Reading: Literature *RL.3.1 and RL.3.10 apply. Reading: Informationa l Text *RI.3.1 and RI.3.10 apply. to each unit RI.3.7 RI.3.1 RI.3.

Size: px
Start display at page:

Download "Reading: Literature *RL.3.1 and RL.3.10 apply. Reading: Informationa l Text *RI.3.1 and RI.3.10 apply. to each unit RI.3.7 RI.3.1 RI.3."

Transcription

1 Grade 3 ELA Scope and Sequence Unit Theme 1 Communities Over Time 2 The Living World 3 Creativity Pass It On! 4 Creative, Innovative, and Notable People 5 Yes We Can Dates 8/22/11 9/30/11 10/10/11 11/18/11 11/28/11 1/20/12 1/30/12 3/9/12 3/19/12 4/20/12 Unit Focus During this unit students use informational text and literature explore the wonders of their own local neighborhood and the city of Washingn DC, from both past and present perspectives. This unit also incorporates visual images of DC's famous cultural and hisrical landmarks, comparing how pictures and text provide different understandings of the same pic. This unit investigates the natural world as it is depicted in literature. Students will examine nature as a backdrop and setting for sries, as well as exploring informational texts about animals, habitats and the environment. This study will include a close look at illustrations and other text features, as well as how those features enhance the reading experience. What makes a sry so good it s worth retelling? Students will read and recount memorable sries, while identifying and practicing their understanding of sry elements and how sries are constructed. Using what they learn throughout the unit, students will construct their own original memorable sry. Students will learn about notable people and what makes them successful by reading biographies about innovars and revered figures. Students will determine the difference between judgments and facts as a springboard form and share opinions. Finally, they put these skills use in the form of an essay sharing their point of view about a favorite notable person. This unit will focus on the reactions we have reading especially our attitudes and opinions. As they read about the laws of our nation and our founding principles, students will be encouraged express their own opinions about the need (or not) for laws that legislate what people can and cannot do. *RL.3.1 and RL.3.10 apply RL.3.1 RL.3.4 RL.3.7 RL.3.3 RL.3.5 RL.3.2 RL.3.6 RL.3.9 RL.3.9 a l Text *RI.3.1 and RI.3.10 apply RI.3.5 RI.3.7 RI.3.1 RI.3.3 RI.3.2 RI.3.4 RI.3.6 RI.3.8 RI.3.9 RI.3.4 RI.3.9 Foundational Skills *RF.3.4 applies RF.3.3 (c), (d) RF.3.4 (a), (b) RF.3.4 (c) [Intentionally left blank] RF.3.3 (a), (b) [Intentionally left blank] *W.3.10 applies W.3.2 W.3.7 W.3.2 W.3.7 W.3.8 W.3.3 W.3.1 W.3.4 W.3.6 W.3.1 Speaking and Listening SL.3.1 (a), (b) SL.3.6 SL.3.1 (c), (d) SL.3.3 SL.3.2 SL.3.4 SL.3.5 SL.3.2 SL.3.6 Language L.3.1 (b), (d) L.3. 1 (a), (c), (g) L.3.2 (a), (b), (f) L3.5 L.3.1 (e), (f) L.3.2 (c), (d), (e) L.3.4 L.3.1 (h), (i) L.3.2 (g) L.3.3 [Intentionally left blank] Science or Social S.3.1 applies each unit SS.3.1 SS.3.4 (1), (2), (3), (4) SS.3.5 S.3.6 S.3.7 S.3.8 SS.3.4 (5) SS.3.2 SS.3.3

2 Theme 6 Powerful Words Dates 4/30/12 6/8/12 Unit Focus In this final unit, students read fictional sries and drama that demonstrate the use of idioms and careful diction. They read poems that focus on a simple pic see how the pics are developed line by line and stanza by stanza. Students then consider how significant word choice is the reader's experience and experiment with word choice as authors. *RL.3.1 and RL.3.10 apply RL.3.5 a l Text *RI.3.1 and RI.3.10 apply RI.3.7 RI.3.8 Foundational Skills *RF.3.4 applies [Intentionally left blank] *W.3.10 applies W.3.3 W.3.8 Speaking and Listening SL.3.4 SL.3.5 Language L6 Science or Social S.3.1 applies each unit Copyright 2011 District of Columbia Government Parts of this document were adapted from and are used with permission of CommonCore.org.

3 al Text *RF.3.4 applies *W.3.10 applies 1 Communities Over Time 8/22/11 9/30/11 During this unit students use informational text and literature explore the wonders of their own local neighborhood and the city of Washingn DC, from both past and present perspectives. This unit also incorporates visual images of DC's famous cultural and hisrical landmarks, comparing how pictures and text provide different understandings of the same pic. RL.3.1 Ask and answer questions demonstrate understanding of a text, referring explicitly the text as the basis for the answers. RI.3.5 Use text features and search ols (e.g., key words, sidebars, hyperlinks) locate information relevant a given pic efficiently. RI.3.7 Use information gained from illustrations (e.g., maps, phographs) and the words in a text demonstrate understanding of the text (e.g., where, when, why, and how key events occur). RF.3.3 Know and apply grade level phonics and word analysis skills in decoding words. (c) Decode multisyllable words. (d) Read gradeappropriate irregularly spelled words. RF.3.4 Read with sufficient accuracy and fluency 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. W.3.2 Write informative/explanary texts examine a pic and convey ideas and information clearly. (a) Introduce a pic and group related information gether; include illustrations when useful aiding comprehension. (b) Develop the pic with facts, definitions, and details. (c) Use linking words and phrases (e.g., also, another, and, more, but) connect ideas within categories of information. (d) Provide a concluding statement or section. W.3.7 Conduct short research projects that build knowledge about a pic. SL.3.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grade 3 pics and texts, building on others ideas and expressing their own clearly. (a) Come discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the pic explore ideas under discussion. (b) Follow agreed upon rules for discussions (e.g., gaining the floor in respectful ways, listening others with care, speaking one at a time about the pics and texts under discussion). SL.3.6 Speak in complete sentences when appropriate task and situation in order provide requested detail or clarification. L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (b) Form and use regular and irregular plural nouns. (d) Form and use regular and irregular verbs. SS.3.1. Use cardinal directions, map scales, legends, and titles locate places on contemporary maps of Washingn, DC, and the local community. SS Emphasize the most significant differences, students describe Washingn, DC, at the end of the 18th, 19th, and 20th centuries. SS.3.5. Draw from hisrical and community resources organize the sequence of local hisrical events and describe how each period of settlement left its mark on the land. (G, P)

4 al Text *RF.3.4 applies *W.3.10 applies 2 The Living World 10/10/11 11/18/11 This unit investigates the natural world as it is depicted in literature. Students will examine nature as a backdrop and setting for sries, as well as exploring informational texts about animals, habitats and the environment. This study will include a close look at illustrations and other text features, as well as how those features enhance the reading experience. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non literal language. RL.3.7 Explain how specific aspects of a text s illustrations contribute what is conveyed by the words in a sry (e.g., create mood, emphasize aspects of a character or setting). RI.3.1 Ask and answer questions demonstrate understanding of a text, referring explicitly the text as the basis for the answers. RI.3.3 Describe the relationship between a series of hisrical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains time, sequence, and cause/effect. RF.3.4 Read with sufficient accuracy and fluency support comprehension. (c) Use context confirm or selfcorrect word recognition and understanding, rereading as necessary. W.3.2 Write informative/explanary texts examine a pic and convey ideas and information clearly. (a) Introduce a pic and group related information gether; include illustrations when useful aiding comprehension. (b) Develop the pic with facts, definitions, and details. (c) Use linking words and phrases (e.g., also, another, and, more, but) connect ideas within categories of information. (d) Provide a concluding statement or section. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.7 Conduct short research projects that build knowledge about a pic. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence in provided categories. SL.3.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grade 3 pics and texts, building on others ideas and expressing their own clearly. (c) Ask questions check understanding of information presented, stay on pic, and link their comments the remarks of others. (d) Explain their own ideas and understanding in light of the discussion. SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. L.3. 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. (c) Use abstract nouns (e.g., childhood). (g) Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is be modified. L.3.2 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. (f) Use spelling patterns and generalizations (e.g., word families, position based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. L.3.5 Demonstrate understanding of word relationships and nuances in word meanings. (a) Distinguish the literal and non literal 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). S.3.6. Plants and animals can be classified according the physical characteristics that they share. S.3.7. Living things depend on one another and their environment for survival. S Many different types of plants and animals inhabit the Earth.

5 al Text *RF.3.4 applies *W.3.10 applies 3 Creativity Pass it on 11/28/11 1/20/12 What makes a sry so good it s worth retelling? Students will read and recount memorable sries, while identifying and practicing their understanding of sry elements and how sries are constructed. Using what they learn throughout the unit, students will construct their own original memorable sry. RL.3.3 Describe characters in a sry (e.g., their traits, motivations, or feelings) and explain how their actions contribute the sequence of events. RL.3.5 Refer parts of sries, 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. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant a grade 3 pic or subject area. [Intentionally left blank] W.3.3 Write narratives develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (a) Establish a situation and introduce a narrar and/or characters; organize an event sequence that unfolds naturally. (b) Use dialogue and descriptions of actions, thoughts, and feelings develop experiences and events or show the response of characters situations. (c) Use temporal words and phrases signal event order. (d) Provide a sense of closure. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 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. L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (e) Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (f) Ensure subject verb and pronounantecedent agreement. L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (c) Use commas and quotation marks in dialogue. (d) Form and use possessives. (e) Use conventional spelling for highfrequency and other studied words and for adding suffixes base words (e.g., sitting, smiled, cries, happiness). L3.4 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 the meaning of a word or phrase. (b) Determine the meaning of the new word formed when a known affix is added a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). (c) Use a known root word as a clue the meaning of an unknown word with the same root (e.g., company, companion). (d) Use glossaries or beginning dictionaries, both print and digital, determine or clarify the precise meaning of key words and phrases.

6 al Text *RF.3.4 applies *W.3.10 applies 4 Creative, Innovative, and Notable People 1/30/12 3/9/12 Students will learn about notable people and what makes them successful by reading biographies about innovars and revered figures. Students will determine the difference between judgments and facts as a springboard form and share opinions. Finally, they put these skills use in the form of an essay sharing their point of view about a favorite notable person. RL.3.2 Recount sries, 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. RL.3.6 Distinguish their own point of view from that of the narrar or those of the character. RL.3.9 Compare and contrast the themes, settings, and plots of sries written by the same author about the same or similar characters (e.g., in books from a series). RI.3.6 Distinguish their own point of view from that of the author of a text. 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). RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same pic. 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. W.3.1 Write opinion pieces on pics or texts, supporting a point of view with reasons. (a) Introduce the pic 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) connect opinion and reasons. (d) Provide a concluding statement or section. W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate task and purpose. (Grade specific expectations for writing types are defined in standards 1 3). With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6 With guidance and support from adults, use technology produce and publish writing (using keyboarding skills) as well as interact and collaborate with others. SL.3.4 Report on a pic or text, tell a sry, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.3.5 Create engaging audio recordings of sries or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate emphasize or enhance certain facts or details. L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (h) Use coordinating and subordinating conjunctions. (i) Produce simple, compound, and complex sentences. L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (g) Consult reference materials, including beginning dictionaries, as needed check and correct spellings. L3.3 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. SS.3.4 (5) Identify and research outstanding statements of moral and civic principles made in Washingn, DC, and the leaders who delivered them, that contributed the struggle extend equal rights all Americans

7 al Text *RF.3.4 applies *W.3.10 applies 5 Yes We Can 3/19/12 4/20/12 This unit will focus on the reactions we have reading especially our attitudes and opinions. As they read about the laws of our nation and our founding principles, students will be encouraged express their own opinions about the need (or not) for laws that legislate what people can and cannot do. RL.3.9 Compare and contrast the themes, settings, and plots of sries written by the same author about the same or similar characters (e.g., in books from a series). RI.3.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant a Grade 3 pic or subject area. RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same pic. [Intentionally left blank] W.3.1 Write opinion pieces on pics or texts, supporting a point of view with reasons. (a) Introduce the pic 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) connect opinion and reasons. (d) Provide a concluding statement or section. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 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. SL.3.6 Speak in complete sentences when appropriate task and situation in order provide requested detail or clarification. [Intentionally left blank] SS.3.2. Understand the basic structure of the Washingn, DC, government. SS.3.3. Demonstrate basic economic reasoning skills and an understanding of the economy of the local region.

8 al Text *RF.3.4 applies *W.3.10 applies 6 Powerful Words 4/30/12 6/8/12 In this final unit, students read fictional sries and drama that demonstrate the use of idioms and careful diction. They read poems that focus on a simple pic see how the pics are developed line byline and stanza bystanza. Students then consider how significant word choice is the reader's experience and experiment with word choice as authors. RL.3.5. Refer parts of sries, 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. RI.3.7. Use information gained from illustrations (e.g., maps, phographs) and the words in a text demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 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). [Intentionally left blank] W.3.3. Write narratives develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a) Establish a situation and introduce a narrar and/or characters; organize an event sequence that unfolds naturally. b) Use dialogue and descriptions of actions, thoughts, and feelings develop experiences and events or show the response of characters situations. c) Use temporal words and phrases signal event order. d) Provide a sense of closure.. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. SL.3.4. Report on a pic or text, tell a sry, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.3.5. Create engaging audio recordings of sries or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate emphasize or enhance certain facts or details. L3.6 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). W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence in provided categories.

Third Grade Common Core State Standard (CCSS) English Language Arts Scope and Sequence

Third Grade Common Core State Standard (CCSS) English Language Arts Scope and Sequence THIRD GRADE ELA STANDARDS 1 2 3 4 Reading Standards for Literature: Key Ideas and Details RL 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the

More information

Common Core: Language Arts Standards, Grade 3

Common Core: Language Arts Standards, Grade 3 Common Core: Language Arts Standards, Grade 3 Strand Topic Code Common Core State Standard Literature Informational Key and Details Craft and Structure Integration of Range of and Complexity of Text Key

More information

Model Curriculum Grade 3 ELA Units

Model Curriculum Grade 3 ELA Units Grade 3 Overview Model Curriculum Grade 3 ELA Units The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in many units throughout a grade level.

More information

Grade 3 English Language Arts Scope and Sequence. Unit 1: Exploring Narrative through Reading and Writing (15 Days)

Grade 3 English Language Arts Scope and Sequence. Unit 1: Exploring Narrative through Reading and Writing (15 Days) KEY: RL=Reading Standards for Literature RI=Reading Standards for Informational Text RF=Foundational Skills W=Writing Standards SL=Speaking Listening Standards L=Language Standards KEY: F = Standards that

More information

Grade 3 Common Core State Standards

Grade 3 Common Core State Standards Reading Standards for Literature K 5 The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused

More information

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade 3) Theme 5: Focus on Fairy Tales 267S 295N

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade 3) Theme 5: Focus on Fairy Tales 267S 295N Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade 3) Theme 5: Focus on Fairy Tales 267S 295N TARGET SKILLS: Phonemic Awareness Phonics Comprehension Vocabulary Fluency

More information

Gr. 3 ELA Common Core Standards

Gr. 3 ELA Common Core Standards Reading Benchmarks: Literature Gr. 3 Key Ideas and Details 3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.1.2.2

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

More information

Correlation to the Common Core State Standards for English Language Arts, Grade 3

Correlation to the Common Core State Standards for English Language Arts, Grade 3 Correlation to the Common Core State Standards for English Language Arts, Grade 3 Journeys Grade 3 LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 1 Houghton Mifflin Harcourt Publishing Company. All rights

More information

Minnesota English Language Arts Standards/Common Core Grade 3 Reading-Literature Key Ideas and Details

Minnesota English Language Arts Standards/Common Core Grade 3 Reading-Literature Key Ideas and Details Minnesota English Language Arts Standards/Common Core Grade 3 Reading-Literature Key Ideas and Details 3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the

More information

ENGLISH LANGUAGE ARTS

ENGLISH LANGUAGE ARTS KINDERGARTEN ENGLISH LANGUAGE ARTS OKLAHOMA ACADEMIC STANDARDS ENGLISH LANGUAGE ARTS in Grade 3 Disclaimer The standards presented here are the Common Core State Standards (CCSS) for English Language Arts.

More information

Common Core State Standards for English Language Arts Grade 3. Unit One Key Ideas and Details

Common Core State Standards for English Language Arts Grade 3. Unit One Key Ideas and Details Common Core State Standards for English Language Arts Grade 3 READING LITERATURE Unit One Key Ideas and Details LESSON 1 Ask and Answer Questions LESSON 2 Central Ideas LESSON 3 Characters and Plot RL.3.1

More information

Mathematics. Students will be able to:

Mathematics. Students will be able to: This guide provides parents with a description of the concepts and skills that students will be taught in Mathematics, Science, Social Studies, and Literacy in Third Grade. Our Elementary Program provides

More information

Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. Reading: Foundational Skills Retaught Reviewed Assessed Phonics and Word Recognition CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.3.3.A

More information

I can answer questions about a story. This means I can look back at the text to find my answers. I can ask questions about the text. 3.RL.

I can answer questions about a story. This means I can look back at the text to find my answers. I can ask questions about the text. 3.RL. 3.RL.1-3.RL.2-3.RL.3-3.RL.4-3.RL.5-3.RL.6-3.RL.7-3.RL.9-1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Recount stories,

More information

Common Core State Standards for English Language Arts Grade 3

Common Core State Standards for English Language Arts Grade 3 A Correlation of Pearson Longman 2011 To the Common Core State Standards for English Language Arts Grade 3 Introduction This document demonstrates how Pearson Longman meets the objectives of the Common

More information

Third Grade English Language Arts Standards and I Can Statements

Third Grade English Language Arts Standards and I Can Statements Third Grade English Language Arts Standards and I Can Statements Standard #: CC.3.L.1.a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular

More information

WARREN CONSOLIDATED SCHOOLS

WARREN CONSOLIDATED SCHOOLS WARREN CONSOLIDATED SCHOOLS A Parents Guide to Report Cards Creating Dynamic Futures Student Achievement High Expectations Strong Relationships Dear Parents: The information in this brochure is intended

More information

English Language Arts Reading, Writing, and Communicating

English Language Arts Reading, Writing, and Communicating Grade 3 English Language Arts Reading, Writing, and Communicating Standards 1. Speaking and Listening Big Ideas for Third Grade Grade Level Expectations 1. Communicate effectively while reporting on a

More information

Common Core Progress English Language Arts. Grade 3

Common Core Progress English Language Arts. Grade 3 [ SADLIER Common Core Progress English Language Arts Aligned to the Florida [ GRADE 6 Next Generation Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards

More information

My Sidewalks on Scott Foresman Reading Street Intensive Reading Intervention

My Sidewalks on Scott Foresman Reading Street Intensive Reading Intervention A Correlation of My Sidewalks on Scott Foresman Reading Street Intensive Reading Intervention 2011 To the Common Core State Standards for English Language Arts Grade 3 SUBJECT: GRADE LEVEL: COURSE TITLE:

More information

3rd Grade Common Core State Standards Writing

3rd Grade Common Core State Standards Writing Text Types and Purposes Writing CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.3.1a Introduce the topic or text they are writing

More information

CURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1

CURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1 Approximately Alabama Course Of Study/Quality Core Standards. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers [RL.3.] (.)

More information

Cecil County Public Schools English Language Arts (ELA) Grade 3 Course Information

Cecil County Public Schools English Language Arts (ELA) Grade 3 Course Information Cecil County Public Schools English Language Arts (ELA) Grade 3 Course Information Grade 3 English Language Arts is about understanding the structures and functions of text to identify forces that impact

More information

3rd Grade. Content Vocabulary. Verbs/Bloom's Taxonomy Level. *Assess Skills Needed & Sequencing of Skills Learning Targets I can Assessment

3rd Grade. Content Vocabulary. Verbs/Bloom's Taxonomy Level. *Assess Skills Needed & Sequencing of Skills Learning Targets I can Assessment Reading - Standards for Literature Key Ideas and Details 1 Ask and answer questions to demonstrate understanding of a, referring explicitly to the as the basis for the answers. Ask (evaluate) Answer (evaluate)

More information

Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3. correlated to the

Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3. correlated to the Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3 correlated to the Common Core State Standards English Language Arts Grade 3 RL.3.1 Reading Standards for Literature Key Ideas and

More information

English/Language Arts Unpacked Content

English/Language Arts Unpacked Content English/Language Arts Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 2012-13 school year This document is designed to help North Carolina

More information

Colorado Reading, Writing, and Communicating Standards (2010) Grade 3

Colorado Reading, Writing, and Communicating Standards (2010) Grade 3 A Correlation of Pearson ReadyGEN 2014 To the Colorado Reading, Writing, and A Correlation of,, 2014 Introduction This document demonstrates how ReadyGEN, 2014 meets the Colorado Reading, Writing, and.

More information

Common Core State Standards for English Language Arts

Common Core State Standards for English Language Arts A Correlation of Assessment 2 nd Edition (DRA2), DRA2 Word Analysis, and DRA2 Progress Monitoring Assessment (PMA) to the Common Core State Standards for English Language Arts Grade Three INTRODUCTION

More information

Standard Study Island Topic US Common Core Standards

Standard Study Island Topic US Common Core Standards State: CA Subject: Language Arts Grade Level: 3 Standard Study Island Topic US Common Core Standards READING 1.0 - WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the

More information

Third Grade Language Arts Learning Targets - Common Core

Third Grade Language Arts Learning Targets - Common Core Third Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask and answer questions, using the text for support, to show my understanding. RL 1-1

More information

Third Grade, ELA, Quarter1

Third Grade, ELA, Quarter1 2016.17 Third Grade, ELA, Quarter1 Big Ideas/Key Concepts: Essential Questions: Unit Two: Figure It Out Unit Two: What does it take to solve a problem? Unit Three: One of a Kind Unit Three: Why are individual

More information

3rd Grade English Language Arts Georgia Standards of Excellence (ELAGSE)

3rd Grade English Language Arts Georgia Standards of Excellence (ELAGSE) READING LITERARY (RL) Key Ideas and Details ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELAGSE3RL2: Recount

More information

FOSS and Common Core ELA Grade 3

FOSS and Common Core ELA Grade 3 Contents Introduction...1 Reading Standards for Informational Text...4 Reading Standards: Foundational Skills...8 Writing Standards... 10 Speaking and Listening Standards... 16 Language Standards... 20

More information

Third Grade Common Core Standards & Learning Targets

Third Grade Common Core Standards & Learning Targets Third Grade Common Core Standards & Learning Targets CCS Standards: Reading - Literature RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the

More information

Achievement Level Descriptors for Grade 3 English Language Arts

Achievement Level Descriptors for Grade 3 English Language Arts Achievement Level Descriptors for Grade 3 English Language Arts Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation

More information

Pennsylvania System of School Assessment

Pennsylvania System of School Assessment Pennsylvania System of School Assessment The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling system that can be read

More information

Reading Standards for Literature

Reading Standards for Literature Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading

More information

Reading for Success : A Novel Study for Tippy Lemmey by Patricia McKissack Common Core State Standards for Grades 3, 4, and 5.

Reading for Success : A Novel Study for Tippy Lemmey by Patricia McKissack Common Core State Standards for Grades 3, 4, and 5. Common Core Standards Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. LESSON Speaking and Listening: Comprehension

More information

Bedford Public Schools

Bedford Public Schools Bedford Public Schools Grade 3 English Language Arts The third grade program is an integrated study of communication skills that includes reading, writing, speaking, and listening. Building on grade two

More information

BENCHMARK REPORT ENGLISH LANGUAGE ARTS GRADE 3

BENCHMARK REPORT ENGLISH LANGUAGE ARTS GRADE 3 Status: OCS Code: Strand: Key Ideas and Details (KID) 3.RL.KID.1 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Focus

More information

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

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

More information

Third Grade in California Public Schools. and the Common Core State Standards

Third Grade in California Public Schools. and the Common Core State Standards A Look at Third Grade in California Public Schools and the Common Core State Standards CURRICULUM FRAMEWORKS AND INSTRUCTIONAL RESOURCES DIVISION INSTRUCTION AND LEARNING SUPPORT BRANCH CALIFORNIA DEPARTMENT

More information

COMMON CORE STATE STANDARDS FOR

COMMON CORE STATE STANDARDS FOR COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Grade 3 Introduction to the Common Core State Standards for English Language

More information

Language. Arizona s College & Career Ready Standards English Language Arts. Conventions of Standard English. Sub Skills/Examples.

Language. Arizona s College & Career Ready Standards English Language Arts. Conventions of Standard English. Sub Skills/Examples. Arizona s College & Career Ready Standards English Language Arts Conventions of Standard English 3.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

More information

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

English/Language Arts. correlated to the. Common Core State Standards Initiative 2010 Level 3 correlated to the Common Core State Standards Initiative 2010 Level 3 Shurley English Grade 3 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the

More information

BENCHMARK SEQUENCE REPORT ENGLISH LANGUAGE ARTS GRADE 3 BY TRIMESTER

BENCHMARK SEQUENCE REPORT ENGLISH LANGUAGE ARTS GRADE 3 BY TRIMESTER This planning tool can be used to sequence the teaching and assessing of the OCS Benchmarks. Benchmarks should be assessed formatively in multiple ways and over multiple times to guide reteaching/relearning.

More information

CPS Curriculum Maps 3rd Grade 2015

CPS Curriculum Maps 3rd Grade 2015 Nine Weeks: 1 Unit: Literature CC.RL.3.1 CC.RL.3.3 CC.RL.3.5 CC.RL.3.7 CC.RL.3.9 Common Core Standards I can ask and answer questions to show understanding of a text and go to the text to find the answer.

More information

Adoption Date: July 22, 2013

Adoption Date: July 22, 2013 Grade 3 Language Standards : Conventions of Standard English Essential Questions: 1. Why is it important to have command of Standard English conventions? 2. How do I determine the meaning of an unfamiliar

More information

Grade 3: PA Academic Eligible Content and PA Common Core Crosswalk

Grade 3: PA Academic Eligible Content and PA Common Core Crosswalk Grade 3: PA Academic and PA Common Core Crosswalk Alignment of : More than Just Content The crosswalk below is designed to show the alignment between the PA Academic Standard and the PA Common Core. While

More information

Common Core ELA Kid Friendly I Can Statements

Common Core ELA Kid Friendly I Can Statements Common Core ELA Kid Friendly I Can Statements Grade 3 The I Can statements are displayed as the focus of learning for the day or the week to help students stay on target with the objective and can serve

More information

Aligned to Pennsylvania Common Core Standards

Aligned to Pennsylvania Common Core Standards Aligned to Pennsylvania Common Core Standards Pennsylvania System of School Assessment The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured

More information

Alignment of the Olweus Bullying Prevention Program to Elementary Common Core Standards (K-5) Compiled by: June Jenkins and Lucinda Mejdell-Awbrey

Alignment of the Olweus Bullying Prevention Program to Elementary Common Core Standards (K-5) Compiled by: June Jenkins and Lucinda Mejdell-Awbrey 1 Introduction Alignment of the Olweus Bullying Prevention Program to Elementary Common Core s (K-5) Compiled by: June Jenkins and Lucinda Mejdell-Awbrey Educators who implement the Olweus Bullying Prevention

More information

COMMON CORE STATE STANDARDS ~ READING 2 nd Grade checklist

COMMON CORE STATE STANDARDS ~ READING 2 nd Grade checklist READING STANDARDS FOR FOUNDATIONAL SKILLS Phonics & Word Recognition RF.2.3 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading

More information

Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for ELA

Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for ELA Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for ELA The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of claims and targets that together

More information

Model Curriculum Grade 5 ELA Units

Model Curriculum Grade 5 ELA Units Grade 5 Overview Model Curriculum Grade 5 ELA Units The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in many units throughout a grade level.

More information

Jersey Community Unit School District No. 100 Third Grade Reading Curriculum Map

Jersey Community Unit School District No. 100 Third Grade Reading Curriculum Map Jersey Community Unit School District No. 100 Third Grade Reading Curriculum Map Unit 1 Week 1 Week 2 Week 3 Week 4 Week 5 Story: First Day Jitters Dear Juno Whose Habitat is It? Spelling: Short Vowels

More information

Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction. Overview

Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction. Overview Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction Overview Overall days: 15 1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for

More information

Rock Island/Milan School District #41 ELA Curriculum Map Grade 4

Rock Island/Milan School District #41 ELA Curriculum Map Grade 4 Rock Island/Milan School District #41 ELA Curriculum Map Including: Common Core State Standards Essential Learning Objectives Essential Questions Common Core State Standards By Grade Level Grade Fourth

More information

Reading/Language Arts Program Correlation Sept 2010 California Augmentation

Reading/Language Arts Program Correlation Sept 2010 California Augmentation Reading/Language Arts Program Correlation Sept 2010 California Augmentation Macmillan/McGraw-Hill California TREASURES Grade 3, Teacher s Edition ALIGNED WITH COMMON CORE STATE STANDARDS FOR English Language

More information

California Common Core Standards 4th Grade

California Common Core Standards 4th Grade Reading Standards for Literature 4th (RL) Key Ideas & Details 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine

More information

SECOND GRADE UNIT 1 RL.2.10 RI.2.2. Reading: Literature RL.2.7

SECOND GRADE UNIT 1 RL.2.10 RI.2.2. Reading: Literature RL.2.7 Reading: Literature RL.2.1 RL.2.3 RL.2.4 RL.2.5 RL.2.6 RL.2.7 SECOND GRADE UNIT 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a

More information

Grade Level Skills: First Grade Standards for Reading Literature/Informational Text

Grade Level Skills: First Grade Standards for Reading Literature/Informational Text Grade Level Skills: First Grade Standards for Reading Literature/Informational Text Key Ideas and Details RL1.1 Ask and answer questions about key details in text. RI1.1 Ask and answer questions about

More information

E/LA Common Core Standards for Reading Grade 3

E/LA Common Core Standards for Reading Grade 3 Key Ideas and Details Anchor Standards 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support

More information

First Grade ELA Standards and I Can Statements

First Grade ELA Standards and I Can Statements First Grade ELA Standards and I Can Statements Reading Foundations Standard RF.1.1: Recognize the distinguishing features of a sentence (e.g. first word, capitalization, ending punctuation). I can recognize:

More information

Second Grade Language Arts Learning Targets - Common Core

Second Grade Language Arts Learning Targets - Common Core Second Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask questions (5 W s and How) about important details in a text. RL 1-1 Literature 1

More information

Reading Literature. UA RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Reading Literature. UA RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. Reading Literature Key Ideas and Details Unit R Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate

More information

4th Grade Common Core Checklist

4th Grade Common Core Checklist Foundational Skills 1. Not applicable to 4 th grade 2. Not applicable to 4 th grade 3. Know and apply grade level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter

More information

Language. Arizona s College & Career Ready Standards English Language Arts. Conventions of Standard English. Sub Skills/Examples.

Language. Arizona s College & Career Ready Standards English Language Arts. Conventions of Standard English. Sub Skills/Examples. Arizona s College & Career eady Standards English Language Arts Conventions of Standard English 3.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

More information

FIRST GRADE UNIT 1. Describe characters, settings, and major events in a story, using key details.

FIRST GRADE UNIT 1. Describe characters, settings, and major events in a story, using key details. Reading: Literature Reading: Informational Text Reading: Foundational Skills RL.1.1 RL.1.3 RL.1.7 RL.1.10 RI.1.7 RI.1.10 RF.1.1 FIRST GRADE UNIT 1 Ask and answer questions about key details in a text.

More information

COMMON CORE STATE STANDARDS ~ READING 1 st Grade checklist

COMMON CORE STATE STANDARDS ~ READING 1 st Grade checklist READING STANDARDS FOR FOUNDATIONAL SKILLS Print Concepts RF.1.1 1. Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g.

More information

Language Arts* Curriculum Guide 3 rd Grade

Language Arts* Curriculum Guide 3 rd Grade Gresham Barlow School District Curriculum Guide Language Arts* Curriculum Guide 3 rd Grade * Note: A detailed Writing Curriculum Guide will be produced separately. To be implemented beginning 2012-2013

More information

First Grade Common Core State Standard (CCSS) English Language Arts Scope and Sequence

First Grade Common Core State Standard (CCSS) English Language Arts Scope and Sequence FIRST GRADE ELA STANDARDS 1 2 3 4 Reading Standards for Literature: Key Ideas and Details RL.1.1. Ask and answer questions about key details in a text. X I P R RL.1.2. Retell stories, including key details,

More information

The student will: FCSU ELA CURRICULUM GRADE 2 V Second Grade. Recognize or recall specific vocabulary, such as:

The student will: FCSU ELA CURRICULUM GRADE 2 V Second Grade. Recognize or recall specific vocabulary, such as: Second Grade Reading: Literature RL.2.1 RL.2.2 RL.2.3 RL.2.4 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in answer, ask, detail, question,

More information

Diocese of Erie Language Arts Curriculum Grade 2 August 2013

Diocese of Erie Language Arts Curriculum Grade 2 August 2013 ML Expectation: Pacing Assessment Resources Reading Standards for Literature Key Ideas and Details 1 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding

More information

Reading Standards for All Text Types

Reading Standards for All Text Types Key Ideas and Details Reading Standards for All Text Types 4.1 Refer to details and examples in a text, including scripture, grade-level saint biographies and parables, when explaining what the text says

More information

LAFS: Language Arts Florida Standards Spanish / Grade 3

LAFS: Language Arts Florida Standards Spanish / Grade 3 Cluster 2: Craft and Structure CODE Strand: READING S FOR LITERATURE Cluster 1: Key Ideas and Details CODE LAFS.3.RL.1.1 LAFS.3.RL.1.2 LAFS.3.RL.1.3 Ask and answer questions to demonstrate understanding

More information

RL.1.1. Ask and answer questions about key details in a text.

RL.1.1. Ask and answer questions about key details in a text. Grade 1 Learning Targets ELA Common Core Standards & Learning Targets Essential Understandings CCS Standards: Reading - Literature Targets Students will ask and answer questions about key details, retell

More information

Grade 3 Essential Course of Study

Grade 3 Essential Course of Study G r a d e 3 E C O S 1 Grade 3 Essential Course of Study September W3.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting

More information

Common Core ELA Standards Grade 1

Common Core ELA Standards Grade 1 Common Core ELA Standards Grade 1 Grade 1 Common Core State Standards for Reading READING STANDARDS FOR LITERATUARE (RL) Key Ideas and Details 01RL01. Ask and answer questions about key details in a text.

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding

More information

Eastside Union School District English Language Arts Common Core State Standards (CCSS) First Grade Scope and Sequence

Eastside Union School District English Language Arts Common Core State Standards (CCSS) First Grade Scope and Sequence FIRST GRADE ELA STANDARDS Reading Standards for Literature: Key Ideas and Details RL.1.1. Ask and answer questions about key details in a text. I P P M RL.1.2. Retell stories, including key details, and

More information

Common Core Literacy Curriculum Map

Common Core Literacy Curriculum Map Module 1 - Reading Start: 8/19/2013 Teaching Days: 42 Test: 10/16/2013 End: 10/16/2013 Reading Passage: Stories Reading for Literature Key Ideas and Details RL.2.1 RL.2.2 RL.2.3 Craft and Structure RL.2.4

More information

Suggested Display Option A popular option for displaying the Common Core Standards within the classroom is to cut them apart and affix each standard

Suggested Display Option A popular option for displaying the Common Core Standards within the classroom is to cut them apart and affix each standard Suggested Display Option A popular option for displaying the Common Core Standards within the classroom is to cut them apart and affix each standard card to a length of decorative ribbon or fabric strip

More information

Scholastic News for Grade 3 Meets

Scholastic News for Grade 3 Meets Scholastic News for Grade 3 Meets Common Core State Standards is aligned to the Common Core State Standards. This current events magazine supports standards in Reading Informational Text from interpreting

More information

Third Grade in California Public Schools. and the Common Core State Standards

Third Grade in California Public Schools. and the Common Core State Standards A Look at Third Grade in California Public Schools and the Common Core State Standards CURRICULUM FRAMEWORKS AND INSTRUCTIONAL RESOURCES DIVISION INSTRUCTION AND LEARNING SUPPORT BRANCH CALIFORNIA DEPARTMENT

More information

THEME 2: Around the Pond: Who s Been Here?

THEME 2: Around the Pond: Who s Been Here? Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade 2) THEME 2: Around the Pond: Who s Been Here? TARGET SKILLS: Story Name Phonemic Awareness Phonics Comprehension Vocabulary

More information

Grade 5 Common Core State Standards

Grade 5 Common Core State Standards Reading Standards for Literature K 5 The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused

More information

Correlation to the. State Standards. Journeys Grade 42

Correlation to the. State Standards. Journeys Grade 42 Correlation to the Common Utah Core State Common Standards Core State Standards Journeys 2010 2011 Grade 42 Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A. Houghton

More information

Fifth Grade ELA/Reading Curriculum GLOBAL

Fifth Grade ELA/Reading Curriculum GLOBAL Fifth Grade ELA/Reading Curriculum GLOBAL RL.5.1/RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2 Determine a theme of

More information

Collinsville School District #10 Second Grade English Language Arts Rubric Trimester 1

Collinsville School District #10 Second Grade English Language Arts Rubric Trimester 1 Collinsville School District #10 Second Grade English Language Arts Rubric Trimester 1 English Language Arts Reading Foundational Skills (RF) RF.2.3 Know and apply grade-level phonics and word analysis

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly

More information

Harcourt Trophies Third Grade

Harcourt Trophies Third Grade 2011 1 2012 Common Core State Standards Alignment Harc court Trophies Third Grade Curriculum and Professional Developmentt Division K-12 Literacy Services Department Third Grade Alignment Houghton Mifflin

More information

Book Club and the Common Core

Book Club and the Common Core Book Club and the Common Core Book Club provides many opportunities to integrate your curriculum with Common Core State Standards. This chart shows how the Grade 5 CCSS for English Language Arts can be

More information

Language Arts Common Core Standards

Language Arts Common Core Standards Language Arts Common Core Standards KINDERGARTEN READING: LITERATURE K.RL.1 With prompting and support, ask and answer questions about key ideas in text. K.RL.2 With prompting and support, retell familiar

More information

Clover Park School District 3 rd Grade Literacy Curriculum Guide Page 1 of 9. Unit 6: Make Your Mark. Stage 1 Desired Results

Clover Park School District 3 rd Grade Literacy Curriculum Guide Page 1 of 9. Unit 6: Make Your Mark. Stage 1 Desired Results Unit 6: Make Your Mark Stage 1 Desired Results Transfer Students will be able to independently use their reading to understand that reaching goals takes hard work. Meaning Understandings Students will

More information

First Grade ELA Common Core State Standards Assessment Time Line

First Grade ELA Common Core State Standards Assessment Time Line 1 2 3 Reading for Literature Key Ideas and Details Ask/answer questions about key details in a text. I can ask important questions about what I read or heard. I can anwer questions about I have read or

More information

Grade 2 English Language Arts Scope and Sequence. Unit 1: Working Together (10 Days)

Grade 2 English Language Arts Scope and Sequence. Unit 1: Working Together (10 Days) KEY: RL=Reading Standards for Literature RI=Reading Standards for Informational Text RF=Foundational Skills W=Writing Standards SL=Speaking Listening Standards L=Language Standards KEY: F = Standards that

More information

COMMON CORE 3 6 STANDARDS

COMMON CORE 3 6 STANDARDS Next Step Guided Reading Assessment 3 6 COMMON CORE STANDARDS WHAT S INSIDE: 3 6 Grade-Level CCSS Correlations COMMON CORE 3 6 STANDARDS COMMON CORE 3 6 STANDARDS stepping up to the common core Next Step

More information

Correlation to the Common Core State Standards for English Language Arts, Grade 2

Correlation to the Common Core State Standards for English Language Arts, Grade 2 LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 Correlation to the Common Core State Standards for English Language Arts, Grade 2 Journeys Grade 2 1 Houghton Mifflin Harcourt Publishing Company. All rights

More information