3rd Grade. Content Vocabulary. Verbs/Bloom's Taxonomy Level. *Assess Skills Needed & Sequencing of Skills Learning Targets I can Assessment

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1 Reading - Standards for Literature Key Ideas and Details 1 Ask and answer questions to demonstrate understanding of a, referring explicitly to the as the basis for the answers. Ask (evaluate) Answer (evaluate) Refer (apply) evidence support details refer 3rd Grade 1. Know how to formulate questions using key words (ie. 5 W's - who, what, where, when, why). 2. Practice reading questions twice and circling key words within the question. 3. Refer back to and re-read to find evidence for answer. 4. Highlight evidence in. 5. State answer using evidence in complete sentences. 6. Write answer using evidence in complete sentences. 1. I can ask questions that show I understand the story. 2. I can formulate questions using key details. 3. I can refer back to the and re-read to find evidence for my answer. 4. I can state my answer using evidence. 5. I can write my answer using evidence. 2 Recount stories, including fables, folktales, and Recount (knowledge) myths from diverse cultures; determine the Determine (analyze) central message, lesson, or moral and explain how Explain (comprehend) it is conveyed through key details in the. fable folktale myth moral central message lesson identify retell 1. Understand types of stories - fables, folktales, and myths. 2. Using fingers or a story mountain, retell the story. 3. Look for details that convey the central message, lesson, or moral. 4. Highlight the evidence of the message, lesson, or moral. 5. Explain the message, lesson, or moral using key details from the. NOTE: Important Definitions Fables: short stories about animals that talk like people and teach a moral. Folktales: traditional story handed down from generation to generation usually by oral retell that tries to explain or understand the world Myth: made-up story based on tradition concerning the early history of people or explaining a natural or social phenomenon 1. I can recount stories and explain the lesson/moral. 2. I can recount fables and explain the lesson/moral. 3. I can recount folktales and explain the message. 4. I can recount myths and explain the lesson/moral. 5. I can explain the message, lesson, or moral using key details from the. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Describe (comprehend) Explain (comprehend) characters traits/characteristics internal (inside) external (outside) sequence of events 1. Read the story and identify main characters. 2. Describe the character traits and characteristics of the main characters. 3. Describe the internal and external traits of characters. 4. Identify the characters' actions and how they contribute to (or effect) the sequence of events in the story. 5. Discuss how the characters' actions affect the events of the story. 1. I can identify main characters in a story. 2. I can describe the character traits and characteristics of the main characters. 3. I can describe the internal and external traits of characters. 4. I can identify the characters' actions and how they contribute to the sequence of events in the story. 5. I can explain how the characters' actions affect the events of the story. Craft and Structure 4 Determine the meaning of words and phrases as they are used in a, distinguishing literal from non-literal language. Distinguish (Analyze) strategies (root words, word parts) infer con clues literal language non-literal language 1. Use strategies to determine the meaning of words and phrases in a (con clues, root words, suffixes, prefixes). 2. Define literal language (it says what it means) and non-literal language (it doesn't mean what it says). 3. Identify literal and non-literal language in a. 4. Use con clues to determine the meaning of both literal and non-literal language. I. I can use strategies to determine the meaning of words and phrases in a (con clues, root words, suffixes, prefixes). 2. I can define literal language (it says what it means) and non-literal language (it doesn't mean what it says). 3. I can identify literal and non-literal language in a. 4. I can use con clues to determine the meaning of both literal and non-literal language. 5. I can use strategies to determine what words and phrases mean.

2 5 Refer to parts of stories, dramas, and poems when writing or speaking about a, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. Refer (comprehend) Describe (comprehend) structure chapter scene stanza drama story poem part 1. Explain how stories, dramas, and poems are written in different forms (chapter, scene, stanza). 2. Use terms chapter, scene, and/or stanza correctly when writing or speaking about parts of a. 3. Describe how chapters, scenes, and stanzas give readers information and work together to create the story, drama, or poem. 1. I can explain how stories, dramas, and poems are written in different forms. 2. I can use and understand the terms: chapter, scene, and stanza correctly when writing and speaking about parts of a. 3. I can describe how chapters, scenes, and stanzas give readers information and work together to create the story, drama, or poem. 6 Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas 7 Explain how specific aspects of a s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). 8 (Not applicable to literature) 9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Distinguish (analyze) Explain (comprehend) Compare (evaluate) Contrast (evaluate) point of view narrator character difference mood setting illustration character traits convey emphasize theme compare contrast plot setting similar author books in a series 1. Define point of view (someone's view or attitude about a situation). 2. Identify who is telling the story. 3. Determine point of view of the narrator or characters in a story. 4. Determine one's own point of view from that of the narrator or characters. 5. Compare how one's own point of view differs from the point of view of the narrator or characters. 1. Identify the illustrations in a that support the story. 2. Practice picture walking through a story using the illustrations to tell the story. 3. Discuss how illustrations help create a mood or emphasize aspects of a character or setting. 4. Highlight sentences/phrases that connect the illustrations to the story. 5. Look at illustrations of a to figure out story elements such as setting, mood, character traits, and events. 1. Define the terms theme, setting, plot. 2. Identify the theme, setting, and plot of a story. 3. Compare themes, settings, and plots in stories written by the same author. 4. Contrast themes, settings, and plot in stories written by the same author. 1. I can explain what point of view means. 2. I can identify who is telling the story. 3. I can determine the point of view of the narrator or characters in a story. 4. I can determine my own point of view. 5. I can distinquish my point of view from the point of view of the narrators or characters. 1. I can identify the illustrations in a that support the story. 2. I can explain how illustrations create a mood or emphasize aspects of a character or setting. 4. I can identify sentences/phrases that connect illustrations to the story. 1. I can define the terms theme, setting and plot. 2. I can identify the theme, setting and plot of a story. 3. I can compare themes, settings, and plots in stories written by the same author. 4. I can contrast themes, settings, and plots in stories written by the same author. Range of Reading and Level of Text Complexity 10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2 3 complexity band independently and proficiently. Read (knowledge) Comprehend (comprehend) Reading strategies Text Comprehend literature dramas poetry complexity (Just Right Books) 1. Use strategies for determining complexity or "just right books" - five fingers on one page, I-Pick strategy from Daily Use reading strategies to help understand difficult s (ask questions, make connections, identify story elements, clarify, make predictions, summarize, reread, visualize) 1. I can use strategies for determining complexity or "just right books". 2. I can use reading strategies to help me understand. Reading - Standards for Information Text Key Ideas and Details

3 1 Ask and answer questions to demonstrate understanding of a, referring explicitly to the as the basis for the answers. Ask (evaluate) Answer (evaluate) Refer (apply) evidence support details 1. Know how to formulate questions using key words - who, what, where, why, when, and how. 2. Practice reading questions twice and circling key words within the question. 3. Refer back to and re-read to find evidence for answer. 4. Highlight evidence in. 5. State answer using evidence in complete sentences. 6. Write answer using evidence in complete sentences. 1. I can ask questions that show I understand the. 2. I can formulate questions using key 3. I can refer back to the and re-read to find evidence for my answer. 4. I can state my answer using evidence. 2 Determine the main idea of a ; recount the key details and explain how they support the main idea. Recount (apply) Explain (comprehend) retell main idea key details support recount explain 1. Define main idea. 2. Identify the main idea of a. 3. Retell/recount the key details of a in one's own 4. Explain how the key details support the main idea of the. 1. I can define main idea. 2. I can identify the main idea of a. 3. I can retell the key details of a in my own 4. I can explain how the key details support the main idea of the. 3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a, using language that pertains to time, sequence, and cause/effect. Describe (comprehend) sequence cause/effect (cause/effect time words before, now, later) (sequence words first, next, last) (cause/effect words because, then, if) technical procedures 1. Define event, procedure, idea, sequence, and cause/effect. 2. Explain how events or ideas are connected by time. 3. Explain how events or ideas are connected by sequence. 4. Explain how events or ideas are connected by cause/effect. 5. Use sequence words (before, now, later) to show time when describing a. 1. I can explain how events or ideas are connected by time. 2. I can explain how events or ideas are connected by sequence. 3. I can explain how events or ideas are connected by cause/effect. 4. I can use sequence words to show time when describing a. Craft and Structure 4 Determine the meaning of general academic and domain-specific words and phrases in a relevant to a grade 3 topic or subject area. con clues dictionary glossary rereading topic phrases 1. Identify words/phrases in a and different ways to say the same thing. (ie. Stated instead of said) 2. Identify domain specific words or phrases in a. (content words) 3. Use various strategies to determine the meaning of general academic and domain-specific words and phrases in a. (con clues, root words, affixes) 4. Locate and use resources to help determine the meaning of unknown words and phrases (glossary, guide words, dictionary, Google). 1. I can use strategies to determine the meaning of words and phrases in a. 5 Use features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Locate (comprehend) Text features: title, heading, table of contents, index, glossary, types of print, photos, diagrams, maps, captions, charts/graphs, labels Search features: key words, sidebars, hyperlinks 1. Identify features: title, heading, table of contents, index, glossary, types of print, photos, diagrams, maps, captions, charts/graphs, and labels. 2. Identify search tools: key words, sidebars, hyperlinks. 3. Use search tools and features to locate information. 1. I can identify features. 2. I can identify search tools. 3. I can use features and search tools to find important information.

4 6 Distinguish their own point of view from that of the author of a. Integration of Knowledge and Ideas 7 Use information gained from illustrations (e.g., maps, photographs) and the words in a to demonstrate understanding of the (e.g., where, when, why, and how key events occur). Distinguish (analyze) use (apply) demonstrate (apply) Point of view author Illustrations: photos, diagrams, maps, charts, graphs, comparisons 1. Define point of view (someone's view or attitude about a situation). 2. Identify the author's point of view. 3. Determine one's own point of view. 4. Compare and contrast how one's own point of view differs from the point of view of the author. 1. Explain how illustrations in a add meaning to the 2. Use illustrations and the words in a to help understand and explain what is being read. 1. I can define point of view (someone's view or attitude about a situation). 2. I can identify the author's point of view. 3. I can determine my own point of view. 4. I can compare and contrast my own point of view from the point of view of the author. 1. I can explain how illustrations in a add meaning to the 2. I can use illustrations and words from a to help me make meaning. 8. Describe the logical connection between particular sentences and paragraphs in a (e.g., comparison, cause/effect, first/second/third in a sequence). describe (comprehend) 9 Compare and contrast the most important points Compare (evaluate) and key details presented in two s on the same Contrast (evaluate) topic. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend Read (knowledge) informational s, including history/social studies, Comprehend science, and technical s, at the high end of the (comprehend) grades 2 3 complexity band independently and proficiently. Sentence Paragraph Cause/Effect Sequence Topic sentence Comparison Compare Contrast Key details Texts Topic Comprehend Reading Strategies Text Complexity Independently Proficiently Technical Text Informational Text 1. Identify words authors use to help make logical connections between sentences and paragraphs (similar, different, because, if, first, last). 2. Explain how connection words (transition words) help readers understand. 3. Describe connections an author makes between sentences and paragraphs. 4. Identify topic sentences and how they help readers locate information and make connections. 1. Identify the most important points and key details found in two s on the same topic. 2. Compare the most important points and key details in two s on the same topic. 3. Contrast the most important points and key details in two s on the same topic. 1. Use strategies for determining complexity or "just right books" - five fingers on one page, I-Pick strategy from Daily Use reading strategies to help understand difficult s (ask questions, make connections, identify story elements, clarify, make predictions, summarize, reread, visualize) 1. I can identify words authors use to help me make connections between sentences and paragraphs (similar, different, because, if, first, last). 2. I can explain how connection words help readers understand. 2. I can describe connections between sentences and paragraphs. 3. I can identify a topic sentence in a paragraph. 1. I can identify the most important points and key details found in two s on the same topic. 2. I can compare and contrast the most important points and key details on two s on the same topic. 1. I can recognize when is just-right for me. 2. I can use strategies to help me make sense of what I m reading. Reading - FOUNDATIONS STANDARDS Print Concepts 1 (Not applicable) Phonological Awareness 2 (Not applicable) Phonics and Word Recognition

5 3 Know and apply grade-level phonics and word analysis skills in decoding a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable d. Read grade-appropriate irregularly spelled know (knowledge) apply (knowledge) identify (knowledge) decode (knowledge) read (knowledge) Prefix Suffix Syllable Root word Sight word Sound rules 1. Define prefixes and suffixes. 2. Identify common prefixes and suffixes. 3. Explain the meaning of common prefixes and suffixes and how they change the meaning of the root word. 4. Use commno prefixes and suffixes to understand new 5. Break apart words to use syllables to decode new 6. Read grade-level sight words and words that don't follow sound rules. 1. I can define prefix and suffix. 2. I can identify common prefixes and suffixes. 3. I can explain the meaning of the common prefixes and suffixes and how they change the meaning of the root word. 4. I can use common prefixes and suffixes to understand new 5. I can break apart words to use syllables to decode new 6. I can read grade-level irregularly spelled words (words that don't follow sound rules). Fluency 4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings c. Use con to confirm or self-correct word recognition and understanding, rereading as necessary. read (knowledge) use (apply) Fluency/fluently Con clue 1. Read grade-level. 2. Read grade-level with expression. 3. Use a variety of comprehension strategies for reading (make predictions, asking questions, identifying story elements, identifying connections) 4. Read poetry using proper rhythm. 5. Practice using con clues and punctuation to determine if a sentence makes sense. 6. Model and practice self-correcting using knowledge of punctuation. 1. I can read grade-level fluently. 2. I can read grade-level with expression. 3. I can understand grade-level. 4. I can read poetry fluently and with proper rhythm. 5. I can tell if a sentence makes sense and correct my reading, using con clues, and punctuation when needed. 6. I use my knowledge of punctuation to self-monitor my reading. Reading - Standards for Speaking and Listening Comprehension and Collaboration 1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and s, 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 s under discussion). engage(apply) come (apply) follow (apply) ask (evaluate) explain (comprehend) Discussion Discussion rules Topic Connection 1. Model sharing ideas in a small group and whole group setting. 2. Practice reading and sharing information in small group and whole group settings. 3. Model how to listen closely to the ideas of others and using their ideas to better understand the topic. 4. Practice listening and using the ideas of others to understand the topic. 5. Establish group discussion rules. 6. Teach how to formulate and ask questions to better understand the topic. 7. Practice staying on-topic during discussions. 8. Model and practice how to make comments that connect to the discussion. 9. Model and practice how to explain new ideas that come from group discussions. 1. I can learn from my reading and share information in a group discussion 2. I can listen to others and use their ideas to help me understand the topic. 3. I can follow group discussion rules. 4. I can ask questions about what I read. 5.I can stay on topic during discussions. 6. I can make comments that connect to the discussion. 7. I can explain new ideas I have after a 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.

6 2 Determine the main ideas and supporting details of a read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. determine (apply) Identify Main idea Supporting details Formats Media 1. Identify information from a being read aloud. 2. Identify different types of features (graphs, charts, maps). 3. Idenfity other ways information or is presented (speeches, websites). 4. Practice determining and using the main ideas and supporting details delivered in different forms listed above. 1. I can identify information from a being read aloud. 2. I can identify information that is presented in different ways (ex: charts, graphs, speeches, websites) 3. I can use the information I hear to tell the main idea and supporting details. 3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ask (evaluate) answer (evaluate) Presentation Detail Elaborate Speaker 1. Model and practice asking questions about a speaker's presentation. 2. Model and practice answering questions with appropriate elaboration and detail about a speaker's presentation. 1. I can ask questions about a speaker s presentation when I do not understand. 2. I can answer questions about a speaker s presentation by using information and details I have heard. 4 Report on a topic or, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. report (comprehend) Recount Relevant Pace 1. Model and practice how to recount a story or experience using appropriate facts and descriptive details. 2. Model and practice how to report on a topic using facts and relevant details. 3. Establish expectations for presentations including speaking clearly and at an understandable pace. 1. I can recount a story or experience using appropriate facts and descriptive details. 2. I can report on a topic using facts and relevant details. 3. I can speak clearly at an understandable pace when I give a presentation. 5 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. create (synthesis) Pace Fluid Visual Displays 1. Read aloud stories and poems using fluid reading at an understandable pace. 2. Practice using expression to create an engaging audio recording. 3. Model how to record stories and practice. 4. Demonstrate how to add visual displays when appropriate to emphasize or enhance certain facts or details. 1. I can read aloud stories and poems using fluid reading at an understandable pace. 2. I can use expression to create an engaging audio recording. 3. I can create audio recordings using visual displays when appropriate to emphasize or enhance certain facts or details. 6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Speak (knowledge) Complete sentence Clarification 1. Define and practice recognizing complete sentences. 2. Model and practice speaking in complete sentences appropriate to task and situation. 1. I can recognize a complete sentence. 2. I can speak using complete sentences. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) Reading - Language Standards Knowledge of Language 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect. b. Recognize and observe differences between the conventions of spoken and written standard English. Choose (apply) Recognize (analyze) Apply (appllication) Written language Spoken language Standard English rules Formal language Informal language Conventions Phrases 1. Identify words and phrases in a story that bring it to life. 2. Choose words and phrases when writing or speaking that add life to my story. 3. Explain the difference between written and spoken language. 4. Determine when it is appropriate to use formal or informal language conventions. 5. Practice using standard English rules when writing. 1. I can identify words or phrases in a story that bring it to life. 2. I can choose words and phrases when writing or speaking to bring my story to life. 3. I can explain the difference between written and spoken language and when it is appropriate to use formal or informal language conventions. 4. I can follow standard English rules when writing. Acquisition and Use

7 4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level con as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). Clarify (comprehend) Con clues Affixes Root word Base word Reference materials Glossaries Dictionaries 1. Define con clues and how to use them to determine the meaning of an unknown word in a sentence. 2. Define suffixes and prefixes in 3. Practice identifying affixes and defining them. 4. Define root words and practice breaking down unknown words into units of meaning, including affixes, to understand the word. 5. Identify reference materials such as dictionaries, glossaries, and digital references. 6. Model and practice using reference materials to determine or clarify the meaning of key words and phrases. 1. I can use con clues in a sentence to help me understand the meaning of an unknown word. 2. I can recognize and use common affixes (un, dis, able, less). 3. I can break down unknown words into units of meaning (affix, root) to understand a word. 4. I can find the meaning of a word using references materials (dictionaries, glossaries, QuickWord, etc.) c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. 5 Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non-literal meanings of words and phrases in con (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). Demonstrate (apply) Distinguish (analyze) Identify (knowledge) Literal meaning Nonliteral meaning Figurative language Connection Mood 1. Define literal meaning and nonliteral meaning of words and phrases. 2. Identify examples of literal and nonliteral words and phrases. 3. Model how to make real-life connections to words that are heard and read. 4. Practice making real-life connections to words heard and read. 5. Recognize words that have similar meaning and how to choose words that best describe a mood or degree of certainty. 1. I can explain the difference between literal meaning (means exactly what it says) and nonliteral meaning (what it says is not exactly what it means) of words and phrases. 2. I can tell when a word or phrase means something other than what it says. 3. I can make real-life connections to words I hear and read. 4. I can recognize words that have similar meaning and choose the word that best describes the state of mind or degree of certainty. c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). 6 Acquire and use accurately grade-appropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Acquire (apply) Conversational 1. Model and practice using new vocabulary correctly. 2. Recognize the difference between words used in general and vocabulary words used in certain subjects. 3. Model and practice how to formulate sentences that use good word choice in conversation. 1. I can learn and use new vocabulary correctly. 2. I can correctly use spatial and relational

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