McDougal Littell Algebra 1 2007
|Common Core Standards for |Cornerstone Book A © 2011 |
|English Language Arts, Grade 3 | |
|Reading Standards for Literature |
|Key Ideas and Details |
|1. Ask and answer questions to demonstrate understanding of a text, |SE/TE: Think It Over, 13, 27, 41, 67, 79, 95, 245; Unit Wrap Up, 52, 104 |
|referring explicitly to the text as the basis for the answers. |TE Only: Check Up, T11, T23, T25, T37, T39, T63, T65, T77, T89, T91, T93, |
| |T243 |
|2. Recount stories, including fables, folktales, and myths from diverse |SE/TE: Literature: fable, 88–95; pourquoi tale, 148–149; realistic fiction, |
|cultures; determine the central message, lesson, or moral and explain how |22–27; short story, 62–67; first person narrative, 36–41; play, 76–79; |
|it is conveyed through key details in the text. |poetry, 10–13, 102, 126; retelling, 16, 30, 70, 82, 98, 248 |
|3. Describe characters in a story (e.g., their traits, motivations, or |SE/TE: Reading Strategies: understand character, 10, 13, identify characters’|
|feelings) and explain how their actions contribute to the sequence of |conflicts, 62, 67 |
|events. |TE only: Reading Strategy: Identify Characters, T58; Graphic Organizer: |
| |Character Traits Web, T65B |
|Craft and Structure |
|4. Determine the meaning of words and phrases as they are used in a text, |SE/TE: For related activities see: Vocabulary: Words in context, 8–9, 20–21, |
|distinguishing literal from non-literal language. |34–35, 60–61, 74–75, 86–87, 112–113, 124–125, 136–137, 158–159, 174–175, |
| |188–189, 210–211, 224–225, 240–241, 262–263, 274–275, 288–289 |
|5. Refer to parts of stories, dramas, and poems when writing or speaking |SE/TE: Think It Over, 13, 27, 41, 67, 79, 95, 245; Unit Wrap Up, 52, 104 |
|about a text, using terms such as chapter, scene, and stanza; describe how|TE Only: Check Up, T11, T23, T25, T37, T39, T63, T65, T77, T89, T91, T93, |
|each successive part builds on earlier sections. |T243 |
|6. Distinguish their own point of view from that of the narrator or those |SE/TE: For related material see: Think It Over, 13, 27, 41, 67, 79, 95, 245; |
|of the characters. |Reading Strategies: understand character, 10, 13, identify characters’ |
| |conflicts, 62, 67 |
|Integration of Knowledge and Ideas |
|7. Explain how specific aspects of a text’s illustrations contribute to |TE only: Illustrations, T11, T25, T27, T41, T65, T91, T93, T155, T179, T229 |
|what is conveyed by the words in a story (e.g., create mood, emphasize | |
|aspects of a character or setting). | |
|8. (Not applicable to literature) | |
|9. Compare and contrast the themes, settings, and plots of stories written|Opportunities to address this objective may be found on the following pages: |
|by the same author about the same or similar characters (e.g., in books |SE/TE: Think It Over, 13, 27, 41, 67, 79, 95, 245; Unit Wrap Up, 52, 104; |
|from a series). |Reading Strategy: identify events in a plot, 76, 79; understand character, |
| |10, 13, identify characters’ conflicts, 62, 67; Comprehension: character, 16,|
| |characters’ conflicts, 70; Graphic Organizers: character web, 17 |
| |TE Only: Check Up, T11, T23, T25, T37, T39, T63, T65, T77, T89, T91, T93, |
| |T243 |
|Range of Reading and Level of Text Complexity |
|10. By the end of the year, read and comprehend literature, including |SE/TE: For related material see: Unit Wrap Up, 52, 104, 150, 202, 254, 302 |
|stories, dramas, and poetry, at the high end of the grades 2–3 text |TE only: Further Reading, 2A, 54A, 106A, 152A, 204A, 256A; Familiar Books, |
|complexity band independently and proficiently. |T97, T195 |
|Reading Standards for Informational Text |
|Key Ideas and Details |
|1. Ask and answer questions to demonstrate understanding of a text, |SE/TE: Think It Over, 117, 127, 141, 165, 181, 193, 217, 231, 245, 267, 279, |
|referring explicitly to the text as the basis for the answers. |293; A Closer Look at (activity), 43, 129, 167, 233, 281 |
|2. Determine the main idea of a text; recount the key details and explain |SE/TE: Strategies: identify main idea and details, 176, 181 |
|how they support the main idea. |TE only: Comprehension Skill: Main Idea and Details, T184; Graphic Organizer:|
| |Main Idea and Details Chart, T185, T237; Reading Strategy: Identify Main Idea|
| |and Details, T176, T181 |
|3. Describe the relationship between a series of historical events, |SE/TE: Strategies: identify steps in a process, 114, 117; identify cause and |
|scientific ideas or concepts, or steps in technical procedures in a text, |effect, 138, 141; Comprehension: steps in a process, 120; cause and effect, |
|using language that pertains to time, sequence, and cause/effect. |144; problems and solutions, 170; compare and contrast, 248 |
| |TE only: Comprehension Skill: Sequence of Events, T30, Steps in a Process, |
| |T120, Cause and Effect, T144, Graphic Organizer: Sequence Chart, T31, T121, |
| |T285; Reading Strategy: Identify Steps in a Process, T117, Identify Cause and|
| |Effect, T138, T141 |
|Craft and Structure |
|4. Determine the meaning of general academic and domain-specific words and|SE/TE: Vocabulary: Words in context, 112–113, 124–125, 136–137, 158–159, |
|phrases in a text relevant to a grade 3 topic or subject area. |174–175, 188–189, 210–211, 224–225, 240–241, 262–263, 274–275, 288–289 |
|5. Use text features and search tools (e.g., key words, sidebars, |SE/TE: How to use a book, 307; How to read maps and diagrams, 310; How to |
|hyperlinks) to locate information relevant to a given topic efficiently. |read graphs, 311 |
| |TE only: Photographs and Labels, T4, T129, T137, T163, T167, T215, T231, |
| |T279, T281; Illustrations, T11, T25, T27, T41, T65, T91, T93, T155, T179, |
| |T229; Explain the Captions, T57, T155, T207, T233; Diagram, T43, T61 |
|6. Distinguish their own point of view from that of the author of a text. |SE/TE: For related material see: Think It Over, 117, 127, 141, 165, 181, 193,|
| |217, 231, 245, 267, 279, 293 |
|Integration of Knowledge and Ideas |
|7. Use information gained from illustrations (e.g., maps, photographs) and|SE/TE: How to use a book, 307; How to read maps and diagrams, 310; How to |
|the words in a text to demonstrate understanding of the text (e.g., where,|read graphs, 311 |
|when, why, and how key events occur). |TE only: Photographs and Labels, T4, T129, T137, T163, T167, T215, T231, |
| |T279, T281; Illustrations, T11, T25, T27, T41, T65, T91, T93, T155, T179, |
| |T229; Explain the Captions, T57, T155, T207, T233; Diagram, T43, T61 |
|8. Describe the logical connection between particular sentences and |SE/TE: Strategies: identify steps in a process, 114, 117; identify cause and |
|paragraphs in a text (e.g., comparison, cause/effect, first/second/third |effect, 138, 141; Comprehension: steps in a process, 120; cause and effect, |
|in a sequence). |144; problems and solutions, 170; compare and contrast, 248 |
| |TE only: Comprehension Skill: Sequence of Events, T30, Steps in a Process, |
| |T120, Cause and Effect, T144, Graphic Organizer: Sequence Chart, T31, T121, |
| |T285; Reading Strategy: Identify Steps in a Process, T117, Identify Cause and|
| |Effect, T138, T141 |
|9. Compare and contrast the most important points and key details |SE/TE: Comprehension: compare and contrast, 248 |
|presented in two texts on the same topic. |TE only: Reading Strategy: Compare and Contrast, T242, T245 |
|Range of Reading and Level of Text Complexity |
|10. By the end of the year, read and comprehend informational texts, |SE/TE: For related material see: Unit Wrap Up, 52, 104, 150, 202, 254, 302 |
|including history/social studies, science, and technical texts, at the |TE only: Further Reading, 2A, 54A, 106A, 152A, 204A, 256A; Familiar Books, |
|high end of the grades 2–3 text complexity band independently and |T97, T195 |
|proficiently. | |
|Reading Standards: Foundational Skills |
|Phonics and Word Recognition |
|3. Know and apply grade-level phonics and word analysis skills in decoding words. |
|3a. Identify and know the meaning of the most common prefixes and |SE/TE: Word analysis: prefixes and suffixes, 96 |
|derivational suffixes. |TE only: Suffixes, T89 |
|3b. Decode words with common Latin suffixes. |SE/TE: Word analysis: prefixes and suffixes, 96 |
| |TE only: Suffixes, T89 |
|3c. Decode multisyllable words. |SE/TE: Word analysis: multi-syllable words, 294 |
|3d. Read grade-appropriate irregularly spelled words. |SE/TE: Spelling Tips, 19, 33, 49, 73, 85, 101, 123, 135, 147, 173, 187, 199, |
| |223, 239, 251, 273, 287, 299; also see: Vocabulary: Words in context, 8–9, |
| |20–21, 34–35, 60–61, 74–75, 86–87, 112–113, 124–125, 136–137, 158–159, |
| |174–175, 188–189, 210–211, 224–225, 240–241, 262–263, 274–275, 288–289 |
|Fluency |
|4. Read with sufficient accuracy and fluency to support comprehension. |
|4a. Read grade-level text with purpose and understanding. |SE/TE: Fluency (practice), 15, 29, 45, 69, 81, 97, 119, 131, 143, 169, 183, |
| |195, 219, 235, 247, 269, 283, 295 |
|4b. Read grade-level prose and poetry orally with accuracy, appropriate |SE/TE: Fluency (practice), 15, 29, 45, 69, 81, 97, 119, 131, 143, 169, 183, |
|rate, and expression. |195, 219, 235, 247, 269, 283, 295 |
|4c. Use context to confirm or self-correct word recognition and |SE/TE: Vocabulary: Words in context, 8–9, 20–21, 34–35, 60–61, 74–75, 86–87, |
|understanding, rereading as necessary. |112–113, 124–125, 136–137, 158–159, 174–175, 188–189, 210–211, 224–225, |
| |240–241, 262–263, 274–275, 288–289 |
|Writing Standards |
|Text Types and Purposes |
|1. Write opinion pieces on topics or texts, supporting a point of view |Opportunities to address this objective may be found on the following pages: |
|with reasons. |SE/TE: Writing: problem and solution story, 73; Modes of Writing, 321; |
| |Writing: formal letter, 273 |
|1a. Introduce the topic or text they are writing about, state an opinion, |Opportunities to address this objective may be found on the following pages: |
|and create an organizational structure that lists reasons. |SE/TE: Writing: problem and solution story, 73; Modes of Writing, 321; |
| |Writing: formal letter, 273 |
|1b. Provide reasons that support the opinion. |Opportunities to address this objective may be found on the following pages: |
| |SE/TE: Writing: problem and solution story, 73; Modes of Writing, 321; |
| |Writing: formal letter, 273 |
|1c. Use linking words and phrases (e.g., because, therefore, since, for |Opportunities to address this objective may be found on the following pages: |
|example) to connect opinion and reasons. |SE/TE: Writing: problem and solution story, 73; Modes of Writing, 321; |
| |Writing: formal letter, 273 |
|1d. Provide a concluding statement or section. |Opportunities to address this objective may be found on the following pages: |
| |SE/TE: Writing: problem and solution story, 73; Modes of Writing, 321; |
| |Writing: formal letter, 273 |
|2. Write informative/explanatory texts to examine a topic and convey ideas|SE/TE: Description, 19, 123, 187; Problem and Solution Story, 73; Report, |
|and information clearly. |223; Autobiography, 239; Formal Letter, 273; Directions, 287; Newspaper |
| |Article, 299; E-mail, 302; Biography, 254; Modes of Writing, 321; Writing |
| |Process, 322-325 |
| |TE only: Writing: Write a Report, T223; Writing: Write an Autobiography, |
| |T239; Writing Fluency: Descriptive Paragraph, T21, T35, T46, T67, T75, T141, |
| |T193 |
|2a. Introduce a topic and group related information together; include |SE/TE: Description, 19, 123, 187; Problem and Solution Story, 73; Report, |
|illustrations when useful to aiding comprehension. |223; Autobiography, 239; Formal Letter, 273; Directions, 287; Newspaper |
| |Article, 299; E-mail, 302; Biography, 254; Modes of Writing, 321; Writing |
| |Process, 322-325 |
| |TE only: Writing: Write a Report, T223; Writing: Write an Autobiography, |
| |T239; Writing Fluency: Descriptive Paragraph, T21, T35, T46, T67, T75, T141, |
| |T193 |
|2b. Develop the topic with facts, definitions, and details. |SE/TE: Description, 19, 123, 187; Problem and Solution Story, 73; Report, |
| |223; Autobiography, 239; Formal Letter, 273; Directions, 287; Newspaper |
| |Article, 299; E-mail, 302; Biography, 254; Modes of Writing, 321; Writing |
| |Process, 322-325 |
| |TE only: Writing: Write a Report, T223; Writing: Write an Autobiography, |
| |T239; Writing Fluency: Descriptive Paragraph, T21, T35, T46, T67, T75, T141, |
| |T193 |
|2c. Use linking words and phrases (e.g., also, another, and, more, but) to|SE/TE: Description, 19, 123, 187; Problem and Solution Story, 73; Report, |
|connect ideas within categories of information. |223; Autobiography, 239; Formal Letter, 273; Directions, 287; Newspaper |
| |Article, 299; E-mail, 302; Biography, 254; Modes of Writing, 321; Writing |
| |Process, 322-325 |
| |TE only: Writing: Write a Report, T223; Writing: Write an Autobiography, |
| |T239; Writing Fluency: Descriptive Paragraph, T21, T35, T46, T67, T75, T141, |
| |T193 |
|2d. Provide a concluding statement or section. |SE/TE: Description, 19, 123, 187; Problem and Solution Story, 73; Report, |
| |223; Autobiography, 239; Formal Letter, 273; Directions, 287; Newspaper |
| |Article, 299; E-mail, 302; Biography, 254; Modes of Writing, 321; Writing |
| |Process, 322-325 |
| |TE only: Writing: Write a Report, T223; Writing: Write an Autobiography, |
| |T239; Writing Fluency: Descriptive Paragraph, T21, T35, T46, T67, T75, T141, |
| |T193 |
|3. Write narratives to develop real or imagined experiences or events |SE/TE: Story, 33, 173; Retell a Story, 101; Myth, 251; Scene, 85; Wrap-Up |
|using effective technique, descriptive details, and clear event sequences.|Activities: Story, 150, 254, 302 |
| |TE only: Writing Fluency: Story, T209 |
|3a. Establish a situation and introduce a narrator and/or characters; |SE/TE: Story, 33, 173; Retell a Story, 101; Myth, 251; Scene, 85; Wrap-Up |
|organize an event sequence that unfolds naturally. |Activities: Story, 150, 254, 302 |
| |TE only: Writing Fluency: Story, T209 |
|3b. Use dialogue and descriptions of actions, thoughts, and feelings to |SE/TE: Story, 33, 173; Retell a Story, 101; Myth, 251; Scene, 85; Wrap-Up |
|develop experiences and events or show the response of characters to |Activities: Story, 150, 254, 302 |
|situations. |TE only: Writing Fluency: Story, T209 |
|3c. Use temporal words and phrases to signal event order. |SE/TE: Story, 33, 173; Retell a Story, 101; Myth, 251; Scene, 85; Wrap-Up |
| |Activities: Story, 150, 254, 302 |
| |TE only: Writing Fluency: Story, T209 |
|3d. Provide a sense of closure. |SE/TE: Story, 33, 173; Retell a Story, 101; Myth, 251; Scene, 85; Wrap-Up |
| |Activities: Story, 150, 254, 302 |
| |TE only: Writing Fluency: Story, T209 |
|Production and Distribution of Writing |
|4. With guidance and support from adults, produce writing in which the |SE/TE: The Writing Process, 322–325; Rubric for Writing, 326; Writing, 19, |
|development and organization are appropriate to task and purpose. |33, 49, 73, 85, 101, 123, 147,173, 187, 199, 223, 239, 251, 273, 287, 299; |
|(Grade-specific expectations for writing types are defined in standards |Modes of Writing, 321 |
|1–3 above.) | |
|5. With guidance and support from peers and adults, develop and strengthen|SE/TE: The Writing Process, 322–325; Rubric for Writing, 326; Writing, 19, |
|writing as needed by planning, revising, and editing. |33, 49, 73, 85, 101, 123, 147,173, 187, 199, 223, 239, 251, 273, 287, 299; |
| |Modes of Writing, 321 |
|6. With guidance and support from adults, use technology to produce and |SE/TE: The Writing Process: Publish, 325; How to Use Technology in Writing, |
|publish writing (using keyboarding skills) as well as to interact and |334; Writing, 19, 33, 49, 73, 85, 101, 123, 147,173, 187, 199, 223, 239, 251,|
|collaborate with others. |273, 287, 299; Unit Wrap Up, 52, 104, 150, 202, 254, 302 |
|Research to Build and Present Knowledge |
|7. Conduct short research projects that build knowledge about a topic. |SE/TE: Report, 223; Writing and Research, 327–333 |
| |TE only: Internet, T7, T111, T157, T209, T261; Link to Science: Research, |
| |T86, T149, T180, T217; Report, T86; Link to Social Studies: Look for |
| |Timeline, T83; Research, T166 |
|8. Recall information from experiences or gather information from print |SE/TE: Report, 223; Writing and Research, 327–333 |
|and digital sources; take brief notes on sources and sort evidence into |TE only: Internet, T7, T111, T157, T209, T261; Link to Science: Research, |
|provided categories. |T86, T149, T180, T217; Report, T86; Link to Social Studies: Look for |
| |Timeline, T83; Research, T166 |
|9. (Begins in grade 4) | |
|Range of Writing |
|10. Write routinely over extended time frames (time for research, |SE/TE: The Writing Process, 322–325; Rubric for Writing, 326; Writing, 19, |
|reflection, and revision) and shorter time frames (a single sitting or a |33, 49, 73, 85, 101, 123, 147,173, 187, 199, 223, 239, 251, 273, 287, 299; |
|day or two) for a range of discipline-specific tasks, purposes, and |Modes of Writing, 321 |
|audiences. | |
|Speaking and Listening Standards |
|Comprehension and Collaboration |
|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. |
|1a. Come to discussions prepared, having read or studied required |SE/TE: What about you?, 7, 59, 111, 157, 209, 261; The Big Question, 3, 10, |
|material; explicitly draw on that preparation and other information known |22, 36, 52, 55, 62, 76, 88, 104, 107, 114, 126, 138, 150, 153, 160, 176, 190,|
|about the topic to explore ideas under discussion. |202, 205, 212, 226, 242, 254, 257, 264, 276, 290, 302; Think It Over, 13, 27,|
| |41, 67, 79, 95, 117, 127, 141, 165, 181, 193, 217, 231, 245, 267, 279, 293; |
|1b. Follow agreed-upon rules for discussions (e.g., gaining the floor in |SE/TE: What about you?, 7, 59, 111, 157, 209, 261; The Big Question, 3, 10, |
|respectful ways, listening to others with care, speaking one at a time |22, 36, 52, 55, 62, 76, 88, 104, 107, 114, 126, 138, 150, 153, 160, 176, 190,|
|about the topics and texts under discussion). |202, 205, 212, 226, 242, 254, 257, 264, 276, 290, 302; Think It Over, 13, 27,|
| |41, 67, 79, 95, 117, 127, 141, 165, 181, 193, 217, 231, 245, 267, 279, 293; |
|1c. Ask questions to check understanding of information presented, stay on|SE/TE: What about you?, 7, 59, 111, 157, 209, 261; The Big Question, 3, 10, |
|topic, and link their comments to the remarks of others. |22, 36, 52, 55, 62, 76, 88, 104, 107, 114, 126, 138, 150, 153, 160, 176, 190,|
| |202, 205, 212, 226, 242, 254, 257, 264, 276, 290, 302; Think It Over, 13, 27,|
| |41, 67, 79, 95, 117, 127, 141, 165, 181, 193, 217, 231, 245, 267, 279, 293; |
|1d. Explain their own ideas and understanding in light of the discussion. |SE/TE: What about you?, 7, 59, 111, 157, 209, 261; The Big Question, 3, 10, |
| |22, 36, 52, 55, 62, 76, 88, 104, 107, 114, 126, 138, 150, 153, 160, 176, 190,|
| |202, 205, 212, 226, 242, 254, 257, 264, 276, 290, 302; Think It Over, 13, 27,|
| |41, 67, 79, 95, 117, 127, 141, 165, 181, 193, 217, 231, 245, 267, 279, 293; |
|2. Determine the main ideas and supporting details of a text read aloud or|SE/TE: Think It Over, 13, 27, 41, 67, 79, 95, 117, 127, 141, 165, 181, 193, |
|information presented in diverse media and formats, including visually, |217, 231, 245, 267, 279, 293; Comprehension, 16, 30, 46, 70, 82, 98, 120, |
|quantitatively, and orally. |132, 144, 170, 196, 220, 248, 270, 284, 296 |
| |TE only: Retell, T16, T30, T82, T98, T101 |
|3. Ask and answer questions about information from a speaker, offering |SE/TE: What about you?, 7, 59, 111, 157, 209, 261; The Big Question, 3, 10, |
|appropriate elaboration and detail. |22, 36, 52, 55, 62, 76, 88, 104, 107, 114, 126, 138, 150, 153, 160, 176, 190,|
| |202, 205, 212, 226, 242, 254, 257, 264, 276, 290, 302 |
| |TE only: Oral Presentation, T17, T47, T71, T83, T121, T133, T145, T171, T185,|
| |T197, T221, T237, T297, T249, T271, T285, T297 |
|Presentation of Knowledge and Ideas |
|4. Report on a topic or text, tell a story, or recount an experience with |SE/TE: What about you?, 7, 59, 111, 157, 209, 261; Act out a play, 99; Make a|
|appropriate facts and relevant, descriptive details, speaking clearly at |skit about solving a problem, 83; Act It Out, 104; Conversation, 52; |
|an understandable pace. |Interview, 302; Talk About, 31, 47, 185, 237; Retelling, 16, 30, 70, 82, 98, |
| |248 |
| |TE only: Retell, T16, T30, T82, T98, T101; Oral Presentation, T17, T47, T71, |
| |T83, T121, T133, T145, T171, T185, T197, T221, T237, T297, T249, T271, T285, |
| |T297 |
|5. Create engaging audio recordings of stories or poems that demonstrate |Opportunities to address this objective may be found on the following pages: |
|fluid reading at an understandable pace; add visual displays when |SE/TE: Unit Wrap Up: Oral, 52, 104, 150, 202, 254, 302; Make a skit about |
|appropriate to emphasize or enhance certain facts or details. |solving a problem, 83; Act It Out, 104 |
| |TE only: Role Play, T149; Act Out, T129 |
|6. Speak in complete sentences when appropriate to task and situation in |SE/TE: What about you?, 7, 59, 111, 157, 209, 261; The Big Question, 3, 10, |
|order to provide requested detail or clarification. |22, 36, 52, 55, 62, 76, 88, 104, 107, 114, 126, 138, 150, 153, 160, 176, 190,|
| |202, 205, 212, 226, 242, 254, 257, 264, 276, 290, 302; Biography Lesson, 254;|
| |Talk About, 31, 47, 185, 237 |
| |TE only: Oral Presentation, T17, T47, T71, T83, T121, T133, T145, T171, T185,|
| |T197, T221, T237, T297, T249, T271, T285, T297 |
|Language Standards |
|Conventions of Standard English |
|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, and |SE/TE: Grammar, 18, 32, 48, 72, 84, 100, 122, 134, 146, 172, 186, 198, 222, |
|adverbs in general and their functions in particular sentences. |238, 250, 272, 286, 298 |
|1b. Form and use regular and irregular plural nouns. |SE/TE: Grammar: common nouns, 18; plural nouns, 48 |
|1c. Use abstract nouns (e.g., childhood). |SE/TE: For related material see: Grammar: Nouns, 18, 48 |
|1d. Form and use regular and irregular verbs. |SE/TE: Grammar: Verbs, 72, 84, 100, 222, 238, 250 |
|1e. Form and use the simple (e.g., I walked; I walk; I will walk) verb |SE/TE: Grammar: Verbs, 72, 84, 100, 222, 238, 250 |
|tenses. | |
|1f. Ensure subject-verb and pronoun-antecedent agreement.* |SE/TE: Grammar: Subject–Verb Agreement, 122; also see: Pronouns, 172; Verbs, |
| |72, 84, 100, 222, 238, 250 |
|1g. Form and use comparative and superlative adjectives and adverbs, and |SE/TE: Grammar: Adjectives and articles, 198 |
|choose between them depending on what is to be modified. | |
|1h. Use coordinating and subordinating conjunctions. |SE/TE: Conjunctions, 317 |
|1i. Produce simple, compound, and complex sentences. |SE/TE: For related material see: Types of Sentences, 134; Sentences, 318; |
| |Directive Sentences, 286; The Writing Process: Edit/Proofread, 323–324 |
|2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
|2a. Capitalize appropriate words in titles. |SE/TE: Capitalization, 33, 320 |
| |TE only: Capitalization, T47, T145, T191 |
|2b. Use commas in addresses. |SE/TE: Commas, 272; Punctuation, 319–320 |
|2c. Use commas and quotation marks in dialogue. |SE/TE: Direct Quotation, 298; Commas, 272; Punctuation, 319–320 |
|2d. Form and use possessives. |SE/TE: Possessives, 186; Punctuation, 319–320 |
|2e. Use conventional spelling for high-frequency and other studied words |SE/TE: Spelling Tips, 19, 33, 49, 73, 85, 101, 123, 135, 147, 173, 187, 199, |
|and for adding suffixes to base words (e.g., sitting, smiled, cries, |223, 239, 251, 273, 287, 299; also see: Vocabulary: Words in context, 8–9, |
|happiness). |20–21, 34–35, 60–61, 74–75, 86–87, 112–113, 124–125, 136–137, 158–159, |
| |174–175, 188–189, 210–211, 224–225, 240–241, 262–263, 274–275, 288–289 |
|2f. Use spelling patterns and generalizations (e.g., word families, |SE/TE: Spelling Tips, 19, 33, 49, 73, 85, 101, 123, 135, 147, 173, 187, 199, |
|position-based spellings, syllable patterns, ending rules, meaningful word|223, 239, 251, 273, 287, 299; Phonics, 14, 28, 68, 80, 118, 130, 182, 194, |
|parts) in writing words. |234, 268 |
|2g. Consult reference materials, including beginning dictionaries, as |SE/TE: How to use a dictionary and thesaurus, 308; Spelling Tips, 19, 33, 49,|
|needed to check and correct spellings. |73, 85, 101, 123, 135, 147, 173, 187, 199, 223, 239, 251, 273, 287, 299 |
|Knowledge of Language |
|3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
|3a. Choose words and phrases for effect.* |SE/TE: Talk About, 31, 47, 185, 237; Act out a play, 99; Make a skit about |
| |solving a problem, 83; Writing, 19, 33, 49, 73, 85, 101, 123, 147,173, 187, |
| |199, 223, 239, 251, 273, 287, 299 |
| |TE only: Oral Presentation, T17, T47, T71, T83, T121, T133, T145, T171, T185,|
| |T197, T221, T237, T297, T249, T271, T285, T297 |
|3b. Recognize and observe differences between the conventions of spoken |SE/TE: Writing, 19, 33, 49, 73, 85, 101, 123, 147,173, 187, 199, 223, 239, |
|and written standard English. |251, 273, 287, 299; Conversation, 52; Interview, 302; Talk About, 31, 47, |
| |185, 237; Act out a play, 99; Make a skit about solving a problem, 83; Act It|
| |Out, 104 |
| |TE only: Oral Presentation, T17, T47, T71, T83, T121, T133, T145, T171, T185,|
| |T197, T221, T237, T297, T249, T271, T285, T297 |
|Vocabulary Acquisition and Use |
|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. |
|4a. Use sentence-level context as a clue to the meaning of a word or |SE/TE: Vocabulary: Words in context, 8–9, 20–21, 34–35, 60–61, 74–75, 86–87, |
|phrase. |112–113, 124–125, 136–137, 158–159, 174–175, 188–189, 210–211, 224–225, |
| |240–241, 262–263, 274–275, 288–289 |
|4b. Determine the meaning of the new word formed when a known affix is |SE/TE: Word analysis: prefixes and suffixes, 96 |
|added to a known word (e.g., agreeable/disagreeable, |TE only: Suffixes, T89 |
|comfortable/uncomfortable, care/careless, heat/preheat). | |
|4c. Use a known root word as a clue to the meaning of an unknown word with|Opportunities to address this objective may be found on the following pages: |
|the same root (e.g., company, companion). |SE/TE: Word analysis: prefixes and suffixes, 96; ending –ed, 168 |
| |TE only: Suffixes, T89 |
|4d. Use glossaries or beginning dictionaries, both print and digital, to |SE/TE: How to use a dictionary and thesaurus, 308 |
|determine or clarify the precise meaning of key words and phrases. |TE only: Dictionary, T8, T15, T20, T34, T45, T60, T74, T112, T136, T143, |
| |T188, T210, T219, T235, T283, T288, T295 |
|5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. |
|5a. Distinguish the literal and nonliteral meanings of words and phrases |SE/TE: Word Analysis: multiple meaning words, 246; Vocabulary: Words in |
|in context (e.g., take steps). |context, 8–9, 20–21, 34–35, 60–61, 74–75, 86–87, 112–113, 124–125, 136–137, |
| |158–159, 174–175, 188–189, 210–211, 224–225, 240–241, 262–263, 274–275, |
| |288–289 |
|5b. Identify real-life connections between words and their use (e.g., |SE/TE: Vocabulary: Words in context, 8–9, 20–21, 34–35, 60–61, 74–75, 86–87, |
|describe people who are friendly or helpful). |112–113, 124–125, 136–137, 158–159, 174–175, 188–189, 210–211, 224–225, |
| |240–241, 262–263, 274–275, 288–289 |
|5c. Distinguish shades of meaning among related words that describe states|SE/TE: Word analysis: ending –ed, 168; also see: Vocabulary: Words in |
|of mind or degrees of certainty (e.g., knew, believed, suspected, heard, |context, 8–9, 20–21, 34–35, 60–61, 74–75, 86–87, 112–113, 124–125, 136–137, |
|wondered). |158–159, 174–175, 188–189, 210–211, 224–225, 240–241, 262–263, 274–275, |
| |288–289 |
|6. Acquire and use accurately grade-appropriate conversational, general |SE/TE: Vocabulary: Words in context, 8–9, 20–21, 34–35, 60–61, 74–75, 86–87, |
|academic, and domain-specific words and phrases, including those that |112–113, 124–125, 136–137, 158–159, 174–175, 188–189, 210–211, 224–225, |
|signal spatial and temporal relationships (e.g., After dinner that night |240–241, 262–263, 274–275, 288–289 |
|we went looking for them). | |
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