Web view– 3rd: Grade: Rubric : ... Use spelling patterns and generalizations (e.g., word families, ... of spelling for grade-level high-frequency words *

2012-2013 Quarter 1 – 3rd Grade Rubric English Language Arts

Rubric Key: - Standards introduced and assessed - Standards maintained and assessed as neededREADING FOUNDATION

Phonics and Word RecognitionStandard 4 3 2 1 Notes

ELACC3RF3: Know and apply grade level phonics and word analysis skills in decoding words.a. Identify and know the meaning of the most common prefixes and derivational suffixes.c. Decode multi-syllable wordsd. Read grade-appropriate irregularly spelled words

ALL OF THE TIME:*Identify and infer meaning from common root words, * Identify and infer meaning form common prefixes (e.g., un-, re-, dis-, in-), * Identify and know the meaning of derivational suffixes * Infer word meaning from taught roots, prefixes, and suffixes

MOST OF THE TIME:*Identify and infer meaning from common root words, * Identify and infer meaning form common prefixes (e.g., un-, re-, dis-, in-), * Identify and know the meaning of derivational suffixes * Infer word meaning from taught roots, prefixes, and suffixes

SOME OF THE TIME:*Identify and infer meaning from common root words, * Identify and infer meaning form common prefixes (e.g., un-, re-, dis-, in-), * Identify and know the meaning of derivational suffixes * Infer word meaning from taught roots, prefixes, and suffixes

LIMITED KNOWLEDGE of the following skills: *Identify and infer meaning from common root words, * Identify and infer meaning form common prefixes (e.g., un-, re-, dis-, in-), * Identify and know the meaning of derivational suffixes * Infer word meaning from taught roots, prefixes, and suffixes

Prefixes: un, re, dis, in

3 rd Grade Dolch Words about, better, bring, carry, clean, cut, done, draw, drink, eight, fall, far, full, got, grow, hold, hot, hurt, if, keep, kind, laugh, light, long, much, myself, never, only, own, pick, seven, shall, show, six, small, start, ten, today, together, try, warm

FluencyELACC3RF4: Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understandingb. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on

Reads fluently 90 or above wpm (Cold read only)Level NALL OF THE TIME:*Apply knowledge of letter-sound

Reads fluently 80-89 wpm(Cold read only)Level NMOST OF THE TIME:*Apply knowledge of letter-sound

Reads fluently70-79 wpm(Cold Read only)Level NSOME OF THE TIME:*Apply knowledge of letter-sound

Reads fluently69 or below wpm(Cold Read Only)Level NLIMITED KNOWLEDGE of the following skills:*Apply knowledge of

F&P = NLexile= 450-790A-Z = NRigby = 23

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

correspondence and spelling patterns to decode and read multisyllabic words * Recognize, read, and write words containing regular plurals, irregular plurals, and possessives * Read and spell words containing r-controlled vowels and silent letters * Read and spell words containing irregular vowel patterns



letter-sound correspondence and spelling patterns to decode and read multisyllabic words * Recognize, read, and write words containing regular plurals, irregular plurals, and possessives * Read and spell words containing r-controlled vowels and silent letters * Read and spell words containing irregular vowel patterns

READING LITERATUREKey Ideas and Details

Standard 4 3 2 1 NotesELACC3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

ALL OF THE TIME:*generate questions before, during, and after reading*refer explicitly to the text being read to answer questions*Ask and answer questions about essential narrative elements in a story*Use background knowledge and information from text when answering questions

MOST OF THE TIME:*generate questions before, during, and after reading*refer explicitly to the text being read to answer questions*Ask and answer questions about essential narrative elements in a story*Use background knowledge and information from text when answering questions

SOME OF THE TIME:*generate questions before, during, and after reading*refer explicitly to the text being read to answer questions*Ask and answer questions about essential narrative elements in a story*Use background knowledge and information from text when answering questions

LIMITED KNOWLEDGE of the following skills: *generate questions before, during, and after reading*refer explicitly to the text being read to answer questions*Ask and answer questions about essential narrative elements in a story*Use background knowledge and information from text when answering


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*Make and revise predictions while reading*Include evidence from reading within writing



questions*Make and revise predictions while reading*Include evidence from reading within writing

ELACC3RL2: 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.

ALL OF THE TIME:* Retell major points from literary text * Identify the main idea and supporting details of a story * Explain the similarities and differences between fables, folktales, and myths * Identify themes, lessons, and morals in folktales, tall tales, fables, and myths

MOST OF THE TIME:* Retell major points from literary text * Identify the main idea and supporting details of a story * Explain the similarities and differences between fables, folktales, and myths * Identify themes, lessons, and morals in folktales, tall tales, fables, and myths

SOME OF THE TIME: * Retell major points from literary text * Identify the main idea and supporting details of a story * Explain the similarities and differences between fables, folktales, and myths * Identify themes, lessons, and morals in folktales, tall tales, fables, and myths

LIMITED KNOWLEDGE of the following skills:* Retell major points from literary text * Identify the main idea and supporting details of a story * Explain the similarities and differences between fables, folktales, and myths * Identify themes, lessons, and morals in folktales, tall tales, fables, and myths

ELACC3RL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

ALL OF THE TIME:*Read attentively for understanding*Make judgments and inferences about characters in a story*Identify character traits, motivations, and feelings*Explain how character actions contribute to the sequence of events in a story

MOST OF THE TIME:*Read attentively for understanding*Make judgment and inferences about characters in a story*Identify character traits, motivations, and feelings*Explain how character actions contribute to the sequence of events in a story

SOME OF THE TIME: *Read attentively for understanding*Make judgment and inferences about characters in a story*Identify character traits, motivations, and feelings*Explain how character actions contribute to the sequence of events in a story

LIMITED KNOWLEDGE of the following skills:*Read attentively for understanding*Make judgment and inferences about characters in a story*Identify character traits, motivations, and feelings*Explain how character actions contribute to the sequence of events


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*Use graphic organizers to illustrate character traits



in a story*Use graphic organizers to illustrate character traits

Craft and StructureELACC3RL4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

ALL OF THE TIME:*Determine the meaning of unknown words on the basis of context

MOST OF THE TIME:*Determine the meaning of unknown words on the basis of context

SOME OF THE TIME: *Determine the meaning of unknown words on the basis of context

LIMITED KNOWLEDGE of the following skills: *Determine the meaning of unknown words on the basis of context


ELACC3RL5: 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

ALL OF THE TIME:*Identify the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry) * Refer to parts of stories, dramas, and poems when writing or speaking about a text

MOST OF THE TIME: *Identify the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry) * Refer to parts of stories, dramas, and poems when writing or speaking about a text

SOME OF THE TIME:*Identify the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry) * Refer to parts of stories, dramas, and poems when writing or speaking about a text

LIMITED KNOWLEDGE of the following skills:*Identify the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry) * Refer to parts of stories, dramas, and poems when writing or speaking about a text

Fiction/nonfiction

ELACC3RL6: Distinguish their own point of view from thatof the narrator or those ofthe characters.

ALL OF THE TIME:*Identify point of view in a story * Formulate and defend an opinion about a text * Establish a point of view that is different from that of the narrator or characters in a story

MOST OF THE TIME:*Identify point of view in a story * Formulate and defend an opinion about a text * Establish a point of view that is different from that of the narrator or characters in a story

SOME OF THE TIME:*Identify point of view in a story * Formulate and defend an opinion about a text * Establish a point of view that is different from that of the narrator or characters in a story

LIMITED KNOWLEDGE of the following skills:*Identify point of view in a story * Formulate and defend an opinion about a text * Establish a point of view that is different from that of the narrator or characters in

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a storyIntegration of Knowledge and Ideas

ELACC3RL7: 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.

ALL OF THE TIME:*Interpret information from text illustrations*Explain how illustrations in a text help to understand the words in a story*Make predictions about a text based on the illustrations

MOST OF THE TIME:*Interpret in formation from text illustrations*Explain how illustrations in a text help to understand the words in a story*Make predictions about a text based on the illustrations

SOME OF THE TIME:*Interpret information from text illustrations*Explain how illustrations in a text help to understand the words in a story*Make predictions about a text based on the illustrations

LIMITED KNOWLEDGE of the following skills:*Interpret information from text illustrations*Explain how illustrations in a text help to understand the words in a story*Make predictions about a text based on the illustrations

ELACC3RL8 (Not applicable to literature)ELACC3RL9: 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).

ALL OF THE TIME:*Recognize theme, plot, and setting within text*Compare and contrast these elements between texts written by the same author about the same or similar characters*Use graphic organizers to compare and contrast two stories

MOST OF THE TIME: *Recognize theme, plot, and setting within text*Compare and contrast these elements between texts written by the same author about the same or similar characters*Use graphic organizers to compare and contrast two stories

SOME OF THE TIME:*Recognize theme, plot, and setting within text*Compare and contrast these elements between texts written by the same author about the same or similar characters*Use graphic organizers to compare and contrast two stories

LIMITED KNOWLEDGE of the following skills: *Recognize theme, plot, and setting within text*Compare and contrast these elements between texts written by the same author about the same or similar characters*Use graphic organizers to compare and contrast two stories

Range of Reading and Text ComplexityELACC3RL10: By the end of the year, read and comprehend literature, stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. (This standard is taught and assessed throughout Reading Literature standards ELACC3RL1 to ELACC3RL9).

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READING INFORMATIONALKey Ideas and Details

Standard 4 3 2 1 NotesELACC3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

ALL OF THE TIME:*Read attentively for understanding * Use textual evidence to support what the text says explicitly *Make predictions from text content * Generate questions to improve comprehension * Identify and infer cause-and-effect relationships and draw conclusions

MOST OF THE TIME:*Read attentively for understanding * Use textual evidence to support what the text says explicitly *Make predictions from text content * Generate questions to improve comprehension * Identify and infer cause-and-effect relationships and draw conclusions

SOME OF THE TIME:*Read attentively for understanding * Use textual evidence to support what the text says explicitly *Make predictions from text content * Generate questions to improve comprehension * Identify and infer cause-and-effect relationships and draw conclusions

LIMITED KNOWLEDGE of the following skills: *Read attentively for understanding * Use textual evidence to support what the text says explicitly *Make predictions from text content * Generate questions to improve comprehension * Identify and infer cause-and-effect relationships and draw conclusions


ELACC3RI2:Determine the main idea of a text; recount the key details and explain how they support the main idea

ALL OF THE TIME:*Read attentively for understanding * Make inferences about the information read * Identify main ideas, supporting ideas, and supporting details

MOST OF THE TIME:*Read attentively for understanding * Make inferences about the information read * Identify main ideas, supporting ideas, and supporting details

SOME OF THE TIME: *Read attentively for understanding * Make inferences about the information read * Identify main ideas, supporting ideas, and supporting details

LIMITED KNOWLEDGE of the following skills:*Read attentively for understanding * Make inferences about the information read * Identify main ideas, supporting ideas, and supporting details


ELACC3RI3:Describe the relationship between a series of historical events, scientific

ALL OF THE TIME:*Read attentively for understanding * Identify and use

MOST OF THE TIME: *Read attentively for understanding * Identify and use

SOME OF THE TIME: *Read attentively for understanding * Identify and use

LIMITED KNOWLEDGE of the following skills: *Read attentively for understanding

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ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, and sequence.

knowledge of common organizational structures (e.g., chronological order) * Remember to activate and explore your background knowledge when engaging in a new text; proactively make connections * Notice words that indicate sequence or time, words like “next,” “then,” “after,” and use them effectively in your writing

knowledge of common organizational structures (e.g., chronological order,) * Remember to activate and explore your background knowledge when engaging in a new text; proactively make connections * Notice words that indicate sequence or time, words like “next,” “then,” “after,” and use them effectively in your writing

knowledge of common organizational structures (e.g., chronological order,) * Remember to activate and explore your background knowledge when engaging in a new text; proactively make connections * Notice words that indicate sequence or time, words like “next,” “then,” “after,” and use them effectively in your writing

* Identify and use knowledge of common organizational structures (e.g., chronological order,) * Remember to activate and explore your background knowledge when engaging in a new text; proactively make connections * Notice words that indicate sequence or time, words like “next,” “then,” “after,” and use them effectively in your writing

Craft and StructureELACC3RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

ALL OF THE TIME:*Read attentively for understanding * Read informational texts and incorporate new words into oral and written language * Determine the meaning of unknown words on the basis of context * Read a variety of texts and incorporates new words into oral and

MOST OF THE TIME:*Read attentively for understanding * Read informational texts and incorporate new words into oral and written language * Determine the meaning of unknown words on the basis of context * Read a variety of texts and incorporates new words into oral and

SOME OF THE TIME: *Read attentively for understanding * Read informational texts and incorporate new words into oral and written language * Determine the meaning of unknown words on the basis of context * Read a variety of texts and incorporates new words into oral and

LIMITED KNOWLEDGE of the following skills: *Read attentively for understanding * Read informational texts and incorporate new words into oral and written language * Determine the meaning of unknown words on the basis of context * Read a variety of texts and incorporates new

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written language * Apply learned strategies to determine the meaning of unknown words( context clues, reference materials, word families, etc) * Know the difference between general academic and domain-specific words and phrases * Record new words learned into a notebook for future use when writing and speaking

written language * Apply learned strategies to determine the meaning of unknown words( context clues, reference materials, word families, etc) * Know the difference between general academic and domain-specific words and phrases*Record new words learned into a notebook for future use when writing and speaking

written language * Apply learned strategies to determine the meaning of unknown words( context clues, reference materials, word families, etc) * Know the difference between general academic and domain-specific words and phrases * Record new words learned into a notebook for future use when writing and speaking

words into oral and written language * Apply learned strategies to determine the meaning of unknown words( context clues, reference materials, word families, etc) * Know the difference between general academic and domain-specific words and phrases * Record new words learned into a notebook for future use when writing and speaking

ELACC3RI6: Distinguish their own point of view from that of the author of a text.

ALL OF THE TIME:*Read attentively for understanding * Understand and apply knowledge of point of view

MOST OF THE TIME: *Read attentively for understanding * Understand and apply knowledge of point of view

SOME OF THE TIME: *Read attentively for understanding * Understand and apply knowledge of point of view

LIMITED KNOWLEDGE of the following skills:*Read attentively for understanding * Understand and apply knowledge of point of view

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Integration of Knowledge and IdeasELACC3RI7: 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).

ALL OF THE TIME:*Read attentively for understanding * Interpret information from illustrations, diagrams, charts, graphs, graphic organizers, maps and photographs * Explain how illustrations and the text work together in helping to understand a text

MOST OF THE TIME:*Read attentively for understanding * Interpret information from illustrations, diagrams, charts, graphs, graphic organizers, maps and photographs * Explain how illustrations and the text work together in helping to understand a text

SOME OF THE TIME:*Read attentively for understanding * Interpret information from illustrations, diagrams, charts, graphs, graphic organizers, maps and photographs * Explain how illustrations and the text work together in helping to understand a text

LIMITED KNOWLEDGE of the following skills:*Read attentively for understanding * Interpret information from illustrations, diagrams, charts, graphs, graphic organizers, maps and photographs * Explain how illustrations and the text work together in helping to understand a text

ELACC3RI8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., first/second/third in a sequence).

ALL OF THE TIME:*Read attentively for understanding * Use organizational patterns for conveying information (e.g., chronological order, questions and answers)

MOST OF THE TIME:*Read attentively for understanding * Use organizational patterns for conveying information (e.g., chronological order, questions and answers)

SOME OF THE TIME:*Read attentively for understanding * Use organizational patterns for conveying information (e.g., chronological order, questions and answers)

LIMITED KNOWLEDGE of the following skills:*Read attentively for understanding * Use organizational patterns for conveying information (e.g., chronological order, questions and answers)

Range of Reading and Text ComplexityELACC3RI10: 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. (This standard is taught and assessed throughout Reading Informational standards ELACC3RI1 to ELACC3RI9.)

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WRITINGText Types and Purposes

Standard 4 3 2 1 NotesELACC3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section.

ALL OF THE TIME:*Use all the steps of the writing process * Capture a reader’s interest by stating a clear position/opinion and developing a point of view * Write a persuasive piece that states a clear position *Select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length * Use organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers) * Begin to include relevant examples, facts, anecdotes, and details appropriate to the audience

MOST OF THE TIME:*Use all the steps of the writing process * Capture a reader’s interest by stating a clear position/opinion and developing a point of view * Write a persuasive piece that states a clear position *Select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length * Use organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers) * Begin to include relevant examples, facts, anecdotes, and details appropriate to the audience

SOME OF THE TIME:*Use all the steps of the writing process * Capture a reader’s interest by stating a clear position/opinion and developing a point of view * Write a persuasive piece that states a clear position *Select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length * Use organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers) * Begin to include relevant examples, facts, anecdotes, and details appropriate to the audience

LIMITED KNOWLEDGE of the following skills:*Use all the steps of the writing process * Capture a reader’s interest by stating a clear position/opinion and developing a point of view * Write a persuasive piece that states a clear position *Select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length * Use organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers) * Begin to include relevant examples, facts, anecdotes, and details appropriate to

*Narrative*Persuasive*Response to Literature

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* Add supportive details throughout the paper that may include relevant examples, facts, and anecdotes * Use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering) * Provide a sense of closure



the audience * Add supportive details throughout the paper that may include relevant examples, facts, and anecdotes * Use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering) * Provide a sense of closure

ELACC3W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. d. Provide a sense of closure.

ALL OF THE TIME:*Use all the steps of the writing process * Write fantasy/imaginary stories * Capture a reader’s interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of view *Sustain a focus * Include the appropriate purpose,

MOST OF THE TIME:*Use all the steps of the writing process * Write fantasy/imaginary stories * Capture a reader’s interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of view *Sustain a focus * Include the appropriate purpose,

SOME OF THE TIME:*Use all the steps of the writing process * Write fantasy/imaginary stories * Capture a reader’s interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of view *Sustain a focus * Include the appropriate purpose,

LIMITED KNOWLEDGE of the following skills:*Use all the steps of the writing process * Write fantasy/imaginary stories * Capture a reader’s interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of view *Sustain a focus * Include the

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expectations, and length for the audience and genre *Use appropriate organizational structures to ensure coherence (well developed beginning, middle, and end, and sequence of events) and strategies (transition words/phrases, time cue words, and sequence of events)



appropriate purpose, expectations, and length for the audience and genre *Use appropriate organizational structures to ensure coherence (well developed beginning, middle, and end, and sequence of events) and strategies (transition words/phrases, time cue words, and sequence of events)

Production and Distribution of WritingELACC3W4: 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.)

ALL OF THE TIME:*Begin to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length

MOST OF THE TIME:*Begin to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length

SOME OF THE TIME:*Begin to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length

LIMITED KNOWLEDGE of the following skills: *Begin to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length

ELACC3W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions

ALL OF THE TIME:*Plan and draft writing * Revise selected drafts to improve coherence and progression by adding, deleting,

MOST OF THE TIME:*Plan and draft writing * Revise selected drafts to improve coherence and progression by adding, deleting,

SOME OF THE TIME:*Plan and draft writing * Revise selected drafts to improve coherence and progression by adding, deleting,

LIMITED KNOWLEDGE of the following skills:*Plan and draft writing * Revise selected drafts to improve coherence and progression by

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should demonstrate command of Language Standards 1–3 up to and including grade 3.)

consolidating, and rearranging text * Edit to correct errors in spelling, punctuation, etc.



adding, deleting, consolidating, and rearranging text * Edit to correct errors in spelling, punctuation, etc.

LANGUAGEConventions of Standard English

Standard 4 3 2 1 NotesELACC3L1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood). d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses f. Ensure subject-verb and pronoun-antecedent agreement.

ALL OF THE TIME:*Identify and use nouns – abstract, common, collective, plural, and possessive. * Identify and define abstract nouns in text presented in a variety of formats * Distinguish between abstract and common nouns * Demonstrate how to use abstract nouns in oral and written language * Identify and use correct verb tense (past, present, and future) when speaking and writing *Correctly identify subject/verb agreement

MOST OF THE TIME:*Identify and use nouns – abstract, common, collective, plural, and possessive. * Identify and define abstract nouns in text presented in a variety of formats * Distinguish between abstract and common nouns * Demonstrate how to use abstract nouns in oral and written language * Identify and use correct verb tense (past, present, and future) when speaking and writing *Correctly identify subject/verb agreement

SOME OF THE TIME:*Identify and use nouns – abstract, common, collective, plural, and possessive. * Identify and define abstract nouns in text presented in a variety of formats * Distinguish between abstract and common nouns * Demonstrate how to use abstract nouns in oral and written language * Identify and use correct verb tense (past, present, and future) when speaking and writing *Correctly identify subject/verb agreement

LIMITED KNOWLEDGE of the following skills:*Identify and use nouns – abstract, common, collective, plural, and possessive. * Identify and define abstract nouns in text presented in a variety of formats * Distinguish between abstract and common nouns * Demonstrate how to use abstract nouns in oral and written language * Identify and use correct verb tense (past, present, and future) when speaking and writing *Correctly identify

Students will be expected to IDENTIFY and to EXPLAIN the function of nouns, pronouns, verbs, adjectives and adverbs.

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subject/verb agreement ELACC3L2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

ALL OF THE TIME:*Use appropriate capitalization for words in titles * Identify and use commas correctly in address * Correctly place commas and quotation marks in dialogue *Identify and use nouns (singular, plural) * Use common rules of spelling for grade-level high-frequency words * Use common rules of spelling when adding suffixes to base words * Use knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling

MOST OF THE TIME:*Use appropriate capitalization for words in titles * Identify and use commas correctly in address * Correctly place commas and quotation marks in dialogue *Identify and use nouns (singular, plural) * Use common rules of spelling for grade-level high-frequency words * Use common rules of spelling when adding suffixes to base words * Use knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling

SOME OF THE TIME:*Use appropriate capitalization for words in titles * Identify and use commas correctly in address * Correctly place commas and quotation marks in dialogue *Identify and use nouns (singular, plural) * Use common rules of spelling for grade-level high-frequency words * Use common rules of spelling when adding suffixes to base words * Use knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling

LIMITED KNOWLEDGE of the following skills:*Use appropriate capitalization for words in titles * Identify and use commas correctly in address * Correctly place commas and quotation marks in dialogue *Identify and use nouns (singular, plural) * Use common rules of spelling for grade-level high-frequency words * Use common rules of spelling when adding suffixes to base words * Use knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling

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Knowledge of LanguageELACC3L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect. b. Recognize and observe differences between the conventions of spoken and written Standard English.

ALL OF THE TIME:*Select words and phrases that will add effect (set the tone, compare/contrast) * Identify and use figurative language * Use words to communicate feelings or mood in writing * Demonstrate knowledge of and differences between the conventions of spoken and written language

MOST OF THE TIME:*Select words and phrases that will add effect (set the tone, compare/contrast) * Identify and use figurative language * Use words to communicate feelings or mood in writing * Demonstrate knowledge of and differences between the conventions of spoken and written language

SOME OF THE TIME:*Select words and phrases that will add effect (set the tone, compare/contrast) * Identify and use figurative language * Use words to communicate feelings or mood in writing * Demonstrate knowledge of and differences between the conventions of spoken and written language

LIMITED KNOWLEDGE of the following skills:*Select words and phrases that will add effect (set the tone, compare/contrast) * Identify and use figurative language * Use words to communicate feelings or mood in writing * Demonstrate knowledge of and differences between the conventions of spoken and written language

Vocabulary Acquisition and UseELACC3L4: 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.

a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortablecare/careless, heat/preheat).

ALL OF THE TIME:*When appropriate, determine the meaning of a word based on how it is used in an orally presented sentence. * Determine the meaning of unknown words on the basis of context. * Recognize and use words with multiple

MOST OF THE TIME:*When appropriate, determine the meaning of a word based on how it is used in an orally presented sentence. * Determine the meaning of unknown words on the basis of context. * Recognize and use words with multiple

SOME OF THE TIME:*When appropriate, determine the meaning of a word based on how it is used in an orally presented sentence. * Determine the meaning of unknown words on the basis of context. * Recognize and use words with multiple

LIMITED KNOWLEDGE of the following skills:*When appropriate, determine the meaning of a word based on how it is used in an orally presented sentence. * Determine the meaning of unknown words on the basis of context. * Recognize and use


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c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence *Use knowledge of known root words to determine the meaning of another word with the same root * Use print and digital reference materials to determine or clarify meaning of words and phrases



words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence *Use knowledge of known root words to determine the meaning of another word with the same root * Use print and digital reference materials to determine or clarify meaning of words and phrases

ELACC3L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

ALL OF THE TIME:*Make real-life connections between words and their use by accessing prior knowledge * Identify relationships between and among words, such as synonyms, antonyms, homophones

MOST OF THE TIME:*Make real-life connections between words and their use by accessing prior knowledge * Identify relationships between and among words, such as synonyms, antonyms, homophones

SOME OF THE TIME:*Make real-life connections between words and their use by accessing prior knowledge * Identify relationships between and among words, such as synonyms, antonyms, homophones

LIMITED KNOWLEDGE of the following skills:*Make real-life connections between words and their use by accessing prior knowledge * Identify relationships between and among words, such as synonyms, antonyms, homophones

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ELACC3L6: Acquire and use accurately grade-appropriate conversational, general academic and domain-specific vocabulary, including words and phrases that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

ALL OF THE TIME:*Consistently continue the acquisition of new vocabulary * Acquire foundational knowledge of roots, pre-fixes, suffixes, and other structural tools for decoding new vocabulary * Use sequential and temporal words and phrases in procedures such as process essays and scientific experiments * Examine author’s purpose in word choice and be aware of your own

MOST OF THE TIME:*Consistently continue the acquisition of new vocabulary * Acquire foundational knowledge of roots, pre-fixes, suffixes, and other structural tools for decoding new vocabulary * Use sequential and temporal words and phrases in procedures such as process essays and scientific experiments * Examine author’s purpose in word choice and be aware of your own

SOME OF THE TIME:*Consistently continue the acquisition of new vocabulary * Acquire foundational knowledge of roots, pre-fixes, suffixes, and other structural tools for decoding new vocabulary * Use sequential and temporal words and phrases in procedures such as process essays and scientific experiments * Examine author’s purpose in word choice and be aware of your own

LIMITED KNOWLEDGE of the following skills:*Consistently continue the acquisition of new vocabulary * Acquire foundational knowledge of roots, pre-fixes, suffixes, and other structural tools for decoding new vocabulary * Use sequential and temporal words and phrases in procedures such as process essays and scientific experiments * Examine author’s purpose in word choice and be aware of your own

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Speaking and ListeningComprehension and Collaboration

Standard 4 3 2 1 NotesELACC3SL1: 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. a. 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. b. 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 topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion.

ALL OF THE TIME:*Adapt oral language to fit the situation by following the rules of conversation with peers and adults *Identify and define roles for participants in discussions * Initiate new topics in addition to responding to adult-initiated topics * Give reasons in support of opinions expressed * Research topic to be discussed and give reasons in support of opinions expressed * Ask relevant questions * Respond appropriately to comments and questions * Review key ideas expressed during a discussion * Volunteer

MOST OF THE TIME:*Adapt oral language to fit the situation by following the rules of conversation with peers and adults *Identify and define roles for participants in discussions * Initiate new topics in addition to responding to adult-initiated topics * Give reasons in support of opinions expressed * Research topic to be discussed and give reasons in support of opinions expressed * Ask relevant questions * Respond appropriately to comments and questions * Review key ideas expressed during a discussion * Volunteer

SOME OF THE TIME:*Adapt oral language to fit the situation by following the rules of conversation with peers and adults *Identify and define roles for participants in discussions * Initiate new topics in addition to responding to adult-initiated topics * Give reasons in support of opinions expressed * Research topic to be discussed and give reasons in support of opinions expressed * Ask relevant questions * Respond appropriately to comments and questions* Review key ideas expressed during a discussion * Volunteer

LIMITED KNOWLEDGE of the following skills:*Adapt oral language to fit the situation by following the rules of conversation with peers and adults *Identify and define roles for participants in discussions * Initiate new topics in addition to responding to adult-initiated topics * Give reasons in support of opinions expressed * Research topic to be discussed and give reasons in support of opinions expressed * Ask relevant questions * Respond appropriately to comments and questions * Review key ideas expressed during a discussion

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contribution and respond when directly solicited by teacher or discussion lead



* Volunteer contribution and respond when directly solicited by teacher or discussion lead

ELACC3SL2: 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. ELACC3SL3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

ALL OF THE TIME:*Recalls, interprets, and summarizes information presented orally * Use oral language for different purposes: to inform, persuade, or entertain * Listen to and view a variety of media to acquire information * Ask relevant questions * Respond to questions with appropriate information

MOST OF THE TIME:*Recalls, interprets, and summarizes information presented orally * Use oral language for different purposes: to inform, persuade, or entertain * Listen to and view a variety of media to acquire information * Ask relevant questions * Respond to questions with appropriate information

SOME OF THE TIME:*Recalls, interprets, and summarizes information presented orally * Use oral language for different purposes: to inform, persuade, or entertain * Listen to and view a variety of media to acquire information * Ask relevant questions * Respond to questions with appropriate information

LIMITED KNOWLEDGE of the following skills:*Recalls, interprets, and summarizes information presented orally * Use oral language for different purposes: to inform, persuade, or entertain * Listen to and view a variety of media to acquire information * Ask relevant questions * Respond to questions with appropriate information

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Presentation of Knowledge and IdeasELACC3SL4: 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.

ALL OF THE TIME:* Tell a story by presenting facts and relevant details * Recount an experience with facts * Speak clearly using an understandable pace * Increase vocabulary to reflect a growing range of interest and knowledge *Produce complete sentences with correct subject/verb agreement

MOST OF THE TIME:* Tell a story by presenting facts and relevant details * Recount an experience with facts * Speak clearly using an understandable pace * Increase vocabulary to reflect a growing range of interest and knowledge *Produce complete sentences with correct subject/verb agreement

SOME OF THE TIME:* Tell a story by presenting facts and relevant details * Recount an experience with facts * Speak clearly using an understandable pace * Increase vocabulary to reflect a growing range of interest and knowledge *Produce complete sentences with correct subject/verb agreement

LIMITED KNOWLEDGE of the following skills:* Tell a story by presenting facts and relevant details * Recount an experience with facts * Speak clearly using an understandable pace * Increase vocabulary to reflect a growing range of interest and knowledge *Produce complete sentences with correct subject/verb agreement

ELACC3SL6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language Standards 1 and 3 for specific expectations.)

ALL OF THE TIME:*Speak and write in complete and coherent sentences

MOST OF THE TIME:*Speak and write in complete and coherent sentences

SOME OF THE TIME:*Speak and write in complete and coherent sentences

LIMITED KNOWLEDGE of the following skills:*Speak and write in complete and coherent sentences

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Documents

Web view– 3rd: Grade: Rubric : ... Use spelling patterns and generalizations (e.g., word families, ... of spelling for grade-level high-frequency words *