI.3.1 RI.3. Grade 3 ELA Scope and Sequence Unit Theme 1 Communities Over Time 2 The Living World 3 Creativity Pass It On! 4 Creative, Innovative, and Notable People 5 Yes We Can Dates 8/22/11 9/30/11 10/10/11 11/18/11

More information

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

English Language Arts Reading, Writing, and Communicating

English Language Arts Reading, Writing, and Communicating Grade 3 English Language Arts Reading, Writing, and Communicating Standards 1. Speaking and Listening Big Ideas for Third Grade Grade Level Expectations 1. Communicate effectively while reporting on a

More information

Reading/Language Arts Program Correlation Sept 2010 California Augmentation

Reading/Language Arts Program Correlation Sept 2010 California Augmentation Reading/Language Arts Program Correlation Sept 2010 California Augmentation Macmillan/McGraw-Hill California TREASURES Grade 3, Teacher s Edition ALIGNED WITH COMMON CORE STATE STANDARDS FOR English Language

More information

Writing Common Core KEY WORDS

Writing Common Core KEY WORDS Writing Common Core KEY WORDS An educator's guide to words frequently used in the Common Core State Standards, organized by grade level in order to show the progression of writing Common Core vocabulary

More information

Third Grade Common Core Standards & Learning Targets

Third Grade Common Core Standards & Learning Targets Third Grade Common Core Standards & Learning Targets CCS Standards: Reading - Literature RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the

More information

COMMON CORE STATE STANDARDS ~ READING 1 st Grade checklist

COMMON CORE STATE STANDARDS ~ READING 1 st Grade checklist READING STANDARDS FOR FOUNDATIONAL SKILLS Print Concepts RF.1.1 1. Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g.

More information

COMMON CORE STATE STANDARDS ~ READING 2 nd Grade checklist

COMMON CORE STATE STANDARDS ~ READING 2 nd Grade checklist READING STANDARDS FOR FOUNDATIONAL SKILLS Phonics & Word Recognition RF.2.3 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading

More information

Third Grade Language Arts Learning Targets - Common Core

Third Grade Language Arts Learning Targets - Common Core Third Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask and answer questions, using the text for support, to show my understanding. RL 1-1

More information

Aligned to Pennsylvania Common Core Standards

Aligned to Pennsylvania Common Core Standards Aligned to Pennsylvania Common Core Standards Pennsylvania System of School Assessment The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured

More information

Ask and answer questions about key. Ask and answer: who, what, where, when, why, how. Demonstrate understanding

Ask and answer questions about key. Ask and answer: who, what, where, when, why, how. Demonstrate understanding COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS Reading Stards for Literature K 8 College Career Key Ideas Details 1. Read closely

More information

Pennsylvania System of School Assessment

Pennsylvania System of School Assessment Pennsylvania System of School Assessment The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling system that can be read

More information

FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

Standard Study Island Topic US Common Core Standards

Standard Study Island Topic US Common Core Standards State: CA Subject: Language Arts Grade Level: 3 Standard Study Island Topic US Common Core Standards READING 1.0 - WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the

More information

4th Grade Common Core Checklist

4th Grade Common Core Checklist Foundational Skills 1. Not applicable to 4 th grade 2. Not applicable to 4 th grade 3. Know and apply grade level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter

More information

TREASURES. Kindergarten, Teacher s Edition

TREASURES. Kindergarten, Teacher s Edition Macmillan/McGraw-Hill TREASURES Kindergarten, Teacher s Edition 2009 ALIGNED WITH COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

More information

Reading for Success : A Novel Study for Tippy Lemmey by Patricia McKissack Common Core State Standards for Grades 3, 4, and 5.

Reading for Success : A Novel Study for Tippy Lemmey by Patricia McKissack Common Core State Standards for Grades 3, 4, and 5. Common Core Standards Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. LESSON Speaking and Listening: Comprehension

More information

Grade 3: PA Academic Eligible Content and PA Common Core Crosswalk

Grade 3: PA Academic Eligible Content and PA Common Core Crosswalk Grade 3: PA Academic and PA Common Core Crosswalk Alignment of : More than Just Content The crosswalk below is designed to show the alignment between the PA Academic Standard and the PA Common Core. While

More information

Rock Island/Milan School District #41 ELA Curriculum Map Grade 4

Rock Island/Milan School District #41 ELA Curriculum Map Grade 4 Rock Island/Milan School District #41 ELA Curriculum Map Including: Common Core State Standards Essential Learning Objectives Essential Questions Common Core State Standards By Grade Level Grade Fourth

More information

narrative elements 1 by using reasoning, c. Use linking words and phrases (e.g., because,

narrative elements 1 by using reasoning, c. Use linking words and phrases (e.g., because, Grade: 3 Claim: Writing: Students write effectively when using and/or analyzing sources. Items designed to measure this claim may address the standards and evidences listed below and the writing standards

More information

WARREN CONSOLIDATED SCHOOLS

WARREN CONSOLIDATED SCHOOLS WARREN CONSOLIDATED SCHOOLS A Parents Guide to Report Cards Creating Dynamic Futures Student Achievement High Expectations Strong Relationships Dear Parents: The information in this brochure is intended

More information

My Sidewalks on Scott Foresman Reading Street Intensive Reading Intervention

My Sidewalks on Scott Foresman Reading Street Intensive Reading Intervention A Correlation of My Sidewalks on Scott Foresman Reading Street Intensive Reading Intervention 2011 To the Common Core State Standards for English Language Arts Grade 3 SUBJECT: GRADE LEVEL: COURSE TITLE:

More information

CPS Curriculum Maps 3rd Grade 2015

CPS Curriculum Maps 3rd Grade 2015 Nine Weeks: 1 Unit: Literature CC.RL.3.1 CC.RL.3.3 CC.RL.3.5 CC.RL.3.7 CC.RL.3.9 Common Core Standards I can ask and answer questions to show understanding of a text and go to the text to find the answer.

More information

Adoption Date: July 22, 2013

Adoption Date: July 22, 2013 Grade 3 Language Standards : Conventions of Standard English Essential Questions: 1. Why is it important to have command of Standard English conventions? 2. How do I determine the meaning of an unfamiliar

More information

Achievement Level Descriptors for Grade 3 English Language Arts

Achievement Level Descriptors for Grade 3 English Language Arts Achievement Level Descriptors for Grade 3 English Language Arts Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation

More information

COMMON CORE STATE STANDARDS ~ READING Kindergarten

COMMON CORE STATE STANDARDS ~ READING Kindergarten READING STANDARDS FOR FOUNDATIONAL SKILLS Print Concepts RF.K.1 1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page

More information

FOSS and Common Core ELA Grade 3

FOSS and Common Core ELA Grade 3 Contents Introduction...1 Reading Standards for Informational Text...4 Reading Standards: Foundational Skills...8 Writing Standards... 10 Speaking and Listening Standards... 16 Language Standards... 20

More information

Model Curriculum Grade 5 ELA Units

Model Curriculum Grade 5 ELA Units Grade 5 Overview Model Curriculum Grade 5 ELA Units The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in many units throughout a grade level.

More information

English Language Arts Common Core State Standards English Language Arts Grade 7 - Writing

English Language Arts Common Core State Standards English Language Arts Grade 7 - Writing English Language Arts Common Core State Standards English Language Arts Grade 7 - COMMON CORE ANCHOR STANDARDS COMMON CORE STATE STANDARD WHAT DOES THIS STANDARD MEAN THAT A STUDENT MUST KNOW AND BE ABLE

More information

Third Grade in California Public Schools. and the Common Core State Standards

Third Grade in California Public Schools. and the Common Core State Standards A Look at Third Grade in California Public Schools and the Common Core State Standards CURRICULUM FRAMEWORKS AND INSTRUCTIONAL RESOURCES DIVISION INSTRUCTION AND LEARNING SUPPORT BRANCH CALIFORNIA DEPARTMENT

More information

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 3 Introduction................................................ 2 College and

More information

New Jersey Student Learning Standards for English Language Arts. Grade 4

New Jersey Student Learning Standards for English Language Arts. Grade 4 The standards define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K 12 grade-specific

More information

COMMON CORE STATE STANDARDS ~ READING 4 th Grade checklist

COMMON CORE STATE STANDARDS ~ READING 4 th Grade checklist READING TANDARD FR FUNDATINAL KILL Phonics and Word Recognition RF.4.3 N PRG.N/A 3. Know and apply grade-level phonics and word analysis skills in decoding words N PRG.N/A a. Use combined knowledge of

More information

Language Arts Florida Standards (LAFS) Grade 4

Language Arts Florida Standards (LAFS) Grade 4 Language Arts Florida Standards (LAFS) Grade 4 Cluster 1: Key Ideas and Details CODE LAFS.4.RL.1.1 Strand: READING S FOR LITERATURE Refer to details and examples in a text when explaining what the text

More information

FSD Kindergarten READING

FSD Kindergarten READING College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

Reading Standards for All Text Types

Reading Standards for All Text Types Key Ideas and Details Reading Standards for All Text Types 4.1 Refer to details and examples in a text, including scripture, grade-level saint biographies and parables, when explaining what the text says

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly

More information

Common Core ELA Kid Friendly I Can Statements

Common Core ELA Kid Friendly I Can Statements Common Core ELA Kid Friendly I Can Statements Grade 3 The I Can statements are displayed as the focus of learning for the day or the week to help students stay on target with the objective and can serve

More information

FOSS and Common Core ELA Grade 4

FOSS and Common Core ELA Grade 4 Contents Introduction...1 Reading Standards for Informational Text...4 Reading Standards: Foundational Skills...8 Writing Standards... 10 Speaking and Listening Standards... 16 Language Standards... 22

More information

Second Grade ELA Curriculum Map Trimester #1

Second Grade ELA Curriculum Map Trimester #1 CONTENT FOUNDATIONAL (Spelling and Word Work) CC.1.1.2.D * Know and apply grade level phonics and word analysis skills in decoding words. Distinguishing long and short vowels when reading regularly spelled

More information

Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3. correlated to the

Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3. correlated to the Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3 correlated to the Common Core State Standards English Language Arts Grade 3 RL.3.1 Reading Standards for Literature Key Ideas and

More information

Grade 5 Common Core State Standards

Grade 5 Common Core State Standards Reading Standards for Literature K 5 The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused

More information

NIOBRARA COUNTY SCHOOL DISTRICT #1 CURRICULUM GUIDE. SUBJECT: ELA GRADE: 4 TIMELINE: 3 rd Quarter

NIOBRARA COUNTY SCHOOL DISTRICT #1 CURRICULUM GUIDE. SUBJECT: ELA GRADE: 4 TIMELINE: 3 rd Quarter Language Conventions of English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. C a. Use relative pronouns (who, whose, whom, which, that) and

More information

New Jersey Student Learning Standards for English Language Arts. Grade 5

New Jersey Student Learning Standards for English Language Arts. Grade 5 The standards define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K 12 grade-specific

More information

California Common Core Standards 4th Grade

California Common Core Standards 4th Grade Reading Standards for Literature 4th (RL) Key Ideas & Details 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine

More information

English/Language Arts. correlated to the. Common Core State Standards Initiative 2010 Level 3

English/Language Arts. correlated to the. Common Core State Standards Initiative 2010 Level 3 correlated to the Common Core State Standards Initiative 2010 Level 3 Shurley English Grade 3 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the

More information

English Language Arts Common Core Anchor Standards- 4 th grade

English Language Arts Common Core Anchor Standards- 4 th grade English Language Arts Common Core Anchor Standards- 4 th grade Below are the Common Core Anchor Standards for Kindergarten through grade 5. The Common Core Anchor Standard strands highlighted in blue are

More information

Grade 4 Writing Curriculum Map

Grade 4 Writing Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me

More information

GREENCASTLE- ANTRIM SCHOOL DISTRICT. 1.4 Writing. Write informative / explanatory text to examine a topic

GREENCASTLE- ANTRIM SCHOOL DISTRICT. 1.4 Writing. Write informative / explanatory text to examine a topic 6th grade E.L.A. - 1.4 Writing 1 GREENCASTLE- ANTRIM SCHOOL DISTRICT 1.4 Writing PACCSS Content What the Student Will Know Performance What the Student will Do Activities/Assessments CC.1.4.6.A Informative

More information

First Grade ELA Common Core State Standards Assessment Time Line

First Grade ELA Common Core State Standards Assessment Time Line 1 2 3 Reading for Literature Key Ideas and Details Ask/answer questions about key details in a text. I can ask important questions about what I read or heard. I can anwer questions about I have read or

More information

Diocese of Erie Language Arts Curriculum Grade 2 August 2013

Diocese of Erie Language Arts Curriculum Grade 2 August 2013 ML Expectation: Pacing Assessment Resources Reading Standards for Literature Key Ideas and Details 1 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding

More information

Preschool: Younger Kids:

Preschool: Younger Kids: Progression of Literacy Skills at Rivendell School For Preschool and Younger Kids, the following are benchmark skills. It is important to note that when students are ready to move to the next level, we

More information

3rd Grade English Language Arts Georgia Standards of Excellence (ELAGSE)

3rd Grade English Language Arts Georgia Standards of Excellence (ELAGSE) READING LITERARY (RL) Key Ideas and Details ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELAGSE3RL2: Recount

More information

ELA Grade Level Expectations Grade 3

ELA Grade Level Expectations Grade 3 Reading R1: Students will decode multi-syllabic words in isolation and in context. - Use word structure, sentence structure and prediction to decode words in context. - Decode words with long and short

More information

Correlation to the. State Standards. Journeys Grade 42

Correlation to the. State Standards. Journeys Grade 42 Correlation to the Common Utah Core State Common Standards Core State Standards Journeys 2010 2011 Grade 42 Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A. Houghton

More information

Colorado Reading, Writing, and Communicating Standards (2010) Grade 3

Colorado Reading, Writing, and Communicating Standards (2010) Grade 3 A Correlation of Pearson ReadyGEN 2014 To the Colorado Reading, Writing, and A Correlation of,, 2014 Introduction This document demonstrates how ReadyGEN, 2014 meets the Colorado Reading, Writing, and.

More information

Grade-by-Grade Snapshot of NY State ELA Common Core Standards Grade 4 GRADE 5 STANDARDS

Grade-by-Grade Snapshot of NY State ELA Common Core Standards Grade 4 GRADE 5 STANDARDS Ask and answer questions to demonstrate understanding of a text, referencing text for answers. Retell stories including fables, folktales, and myths. Determine central message, moral, etc., and explain

More information

Adoption Date: July 22, 2013

Adoption Date: July 22, 2013 Grade 4 Language Standards : Conventions of Standard English Essential Questions: 1. Why is it important to have command of Standard English conventions? 2. How do I determine the meaning of an unfamiliar

More information

Grade 5, Teacher s Edition

Grade 5, Teacher s Edition Macmillan/McGraw-Hill Grade 5, Teacher s Edition Aligned with COMMON CORE STATE STANDARDS for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects College and Career

More information

Grade 3 Essential Course of Study

Grade 3 Essential Course of Study G r a d e 3 E C O S 1 Grade 3 Essential Course of Study September W3.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting

More information

Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction. Overview

Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction. Overview Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction Overview Overall days: 15 1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for

More information

Common Core Progress English Language Arts

Common Core Progress English Language Arts [ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards

More information

Book Club and the Common Core

Book Club and the Common Core Book Club and the Common Core Book Club provides many opportunities to integrate your curriculum with Common Core State Standards. This chart shows how the Grade 5 CCSS for English Language Arts can be

More information

Grade 3 Reading and Literature Objectives

Grade 3 Reading and Literature Objectives Grade 3 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

More information

Personal Narrative. Common Core Standards. Common Core Standards. Reading-Writing Workshop: Personal Narrative

Personal Narrative. Common Core Standards. Common Core Standards. Reading-Writing Workshop: Personal Narrative Personal Narrative READING-WRITING WORKSHOP Theme 1, Grade 3 Reading Standards for Informational Text RI.3.7: Integration of Knowledge and Ideas Use information gained from illustrations and the words

More information

Common Core State Standards 5 th Grade. English Language Arts Mathematics Curriculum Maps

Common Core State Standards 5 th Grade. English Language Arts Mathematics Curriculum Maps Common Core State Standards 5 th Grade English Language Arts Mathematics Curriculum Maps D 5th Grade - August/September RL.1. Quote accurately from a text when explaining what the text says explicitly

More information

Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered

Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered 6 Personal Narrative Parts of speech (noun, adj, verb, adv) Complete sentence (subj. and verb) Capitalization Tense (identify)

More information

Fourth Grade ELA Standards and I Can Statements

Fourth Grade ELA Standards and I Can Statements Fourth Grade ELA Standards and I Can Statements Standard - CC.4.L.1 Demonstrate command of the conventions of standard English grammar and usage when speaking or writing. a. Use relative pronouns (who,

More information

Introduction to the Writing Block and the Personal Narrative Grade 5

Introduction to the Writing Block and the Personal Narrative Grade 5 Introduction to the Writing Block and the Personal Narrative Grade 5 This unit is designed to offer students an opportunity to learn more about Personal Narrative writing while also learning the routines

More information