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2019-2020 3rd Grade ELA Syllabus Term 1

Tests and Grades

Grading: A=90-100 B=80-89 C=70-79 D=65-69 F=below 65 I=incomplete

Grading follows the policies of Biloxi Public Schools. A mid-term progress report and a report card following the end of each term are issued.

Retesting: It is the policy of the Biloxi School District to allow any student the opportunity to take a retest on major tests in order to secure a better grade. Any test with a grade below 65% must be retested. The following requirements must be met in order to retest: 1) Student must have a re-teaching session on the material covered on the original test; 2) Student must complete an assignment to ensure understanding of the material covered; 3) Student must complete these requirements and the retest within 10 days of the original test.

Homework/Assignments/Projects: Any homework, assignments, or projects assigned are expected on the due date. Failure to turn in or complete any assignment can result in a grade of zero.

Important Dates:

Midterm Progress Reports: September 10 Report Cards: Oct 22

2019-2020 Course Syllabus for ELA Term 1

Objectives: This is a general overview of what the teacher will teach and what the student is expected to master.

Reading Foundational Skills

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding.

3c Decode multisyllable words

3d Read grade appropriate irregularly spelled words

RF.3.4 Read with sufficient accuracy and fluency to support comprehension

4a Read on-level text with purpose and understanding

4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Reading Standards for Literature

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determining the central message, lesson, or moral and explain how it is conveyed through key details in the text

RL.3.3 describe characters in a story (e.g., their traits, motivations or feelings) and explain how the actions contribute to the sequence of events

Reading Standards for Informational

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

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.

Writing Standards

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

2a Introduce a topic and group related information together; include illustrations when useful to aiding to comprehension

2b Develop the topic with facts, definitions, and details

2c Use linking words and phrases (e.g., also, another, and more, but) to connect ideas within categories of information

2d 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 to task and purpose. (Grade specific expectations for writing types are defined in standards 1-3 above)

W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing conventions should demonstrate command of Language standards 1-3 up to and including grade 3).

W.3.6 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.

W.3.7 Conduct short research projects that build knowledge about a topic.

W.3.8 Recall information from experiences or gather information from print and digital sources and sort evidence into provided categories.

W.3.10 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.

Language Standards

L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

1a Explain the function of nouns, pronouns, verbs, adjectives, adverbs in general and their functions in particular sentences

1c use abstract nouns (e.g., childhood)

1i Produce simple sentences

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

2a Capitalize appropriate words in titles

2f Use spelling patterns and generalizations (e.g., word families, position-based spelling, syllables patterns, ending rules, meaningful word parts) in writing words

L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

4a Use sentence-level context as a clue to the meaning of a word or phrase

4b 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)

4c Use known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion)

L.3.5 Demonstrate understanding of word relationships and nuances in word meaning.

5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful)

L.3.6 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).

Speaking and Listening

SL.3.1 Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

1a 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

1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking on at a time about the topics and texts under discussion)

1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others

1d Explain their own ideas and understanding in light of the discussion

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.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details

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.)

Tests: Students will complete 3 major tests during the term. Notification will be given as to the dates of these tests. Quizzes may be given to ensure understanding during unit but will be categorized as an activity grade. At least 3 activities grades will be recorded during the term.

Course Requirements: The student will be expected to complete classwork, homework, or other activities that are assigned by the due date. Failure to complete any assignment can result in grade of 0 or disciplinary actions.

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