3rd Grade English Language Arts Learning Goals for the 1st 9 weeks

Transcription

1 3rd Grade English Language Arts Learning Goals for the 1st 9 weeks Skills students should demonstrate at the end of the 1st 9 weeks of school: * Learning Goal: The Student will: Using the writing process and the conventions of written language, create an idea and write a real or imagined story with interesting and believable characters, a detailed setting, and a plot that builds to a climax. ü You and your student create your own fairy tale and talk about the different characters and how the story would be told. ü Ask your student to write down their fairy tale and assist them in creating details in the story for setting and the plot. ü After your student has completed their story, help them edit the work and look for proper spelling, grammar, punctuation, capitalization, and handwriting details ü Use the following website as a resource for the writing process: process_steps_language_arts_third_3rd_grade.htm * Learning Goal: The Student will: Create a book with illustrations and text that sequences and summarizes the plot s main events. Include descriptions of characters, their relationships, and the changes they undergo in the story. ü You and your student make your own picture book that contains a plot and illustrations. Include in your story a summary of how the characters changed in your picture book for the better or worse. ü Use the following website as a resource for understanding plot:

2 * Learning Goal: The Student will: Choose a story that has been read independently. Present to a small group a book talk on the selected text. Using correct fluency and oral conventions "proper tone of voice and speed of reading." read the text aloud to the class or small group. Listen and participate as other students present a book talk. ü You and your student choose a story that can be read independently or ask your student to bring a library book from school. ü Ask your student to describe the event of the book to you and read the book aloud to you. ü Read a book aloud to your child and discuss events and characters in the story as you read the book aloud. * Learning Goal: The Student will: Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts and media. Provide evidence from the text to support ideas. ü You and your student create an at home reading journal. ü Read a fictional story ex: a short story, novel, or picture book. After reading a story with your student, ask them to write in their journal words that help them understand the story, main ideas, summaries, and illustrations about the content of the story. ü Ask your student questions about the text and have them find evidence in the story that supports their answers. * Learning Goal: The Student will: Record multiple entries in a Word Study Notebook to demonstrate knowledge of new words, their meanings, and relationships. ü You and your student create an at home interesting words journal. ü As you have conversations with your child and reading books with your child, have them identify interesting words in their books. After your child has identified words, assist them in defining those words, using the words in sentences, and drawing pictures that represent those words.

3 * Learning Goal: The Student will: After reading a portion of a biography and an autobiography, determine which excerpt is the biography and which is the autobiography. In a paragraph, explain the difference in point of view. ü Find different examples of biographies and autobiographies and read them with your child. ü After you have read the two types of biographies, create a 2- sided chart comparing and contrasting the biographies. ü Help your child write a paragraph in their reading journal about the differences of the two types of biographies. ü Use the following websites as examples of bibliographies and autobiographies: o apers/biosampler.pdf o examples.html * Learning Goal: The Student will: Read a self- selected play with appropriate fluency. Using a graphic organizer, identify and explain how plot, characters, and setting are portrayed through dialogue. ü You and your student select a play to read with each other. ü Create three boxes in your reading journal where each box will be labeled plot, characters, and setting where you will write details from the play in each box as you read it. ü Help your student understand how dialogue helps develop a play's plot and character development. ü Use the following website as a resource for plays to read:

4 * Learning Goal: The Student will: Produce a poetry notebook that contains 3-5 different forms of published and original poems that include different sound patterns, repetitive language, and language conventions. For each poem, explain in writing the characteristics of the poem (e.g., rhyme, verse, repetition, etc.) and how it creates imagery. ü You and your student create three different types of poems to possibly include a Haiku, Limerick, Free Verse, or Diamante. ü Assist your student with identifying how some of the poems may rhyme or have repetition. ü Help your student understand how this type of descriptive writing creates images in your mind. ü Use the following websites to assist you in reading different types of poetry: o o * Learning Goal: The Student will: Using the writing process and effective written conventions, write a personal narrative about an experience in your life. How the parent can help: ü Ask your student to write about time when they discovered they were good at something. ü Practice with your students on using capitalization, punctuation, and proper spelling. ü Ask your student to read their story to you and assist them with correcting any mistakes. ü Use the following resource to assist with the writing process: process_steps_language_arts_third_3rd_grade.htm

5 * Learning Goal: The Student will: Write several entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, poetry, literary nonfiction, drama, and media. Provide evidence from the text to support ideas. How the parent can help: ü Help your child find a book, poem, nonfiction texts, or ask your child to bring home their library books from school. ü Ask your child to use their at home reading journal to write down different ways they have connected with their various types of stories, this could be through their own life experiences or things they have seen on TV or even stories you have told them. ü You and your child can find evidence from the story you have read together to support the connections you have made in your lives.