Third Grade Common Core Standards & Learning Targets

[Pages:23]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 basis for the answers.

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.

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.

RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

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.

RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters. RL.3.7. Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). 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). 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. CCS Standards: Reading ? Informational Text RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text

Long-Term Target(s) I can ask questions to deepen my understanding of a literary text.

I can answer questions using specific details from the text. I can retell a story using key details from the text.

I can identify the main message or lesson of a story using key details from the text.

I can describe the characters in a story (traits, motivations, feelings).

I can describe how a character's actions contribute to the events in the story. I can determine the meaning of words using clues from the story.

I can identify literal and nonliteral language in a story. I can use literary terms to describe parts of a story or poem (e.g., chapter, scene stanza).

I can describe how parts of a story build on one another. I can distinguish between a narrator or character's point of view and my own. I can explain how an illustration contributes to the story (e.g., mood, tone, character, setting).

I can compare and contrast stories (themes, setting, plots) of stories by the same author (e.g. series books).

I can read grade-level literacy texts proficiently and independently.

Long-Term Target(s) I can ask questions to deepen my understanding of 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.

I can answer questions using specific details from the text. I can determine the main idea of an informational text.

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.

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. RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.6. Distinguish their own point of view from that of the author of a text. 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).

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 topic. 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. CCS Standards: Reading ? Foundational Skills RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words. ? Identify and know the meaning of the most

common prefixes and derivational suffixes. ? Decode words with common Latin suffixes.

I can retell key ideas from an informational text. I can make connections between the events, ideas, or concepts in a text.

I can describe steps in a procedure, in the order they should happen. I can determine the meaning of unknown words in informational text.

I can use text features to locate information efficiently.

I can distinguish between my point of view and the author's point of view. I can use information from illustrations (maps, photographs) to understand informational texts.

I can use information from the words to understand informational texts. I can make connections between specific sentences and paragraphs and the overall text. (e.g., comparison, cause/effect, first/second/third in a sequence)

I can compare and contrast the main ideas and key details in two texts on the same topic.

I can read grade-level informational texts proficiently and independently.

Long-Term Target(s) I can use a variety of strategies to read words. ? I can identify the meaning of common

prefixes and suffixes.

? I can read words with common suffixes. ? I can read multi-syllabic words.

? I can read high-frequency words that dont "play

CCSS and long-term learning targets ELA - Grades 3-5 ? March, 2012 2

? Decode multi-syllable words. ? Read grade-appropriate irregularly spelled words. RF.3.4. Read with sufficient accuracy and fluency to support comprehension. ? Read grade-level text with purpose and

understanding. ? Read grade-level prose and poetry orally with

accuracy, appropriate rate, and expression. ? Use context to confirm or self-correct word

recognition and understanding, rereading as necessary. Standards: Writing

W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. ? Introduce the topic or text they are writing about,

state an opinion, and create an organizational structure that lists reasons. ? Provide reasons that support the opinion. ? Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. ? Provide a concluding statement or section. W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. ? Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. ? Develop the topic with facts, definitions, and details. ? 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.

W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. ? Establish a situation and introduce a narrator

and/or characters; organize an event sequence that unfolds naturally.

fair."

I can read 3rd grade level texts accurately and fluently to make meaning. ? I can read 3rd grade level texts with purpose. ? I can read 3rd grade level texts with fluency. ? I can use clues in the text to check my

accuracy. ? I can re-read to make sure that what Im

reading makes sense.

Long-Term Target(s)

I can write an opinion piece. ? I can identify the topic of my opinion piece. ? I can create an organizational structure that

lists reasons for my opinion. ? I can identify reasons that support my

opinion. ? I can use linking words to connect my

opinion and reasons. ? I can construct a concluding statement or

section for my opinion piece.

I can write an informative/explanatory text. ? I can write an informative/explanatory text

that has a clear topic. ? I can group supporting facts together about a

topic in an informative/explanatory text using both text and illustrations. ? I can develop the topic with facts, definitions, and details. ? I can use linking words and phrases to connect ideas within categories of information. (e.g., also, another, and, more, but) ? I can construct a closure on the topic of an informative/explanatory text. c ? I can introduce the narrator/characters of my narrative. ? I can organize events in an order that makes sense in my narrative. ? I can use dialogue to show the actions, thoughts and feelings of my characters. ? I can use descriptive words to show the

CCSS and long-term learning targets ELA - Grades 3-5 ? March, 2012 3

? Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

? Use temporal words and phrases to signal event order.

? Provide a sense of closure. 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.

actions, thoughts and feelings of my characters. ? I can use transitional words and expressions to show passage of time in a narrative text. ? I can write a conclusion to my narrative.

I can produce writing that is appropriate to task and purpose. (with support)

I can use the writing process to plan, revise and edit my writing. (with support)

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; take brief notes on 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. CCS Standards: Speaking & Listening 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 topics and texts, building on others ideas and expressing their own clearly. ? 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. ? 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

I can use technology to publish a piece of writing. (with support)

I can use technology to collaborate with others on a piece of writing. I can conduct a research project to become knowledgeable about a topic.

I can document what I learn about a topic by taking notes.

I can document what I learn about a topic by sorting evidence into categories. I can write for a variety of reasons.

Long-Term Target(s) I can effectively participate in a conversation with my peers and adults. ? I can prepare myself to participate in

discussions. ? I can follow our crew norms when I

participate in a conversation. ? I can ask questions so Im clear about what is

being discussed. ? I can ask questions that are on the topic

being discussed. ? I can connect my questions to what others

say.

CCSS and long-term learning targets ELA - Grades 3-5 ? March, 2012 4

topics and texts under discussion). ? Ask questions to check understanding of

information presented, stay on topic, and link their comments to the remarks of others. ? 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.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

? I can explain what I understand about the topic being discussed.

I can determine the main idea and supporting details when reading or listening to information being presented.

I can ask questions when I am confused about what a speaker is saying. I can answer questions to show what I know when listening to a speaker.

SL.3.4. Report on a topic or text, tell a story, 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 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. CCS Standards: Language L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ? Explain the function of nouns, pronouns, verbs,

adjectives, and adverbs in general and their functions in particular sentences. ? Form and use regular and irregular plural nouns. ? Use abstract nouns (e.g., childhood). ? Form and use regular and irregular verbs. ? Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

I can use facts and details to tell about a story or experience.

I can tell about a story or experience by speaking clearly and at an understandable pace. I can demonstrate fluency when reading stories or poems for an audio recording.

I can use drawings or other visual displays to support what I say.

I can speak in complete sentences with appropriate detail.

Long-Term Target(s) I can use conventions to send a clear message to my reader. ? I can explain the functions of (nouns,

pronouns, verbs, adjectives, and adverbs). ? I can use regular and irregular plural nouns. ? I can use abstract nouns. (e.g., childhood) ? I can use regular and irregular verbs. ? I can use simple verb tenses. (e.g., I walked; I

walk; I will walk) ? I can make subjects and verbs agree in my

writing. ? I can make pronouns and antecedent agree in

my writing. ? I can use adjectives to describe nouns.

CCSS and long-term learning targets ELA - Grades 3-5 ? March, 2012 5

? Ensure subject-verb and pronoun-antecedent agreement.*

? Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

? Use coordinating and subordinating conjunctions. ? Produce simple, compound, and complex

sentences. L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. ? Capitalize appropriate words in titles. ? Use commas in addresses. ? Use commas and quotation marks in dialogue. ? Form and use possessives. ? Use conventional spelling for high-frequency and

other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). ? Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. ? Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. ? Choose words and phrases for effect.* ? Recognize and observe differences between the conventions of spoken and written standard English. L.3.4. 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. ? Use sentence-level context as a clue to the meaning of a word or phrase. ? 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).

? I can use adverbs to describe actions. ? I can use coordinating and subordinating

conjunctions. ? I can write simple, complex and compound

sentences.

I can use conventions to send a clear message to my reader. ? I can capitalize appropriate words in titles. ? I can use commas in addresses. ? I can use commas and quotation marks in

dialogue. ? I can use possessives in my writing. ? I can spell words that have suffixes added to

base words correctly. ? I can use spelling patterns to spell words

correctly. ? I can use resources to check and correct my

spelling.

I can express ideas using carefully chosen words.

I can compare how people use language when they write versus when they talk.

I can use a variety of strategies to determine the meaning of words and phrases. ? I can use what the sentence says to help me

to determine what a word or phrase means. ? I can use common prefixes to help me

determine what a word means. (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat) ? I can use the meaning of root words to help me determine the meaning of new words with the same root. (e.g., company, companion)

CCSS and long-term learning targets ELA - Grades 3-5 ? March, 2012 6

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

? Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. ? Distinguish the literal and nonliteral meanings of

words and phrases in context (e.g., take steps). ? Identify real-life connections between words and

their use (e.g., describe people who are friendly or helpful). ? Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). 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).

? I can use resource materials (glossaries and dictionaries) to help me determine the meaning of key words and phrases.

I can describe what figurative words and phrases mean. ? I can describe the difference between literal

and non-literal meaning of words and phrases in context. (e.g., take steps) ? I can identify real-life connections between words and their uses. (e.g., describe people who are friendly or helpful) ? I can identify synonyms. (e.g., knew, believed, suspected, heard, wondered)

I can accurately use 3rd grade academic vocabulary to express my ideas.

CCSS and long-term learning targets ELA - Grades 3-5 ? March, 2012 7

Fourth Grade Common Core Standards & Learning Targets

CCS Standards: Reading - Literature RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). RL.4.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. RL.4.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4?5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCS Standards: Reading ? Informational Text RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when

Long-Term Target(s) I can identify the difference between what a text says explicitly and what it implies using examples from the text. I can determine the theme of a story or text.

I can summarize a story. I can describe a story's character or events using specific details from the text.

I can determine word meaning in a text.

I can identify word meaning alluding from classic mythology. I can describe the differences in structure of poems, drama and prose.

I can compare and contrast different narrators points of view.

I can make connections between a text and the text's visuals.

I can compare how similar ideas and stories are portrayed between different cultures.

I can read grade-level literary texts proficiently and independently.

I can read above-grade literary texts with scaffolding and support. Long-Term Target(s) I can use details and examples to explain explicit information and inferences in informational text.

CCSS and long-term learning targets ELA - Grades 3-5 ? March, 2012 8

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