Common Core Standards Evaluation Sheet Standard: Third Grade Literature

Transcription

1 : Third Grade Literature I currently I need to use to QAR Strategy 1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers. Based on the text, I can formulate questions to demonstrate the understanding of a text. I can refer explicitly to the text to answer questions. informal *Need a formal assessment nd 2 Quarter Whole and small group Ongoing test practice I can determine the moral of a fable. p. 413 Folktale example Books that have fables, folktales, myths 2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. I can determine the lesson of a folktale. I can determine the central message of a myth. I can determine how the central message, lesson or moral is conveyed through key details in the text. Lessons for the 2 nd part of the standard

2 : Third Grade Literature I can infer a character s feelings and/or emotions. I currently I need to use to A Light in Our Tent Theme Additional stories 3 3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. I can analyze a character s feelings and/or emotions. I can interpret how a character s traits, motivations, and feelings lead to actions. I can explain how a character s actions contribute to the sequence of events. Partial ; needs to be develope d more 4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Determine the meaning of literal and nonliteral words and phrases as they are used in a text. theme test No Place Like Home (p. 26/27) Greenville hyperbole Idioms Whole and small group Personification p. 290/291 Metaphors p Analogies p

3 : Third Grade Literature 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. Distinguish their own point of view from that of the narrator or those of the characters. Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). I can use terms such as chapter, scene, and stanza to refer to parts of stories, dramas, and poems when writing or speaking about a text. I can describe how each successive part builds on earlier sections. I can compare my own point of view to the narrator s or the character s point of view. I can state differences between my own point of view and that of the narrator or the character point of view. Explain how aspects of illustrations contribute to the words in a story. Explain how aspects of text illustrations create the mood of a story. Explain how aspects of text illustrations emphasize a character or setting. Partial Partial t Sure t Sure t Sure I currently I need to use to Stanzas/poems Dramas and chapter books need to be embedded p Point of View More to address this standard p. 413 Role of an author and illustrator More stories add better stories with illustrations, mood etc.

4 : Third Grade Informational Text I currently use to I need to 8 (Not applicable to literature) t Sure 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). I can compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. t Sure Author study Compare and contrast books by the same author 10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. I can read and comprehend third grade stories, dramas, and poetry proficiently. READS, End of the year test End of the year assessment Dramas assessment poetry

5 : Third Grade Informational Text

6 : Third Grade Informational Text 1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers. Based on the text, I can formulate questions to demonstrate understanding. I can refer explicitly to the text to answer questions. informal Need formal assessment I currently use to address this CCS p. 24, Asking Questions p. 90 Inferring Whole and small group instruction, including interactive reading I need to 2 Determine the main idea of a text; recount the key details and explain how they support the main idea. I can explain how the key details support the main idea of a text. t Sure Books graphic organizers

7 : Third Grade Informational Text 3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. I can describe the relationship between a series of historical events in regards to time, sequence, and cause/effect. I can describe scientific ideas/concepts in regards to time, sequence, and cause/effect. I can describe the steps in technical procedures in regards to time, sequence, and cause/effect. nd 2 Quarter I currently use to address this CCS Books I need to History of Waterloo Build upon electricity for science integration New words if using new texts 4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. I can examine words and phrases to determine relevance to subject area. I can make connections to text. vocab quiz, theme test

8 : Third Grade Informational Text 5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. I can use different text features and search tools to locate key facts/information in a text. Partial t Sure I currently use to address this CCS Print text to teach index, glossary etc I need to Technology Social Studies 6 Distinguish their own point of view from that of the author of a text. I know the difference between my point of view and that of the author of a text. Informative Text 7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). I can use information from illustrations in a text to demonstrate understanding of the text. I can use words from a text to demonstrate understanding of the text. Taught in small group books to teach in whole group

9 : Third Grade Informational Text I currently use to address this CCS I need to 8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). I can describe the logical connection between particular sentences/paragraphs in a text. 9 Compare and contrast the most important points and key details presented in two texts on the same topic. I can compare/contrast the most important points/key details in two texts on the same topic. nd 2 Quarter

10 : Third Grade Writing I currently use to address this CCS I need to End of the year assessment 10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. I can comprehend independently in an informational text: Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas At appropriate complexity as seen in s 1-9 independently and proficiently. READS, small group th 4 Quarter

11 : Third Grade Writing 1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. I can write an opinion piece that: a. states an opinion with organized reasons; b. formulates reasons that support the opinion; c. uses the appropriate linking words/phrases to connect opinion and reasons; and d. provides a concluding statement. GAP I currently use to I need to 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and detail. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. I can write an informative/explanatory piece that includes: a. a topic that groups related information together; b. illustrations when useful to aid in comprehension; c. a developed topic with facts, details, and definitions; d. linking words and phrases to connect ideas within categories of information; e. a concluding statement or section to examine a topic, convey ideas, or convey information clearly. Partial t Sure st 1 Quarter th 4 Quarter

12 : Third Grade Writing 3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. I can write a narrative that: a. establishes a situation; b. introduces a narrator and/or characters; c. organizes a sequence of events that naturally unfold; d. uses dialogue and descriptive actions, thoughts, and feelings to develop experiences and events and to show the response of characters to situations; e. uses temporal words/phrases to signal event order; f. provides a sense of closure to develop real or imagined experiences or events. Partial t Sure st 1 Quarter th 4 Quarter I currently I need to use to Refine to better align with CCSS s 4 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.) I can produce writing to in which the development and organization are appropriate to task and purpose. t Sure Writing process and traits Organization of opinion writing

13 : Third Grade Writing 5 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.) I can develop and strengthen my writing as needed by planning, revising, and editing my work. I currently I need to use to peer editing checklist for language conference for keyboarding 6 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. I can use technology to produce and publish my writing as well as to interact and collaborate with others. Partial t Sure Consistent projects to embed into curriculum 7 Conduct short research projects that build knowledge about a topic. I can do short research projects that build my knowledge about a topic. t Sure

14 : Third Grade Writing I currently use to I need to I can recall information from experiences. 8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. I can gather information from print and digital sources. I can take brief notes on sources. t Sure I can sort evidence into provided categories. 9 (Begins in grade 4) t Sure 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for range of discipline-specific tasks, purposes, and audiences. I can write for various purposes and various audiences for short and extended time frames for a range of discipline-specific tasks, purposes, and audiences. t Sure Various pieces Research, quick writes etc