Ben Hill Elementary - ben-hill.k12.ga.us



Analyzing Text Organization and Structure (3 ELA)4.0The student will:? Explain how the structure of a text helps a reader understand its main ideas (for example, explain how knowing what caused people to march on Washington and what happened afterwards in 1964 helps a reader understand the importance of the march in Frances E. Ruffin’s Martin Luther King, Jr. and the March on Washington).3.5In addition to score 3.0 performance, partial success at score 4.0 content3.0The student will:ELAGSE3RI3: 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.—Explain relationships between elements of a nonfiction text (for example, identify sequence and causation relationships between events in Martin Luther King, Jr. and the March on Washington by Frances E. Ruffin by describing the order of events on August 18, 1963 and explaining what events or circumstances led to the march).ELAGSE3RL5: 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.—Explain how later parts of a story, drama, or poem build on earlier sections (for example, explain how the second stanza of “Grandpa’s Stories” by Langston Hughes develops the reasons why Grandpa’s stories make the speaker dream more than the stories on television).ELAGSE3RL7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).ELAGSE3RI7: 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).—Explain how an illustration develops details or topics in the text (for example, explain how the illustrations in Brian Floca’s Moonshot: The Flight of Apollo 11 give a reader additional details about the setting, characters, and events described in the text and how the use of illustrations adds to a reader’s understanding of what traveling to the moon was like).2.5No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content2.0ELAGSE3RI3—The student will recognize or recall specific vocabulary (for example, causation, concept, description, detail, event, idea, order, relationship, sequence, signal word, topic) and perform basic processes such as:? Identify common ways two topics, concepts, events, or other details in a text can be related (such as sequence or causation).? List signal words that indicate sequence relationships (such as first, next, last).? List signal words that indicate causation relationships (such as because, cause, if, then).? Explain how one event causes another using causation signal words.? Explain an order of events using sequence signal words.? Identify sections in a text that relate to a specific event, concept, or topic.? Identify details (such as who, what, where, when, why, how) that relate to each event, concept, or topic in a text.ELAGSE3RL5—The student will recognize or recall specific vocabulary (for example, act, chapter, conclude, drama, idea, introduce, line, line break, poem, repeat, scene, section, stanza, story, structure, title, topic) and perform basic processes such as:? Describe the structural elements of a story or book (such as titles, tables of contents, chapters, paragraphs, sentences).? Describe the structural elements of a poem (such as stanzas, lines, line breaks, titles).? Describe the structural elements of a drama (such as acts, scenes, lines).? Use structural clues to identify whether a text is a poem, story, or drama.? Describe how each section of a text is introduced.? Describe how each section of a text concludes.? Identify repeated words and phrases across sections of a text.? Identify repeated topics or ideas across sections of a text.ELAGSE3RI7—The student will recognize or recall specific vocabulary (for example, caption, description, detail, diagram, drawing, illustration, passage, relate, section) and perform basic processes such as:? Identify illustrations (such as drawings, diagrams, photographs) in a text.? Identify captions that accompany illustrations in a text.? Identify passages or sections of a text that relate to an illustration.? Identify which concepts, events, characters, or other details from a text are the focus of an illustration.? Identify details in an illustration that match descriptions in the text.? Explain how a particular illustration introduces new information or additional details about particular concepts, events, characters, or other details in the text.1.5Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content1.0With help, partial success at score 2.0 content and score 3.0 content0.5With help, partial success at score 2.0 content but not at score 3.0 content0.0Even with help, no success Analyzing Ideas and Themes (3 ELA)4.0The student will:? Decide what theme or message a book is trying to communicate about a specific topic or characteristic (for example, decide what theme the book The Raft by Jim LaMarche presents about trying new things or being open-minded).3.5In addition to score 3.0 performance, partial success at score 4.0 content3.0The student will:ELAGSE3RI2: Determine the main idea of a text; recount the key details and explain how they support the main idea.—Explain the main idea of a text using specific details (for example, state that the main idea of Frances E. Ruffin’s Martin Luther King, Jr. and the March on Washington is that blacks and whites were not treated equally in 1963, describe details that support that idea, and explain how they relate to the main idea).ELAGSE3RL2: 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.—Explain the message, lesson, or moral in a fairytale, folktale, or myth (for example, explain the lesson in Rudyard Kipling’s “How the Camel Got His Hump” by examining how and why the camel is punished for his idleness).2.5No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content2.0ELAGSE3RI2—The student will recognize or recall specific vocabulary (for example, convey, detail, event, idea, keyword, linking word, main idea, paragraph, support, text feature, title, topic) and perform basic processes such as:? Explain what a main idea is and how the author conveys the main idea.? Identify the topic of a text using titles, text features, and other text details.? Annotate words or phrases that are repeated throughout a text.? Explain what a paragraph in a text is mostly about by identifying the most important ideas, events, or details in that section.? Describe patterns of ideas in paragraphs across a text.? Skim a text for keywords and text features that relate to a particular idea.? Identify passages in a text that relate to an idea.? Identify text features in a text that relate to an idea.? Explain that a detail should contribute to a reader’s understanding of important aspects of a topic in a text.? Identify details (such as who, what, where, when, why, and how) that relate to a topic.? Annotate details in a text that describe aspects of an event, concept, or topic.? Annotate linking words that show how ideas support or relate to one another (such as for example, because, additionally).ELAGSE3RL2—The student will recognize or recall specific vocabulary (for example, action, cause, character, detail, event, fairytale, folktale, lesson, main character, message, moral) and perform basic processes such as:? Explain that a message, moral, or lesson is something an author wants a reader to learn.? Explain that messages, morals, and lessons do not just apply to one text, but apply to a reader’s life as well.? Identify examples of messages, morals, or lessons from texts.? List important character actions throughout a text.? Identify repeated details, actions, or events in a text.? Describe whether a particular action or event in a text caused something good or bad to happen.? Describe how a character changes by the end of a text.? List lessons the main character may have learned from events in a text.1.5Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content1.0With help, partial success at score 2.0 content and score 3.0 content0.5With help, partial success at score 2.0 content but not at score 3.0 content0.0Even with help, no success Analyzing Claims, Evidence, and Reasoning (3 ELA)4.0The student will:? Select the strongest reasons for an opinion by examining how much evidence is provided for each reason (for example, decide that in Judith St. George’s So You Want to be President?, the reasons “people get mad at the president” and “the president always has to be dressed up” are stronger reasons for not wanting to be president than “the president has to be polite to everyone,” “the president can’t go anywhere alone,” or “the president has lots of homework” because the author provides evidence to support them).3.5In addition to score 3.0 performance, partial success at score 4.0 content3.0The student will:ELAGSE3RI2: Determine the main idea of a text; recount the key details and explain how they support the main idea.—Identify evidence in a text that supports the reason given for a specific opinion (for example, in Judith St. George’s So You Want to be President?, explain that the evidence given to support one of the reasons a person would not want to be president, “people get mad at the president,” is the fact that someone once threw a cabbage at William Howard Taft).2.5No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content2.0ELAGSE3RI2—The student will recognize or recall specific vocabulary (for example, detail, evidence, example, opinion, reason, text, text feature) and perform basic processes such as:? Explain why it is important to support opinions with reasons and evidence.? Explain the difference between reasons and evidence.? Annotate details that relate to an opinion in a text.? Annotate words or phrases that signal evidence (such as for example, such as, in one case).? Annotate opinions about a topic in a text.? Identify images or other text features that relate to an opinion.? Identify examples that relate to an opinion.? Describe details and text features in a text that relate to a specific opinion.1.5Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content1.0With help, partial success at score 2.0 content and score 3.0 content0.5With help, partial success at score 2.0 content but not at score 3.0 content0.0Even with help, no success Analyzing Narratives (3 ELA)4.0The student will:? Decide which of a character’s traits have negative consequences and create problems in a narrative (for example, describe how Odysseus’ overconfidence and his men’s greed lead to conflict in the book The One-Eyed Giant by Mary Pope Osborne).3.5In addition to score 3.0 performance, partial success at score 4.0 content3.0The student will:ELAGSE3RL2: 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.—Recount plots with single storylines (for example, recount important events from Sarah, Plain and Tall by Patricia MacLachlan in order, including details about who is involved in the events, what times of year they occur, and what happens as a result).ELAGSE3RL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.—Explain how character actions affect the events in a narrative text (for example, explain how Elmer’s quick-thinking and bravery help him rescue the dragon on Wild Island in My Father’s Dragon by Ruth Stiles Gannett).2.5No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content2.0ELAGSE3RL2—The student will recognize or recall specific vocabulary (for example, character, event, impact, main character, order, plot, setting) and perform basic processes such as:? Identify the settings in a text.? Identify the main characters in a text.? Make a list of events that occur in a text.? State events in the order they occurred in a text.? Explain how to tell the difference between important events and less important events in a text.? Identify events in a text that strongly impact the main characters.ELAGSE3RL3—The student will recognize or recall specific vocabulary (for example, action, character, character trait, description, dialogue, event, feeling, motivation, narration) and perform basic processes such as:? Identify main characters in a text.? Explain how an author can portray character traits, feelings, and motivations to a reader.? Annotate character actions in a text that reveal the traits, feelings, and motivations of a character.? Annotate dialogue or thoughts of a character that reveal a character’s traits, feelings, and motivations.? Annotate narration or descriptions that reveal a character’s traits, feelings, and motivations.? Generate a list of descriptive words and phrases that describe a character’s traits, feelings, and motivations in a text.? Identify passages that relate to specific events in a text.? Describe how one character is involved in an important event in a text.1.5Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content1.0With help, partial success at score 2.0 content and score 3.0 content0.5With help, partial success at score 2.0 content but not at score 3.0 content0.0Even with help, no success Analyzing Point of View (3 ELA)4.0The student will:? Compare the points of view of two or more characters, speakers, or groups in a text (for example, identify Lena and Kiran’s point of view in “Students Gather Blankets for Syrians” at and why they decided to collect blankets; additionally, describe Governor Peter Shumlin’s perception of what Kiran and Lena are doing and what is similar and different about their perspectives).3.5In addition to score 3.0 performance, partial success at score 4.0 content3.0The student will:ELAGSE3RL6: Distinguish their own point of view from that of the narrator or those of the charactersELAGSE3RI6: Distinguish their own point of view from that of the author of a text.—Compare one’s own point of view on a specific event or issue to the point of view of an author, narrator, or character in a text about the same event or issue (for example, identify Anna’s point of view when she learns she is getting a new mother, Sarah, through a newspaper advertisement in Patricia MacLachlan’s Sarah, Plain and Tall; explain what you would think in a similar situation and how your point of view is similar to or different from Anna’s).2.5No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content2.0ELAGSE3RL6 & ELAGSE3RI6—The student will recognize or recall specific vocabulary (for example, author, character, descriptive, event, fact, idea, opinion, narrator, react, setting, topic) and perform basic processes such as:? Describe the difference between facts and opinions.? Make a list of words and phrases that are usually used in opinion statements (such as I think or she/he felt and descriptive words such as important, beautiful, terrible).? Describe how point of view affects how a text is written or told.? Determine which points of view can be examined in a text (for example, a narrative may include information about the points of view of the narrator and several main characters).? Annotate passages in a text that describe how an author, narrator, or character reacts to a specific idea, person, character, event, or place.? Annotate opinions or thoughts in a text that an author, narrator, or character has about a specific person, character, place, idea, or event.? Describe what an author’s, narrator’s, or character’s opinion tells a reader about his or her point of view.? Describe one’s own reaction to a specific situation, event, place, or character in a text.? Describe what one already knows and thinks about a specific topic, person, place, event, or character.1.5Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content1.0With help, partial success at score 2.0 content and score 3.0 content0.5With help, partial success at score 2.0 content but not at score 3.0 content0.0Even with help, no success Comparing Texts (3 ELA)4.0The student will:? Compare the points of view in two texts on the same topic (for example, compare the point of view in a passage from Russell Freedman’s Lincoln: A Photobiography to Alice Schertle’s poem “Abe” and describe how each author conveys Abraham Lincoln and which of his qualities each text emphasizes).3.5In addition to score 3.0 performance, partial success at score 4.0 content3.0The student will:ELAGSE3RI9: Compare and contrast the most important points and key details presented in two texts on the same topic—Compare the main ideas and their supporting details in two texts on the same topic (for example, compare the ideas in Joyce Milton’s Bats: Creatures of the Night and Nicola Davies’ Bat Loves the Night by identifying the main characteristics of bats each text describes and the details given about each characteristic).(support) ELAGSE3RL9: 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)ELAGSE3RL9—Compare narrative elements in two texts from a series (for example, compare My Father’s Dragon and Elmer and the Dragon by Ruth Stiles Gannet by explaining how their plots, setting, characters, and messages are similar and different).2.5No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content2.0ELAGSE3RI9—The student will recognize or recall specific vocabulary (for example, compare, detail, main idea, topic) and perform basic processes such as:? Explain what it means to compare ideas.? Identify the topics of two texts.? Annotate words or phrases used by two texts.? Identify important details included in two texts.? Identify details in one text that are not included in another text.? Use a graphic organizer to list details from two texts.ELAGSE3RL9—The student will recognize or recall specific vocabulary (for example, character, characteristic, compare, conflict, event, message, plot, theme, setting, storyline) and perform basic processes such as:? Identify narrative elements that can be compared in two texts (such as characters, plot, setting, message).? Describe the main events in two narratives.? Describe the main characters of two narratives.? Describe the settings of two narratives.? List characteristics of the settings from two narratives.? List characteristics of the characters from two narratives.? Identify the primary conflict or problem the main character has to overcome in two narratives.? Describe how the main character reacts to the problems or conflicts in two narratives.1.5Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content1.0With help, partial success at score 2.0 content and score 3.0 content0.5With help, partial success at score 2.0 content but not at score 3.0 content0.0Even with help, no success Analyzing Language (3 ELA)4.0The student will:? Explain the effect of particular word choices in a text (for example, notice the words Alice Schertle uses to describe Abraham Lincoln in “Abe”; explain how phrases such as the face carved deep by sorrow help a reader understand what Lincoln looked like and how he felt about the events in his time).3.5In addition to score 3.0 performance, partial success at score 4.0 content3.0The student will:ELAGSE3RL4 Determine the meaning of words and phrases both literal and nonliteral language as they are used in the text.—Distinguish nonliteral meaning from literal meaning (for example, notice nonliteral language in the poem “Bats” by Randall Jarrell, such as line 3 His mother makes a pocket of her tail and line 6 And then the mother dances through the night and describe how these instances of nonliteral language help a reader picture the bats and the setting).2.5No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content2.0ELAGSE3RL4—The student will recognize or recall specific vocabulary (for example, dictionary, idiom, literal, meaning, nonliteral) and perform basic processes such as:? State that literal meaning is the meaning of a word found in the dictionary.? State that nonliteral meaning is used by writers to help a reader picture or understand something.? State that idioms use nonliteral language.? Give examples of common idioms.? Identify words or phrases whose literal meanings do not fit the context of a text.? Choose which sentence uses nonliteral language from two sentences that use the same phrase or word (for example, I have lost my mind uses a nonliteral meaning of the word lost, while I lost my car keys uses the literal meaning of lost).? Sketch an image that represents an instance of nonliteral language.? Describe what an instance of nonliteral language makes one picture or feel.1.5Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content1.0With help, partial success at score 2.0 content and score 3.0 content0.5With help, partial success at score 2.0 content but not at score 3.0 content0.0Even with help, no success Cite Evidence-Literary (3 ELA)4.0The student will be able to do one or more of the following: ? Answer inferential questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers ? Answer inferential questions to demonstrate understanding of a text, by explaining what the text says explicitly ? Complete an appropriately cognitively complex task identified by the teacher3.5In addition to score 3.0 performance, partial success at score 4.0 content3.0The student will:ELAGSE.3.RL.1—Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.Related Standard(s): ELAGSE.3.RL2- 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. ELAGSE.3.RL.3.7- Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (E.g., create mood, emphasize aspects of a character or setting.) ELAGSE3.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.The student will be able to: ? Ask questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers ? Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.2.5Partial success at 3.0 content2.0The student will be able to: ? Ask questions to demonstrate understanding of a text, with minimal reference to the text ? Answer questions to demonstrate understanding of a text, with minimal reference to the text1.5Partial success at score 2.01.0The student will be able to recognize the meaning of specific vocabulary, including: ? Question ? Details ? Text ? Ask ? Answer ? Demonstrate The student will be able to: ? Ask questions about key details in a text, using stems such as who, what, where, when, why, and how ? Answer questions about key details in a text, using stems such as who, what, where, when, why, and how0.5With help, partial success at score 2.0 but not at score 3.0 content.0.0Even with help, no success.Cite Evidence- Information (3 ELA)4.0The student will be able to do one or more of the following: ? Answer inferential questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers ? Answer inferential questions to demonstrate understanding of a text, by explaining what the text says explicitly ? Complete an appropriately cognitively complex task identified by the teacher3.5In addition to score 3.0 performance, partial success at score 4.0 content3.0The student will:ELAGSE.3.RI1- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers. Related Standard(s): ELAGSE3.RI2- Determine the main idea of a text; recount the key details and explain how they support the main idea. ELAGSE.3.RI7- 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). ELAGSE3.W8- Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.The student will be able to: ? Ask questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers ? Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers2.5Partial success at 3.0 content2.0The student will be able to: ? Ask questions to demonstrate understanding of a text, with minimal reference to the text ? Answer questions to demonstrate understanding of a text, with minimal reference to the text1.5Partial success at score 2.01.0The student will be able to recognize the meaning of specific vocabulary, including: ? Question ? Details ? Text ? Ask ? Answer ? Demonstrate The student will be able to: ? Ask questions about key details in a text, using stems such as who, what, where, when, why, and how ? Answer questions about key details in a text, using stems such as who, what, where, when, why, and how0.5With help, partial success at score 2.0 but not at score 3.0 content.0.0Even with help, no success.Context Clues (3)4.0In addition to Score 3.0, the student: The student will be able to: ● reads a 4th grade level text and uses context clues to determine the meaning of an underlined word or phrase when given no word choices using strategies such as synonym, antonym, series, stated definition, etc.3.5In addition to score 3.0 performance, partial success at score 4.0 content3.0The student will:ELAGSE.3.RI4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a 3rd grade topic or subject area.The student will be able to: ● read a sentence and use context clues to determine the meaning of an underlined word or phrase when given no word choices using strategies such as synonym, antonym, series, stated definition, etc. The student exhibits no major errors or omissions2.5Partial success at 3.0 content2.0The student will be able to: ● recognize or recall specific terminology, such as: context, context clues, unknown words ● perform basic processes, such as: identifies the correct word when given a fill in the blank sentence and multiple word choices o identifies the word that means the same as the underlined word in a sentence when given 3 choicesHowever, the student may exhibit major errors or omissions regarding the more complex ideas and processes.1.5Partial success at score 2.01.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes0.5With help, partial success at score 2.0 but not at score 3.0 content.0.0Even with help, no success.Text Features (3)4.0The student will be able to do one or more of the following:*In addition to Score 3.0● creates a text feature to clarify the text for the reader3.5In addition to score 3.0 performance, partial success at score 4.0 content3.0The student will:ELAGSE.3.RI5- Use text features and search tools(e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly and efficiently. The student will be able to: ● use text features to answer open-ended questions about where, when, why, and how key events occur o Features covered will be – subheading, diagrams and labels, charts and graphs, sidebars, textbox, maps, key words, hyperlinks.2.5Partial success at 3.0 content2.0The student will be able to: ● recognize or recall specific terminology, such as: o text features, caption, subheadings, table of contents, diagram, charts and graphs, sidebars and maps, keywords, and hyperlinks ● performs basic processes, such as: o identifies text features in grade appropriate text1.5Partial success at score 2.01.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.0.5With help, partial success at score 2.0 but not at score 3.0 content.0.0Even with help, no success. ................
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