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

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1 correlated to the Common Core State Standards Initiative 2010 Level 3

2 Shurley English Grade 3 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers , 450, 455 Discussion Questions Discuss It Reference 185 Reference 187, 189, 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. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language Reference 184 Reference 187, Discuss It Simile, metaphor, and personification Listening and speaking 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. Grade 3 Shurley Instructional Materials, Inc. page 1

3 6. Distinguish their own point of view from that of the narrator or those of the characters. 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). 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). 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. Grade 3 Shurley Instructional Materials, Inc. page 2

4 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 28, 58, 125, 179, 212, 244, 270 Oral Review Questions Student Responses 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 102, 166, 224, 282, 337, 406 Discovery Time Some of many citations dispersed throughout the curriculum. For a complete list, see page Read It; Christina Rossetti; Discussion Questions for Analyzing What is Pink? Reference Read It: Robert Louis Stevenson; Discuss It: Analyzing My Shadow Reference Read It: Edna St. Vincent Millay, Discuss It: Analyzing Travel Reference Read It: Laura E. Richards, Discuss It: Analyzing Some Families of My Acquaintance Reference 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. 464 Across the Curriculum Science Connection 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 References Jingles 2-23 All material is grammar and writing specific Grade 3 Shurley Instructional Materials, Inc. page 3

5 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 22, 29, 35, 155, , 59, 162, 278 8, 20, 96, 206, 324 Jingle Time Vocabulary Analogy Time Student Tip 6. Distinguish their own point of view from that of the author of a text Fact and Opinion, Propaganda References 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). 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 9. Compare and contrast the most important points and key details presented in two texts on the same topic Study Skills Reading Maps, Charts, and Graphs 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. 102, 195, 282, Discovery Time Writing a Book Review for a Nonfiction Book WA 27, Reading Time Enrichment Reference 159 Grade 3 Shurley Instructional Materials, Inc. page 4

6 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes Resource Tool: Prefixes Resource Tool: Suffixes and Suffix Spelling Check c. Decode multisyllable words. d. Read grade-appropriate irregularly spelled words Homonym Chart Editing a Paragraph with Homonyms Reference 104 Reference Contraction Chart Reference 107; See Student Tip 218 Verb Chart Reference Rules for Making Nouns Plural, Discuss It (bottom of page) Reference Student Activity 191, 220, 228 See Exercises 2-5 Grade 3 Shurley Instructional Materials, Inc. page 5

7 4. Read with sufficient accuracy and fluency to support comprehension. 30, 31, 129, 213, 271, 299 Question and Answer Flow: Pattern 1, Introductory Sentences References 24 and 25-*Practiced daily and repeated systematically. These are samples of multiple correlates. 63, 70, 132, 136, 274, 369 Question and Answer Flow: Pattern 1, Practice Sentences References 24 and 25-*Practiced daily and repeated systematically. These are samples of multiple correlates. 34, 68, 131, 138, 277, 332 *Practiced daily and repeated systematically. These are samples of multiple correlates a. Read on-level text with purpose and understanding. 20, 98, 239, 293, 459, 476 Reference Sections 15, 65, 125, 141, 194, 202 These are some of many citations dispersed throughout the curriculum. *See pages for a complete list of References. 78, 150, 208, 241, 267, 294, 325,353, , 431, 435, 488 Sample Writing Pieces References 52, 88, 142, 152, 179, and 216. These are some of many citations dispersed throughout the curriculum. 442, 443, 446, 447, 450, 451, 454,455 Reference Sections 185, 186, 187, 188, 189, 190, 191, 192 Grade 3 Shurley Instructional Materials, Inc. page 6

8 b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings Read It: Writing Assignment (WA) 38 #3 Share It; WA 38 #1 Reference 184, 185, and 186-Poetry Read It:, WA 40 #3 References 187 & 188-Parts of Speech Poem 447, 449 Share It; WA 40 # Read It ;WA 42 #3 451, 453 WA 42 #1; Share It References 189 & 190-Acrostic Poem Read it References 191 & 192-Couplet, Triplet, and Quatrain Poems WA 44 #3, Share It: WA 44 #1, Across the Curriculum Activity c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. Grade 3 Shurley Instructional Materials, Inc. page 7

9 1. Write opinion pieces on topics or texts, supporting a point of view with reasons , 236, 241, 264, 320, 348 Persuasive Writing Writing Assignment References110, 111, 112, & The Persuasive Paragraph & Essay References 123, 124, 125, & Homework Home Connection Activity 319 Writing a Book Review for a Fiction Book Reference Writing a Book Review for a Nonfiction Book Reference 159 a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons Learn It sections, Prewriting Map Example, Discuss It section, Sentence Outline Learn It section(bottom of pages 206) Writing the Introduction for a Persuasive Paragraph and Writing the Body for a Persuasive Paragraph. Reference 55, Sentence Outline can be used for Persuasive Writing Format. Reference 110-Persuasive Writing References 111 and 112 *Information applied to all Persuasive Writing pieces. 209, 236, 241, 264 Writing Assignment See Writing Topics, Special Instructions 1 & Outlines for the Persuasive Paragraph Essay Reference Learn It sections, Writing the Introduction for a Three-Paragraph Persuasive Essay, Writing the Body for a Three-Paragraph Persuasive Essay. References 124 and 125 *Information applied to all Persuasive Writing pieces. b. Provide reasons that support the opinion. 207 Writing the Body for a Persuasive Paragraph Reference 112 *Information applied to all Persuasive Writing pieces Writing the Body for a Three-Paragraph Persuasive Essay. Reference 125 *Information applied to all Persuasive Writing pieces. 346 Writing a Book Review for a Nonfiction Book Reference 159: #4 Grade 3 Shurley Instructional Materials, Inc. page 8

10 c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. 111, , 130, 147, 158, 159, 206, 238, & 376 The Transition Word Jingle Student Tip Jingle 12 (Jingle reviewed & concept applied to writing throughout the text) Transition words/conjunctions (bluecolored box/rectangle dispersed throughout textbook) 120 Different Writing Forms Reference 75: #2 122 WA 4 & 5 #6 (using time-order form) 125 Oral Review Questions # s 8 & , 496 The Conjunction Sound-Off Jingle, Coordinate Conjunctions, Classroom Practice 22: Ex. 3 Jingle 16, Reference 80 (Practiced throughout the text on several worksheets.) 145 WA 7 #3 (using time-order form) 151 WA 8 #3 (using time-order form) Coordinate Conjunctions, The Compound Sentence Reference 91 and Reference Identifying and Correcting Run-on Sentences References , 161, 164, 167 Ex. 3 & Chapter Checkup: Ex. 3 & WA 10 #3 (using time-order form) 176 WA 11 #4 (using time-order form) 430 Writing a Comparison-Contrast Essay Reference 179-The two sentences that read: The transitional words and phrases, located after the first paragraph, indicate these words and phrases. Grade 3 Shurley Instructional Materials, Inc. page 9

11 d. Provide a concluding statement or section. 208 Reference 113-Learn It section, Writing the Conclusion for a Persuasive Paragraph *Information applied to all Persuasive Writing pieces Learn It section, Writing the Conclusion for a Three-Paragraph Persuasive Essay *Information applied to all Persuasive Writing pieces. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 82, 145,176, 204, 232, 261, , 108, 134, 137, 163, 166, 192 WA Discovery Time Activity These are some of many dispersed throughout the curriculum. One sample of many Discovery Time Activities. For a complete list, see Pg , 448, 452, 456 Home Writing Assignment a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension Learn It Sections,, 14, Homework 1 Learn It sections, Expository Writing and the Three-Point Format Reference 45 and 46 References 48, 49, and Discuss It # s 1 & 2, Learn It sections, Prewriting Map, & Sentence Outline for an Expository Paragraph See References 53, 54, and Learn It sections, Three-Paragraph Expository Essay See References 85, 86, 87, and Five-Paragraph Expository Essay References 180, 181, and Report Writing (using a five-paragraph format) References 20 0, 201, 202, and Resource Tool Illustration column 1-3, page 508 Grade 3 Shurley Instructional Materials, Inc. page 10

12 b. Develop the topic with facts, definitions, and details , 79 References 49, 50, & 53 (See Supporting Sentences on each Reference.) References 85, 86, & 87 (See Supporting Sentences on each Reference.) References 180, 181, & 182 (See Supporting Sentences on each Reference.) Take Notes, Organize Note Cards, Write an Outline References 207, 208, 209, 210, and 211 c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. 111, , 130, 147, 158, 159, 206, 238, The Transition Word Jingle Student Tip Different Writing Forms #2, Student Tip Jingle 12 Transition words/conjunctions Reference WA 4 & 5 #6 (using time-order form) 125 Oral Review Questions # s 8 & , 496 The Conjunction Sound-Off Jingle, Coordinate Conjunctions Jingle 16, Reference WA 7 #3 (using time-order form) 151 WA 8 #3 (using time-order form) Coordinate Conjunctions, The Compound Sentence References 91 and Identifying and Correcting Run-on Sentences References , 161, 164, Chapter Checkup: Ex. 3 & 4 See Exercises 3 and 4. Grade 3 Shurley Instructional Materials, Inc. page 11

13 Continued 173 WA 10 #3 (using time-order form) c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information WA 11 #4 Writing a Comparison-Contrast Essay (using time-order form) Reference 179 The two sentences that read: The transitional words and phrases located after the first paragraph indicate these words and phrases d. Provide a concluding statement or section Learn It section (bottom of Pg 77), Writing the Conclusion for a Three-Point Expository Paragraph Reference 51 and , 150 Learn It sections, Writing the Conclusions for a Three-Paragraph Expository Essay Reference 85 and Outlines for the Three-Paragraph Essay & the Five-Paragraph Essay (Conclusion) Reference Learn It section, Writing the Conclusions for a Five- Paragraph Expository Essay Take Notes, Discuss It section, Conclusion Reference 207: #3, Reference 208 cards #11 & 12, Reference 209 #7, Reference 210 #7, Reference 211-Conclusion, Reference 212-Paragraph 5 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences , 351, 353, 375, Story Elements with Dialogue, Learn It & Review It paragraphs (middle of Pg 325) WA Homework Reference 152 Home Connection Activity -Narrative Writing Story Elements without Dialogue Reference Across the Curriculum See # s 2 and Learn It section, Writing a Tall Tale Reference 165 Grade 3 Shurley Instructional Materials, Inc. page 12

14 a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally , 353, 375, Story Elements with Dialogue, Learn It & Review It paragraphs (middle of Page 325) WA 26 Homework Reference 152: # s 1and 4 Writing Topics Home Connection Activity Story Elements without Dialogue Reference 160: # s Across the Curriculum Activity See # s 3 and Learn It section, Writing a Tall Tale Reference 165: 1-5 b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations , 377 Skill Time-Compare It, Learn It, Rules for Punctuating Beginning Quotes Story Elements with Dialogue, Learn It & Review It paragraphs (middle of Page 325) WA Reference 143 Reference 152 See #3 on page Across the Curriculum Activity See #4 c. Use temporal words and phrases to signal event order. 111, 495 The Transition Word Jingle, Different Writing Forms Jingle 12 (Jingle reviewed & concept applied to writing throughout the text.) Reference 75: #2 122 WA 4 & 5 #6 (using time-order form) 125 Oral Review Questions # s 8 & WA 7 #3 (using time-order form) 151 WA 8 #3 (using time-order form) 173 WA 10 #3 (using time-order form) 176 WA 11 #4 (using time-order form) 120, 147, 175, 206, 238, 376 Student Tip-transition words Blue-colored box throughout textbook. Grade 3 Shurley Instructional Materials, Inc. page 13

15 d. Provide a sense of closure Story Elements with Dialogue Story Elements without Dialogue Across the Curriculum Activity Reference 152: # 5 Reference 160: #5 See #3 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.) Learn It-The Practice Sentence, Practice Sentence Activity Using Labels, Practice It Section Learn It- A Revised Sentence, Independent Practice and Revised Sentences Reference 31-(Teacher Guided) Activity practiced as new Grammar labels are introduced throughout the textbook. Reference 36, Note: Apply It section (2 nd paragraph states instructions) Grammar & Writing Connection-Practice and Revised Sentences, 16- Practice and Revised Sentence Organizer Reference 37 will assist in creating the Practice Sentence Learn It: Expository Writing and the Three- Point Format, Prewriting Map, Sentence Outline, & Writing Evaluation Guide References 55- Process used throughout the textbook. 87, 90, 92 Learn It-The Revising and Editing Schedule Reference 62- Special Instructions for Revising and Editing. 114, 142, 171, 200, 232, 261, 287,321, 349, 372, 393 Conference Time (Teacher/Student) Refer to Reference 58, Pg. 87, & Reference 60, Pg. 90, for Revising & Editing Checklists, page Writing Time/Learn It: Persuasive Writing, Reference rd paragraph, References 111, 112, 113 show organizational structure Writing Time/Learn It: Descriptive Writing, Writing a Descriptive Paragraph References 141 and , 295, 326, 351, 353 Writing Assignment Grade 3 Shurley Instructional Materials, Inc. page 14

16 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.) Learn It, Practice Sentence, Practice It Section Learn It: Expository Writing and the Three- Point Format, Prewriting Map, Sentence Outline, & Writing Evaluation Guide Reference 31- (Teacher /Student led) Activity practiced as new Grammar labels are introduced throughout the textbook References 55 Additional Maps and Outlines are found on the TEACHER RESOURCE CD 92 Learn It-The Revising and Editing Schedule, Reference 62-Special Instructions for Revising and Editing, (Refer to Reference 58, page. 87, & Reference 60, page 90, for Revising & Editing Checklists.) 92, 123, 152, 268, 378 Student Tip (Found on the Revising & Editing Schedule pages throughout the textbook.) 95, 153, 211, 355, 439 Writing Evaluation Guide Used in the Writing Process, with all genres, throughout the curriculum Writing Time/Learn It-Persuasive Writing Reference rd paragraph, References 111, 112, 113 show organizational structure. 234, 263, 289, 374, 457 Across the Curriculum Activity See items1 & 3 on page 374. Grade 3 Shurley Instructional Materials, Inc. page 15

17 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 , 447, 451 Discovery Time: #1 Computer resources Publishing Checklist for Step 6 in the Writing Process WA One of many citations dispersed throughout the curriculum. For a complete list, see page 503. Reference 72: # s 5, 9, 12 -Used with all Writing Assignments throughout curriculum. 444, 448, 452, 456 Home Writing Assignment Special Instructions # Resource Tool: Video Presentations Special Instruction # Resource Tool: Technology- On-line Searches, E- mail, Computer Terms, Word Processing Terms, Internet Terms 7. Conduct short research projects that build knowledge about a topic. 102 Discovery Time: #1 Computer resources One sample of many dispersed throughout the curriculum. For a complete list, see page , 448, 452, 456 Home Writing Assignments See Special Instruction # Steps for Writing a Research Report, Learn It sections References , Reference 200- Steps 1, 2, 3, 5, & The Topic Guide Reference Select and Narrow a Topic, Select the Main Points References 202 and Take Notes, Sample Note Cards References 207 and Organize Note Cards Reference Learn It section, Write an Outline, Discuss It section, Example of an Outline References 210 and 211 Grade 3 Shurley Instructional Materials, Inc. page 16

18 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories Journal Writing WA 1 Part 1, Prewriting Map, Sentence Outline for an Expository Paragraph Reference 9-Assignments are dispersed throughout each chapter. 114 WA 2-Writing Topic #2 118 WA 3-Writing Topics #1 See Special Instructions #1 287 WA 21- Writing Topics# Writing a Book Review for a Nonfiction Book, WA 27 Reference Take Notes, Sample Note Cards References 207 and Organize Note Cards Reference Learn It section, Write an Outline, Discuss It section, Example of an Outline References 210 and (Begins in grade 4) Grade 3 Shurley Instructional Materials, Inc. page 17

19 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 a range of discipline-specific tasks, purposes, and audiences , 108, 134, 137, 143 Journal Writing Learn It & Apply It sections, Independent Practice and Revised Sentences Discovery Time introduction, Topics, Discovery Share Time Reference 9-Assignments are dispersed throughout each chapter. References 36 and 37 (One sample of many Discovery Time activities. For a complete list, see Pg. 503) 209 Assign WA 14- Follow Special Instructions (Prewriting through Rough Draft) Writing Time- Revise, Edit, and Write a Final Paper for WA HAND IN WA 14 for grading (Lesson 11 Side Bar) First bullet under You Will. hand in for grading. 232 Conference Time for WA 14, Write a Creative Writing piece for WA Publish It: WA 14 Reference , 233 Note: The Writing Process is applied in WA Student Note Student Note states that some of the students writing pieces will be selected for revision/editing later in the year Steps for Writing a Research Report References Schedule for an Independent Research Report Reference 218 Grade 3 Shurley Instructional Materials, Inc. page 18

20 1. Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. 92, 123, 152, 177, 210, 242, 268, 296, 327, , 171, 232, 321, 349, 372, , 110, 139, 168, 197, 229, 258, 284, 314, 368, 408, 423 Revising & Editing Schedule and Writing a Final Paper, Student Tip Conference Time Homework: Home Connection Reference 62, See # s 2 & 3 on Writing a Final Paper. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum where the student will meet with the teacher to discuss the WA. 28, 58, 125, 154, 179, 212, 244, 270, 298, 329, 342, 356, 380 Oral Review Questions These are some of many citations dispersed throughout the curriculum. 36, 40, 45, 79, 81, 87-91, 130, 273,275, 294, 360, 463 Discuss It These are some of many citations dispersed throughout the curriculum. 234, 263, 289, 374, 457, 464 Across The Curriculum Item 7 on page , 372, 451 Student Activity 224 Student Tip: Verb Tense Game 506, 511, 515, 517, 518, 521 Hands-On Activity 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. 25, 58, 125, 179, 212, , 81, 130, 215, 360, , 446, 450, 455 Oral Review Questions Discuss It Questions Discuss It Questions-Poetry Students will have read through Reference pages prior to discussion. These are some of many citations dispersed throughout the curriculum. 202, 464 Across the Curriculum #2 on page 202 Grade 3 Shurley Instructional Materials, Inc. page 19

21 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 texts under discussion). 116, , 172, 201, 233, 288, 373 Share Time Guidelines Reference 72-Publishing Checklist See #2 These are some of many citations dispersed throughout the curriculum. c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. 28, 58, 125, 179, 212, , 395 Oral Review Questions Share Time Guidelines These are some of many citations dispersed throughout the curriculum. See Audience Response #8 d. Explain their own ideas and understanding in light of the discussion. 28, 329, 356, , 123, 152, 177, 268, 327 Oral Review Questions Reference 62-Revising & Editing Schedule See #5 on page 329, #8 on page 356 See # 2 & # 3 374, 457 Across the Curriculum See #2 & #3 on page Discovery Share Time See #2 on page , 442 Discuss It Questions See #3 on page 294, #5 on page , 368 Home Connection Family Activity-the first two sentences on page Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally Resource Tool: Interviews Resource Tool: Video Presentations Resource Tool: Guidelines for Evaluating Video Presentations 519 Resource Tool: Maps 519 Resource Tool: Charts Resource Tool: Graphs See Line Graph, Pie Graph, and Bar Graph Grade 3 Shurley Instructional Materials, Inc. page 20

22 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail Resource Tool: Interviews Resource Tool: Video Presentations See #7 under Guidelines. Activity will illicit elaboration. 508 Resource Tool: Guidelines for Evaluating Video Presentations 399 WA 32: #2 395 Share Time Guidelines: #8 Reference 73-One of several opportunities for audience response. 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 102, 143, 202, 263, 323, , 261, 287, 377, 456 Discovery Time WA See #2-Discovery Share Time. Listed are some of many citations dispersed throughout the curriculum. Refer to Reference 72 & 73, pages , for publishing each WA. Listed are some of many citations dispersed throughout the curriculum. 202, Across the Curriculum Home Connection See #2, on page 202. See # s 1, 3, and 4 on page 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. 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) Grade 3 Shurley Instructional Materials, Inc. page 21

23 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 21, 62, 103, 161, 225, 383 : Editing Exercise Students will refer to References (Capitalization & Punctuation Rules and Editing Guide.) Some of many citations dispersed throughout curriculum. 54, 71, 113, 170, 231, 392 Chapter Checkup: Editing Exercise Students will refer to References (Capitalization & Punctuation Rules and Editing Guide.) Some of many citations dispersed throughout curriculum , 35, 97-98, 155, 245, 271 The Question and Answer Flow- Introductory Sentences These are some of many citations dispersed throughout the curriculum. 32, 59, 169, 255, 311, 391 The Question and Answer Flow- Practice Sentences These are some of many citations dispersed throughout the curriculum. 33, 41, 55-56, 74, 117, 203, 290 Practice and Revised Sentences These are some of many citations dispersed throughout the curriculum. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. 29, 35, 39, 97, 126, , 99, 215, 273, Jingles Noun Job Charts See pages for a complete list of jingles. 30, 36, 40, 45, 99, 127, 181, References for language arts concepts See pages for a complete list of References. Grade 3 Shurley Instructional Materials, Inc. page 22

24 b. Form and use regular and irregular plural nouns Singular and Plural Nouns Changing Plural Categories to Singular Points See Reference 39 Reference Rules for Making Nouns Plural Reference , 280, 283 Exercise Homework Chapter Checkup Exercise Across the Curriculum Last sentence in # Rules for Making Nouns Possessive Reference 162 c. Use abstract nouns (e.g., childhood). Shurley English does not use the term abstract, but we do teach the noun as a person, place, thing, or idea. d. Form and use regular and irregular verbs Simple Verb Tenses Regular and Irregular Verbs Reference 116 Reference Verb Chart Reference Changing Mixed Tenses in a Paragraph Reference , 225, 228, 248, 251, 254, 257 See SKILLS section 229, 258 Homework 231, 260 Chapter Checkup See SKILLS section 30-31, 70, 100, 213, 274, 315 Question and Answer Flow Some of many citations dispersed throughout curriculum. Grade 3 Shurley Instructional Materials, Inc. page 23

25 e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses Simple Verb Tenses Verb Chart Reference 116 Reference Tenses of Helping Verbs Reference , 225, 228, 248, 251, 254, 257 See SKILLS section 229, 258 Homework 231, 260 Chapter Checkup See SKILLS section 217, 224 Student Tip 234 Across the Curriculum See last sentence in paragraph. 250 Changing Mixed Tenses in a Paragraph Reference 129 f. Ensure subject-verb and pronoun-antecedent agreement.* Subject-Verb Agreement Rules Student Note/Tip Reference 68 Dark blue boxes 103, 106, 109 See SKILLS section 110 Homework 113 Chapter Checkup See SKILLS section 30-31, 63, 112, 213, 311, 381 Question and Answer Flow *Correct Subject-Verb Agreement is emphasized, each time, with this activity. Some of many citations dispersed throughout the curriculum. 33, 41, 117, 144, 235, 290 Practice and Revised Sentences *Correct Subject-Verb Agreement is emphasized, each time, with this activity. Some of many citations dispersed throughout the curriculum. Grade 3 Shurley Instructional Materials, Inc. page 24

26 Continued f. Ensure subject-verb and pronoun-antecedent agreement.* 34, 38, 43, 48, 161, , 71, 113, 170, 231, 367 Chapter Checkup Grammar: Exercise 1 Some of many citations dispersed throughout the curriculum. Grammar: Exercise 1 Some of many citations dispersed throughout the curriculum. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified , 386, Degrees of Comparison of Adjectives Homework Reference 166 See SKILLS section. See SKILLS section. 392 Chapter Checkup See SKILLS section. h. Use coordinating and subordinating conjunctions Simple Sentences, Coordinate Conjunctions, and Compound Parts Reference Practice and Revised Sentences Reference Coordinate Conjunctions Reference The Compound Sentence Reference Identifying and Correcting Run-on Sentences Reference , 158, 159 Student Tip Blue boxes 160 Using Compound Sentences to Correct Runon Sentences Reference Indentifying S, F, SCS, SCV, and CD Reference 95 #5 and #6 146, 161, 164, 167, 188, 193, 196 See SKILLS section 168 Homework See exercise # s 2 and 3 170, 199 Chapter Checkup On page 170, see Exercises 3 and 4. See Exercise 4 on page 199. Grade 3 Shurley Instructional Materials, Inc. page 25

27 i. Produce simple, compound, and complex sentences Simple Sentences, Coordinate Conjunctions, and Compound Parts Reference Sentence Fragments and Run-on Sentences Reference Practice and Revised Sentences Reference Coordinate Conjunctions Reference The Compound Sentence Reference Identifying and Correcting Run-on Sentences Reference , 158, 159 Student Tip Blue boxes 160 Using Compound Sentences to Correct Runon Sentences Reference Indentifying S, F, SCS, SCV, and CD Reference , 135, 138, 146, 161, 164, 167,188, 193, 196 See SKILLS section 139, 168 Homework 185 A Review of the Types of Sentences Reference , 170, 199 Chapter Checkup See SKILLS section 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing The Importance of Capitalization and Punctuation Using Capitalization Rules References 10 and 11 Reference 12 16, 21, 38, 43, 103, 193, 344 Editing exercises on page 38, 43, 103, 193, and 344. Some of many citations dispersed throughout curriculum Punctuation Rules References 13 and 14 Grade 3 Shurley Instructional Materials, Inc. page 26

28 Continued 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing , 152, 210, 242, 296, 378 Capitalization & Punctuation Rules and the Editing Guide Revising & Editing Schedule and Writing a Final Paper Reference 15 Reference 62-Student will use the Writing Evaluation Guide to complete this activity. Some of many citations dispersed throughout curriculum. 95, 153, 211, 243, 297, 379 Writing Evaluation Guide See Reference 63: #8 on page 93. Students will refer to the Writing Evaluation Guide during the writing process. Some of many citations dispersed throughout curriculum. a. Capitalize appropriate words in titles Capitalization Rules Using Capitalization Rules Reference 11-Section 2: #9 Reference 12: Sentence 2 on page 14, 404 Commonly Used Abbreviations Reference 174: Titles Column 16, 21, 34, 260, 420, 422,, Homework Some of many citations dispersed throughout curriculum. b. Use commas in addresses , 24, 52, 71, 405, 410, 422, 425 Punctuation Rules The Six Parts of a Business Letter Parts Of A Business Envelope Reference 13-Section 3: Commas to Separate Location Words Reference 177 Reference 178 Some of many citations dispersed throughout curriculum. Grade 3 Shurley Instructional Materials, Inc. page 27

29 c. Use commas and quotation marks in dialogue Punctuation Rules Skill Time Reference 13-Section 9: Quotations; #24-# Rules for Punctuating Beginning Quotes Reference , 306, 310, 313, 341, 367, Homework See SKILLS & EDITING sections. Some of many citations dispersed throughout curriculum. 316 Chapter Checkup See SKILLS & EDITING sections Story Elements for a Narrative with Dialogue Reference , 351, 377 Writing Assignment See Special Instructions: #3 d. Form and use possessives , 136, 180, 194, 198, 216, , 138, 188, 199, 220, 361, , 368 Possessive Pronoun Jingle Possessive Pronouns The Possessive Noun Jingle Possessive Nouns Skill Builder Question and Answer Flow Homework Jingle 15 Reference 79 Jingle 19 Reference 102 Some of many citations dispersed throughout curriculum. See Exercise 1. Some of many citations dispersed throughout curriculum. Grade 3 Shurley Instructional Materials, Inc. page 28

30 Continued d. Form and use possessives. 203, Practice and Revised Sentences Reference 109; students will use worksheet on page 205 to complete activity. 360 Rules for Making Nouns Possessive Reference , 199, 231, 260, 370 Chapter Checkup See Exercise 1. Some of many citations dispersed throughout curriculum. e. Use conventional spelling for highfrequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness) , 193, 196, 225, 251, 277, 280 Homonym Chart Editing a Paragraph with Homonyms Reference 104 Reference 105 See SKILLS and EDITING sections Contraction Chart Reference Student Tip 197, 284 Homework 199, 231, 260, 286 Chapter Checkup 202 Across the Curriculum 275 Rules for Making Nouns Plural Reference Student Activity 505 Resource Tool: Suffixes 505 Resource Tool: Suffix Spelling Check f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Grade 3 Shurley Instructional Materials, Inc. page 29

31 g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings , 72, 99, 144, 203, 219, Capitalization Rules Student Tip Resource Tool: The Dictionary/Thesaurus Reference 11 Some of many citations dispersed throughout curriculum. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening 31, 214, , 136, 221, 245, 281, 304 Sentence Patterns Question and Answer Flow References 25, 114, and 135. Some of many citations dispersed throughout curriculum. 99, 144, 159, 302, 324, 377 Student Tip Some of many citations dispersed throughout curriculum. 41, , , , Practice and Revised Sentences Some of many citations dispersed throughout curriculum. 95, 124, 243, 297, 379, 439 Writing Evaluation Guide Students will refer to the Writing Evaluation Guide during the writing process. Some of many citations dispersed throughout curriculum. 442, 446, 450, Sample Poems Resource Tool: Interviews Poems show correct use of conventions. a. Choose words and phrases for effect.* , 107, 165, 221, 278, 339 Word Analogies Vocabulary & Analogy Words Reference 20 Some of many citations dispersed throughout curriculum , , Practice and Revised Sentences 441 Poetry Reference 184: See items 1. Simile; 2. Metaphor. Grade 3 Shurley Instructional Materials, Inc. page 30

32 b. Recognize and observe differences between the conventions of spoken and written standard English. 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 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) Resource Tool: Prefixes Resource Tool: Suffixes See un & pre. See able & less. 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. 22, 72, 144, 203, 219, Student Note Resource Tool: Dictionary/Thesaurus Some of many citations dispersed throughout curriculum. Grade 3 Shurley Instructional Materials, Inc. page 31

33 5. Demonstrate understanding of word relationships and nuances in word meanings Vocabulary Words Word Analogies Reference 17; See Reference 18, also. Reference 20; See Reference 21, also. 25, 63, 162, 189, 226, 307 Vocabulary and Analogy Words Reference 19; Some of many citations dispersed throughout curriculum. 22 Synonym and Antonyms Reference 16; Students will learn synonyms and antonyms during Vocabulary and Analogy Time. (See Student Note.) 67 Topics and Paragraphs Reference 45 and Reference Subject-Verb Agreement Rules Reference 68; See Student Tip/Note. 105 A/An Reference Changing Plural Categories to Singular Points Reference Homonym Chart Reference Editing a Paragraph with Homonyms Reference Contraction Chart Reference 107; See Student Tip. 34, 68, 103, 109, 193, 277 Some of many citations dispersed throughout curriculum. 275 Rules for Making Nouns Plural Reference , 110, 197, 229, 284 Homework Grade 3 Shurley Instructional Materials, Inc. page 32

34 a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps) Poetry Discuss It Discuss It Reference 184 Poetry Analyzing My Shadow 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). 6. Acquire and use accurately gradeappropriate 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). Grade 3 Shurley Instructional Materials, Inc. page 33

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