Standard | Ancient Engineer: Roman Roads | Assembly Lines | Backpack Product Design | Composer: Drums | Data Analyst | Design Architect | Floral Designer | Ice Cream Company Co-Owner | Leader: Historical Settlement | Market researcher: US Regions | Naturalist: Monarch Butterflies | Nature Center Educator: Animal Adaptations | Oklahoma Farm Bureau Leader: The Dust Bowl Of The 1930'S | Organic Farming | Shapes In Park Design | Skateboard Park Advocate | The Dust Bowl and Human Migration | Toy Designer | Toy Marketer | Video Game Designer | Standards |
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CCSS.ELA-Literacy.RL.3 Reading Standards for Literature | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RL.3 Reading Standards for Literature |
Key Ideas and Details | | | | | | | | | | | | | | | | | | | | | Key Ideas and Details |
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to...CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to...CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Read More..) |
CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables,...CCSS.ELA-Literacy.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. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables,...CCSS.ELA-Literacy.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. (Read More..) |
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g.,...CCSS.ELA-Literacy.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. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g.,...CCSS.ELA-Literacy.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. (Read More..) |
Craft and Structure | | | | | | | | | | | | | | | | | | | | | Craft and Structure |
CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and...CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and...CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (Read More..) |
CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and...CCSS.ELA-Literacy.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. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and...CCSS.ELA-Literacy.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. (Read More..) |
CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view...CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view...CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. (Read More..) |
Integration of Knowledge and Ideas | | | | | | | | | | | | | | | | | | | | | Integration of Knowledge and Ideas |
CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a...CCSS.ELA-Literacy.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). (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a...CCSS.ELA-Literacy.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). (Read More..) |
CCSS.ELA-Literacy.RL.3.8 (Not applicable to literature) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RL.3.8 (Not applicable to literature) |
CCSS.ELA-Literacy.RL.3.9 Compare and contrast the themes,...CCSS.ELA-Literacy.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). (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RL.3.9 Compare and contrast the themes,...CCSS.ELA-Literacy.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). (Read More..) |
Range of Reading and Level of Text... Range of Reading and Level of Text Complexity (Read More..) | | | | | | | | | | | | | | | | | | | | | Range of Reading and Level of Text... Range of Reading and Level of Text Complexity (Read More..) |
CCSS.ELA-Literacy.RL.3.10 By the end of the year, read and...CCSS.ELA-Literacy.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. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RL.3.10 By the end of the year, read and...CCSS.ELA-Literacy.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. (Read More..) |
CCSS.ELA-Literacy.RI.3 Reading Standards for Informational Text | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RI.3 Reading Standards for Informational Text |
Key Ideas and Details | | | | | | | | | | | | | | | | | | | | | Key Ideas and Details |
CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to...CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to...CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Read More..) |
CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text;...CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text;...CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (Read More..) |
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a...CCSS.ELA-Literacy.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. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a...CCSS.ELA-Literacy.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. (Read More..) |
Craft and Structure | | | | | | | | | | | | | | | | | | | | | Craft and Structure |
CCSS.ELA-Literacy.RI.3.4 Determine the meaning of general...CCSS.ELA-Literacy.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. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RI.3.4 Determine the meaning of general...CCSS.ELA-Literacy.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. (Read More..) |
CCSS.ELA-Literacy.RI.3.5 Use text features and search tools...CCSS.ELA-Literacy.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RI.3.5 Use text features and search tools...CCSS.ELA-Literacy.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (Read More..) |
CCSS.ELA-Literacy.RI.3.6 Distinguish their own point of view...CCSS.ELA-Literacy.RI.3.6 Distinguish their own point of view from that of the author of a text. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RI.3.6 Distinguish their own point of view...CCSS.ELA-Literacy.RI.3.6 Distinguish their own point of view from that of the author of a text. (Read More..) |
Integration of Knowledge and Ideas | | | | | | | | | | | | | | | | | | | | | Integration of Knowledge and Ideas |
CCSS.ELA-Literacy.RI.3.7 Use information gained from...CCSS.ELA-Literacy.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). (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RI.3.7 Use information gained from...CCSS.ELA-Literacy.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). (Read More..) |
CCSS.ELA-Literacy.RI.3.8 Describe the logical connection...CCSS.ELA-Literacy.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). (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RI.3.8 Describe the logical connection...CCSS.ELA-Literacy.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). (Read More..) |
CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most...CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most...CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. (Read More..) |
Range of Reading and Level of Text... Range of Reading and Level of Text Complexity (Read More..) | | | | | | | | | | | | | | | | | | | | | Range of Reading and Level of Text... Range of Reading and Level of Text Complexity (Read More..) |
CCSS.ELA-Literacy.RI.3.10 By the end of the year, read and...CCSS.ELA-Literacy.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. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RI.3.10 By the end of the year, read and...CCSS.ELA-Literacy.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. (Read More..) |
CCSS.ELA-Literacy.RF.3 Reading Standards: Foundational Skills | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RF.3 Reading Standards: Foundational Skills |
Phonics and Word Recognition | | | | | | | | | | | | | | | | | | | | | Phonics and Word Recognition |
CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and...CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and...CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. (Read More..) |
Fluency | | | | | | | | | | | | | | | | | | | | | Fluency |
CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and...CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and...CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. (Read More..) |
CCSS.ELA-Literacy.W.3 Writing Standards | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.W.3 Writing Standards |
Text Types and Purposes | | | | | | | | | | | | | | | | | | | | | Text Types and Purposes |
CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or...CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or...CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (Read More..) |
CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to...CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to...CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (Read More..) |
CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or...CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or...CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (Read More..) |
Production and Distribution of Writing | | | | | | | | | | | | | | | | | | | | | Production and Distribution of Writing |
CCSS.ELA-Literacy.W.3.4 With guidance and support from adults,...CCSS.ELA-Literacy.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.) (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.W.3.4 With guidance and support from adults,...CCSS.ELA-Literacy.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.) (Read More..) |
CCSS.ELA-Literacy.W.3.5 With guidance and support from peers...CCSS.ELA-Literacy.W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.W.3.5 With guidance and support from peers...CCSS.ELA-Literacy.W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Read More..) |
CCSS.ELA-Literacy.W.3.6 With guidance and support from adults,...CCSS.ELA-Literacy.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. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.W.3.6 With guidance and support from adults,...CCSS.ELA-Literacy.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. (Read More..) |
Research to Build and Present Knowledge | | | | | | | | | | | | | | | | | | | | | Research to Build and Present Knowledge |
CCSS.ELA-Literacy.W.3.7 Conduct short research projects that...CCSS.ELA-Literacy.W.3.7 Conduct short research projects that build knowledge about a topic. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.W.3.7 Conduct short research projects that...CCSS.ELA-Literacy.W.3.7 Conduct short research projects that build knowledge about a topic. (Read More..) |
CCSS.ELA-Literacy.W.3.8 Recall information from experiences or...CCSS.ELA-Literacy.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. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.W.3.8 Recall information from experiences or...CCSS.ELA-Literacy.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. (Read More..) |
CCSS.ELA-Literacy.W.3.9 (Begins in grade 4) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.W.3.9 (Begins in grade 4) |
Range of Writing | | | | | | | | | | | | | | | | | | | | | Range of Writing |
CCSS.ELA-Literacy.W.3.10 Write routinely over extended time...CCSS.ELA-Literacy.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. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.W.3.10 Write routinely over extended time...CCSS.ELA-Literacy.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. (Read More..) |
CCSS.ELA-Literacy.SL.3 Speaking and Listening Standards | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.SL.3 Speaking and Listening Standards |
Comprehension and Collaboration | | | | | | | | | | | | | | | | | | | | | Comprehension and Collaboration |
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of...CCSS.ELA-Literacy.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. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of...CCSS.ELA-Literacy.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. (Read More..) |
CCSS.ELA-Literacy.SL.3.2 Determine the main ideas and...CCSS.ELA-Literacy.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. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.SL.3.2 Determine the main ideas and...CCSS.ELA-Literacy.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. (Read More..) |
CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about...CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about...CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (Read More..) |
Presentation of Knowledge and Ideas | | | | | | | | | | | | | | | | | | | | | Presentation of Knowledge and Ideas |
CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a...CCSS.ELA-Literacy.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. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a...CCSS.ELA-Literacy.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. (Read More..) |
CCSS.ELA-Literacy.SL.3.5 Create engaging audio recordings of...CCSS.ELA-Literacy.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. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.SL.3.5 Create engaging audio recordings of...CCSS.ELA-Literacy.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. (Read More..) |
CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when...CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when...CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (Read More..) |
CCSS.ELA-Literacy.L.3 Language Standards | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.L.3 Language Standards |
Conventions of Standard English | | | | | | | | | | | | | | | | | | | | | Conventions of Standard English |
CCSS.ELA-Literacy.L.3.1 Demonstrate command of the conventions...CCSS.ELA-Literacy.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.L.3.1 Demonstrate command of the conventions...CCSS.ELA-Literacy.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Read More..) |
CCSS.ELA-Literacy.L.3.2 Demonstrate command of the conventions...CCSS.ELA-Literacy.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.L.3.2 Demonstrate command of the conventions...CCSS.ELA-Literacy.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (Read More..) |
Knowledge of Language | | | | | | | | | | | | | | | | | | | | | Knowledge of Language |
CCSS.ELA-Literacy.L.3.3 Use knowledge of language and its...CCSS.ELA-Literacy.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.L.3.3 Use knowledge of language and its...CCSS.ELA-Literacy.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Read More..) |
Vocabulary Acquisition and Use | | | | | | | | | | | | | | | | | | | | | Vocabulary Acquisition and Use |
CCSS.ELA-Literacy.L.3.4 Determine or clarify the meaning of...CCSS.ELA-Literacy.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. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.L.3.4 Determine or clarify the meaning of...CCSS.ELA-Literacy.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. (Read More..) |
CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of word...CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings. (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of word...CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings. (Read More..) |
CCSS.ELA-Literacy.L.3.6 Acquire and use accurately...CCSS.ELA-Literacy.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). (Read More..) | | | | | | | | | | | | | | | | | | | | | CCSS.ELA-Literacy.L.3.6 Acquire and use accurately...CCSS.ELA-Literacy.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). (Read More..) |