Andover Public Schools- Andover Massachusetts English Language Arts Standards and Benchmarks Grade 3

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1 Andover Public Schools- Andover Massachusetts English Language Arts Standards and Benchmarks Grade 3 Strand 1: LANGUAGE (L) Students will demonstrate an understanding of the structure of the English language. Learning Standard 1: Discussion Students will use agreed-upon rules for informal and formal discussions in small and large groups. Develop and follow agreed upon rules for discussion (raising one s hand, waiting one s turn, speaking one at a time). Carry out assigned roles in student-run small group discussions (For example, in literature discussion groups, students take on roles of leader, scribe, and reader as they discuss questions they have generated in preparation for class.) Learning Standard 2: Questioning, Listening Students will pose questions, listen to the ideas of others and contribute their own information or ideas in group discussions or interviews in order to acquire new knowledge. Contribute knowledge to class discussion in order to develop ideas for a class project. Contribute knowledge to class discussion in order to generate interview questions to be used as part of a class project. (For example, students interview community helpers; teachers, authors, police and fire department, volunteers, doctors, nurses using questions the class has generated and report the results to the class.) Learning Standard 3: Oral Presentation Students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed. Adapt language to explain or to seek information. Give oral presentations about experiences or interests using eye contact, proper place, adequate volume and clear pronunciation. (For example, students give a presentation of information they have acquired from a book report, cooperative group report, hobbies, and family events.) Make informal presentations that have a recognizable organization (sequencing, summarizing). Express an opinion of a literary work or film in an organized way, with supporting detail. Use teacher-developed assessment criteria to prepare their presentations. 1

2 Strand 1: LANGUAGE - continued Learning Standard 4: Students will understand and acquire new vocabulary and use it correctly in Vocabulary and reading and writing. Concept Development Recognize that words are constructed of many parts: letters, syllables, root words, prefixes, and suffixes. Recognize that prefixes can change the meanings of root words (for example, agreeable/disagreeable, happy/unhappy, tell/retell). Identify roots of words (for example, that graph is a common root in autograph, photograph, biography, and other words.) Recognize that many English words have Greek and Latin roots. (root examples, the root claim meaning shout, words that contain this; proclaim and exclaim. The root geo meaning earth, words that contain this; geology and geography. The root fract meaning break, words that contain this; fraction and fracture. ) Recognize that some words and phrases have a literal and a non-literal meaning (for example, take steps). Identify playful uses of language (for example, riddles, crossword puzzles and tongue twisters). Determine the meaning of unknown words by using their context. Use the context of the sentence to determine the correct meaning of a word with multiple meanings. Determine the meanings of words using a student dictionary. Identify and apply the meaning of the terms antonym, synonym, and homophone. Use knowledge of the meaning of individual words to predict the meaning of unknown compound words Determine meaning of words by using a beginning dictionary Learning Standard 5: Structures and Origins of Modern English Students will analyze standard English grammar and usage and recognize how its vocabulary has developed and been influenced by other languages. Distinguish between a statement and a question. Identify three basic parts of speech (adjective, noun, and verb) Identify correct mechanics (for example, end marks, capitalization, and commas in dates) Learning Standard 6: Students will describe, analyze, and use appropriately formal and informal English. Formal and Informal English Recognize dialect in the conversational voices in American folk tales. Identify formal and informal language use in advertisements read, heard, or seen. (for example in The Patchwork Quilt by Valerie Flournoy and Shiloh by Phyllis Reynolds Naylor) Learning Standard 7: Beginning Reading Students will understand the nature of written English and the relationship of letters and spelling patterns to the sounds of speech. Use a variety of strategies including letter-sound knowledge, structural elements, and meaning to read and understand unfamiliar words in and out of context. Read grade-appropriate imaginative/literary and informational/expository text with comprehension. Read aloud grade-appropriate imaginative/literary and informational/expository text fluently, accurately, and with comprehension, using appropriate timing, change in voice, and expression. endings 2

3 Strand 2: READING AND LITERATURE Students will respond thoughtfully to all forms of spoken and written literature. Learning Standard 8: Understanding a Text Students will identify the basic facts and main ideas in a text and use them as the basis for interpretation Make predictions during reading. Confirm, or disconfirm and revise prediction to self-monitor comprehension. Identify foreshadowing clues as the parts of a text that help the reader predict what will happen later in the story. Retell the events of a story in sequence. Identify sensory details in literature. Identify the speaker of a poem or narrator of a story. Form questions about the text and locate facts/details in order to answer those questions. Distinguish cause from effect. Distinguish fact from fiction. Identify main ideas and supporting details. Learning Standard 9: Making Connections Students will deepen their understanding of a literary or nonliterary work by relating it to its contemporary context or historical background. Identify similarities in plot, setting, and character among the works of an author or illustrator. Identify similarities and differences between the characters or events in a literary work and the actual experiences in an author s life. (For example, students read excerpts from a biography of Patricia Polacco, Firetalking and discuss how she drew upon her personal experiences when she wrote Thank You, Mr. Falker. Another example is the story The Patchwork Quilt by Valerie Flournoy in MacMillan and additional resources would be from authors Jerry Spinelli and Tomie depaola Learning Standard 10: Genre Students will identify, analyze, and apply knowledge of the characteristics of different genres. Identify and compare among forms and features of literature (for example, poetry, fiction, nonfiction, drama). Learning Standard 11: Theme Students will identify, analyze, and apply knowledge of theme in literature, and provide evidence from the text to support their understanding. Identify themes in stories and poems and make personal, text, and world connections to the theme. Learning Standard 12: Fiction Students will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding. Identify the elements of fiction (problem, solution, plot, character, and setting) and analyze how major events lead from the problem to its solution. (See LINKS Reading and Study Strategies). Identify personality traits of characters and the thoughts, words, and actions that reveal their personalities. Make appropriate connections (text-to-self, text-text, text-to-world) while reading, providing evidence from the text to support their choice 3

4 Strand 2: Learning Standard 13: Nonfiction READING AND LITERATURE - continued Students will identify, analyze, and apply knowledge of the purpose, structure and elements of non-fiction or informational materials and provide evidence from the text to support their understanding. Identify and use knowledge of common textual features (title, headings, key words, and paragraphs, table of contents, glossary, and captions accompanying illustrations or photographs). Identify and use knowledge of common graphic features (charts, maps, graphs, diagrams, illustrations). Form questions about the text and locate facts/details in order to answer those questions. Distinguish cause from effect. Distinguish fact from fiction. Identify main ideas and supporting details. Learning Standard 14: Poetry Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding. Learning Standard 14: Poetry Students will identify, analyze, and apply knowledge of the structure, elements, and theme of poetry and provide evidence from the text to support their understanding. Identify poetic elements: rhyme, rhythm, repetition, and sensory images in poems. Identify terminology for structural elements of poems (for example, stanza and verse). Learning Standard 15: Style and Language Students will identify and analyze how an author s words appeals to the senses, create imagery, suggest mood, and set tone and provide evidence from the text to support their understanding. Identify words appealing to the senses or involving direct comparisons in literature and spoken language. Learning Standard 16: Myth, Traditional Narrative and Classical Literature Students will identify, analyze and apply knowledge of the themes, structure and elements of myths, traditional narratives, and classical literature and provide evidence from the text to support their understanding. Identify natural events explained in origin myths. Acquire knowledge of culturally significant characters and events in Greek and Roman mythology and other traditional literature. Learning Standard 17: Dramatic Literature Students will identify, analyze and apply knowledge of the themes, structure, and elements of drama and provide evidence from the text to support their understanding. Identify and analyze the elements of plot and character, as presented through dialogue in scripts that are read, viewed, written, listened or performed. (Understand the term drama as it applies to this form.) 4

5 Strand 2: READING AND LITERATURE - continued Learning Standard 18: Dramatic Reading and Performance Students will plan and present dramatic readings, recitations, and performances that demonstrate appropriate consideration of audience and purpose. Plan and perform readings of selected texts for an audience, using eye contact, clear diction and voice quality (volume, tempo, pitch, tone) appropriate to the selection, and use teacher-developed assessment criteria to prepare presentations. Strand 3: COMPOSITION Learning Standard 19: Writing Students will write with a clear focus, coherent organization and sufficient detail For imaginative/literary writing: Write stories that have a beginning, middle, and end and contain details of setting. Write short poems that contain simple sensory details. For informational/expository writing: Write brief summaries of information gathered through research. (For example, students plan an alphabet book based on Massachusetts. As a group, they generate a set of topics they want to explore for each letter of the alphabet. Students choose individual topics to research, gather information, compose individual illustrated pages, and organize their pages for a classroom book. Write a paragraph to relate a personal experience that includes a clear focus and sufficient supporting details. Learning Standard 20: Consideration of Audience and Purpose Students will write for different audiences and purposes Use appropriate language for different audiences (other students, parents) and purposes (letter to a friend, clear, multi-step directions) Learning Standard 21: Revising Student will demonstrate improvement in organization, content, paragraph development, level of detail, style, tone, and word choice (diction) in their compositions after revising them. Revise writing to improve level of detail after determining what could be added or deleted to make the thought clearer, more logical, or more expressive. Improve word choice by using dictionaries. Improve writing to incorporate proper use of a paragraph. 5

6 Strand 3: COMPOSITION - continued Learning Standard 22: Standard English Conventions Students will use knowledge of standard English conventions in their writing, revising and editing. Write legibly in cursive, leaving space between letters in a word and between words in a sentence. Use knowledge of correct mechanics (end marks, commas for series, and capitalization at the beginning of a sentence, for names and places, and for dates), usage (subject and verb agreement in a simple sentence), and sentence structure (elimination of fragments) when writing and editing. Use knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling. Use most commonly used sight words in their writing. Spell most commonly used homophones correctly in their writing (there, they re, their; two, too, to). Learning Standard 23: Students will organize ideas in a way that makes sense for their purpose Organize Ideas in Writing Organize plot events of a story in an order that leads to a problem and solution. (See LINKS Writing) Organize ideas for a brief response to a reading. (See LINKS Writing). Organize ideas for an account of personal experience in a way that makes sense. (See LINKS Writing). Learning Standard 24: Research Students will gather information from a variety of sources, analyze and evaluate the quality of the information they obtain, and use it to answer their own questions. Identify the need for information and write open-ended research questions by using specific examples from the text. For example, students read A River Ran Wild, by Lynne Cherry and ask, How can a river die? Initiate a plan for searching for information. The class lists possible sources of information such as books to read, electronic media to read and view, or people to interview. Locate resources. One group of students goes to the library/media center for books about rivers and pollution; another group looks up river pollution in a primary encyclopedia CD; and a third group interviews a naturalist from the Merrimack River Watershed Project. Evaluate the relevance of the information. Having collected information from three sources, students decide which information is most relevant, accurate, and interesting. Interpret, use, and communicate the information. Students in one group sort information from library books into categories; the members of the second group organize information from the CD, and the members of the third group summarize what they have learned from the experts. The students organize and communicate the results of these different forms of research in a single coherent presentation with documented sources. Evaluate the research project as a whole. Students determine how accurately and efficiently they answered the question, How can a river die? 6

7 Strand 3: COMPOSITION - continued Learning Standard 25: Evaluating Writing and Presentations Students will develop and use appropriate rhetorical, logical, and stylistic criteria for assessing final versions of their compositions or research projects before presenting them to varied audiences. Form and explain personal standards or judgments of quality, display them in the classroom, and present them to family members. (For example, before displaying on the bulletin boards their descriptive paragraphs, students propose their own criteria for distinguishing more effective reports from less effective ones.) Contribute to the formation of classroom and/or grade level rubrics to assess final versions of student writing or research. Strand 4: MEDIA Learning Standard 26: Analysis of Media Students will identify, analyze, and apply knowledge of the conventions, elements, and techniques of film, radio, video, television, multimedia productions, the Internet, and emerging technologies, and provide evidence from the works to support their understanding. Compare stories in print with their filmed adaptations, describing similarities and differences in the portrayal of characters, plot, and settings. (For example, students describe the differences and similarities in the way author Stephen Kellog portrays Johnny Appleseed in print and the way filmmakers portray the character in a filmed version. They discuss the words Kellog uses to describe Johnny Appleseed and the degree to which the filmmakers visualization captures the spirit of the original text. Students discuss the advantages of reading a description and imagining how a character looks, speaks, and moves, and the advantages of viewing a film, where these details have been supplied by the director, animators, or actors.) Learning Standard 27: Media Production Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose and medium. Create simple content based presentations incorporating the use of computer technology (For example, students create pamphlets about the history of Andover using elementary level graphic software and digital photographs) 7