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

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1 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. Coding 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). Language Sub Skills/Examples KEY I = Introduced, first time a concept is presented R = Reinforced, standard is reviewed throughout quarter P = Proficient * = Continued Practice Required for Next Grade Level I/P = Portion of the standard is taught and assessed With conventions, students are becoming more adept at ending punctuation, comma usage, appropriate use of capitalization, and are using spelling patterns and generalizations in writing. Identifying nouns (persons, places, things or events) in sentences. Identifying a pronoun replaces nouns in sentences. Identifying verbs (action or state of being) in sentences. Identifying adjectives describe nouns in sentences. Identifying adverbs describe verbs in sentences. Learn when to add s to form regular plural nouns. o books, tables Learn when to form irregular plural nouns by adding an es to nouns ending with s, -sh, -ch, or x. o kisses, fishes, churches, boxes Learn when to form irregular plural nouns that drop the y and add ies. o cherries, berries d. Form and use regular and irregular verbs. Learn when to add ed to form past tense verbs o walked, listened Learn when to form past tense irregular verbs by changing the spelling of the verb. Note this scope and sequence serves as a guide for instructional planning. Use your professional judgment to scaffold and differentiate instruction. 1

2 o ran, sang e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronounantecedent agreement. Learn how to form and use simple verb tenses by learning past, present and future verbs. Understand the subject-verb agreement with the verb matching the noun/pronoun o he walks, they walk Understand pronoun-antecedent agreement with gender and number. o James his, Kathy her 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. j. Write and organize a paragraph that groups sentences about a topic. Identify when to add suffix to adjectives and adverbs with comparing two things adding er or word more, or comparing more than two things adding est or word most. Understand that a coordinating conjunction connects two independent clauses. o and, but, or, yet, for, nor, so Understand that a subordinating conjunction comes in the beginning of a subordinate/dependent clause. o after, if, though, while, because, before Create simple sentences with subject, verb and express complete thought. Create compound sentences with two joining independent clauses with coordinating conjunction. Create complex sentences with an independent clause joined by one ore more dependent clauses with a subordinating conjunction. Creating a paragraph with multiple sentences that support one specific topic. Note this scope and sequence serves as a guide for instructional planning. Use your professional judgment to scaffold and differentiate instruction. 2

3 3.SL.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. Refer to Reading Foundations Phonics Word Recognition with section a. e. Use conventional spelling for highfrequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Refer to Reading Foundations Phonics Word Recognition with sections a and b. 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. Note this scope and sequence serves as a guide for instructional planning. Use your professional judgment to scaffold and differentiate instruction. 3

4 Knowledge of Language 3.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Coding Language Sub Skills/Examples a. Choose words and phrases for effect. b. Recognize and observe differences between the conventions of spoken and written standard English. Note this scope and sequence serves as a guide for instructional planning. Use your professional judgment to scaffold and differentiate instruction. 4

5 Vocabulary Acquisition and Use 3.L.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly form a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. Coding Language Sub Skills/Examples Consistently use surrounding words within the sentence or surrounding sentences to understand new words/phrases (i.e., The post office offers rapid delivery so that people get their letters quickly. We waited in line to get an autograph. The writer sat at a small table signing copies of her book.) 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. Recognize the difference between a dictionary and glossary. Use knowledge of alphabetization to locate entries Use the pronunciation key effectively. Locate the part of speech and understand the abbreviations for parts of speech. Read and consider all definitions to determine the one used in the context. Use a given example sentence to aid in understanding of the meaning(s) of an unknown word. Use the page number given (in glossary) to locate the word in the text. Consistently use surrounding words within the sentence or surrounding sentences to understand new words/phrases (i.e., The post office offers rapid delivery so that people get their letters quickly. We waited in line to get an autograph. The writer sat at a small table signing copies of her book.) Note this scope and sequence serves as a guide for instructional planning. Use your professional judgment to scaffold and differentiate instruction. 5

6 3.L.5. Demonstrate understanding of figurative language, 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). Nonliteral language can help readers picture or understand better. Idioms indicate meanings beyond what the individual words mean. 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). 3.L.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). Ask questions to help make connections between text and real-life. o How can I use this word to tell about my life? I can be helpful by carrying groceries for my mother o How can I use this word to tell about the world around me? Police officers are helpful when someone is lost Understand that two words may have a similar meaning, but one might be stronger or more forceful than the other word s meaning. o warm, hot, steamy, sweltering Use precise language to communicate exactly what is meant. o Anne (dashed/ran) to catch the train before it left o The teacher (asked/quizzed) us about last night s reading assignment Note this scope and sequence serves as a guide for instructional planning. Use your professional judgment to scaffold and differentiate instruction. 6