Standard Study Island Topic US Common Core Standards

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1 State: CA Subject: Language Arts Grade Level: 3 Standard Study Island Topic US Common Core Standards READING WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. DECODING AND WORD RECOGNITION 3.F.3 - Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. Reading Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words. Decode Words a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multisyllable words. d. Read grade-appropriate irregularly spelled words. 3.F.3 - Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. Reading Decode regular multisyllabic words. Decode Words a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multisyllable words. d. Read grade-appropriate irregularly spelled words. Reading Read aloud narrative and N.A. 3.F.4 - Read with sufficient accuracy and fluency to support

2 expository text fluently and accurately and with appropriate pacing, intonation, and expression. comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. VOCABULARY AND CONCEPT DEVELOPMENT Reading Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words. Homophones and Homographs Synonyms and Antonyms Tested in 4 th Grade Common Core 3.L.5 - Demonstrate understanding of word relationships and nuances in word meanings. Reading Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/ mammal/ animal/ living things). Word Relations a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). Reading Use sentence and word context to find the meaning of unknown Context Clues 3.L.4 - Determine or clarify the meaning of unknown and multiplemeaning word and phrases based on grade 3 reading and content,

3 words. choosing flexibly from a range of strategies. a. Use sentence-level context 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). 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 in all content areas. 3.L.4 - Determine or clarify the meaning of unknown and multiplemeaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Reading Use a dictionary to learn the meaning and other features of unknown words. Dictionary Use a. Use sentence-level context 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). 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

4 digital, to determine or clarify the precise meaning of key words and phrases in all content areas. 3.L.4 - Determine or clarify the meaning of unknown and multiplemeaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Reading Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, - est, -ful) to determine the meaning of words. Decode Words a. Use sentence-level context 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). 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 in all content areas. READING READING COMPREHENSION: Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade three, students make substantial progress

5 toward this goal. STRUCTURAL FEATURES OF INFORMATIONAL MATERIALS Reading Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text. Locate Information 3.IT.5 - Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. COMPREHENSION AND ANALYSIS OF GRADE- LEVEL-APPROPRIATE TEXT Reading Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. Reading Demonstrate comprehension by identifying answers in the text. Reading Recall major points in the text and make and modify predictions about forthcoming information. Reading Distinguish the main idea and supporting details in expository text. Connecting Prior Knowledge Comprehension Make Predictions Summarization Main Idea Reading Extract Problem/Solution 3.RL.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.IT.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RL.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.IT.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RL.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. 3.IT.2 - Determine the main idea of a text; recount the key details and explain how they support the main idea. 3.IT.2 - Determine the main idea of a text; recount the key details and explain how they support the main idea. 3.RL.1 - Ask and answer questions

6 appropriate and significant information from the text, including problems and solutions. Reading Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game). Follow Instructions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.IT.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. READING LITERARY RESPONSE AND ANALYSIS: Students read and respond to a wide variety of significant works of children's literature.they distinguish between the structural features of the text and literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. STRUCTURAL FEATURES OF LITERATURE Reading Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction). Genres of Writing NARRATIVE ANALYSIS OF GRADE-LEVEL- APPROPRIATE TEXT Reading Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world. Reading Determine what characters are like by what they say or do and by how the author or illustrator portrays them. Plot Characters 3.RL.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 3.RL.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

7 Reading Determine the underlying theme or author's message in fiction and nonfiction text. Reading Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection. Reading Identify the speaker or narrator in a selection. Theme Sound Similarities Identify Speaker 3.RL.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. Tested in 2 nd Grade Common Core 3.RL.6 - Distinguish their own point of view from that of the narrator or those of the characters. WRITING WRITING STRATEGIES: Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). ORGANIZATION AND FOCUS Writing Create a simple paragraph: a. develop a topic sentence b. include simple supporting facts and details. Main Idea 3.W.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.) PENMANSHIP Writing Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence.

8 RESEARCH Writing Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia). Reference Material 3.W.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. EVALUATION AND REVISION Writing Revise drafts to improve the coherence and logical progression of ideas by using an established rubric. Revise Writing 3.W.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 on pages 28 and 29.) WRITING WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0. Writing Write narratives: 3.W.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Provide a context within which an action takes place. b. Include well-chosen details to develop the plot. c. Provide insight into why the selected incident is memorable. 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.

9 d. Provide a sense of closure. Writing Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences. 3.W.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. Writing Write personal and formal letters, thank-you notes, and invitations: a. Show awareness of the knowledge and interests of the audience and establish a purpose and context. b. Include the date, proper salutation, body, closing, and signature. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS 1.0: Students write and speak with a command of standard English conventions appropriate to this grade level. SENTENCE STRUCTURE Written and Oral Complete 3.L.1 - Demonstrate command of

10 English Language Conventions Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking Sentences the conventions of standard English grammar and usage when writing or speaking. a. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence. b. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. c. Use reciprocal pronouns correctly. d. Form and use regular and irregular plural nouns. e. Use abstract nouns (e.g., childhood). f. Form and use regular and irregular verbs. g. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. h. Ensure subject-verb and pronoun-antecedent agreement.* i. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. j. Use coordinating and subordinating conjunctions. k. Produce simple, compound, and complex sentences. GRAMMAR Written and Oral English Language Conventions Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking Adjectives Compound Words Pronouns Subject Verb Agreement 3.L.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence. b. Explain the function of

11 nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. c. Use reciprocal pronouns correctly. d. Form and use regular and irregular plural nouns. e. Use abstract nouns (e.g., childhood). f. Form and use regular and irregular verbs. g. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. h. Ensure subject-verb and pronoun-antecedent agreement.* i. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. j. Use coordinating and subordinating conjunctions. k. Produce simple, compound, and complex sentences. Written and Oral English Language Conventions Identify and use past, present, and future verb tenses properly in writing and speaking Verb Tenses 3.L.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence. b. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. c. Use reciprocal pronouns correctly. d. Form and use regular and irregular plural nouns. e. Use abstract nouns (e.g., childhood). f. Form and use regular and irregular verbs.

12 g. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. h. Ensure subject-verb and pronoun-antecedent agreement.* i. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. j. Use coordinating and subordinating conjunctions. k. Produce simple, compound, and complex sentences. 3.L.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Written and Oral English Language Conventions Identify and use subjects and verbs correctly in speaking and writing simple sentences Subject Verb Agreement a. Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence. b. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. c. Use reciprocal pronouns correctly. d. Form and use regular and irregular plural nouns. e. Use abstract nouns (e.g., childhood). f. Form and use regular and irregular verbs. g. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. h. Ensure subject-verb and pronoun-antecedent agreement.* i. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. j. Use coordinating and

13 subordinating conjunctions. k. Produce simple, compound, and complex sentences. PUNCTUATION Written and Oral English Language Conventions Punctuate dates, city and state, and titles of books correctly Punctuation 3.L.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Written and Oral English Language Conventions Use commas in dates, locations, and addresses and for items in a series Punctuation 3.L.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base

14 words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. CAPITALIZATION Written and Oral English Language Conventions Capitalize geographical names, holidays, historical periods, and special events correctly Capitalization 3.L.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. SPELLING Written and Oral English Language Conventions Spelling 3.L.2 - Demonstrate command of the conventions of standard English capitalization, punctuation,

15 Spell correctly onesyllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair - hare) and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Written and Oral English Language Conventions Arrange words in alphabetic order Alphabetizing Words LISTENING AND SPEAKING LISTENING AND SPEAKING STRATEGIES: Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. COMPREHENSION Speaking Retell, paraphrase, and explain what has been said by a speaker. Speaking Connect and relate

16 prior experiences, insights, and ideas to those of a speaker. Speaking Respond to questions with appropriate elaboration. Speaking Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of onomatopoeia). ORGANIZATION AND DELIVERY OF ORAL COMMUNICATION Speaking Organize ideas chronologically or around major points of information. Speaking Provide a beginning, a middle, and an end, including concrete details that develop a central idea. Speaking Use clear and specific vocabulary to communicate ideas and establish the tone. Speaking Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts). Speaking Read

17 prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read. ANALYSIS AND EVALUATION OF ORAL AND MEDIA COMMUNICATIONS Speaking Compare ideas and points of view expressed in broadcast and print media. Speaking Distinguish between the speaker s opinions and verifiable facts. LISTENING AND SPEAKING SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Speaking Standard 1.0. Speaking Make brief narrative presentations: a. Provide a context for an incident that is the subject of the presentation. b. Provide insight into why the selected incident is memorable. c. Include well-chosen details to develop character, setting,

18 and plot. Speaking Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone. Speaking Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences. US Common Core Standards Not Currently Tested in CA 3 rd Grade Reading Standards: 3.RL.4 - Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 3.RL.5 - 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. 3.RL.7 - 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). 3.RL.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). 3.RL.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. 3.IT.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. 3.IT.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. 3.IT.6 - Distinguish their own point of view from that of the author of a text.

19 3.IT.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). 3.IT.8 - Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 3.IT.9 - Compare and contrast the most important points and key details presented in two texts on the same topic. 3.IT.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. Writing Standards: 3.W.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. 3.W.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 details. 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. 3.W.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. 3.W.7 - Conduct short research projects that build knowledge about a topic. Language Standards: 3.L.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. 3.L.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain- specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).