North Dakota Grade 3 Common Core The Next Generation Strand: Reading Standards for Literature Cluster: Key Ideas and Details

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1 Strand: Reading Standards for Literature Cluster: Key Ideas and Details Topic: Ask and Answer Questions Standard: RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Ask questions after reading text Answer questions after reading text Comprehension strategies supported in this standard include asking questions and determining importance. After reading a story, the teacher will ask the students questions about the text to test their comprehension. Draft NDCT October

2 Strand: Reading Standards for Literature Cluster: Key Ideas and Details Topic: Retell Stories Standard: RL.3.2 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. Determine the lesson, message, or moral from a story Students use a graphic organizer to recount the details of a well known story. They will retell the story using their graphic organizer. Draft NDCT October

3 Strand: Reading Standards for Literature Cluster: Key Ideas and Details Topic: Story Elements: Characters Standard: RL.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. Use the characters actions to help me understand what happens in the story Describe what characters do Describe why characters do particular things Describe how characters feel Describe what characters are like Comprehension strategies supported in this standard include making inferences. The students will use a graphic organizer to list the actions of a particular character. The students will list 3 characteristics of a character in the story. Draft NDCT October

4 Strand: Reading Standards for Literature Cluster: Craft and Structure Topic: Word Meaning within Text Standard: RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Tell the meaning of words and phrases and I can tell the difference between true or factual and exaggerated text Understand sentences that may have idioms, similes, metaphors, or exaggerations The teacher will share a book that contains idioms and have the students draw the literal and non-literal meaning of the idioms. Draft NDCT October

5 Strand: Reading Standards for Literature Cluster: Craft and Structure Topic: Text Structure Standard: RL.3.5 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. Stanza Identify the chapter of a book when writing or speaking about a text Identify the scene in a drama when writing or speaking about a text Identify a stanza in a poem when writing or speaking about a text Describe how each part of the text builds on earlier parts An arrangement of a certain number of lines, usually four or more, sometimes having a fixed length, rhythm, or rhyme scheme, forming a division of a poem. Comprehension strategies supported in this standard include determining importance Have students read poems aloud to each other explaining the poem line by line and stanza by stanza. Have students use a graphic organizer to detail the parts of a book. Have students read/perform a play after explaining the parts of the play to them. Draft NDCT October

6 Strand: Reading Standards for Literature Cluster: Craft and Structure Topic: Point of View Standard: RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. Point of View Tell my own point of view from the narrator or characters of a story The position of the storyteller in relation to the story as indicated by the storyteller s attitude towards events and characters in the story. Comprehension strategies supported in this standard include making connections. Have the students tell what they would have done in the story if they were one of the characters. Draft NDCT October

7 Strand: Reading Standards for Literature Cluster: Integration of Knowledge and Ideas Topic: Visuals and Text Standard: RL.3.7 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). Explain the feelings of the characters, the mood, and details of the setting by using the pictures in the story Read a passage of a story without showing students the illustrations. Then have the students draw a picture that depicts what happened in the passage. Students will then compare their picture to the illustrator s image. Draft NDCT October

8 Strand: Reading Standards for Literature Cluster: Integration of Knowledge and Ideas Topic: Compare and Contrast Standard: RL.3.9 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). Compare the characters, settings, plots, and themes of different books by the same author Have students compare and contrast a character as he/she changes during several books. Draft NDCT October

9 Strand: Reading Standards for Literature Cluster: Range of Reading and Level of Text Complexity Topic: Text Complexity Standard: RL.3.10 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. *Refer to Appendix A for text complexity. Read and understand stories at my grade level See Appendix A, page 2-16 for information about complexity band. Have students summarize and create an illustration for each chapter of a book as they read, creating a mini version of the book that they have read. Draft NDCT October

10 Strand: Reading Standards for Informational Text Cluster: Key Ideas and Details Topic: Ask and Answer Questions Standard: RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Ask questions and support answers from text Answer question about a text by referring to words and phrases in the book 3.RI.1: Comprehension strategies supported in this standard include asking questions and determining importance This standard is often connected with the teaching of social studies or science. Ask students to highlight, underline, or point to the answers in a text. Have students generate a list of key questions from the text. Draft NDCT October

11 Strand: Reading Standards for Informational Text Cluster: Key Ideas and Details Topic: Main Topic/Idea and Key Details Standard: RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. I can tell the difference between the main idea and details I can connect details to the main ideas that they support 3 5.RI.2: Comprehension strategies supported in this standard include synthesizing information. After reading informational text, use a graphic organizer to show the details that support the main idea. Draft NDCT October

12 Strand: Reading Standards for Informational Text Cluster: Key Ideas and Details Topic: Connections and Relationships Standard: RI.3.3 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. Tell about the time, sequence, and cause and effect of an historical event Tell about the time, sequence, and cause and effect of scientific ideas Tell about the time, sequence, and cause and effect of steps in a procedure Have students read a biography or historical event, take notes, and generate a list of questions about the important events that occur. Students can use their notes or questions for a whole class discussion. A graphic organizer or student notes can be used to create a timeline, sequence chart, and a cause and effect chart. Draft NDCT October

13 Strand: Reading Standards for Informational Text Cluster: Craft and Structure Topic: Word Meaning Standard: RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. Use references to find meanings of general words Use references to find meanings of domain-specific words Domain refers to specific subject area. Use, maintain, and discuss a word wall of vocabulary words from subject areas the class is working on, while students keep word journals for reference. Draft NDCT October

14 Strand: Reading Standards for Informational Text Cluster: Craft and Structure Topic: Text Features and Structures Standard: RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Use headings, bold words, captions, highlighted words, etc. to find information Use search tools such as sidebars, key words, and hyperlinks 3.RI.5: See text features in the glossary. Text features include title, illustrations, captions, diagrams, labels, time-lines, headings, subheadings, graphics, tables, conventions of print, table-ofcontents, index, glossary, italics, and cross-sections. Show and discuss a list of text features. Have students highlight text features in the text and discuss the purpose of each text feature. Draft NDCT October

15 Strand: Reading Standards for Informational Text Cluster: Craft and Structure Topic: Author s/illustrator s Purpose/Point of View Standard: RI.3.6 Distinguish their own point of view from that of the author of a text. Tell my own point of view from the author s point of view Use a graphic organizer to compare the points of view of two different authors on the same topic. Point of View The author s view on the subject Draft NDCT October

16 Strand: Reading Standards for Informational Text Cluster: Integration of Knowledge and Ideas Topic: Visuals Support Comprehension Standard: RI.3.7 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). Use pictures and words in a text to help me understand what I read After a class discussion about a topic, the students will write an opinion paper about the topic with supporting details from the text. Draft NDCT October

17 Strand: Reading Standards for Informational Text Cluster: Integration of Knowledge and Ideas Topic: Author s Supporting Points Standard: RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). See how sentences go together to form a paragraph A graphic organizer can be used to show cause and effect. Post-It notes can be used for sequencing. Draft NDCT October

18 Strand: Reading Standards for Informational Text Cluster: Integration of Knowledge and Ideas Topic: Compare and Contrast Standard: RI.3.9 Compare and contrast the most important points and key details presented in to texts on the same topic. Find things that are the same and different in two texts about the same topic Use a Venn diagram to compare two texts on the same topic. Draft NDCT October

19 Strand: Reading Standards for Informational Text Cluster: Range of Reading and Level of Text Complexity Topic: Tex Complexity Standard: RI.3.10 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. Read and understand at my grade level See Appendix A, pages 2-16 for additional information about complexity band. Draft NDCT October

20 Strand: Reading Standards Foundational Skills Cluster: N/A Topic: Decoding Words and Phonics Standard: RF.3.3 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. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words. Find prefixes and suffixes in words Know the meanings of some prefixes and suffices Read words with suffixes Read longer words and words that are spelled irregularly un-, re-, dis-, non-, mis-, pre-, over-, im-, in-, il-, s, - es, - ed, - ing, - ly, - er, - or (4-5 correct) multi- syllable words containing er, - ess, - ful, - less, - ly, - or, - ment (can read 80% of complete list) Fry list sampling (read words correctly) Derivational suffixes Latin suffixes Suffix causes new word to have a new meaning and is usually a different part of speech (teach/teacher; music/musician) -able, -ible, -ation, -fy, -ify, -ment, -ty, -ity Draft NDCT October

21 Strand: Reading Standards for Informational Text Cluster: N/A Topic: Fluency and Understanding Standard: RF.4.3 Read with sufficient accuracy and fluency to support 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 Read with accuracy and make my reading sound like conversation 110 to 129 correct words per minute (cwpm) on third grade passage with 95% accuracy Prose Short stories Draft NDCT October

22 Strand: Writing Standards Cluster: Text Types and Purposes Topic: Opinion/Argument Standard: W3.1 Write opinion pieces on familiar 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. Provide a concluding statement or section. Write an opinion about something that I have read Support my opinion with details from the text that I have noted on a graphic organizer Connect the reasons and details with words like: because, therefore, since, and for example Write a conclusion to my writing W3-5.1: See Appendix A, pages for more information about writing arguments. Choose an interesting character from your reading that is the most inventive, famous, or creative. Put reasons for your choice in a graphic organizer. Write about the person that you chose and give reasons from the reading how that interesting character is inventive, famous, or creative. Draft NDCT October

23 Strand: Writing Standards Cluster: Text Types and Purposes Topic: Informative/Explanatory Standard: W3.2 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 adding 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. Provide a concluding statement or section. Write a paper to inform someone about or explain a topic Use details and facts to support the topic Use illustrations, pictures, or other media to help my reader understand the writing Write a conclusion for my paper After teaching a unit of study, (e.g. sea animals), students will write a text about the topic of their choice. This text will include illustrations, facts, definitions, and details to support the topic. The writing will include an introduction and a conclusion. Draft NDCT October

24 Strand: Writing Standards Cluster: Text Types and Purposes Topic: Narrative Standard: W3.3 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 Write a story about something that has happened or a made up story Tell the story in order from beginning to end Use words to describe the characters and setting in my story Write a conclusion that sums up the story The students will interview a family member about a memorable family story. The students will capture the story through note taking or electronic media. Students will then write the story that they were told. Temporal Words having to do with time (yesterday, sometime, after) Draft NDCT October

25 Strand: Writing Standards Cluster: Production and Distribution of Writing Topic: Production Standard: W3.4 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). Use brainstorming, graphic organizers, and writing with a group for a specific reason Students will prepare for writing through the use of brainstorming, graphic organizers, and group writing. Draft NDCT October

26 Strand: Writing Standards Cluster: Production and Distribution of Writing Topic: Narrative Standard: W3.5 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.) With the help of adults and classmates, I can edit and revise my writing to make it better W3 5.5: Comprehension strategies supported in this standard include determining importance Peers and/or teacher take a student s existing writing assignment to review and edit. The student will rethink and reevaluate his/her writing and revise for a final publication. Draft NDCT October

27 Strand: Writing Standards Cluster: Production and Distribution of Writing Topic: Technology Integration Standard: W3.6 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. Use resources and technology such as keyboarding to create a writing project with a classmate or small group After studying a topic, students work with a partner or in small groups to brainstorm questions about the topic. The teacher will assign a question to each group to answer. Students will use internet, encyclopedias, and other informational books to answer the question. The answers will be compiled into a multimedia presentation. Draft NDCT October

28 Strand: Writing Standards Cluster: Research to Build and Present Knowledge Topic: Research Standard: W3.7 Conduct short research projects that build knowledge about a topic. Learn new things about a topic by doing research 3.W.7: Comprehension strategies supported in this standard include determining importance. Students will research an invention and its inventor. Students will prepare a presentation of the information that they discover. Draft NDCT October

29 Strand: Writing Standards Cluster: Research to Build and Present Knowledge Topic: Determine Importance and Organizing Information Standard: W3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories Organize information into specific categories W3 5.8: Comprehension strategies supported in this standard include making connections, determining importance, and synthesizing information Students will gather and organize relevant information into categories designated by the teacher. For example, when discussing the life cycle of an animal the categories could be beginning, middle, and ending stages. Students will provide brief notes on sources they use to gather this information. Draft NDCT October

30 Strand: Writing Standards Cluster: Range of Writing Topic: Active Writing Standard: W3.10 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. Complete a writing assignment in the time that my teacher has set for me Students will create a variety of writing projects such as newspaper articles, journal entries, reflective papers, logs, letters, diaries, etc. Draft NDCT October

31 Strand: Speaking and Listening Standards Cluster: Comprehension and Collaboration Topic: Conversation Standard: SL.3.1 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. A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. B. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). C. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. D. Explain their own ideas and understanding in light of the discussion. Bring the correct information to a discussion Give ideas about that information to the group Follow rules by respecting and listening to others, and taking turns during a discussion Ask and answer questions about the topic Add to the discussion after listening Students will interview someone to gain information about that person. Draft NDCT October

32 Strand: Speaking and Listening Standards Cluster: Comprehension and Collaboration Topic: Listening Comprehension Standard: SL.3.2 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. Compare the main idea with supporting details from different media forms with similar topics Students will compare two different forms of media with similar topics. Quantitatively Using several resources on the same topic Draft NDCT October

33 Strand: Speaking and Listening Standards Cluster: Comprehension and Collaboration Topic: Listen & Respond Standard: SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Elaboration Stay focused on the topic Ask appropriate of the speaker Answer questions that the speaker asks To add details to expand. Invite a visitor to your classroom. Some examples of visitors can be grandparents, immigrants, community members, parents, or school personnel. Draft NDCT October

34 Strand: Speaking and Listening Standards Cluster: Presentation of Knowledge and Ideas Topic: Oral Expression Standard: SL.3.4 Report on a topic text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Orally share information in a clear and understandable way Students will share current events each day. These events may be from the newspaper, television, home, or internet. Draft NDCT October

35 Strand: Speaking and Listening Standards Cluster: Presentation of Knowledge and Ideas Topic: Multimedia Presentation Standard: SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at un understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. Share at an understandable reading pace on a recording. (video, Power point, DVD, I pod, I pad, computer, or CD) Use pictures or posters to help the audience understand my reading Students will pick a favorite book and give a book sell to their classmates. Draft NDCT October

36 Strand: Speaking and Listening Standards Cluster: Presentation of Knowledge and Ideas Topic: Appropriate Oral Communication Standard: SL.3.6 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 for specific expectations.) Use adjectives and adverbs to create complete sentences Students will choose an animal. Ask students to come up with 5 adjectives that describe the animal and then 5 adverbs to go with the movement of the animal. Students will create short sentences using the adjectives and adverbs. Clarification Clarify; make more clear Draft NDCT October

37 Strand: Language Cluster: Conventions of Standard English Topic: Grammar Usage Standard: 3.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood). d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronounantecedent agreement. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences. Explain the correct use of nouns, pronouns, verbs, adjectives, and adverbs Make and use regular and irregular plural nouns correctly Use abstract nouns Make and use irregular verbs correctly Make and use simple verb tenses correctly Make sentences where the subject and verb agree Make sentences where the pronouns agree with the nouns Correctly use comparative and superlative adjectives and adverbs Correctly use coordinating and subordinating conjunctions Produce simple, compound, and complex sentences Teachers will demonstrate the use of conventions through modeling, identifying proper use in various literatures, and providing opportunities for students to correct samples. Ruth Heller books about parts of speech may be used to promote class discussion about grammar. Draft NDCT October

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39 Strand: Language Cluster: Conventions of Standard English Topic: Capitalization, Punctuation and Spelling Standard: L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize important 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. Capitalize important words in a title Use commas in addresses Use commas and quotation marks in dialogue Form and use possessives Spell words that are highfrequency and studied Add suffices to base/root words Use spelling patterns and generalizations like word families, syllable patterns, ending rules, meaningful word parts, and position based spellings Use reference materials to check spelling Teachers will demonstrate the use of conventions through modeling, identifying proper use in various literatures, and providing opportunities for students to correct samples. Daily Language Review is an example of work with errors in conventions for students to correct. Draft NDCT October

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41 Strand: Language Cluster: Conventions of Standard English Topic: Conventions of Language Standard: L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect. Recognize and observe differences between the conventions of spoken and written standard English. Use words and phrases to make my language more exciting Tell the differences between the rules of speaking and writing Students will write a play or movie using a script. They will then perform the play or movie for the class. Draft NDCT October

42 Strand: Language Cluster: Conventions of Standard English Topic: Word meanings Standard: 3.L.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade three reading and content, choosing flexibility 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. Use context clues to understand a meaning of a new word Understand words with suffixes and prefixes added to them Use root/base words to figure out new words Use dictionaries or the internet to find the meanings of words and phrases Teacher will have students do a quick read and ask some of the following questions; What do you think the word means? What did the author do to help you understand new words? Which clues did you use to predict the meaning of that word? Where can you find the meaning of this word? Draft NDCT October

43 Strand: Language Cluster: Conventions of Standard English Topic: Word relationships and nuances Standard: 3.L.5 Demonstrate understanding of word relationships and nuances in word meanings. 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). Tell the difference between literal and non-literal phrase meanings Give real-life examples of word meanings Show the shades of meanings of related words The teacher will use a book that has idioms. Some examples are Amelia Bedelia and Stink and the Super Galactic Jawbreaker. The class will act out, draw, or write about the idioms. Draft NDCT October

44 Strand: Language Cluster: Conventions of Standard English Topic: Vocabulary Development Standard: 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). Use words and phrases telling when and where that are grade level appropriate After teaching the signal words and phrases, the students will highlight these signal words and phrases in context. Students create a list in their journal of words that signal spatial and temporal relationships that they find in their reading. Draft NDCT October

45 Source material from the following groups was used to inform many of the tasks compiled in this document: Arizona Department of Education. (2011). Arizona English language arts standards. Retrieved from Common Core Curriculum Mapping Project. (2011). Common core curriculum maps: English language arts. Retrieved from Draft NDCT October

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