Grade Level 3 ­ Integrated Curriculum: Science/LA Theme 3: Structures of Life Number of weeks: 5 (April to May) Grade Level: 3 Content: __x__ Science and Technology: _x___ Nature of Science (3.1 and 3.2 should be embedded in all content – biology, physical, earth, environmental sciences) _____ Biological Sciences (3.3) _____ Physical Science, Chemistry and Physics (3.4) _____ Earth Sciences (3.5) _x___ Environment and Ecology (4.1‐4.5) __x4.1 Ecology ___4.2 Watersheds and Wetlands ___4.3 Natural Resources ___4.4 Agriculture and Society ___4.5 Humans and the Environment PDE Content Summative Assessment Common Core State Standards (Literacy) Science and Technology 3.1___x__Unifying Themes 3.2_____Inquiry and Design 3.3_____Biological Sciences 3.4_____Physical Science, Chemistry and Physics 3.5_____Earth Science Environment and Ecology _x_4.1 Ecology ___4.2 Watersheds and Wetlands ___4.3 Natural Resources ___4.4 Agriculture and Society ___4.5 Humans and the Environment Concept #1 End‐ of‐Module Assessment for Structures of Life‐Seed Properties (pg. 7 in the Assessment Section) Concept #2 Endangered and Extinct Animal Project Concept #3 End of Module Assessment located in the Assessment Section of the FOSS Kit Structures of Life pgs. 8‐16 Key Ideas and Details 1.__x__Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2.__x__Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3._x___Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4.__x__Interpret words and phrases as they are used in a text, including, determining technical, 1
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5.____Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6.____Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7._x___Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8.__x__Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9.____Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and level of Text Complexity 10.__x__Read and comprehend complex literary and informational texts independently and proficiently. 2
Grade Level 3 ­ Integrated Curriculum: Science/LA TEACHER PREPARATION PAGE Teacher Preparation To prepare for the teaching of each thematic unit, the following steps should be taken: 1.
Send home the parent letter included with this curriculum. It is a means of announcing each unit before it is introduced and keeping parents informed about what their children will be studying in school. 2.
Select a sufficient number of library books for a classroom Library Center. Because books and stories are the core of this curriculum, this is a crucial part of teacher preparation. Choose books that you can use for the read‐aloud portions of each unit as well as books for the children to read themselves during SSR/ Book Sharing. When doing SSR/ Book Sharing, begin with 5‐10 minutes in September and build up to 20‐30 minutes by the year’s end. 3.
Set up a Writing Center or area. This should be a place where the teacher can meet with an individual student or with a small group of students (no more than 6) to coach, edit, share and confer about writing. The children should also be able to use this area independently or interdependently. Writing materials, checklists, word‐picture charts, etc. should be neatly arranged 4.
Create a Theme Display Center. Label and display pictures and objects pertaining to the unit. Displays can be arranged on bulletin boards, walls, counters, and tables. 5.
Read through this theme to decide on your preferred order of presentation and to correlate materials needed for learning activities. Become familiar with the CCSS that are particular to this unit to ensure teaching toward those standards and students’ proficiency in meeting them. 6.
Help students to develop responsibility and to communicate at home what they’ve done in school. Encourage this responsibility by having students bring in items pertaining to the unit for classroom display and/or extended language activity. This activity can be a homework assignment. 3
Grade Level 3 ­ Integrated Curriculum – Science/LA PARENT LETTER Dear Parent, Our class is about to begin an instructional unit on _______________________________ . This unit will take several weeks. Your child will spend time in class talking, reading, writing, researching, and working on projects with other students related to this topic. Please encourage your student to share at home about what he/she is learning in class. Remind your child to complete home assignments and return them to school when due. This will ensure that your child and others can fully participate in their work connecting the home assignment with follow‐up activities in class. All WPCS curriculum is designed to build your child’s content knowledge and vocabulary and to foster inquiry and problem solving. Speaking and listening skills are emphasized throughout the curriculum. We align curriculum to the Common Core State Standards adopted by the Pennsylvania Department of Education, which endorses an integrated curriculum, text complexity and writing proficiency. Sincerely, _______________________ Grade 3 Teacher
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Grade Level 3 ­ Integrated Curriculum: Science/LA THEME CONCEPTS Theme 3: Structures of Life Concept #1: Understand that a seed has a variety of properties that develop in the plant part called a fruit, which has different kinds and number of seeds. Concept #2: Understand that a healthy ecosystem is necessary for all species to grow and reproduce; to purify the air; to filter harmful substances; to turn decayed matter into nutrients; to prevent erosion and flooding; and to moderate the climate. Concept #3: Understand that crayfish have structures and behaviors that are similar to other animals. We as humans also have the same basic needs: water, food, air and a place to live. LEARNING OBJECTIVES Structures of Life 1. Students will observe and compare properties of seeds and fruits by dissecting an assortment of fresh fruits. 2. Students will investigate the effect of water on seeds by using two kinds of sprouting devises. 3. Students will use scientific thinking processes to conduct investigations and build explanations about the life cycle of plants by observing, communicating, comparing, and organizing the materials in the FOSS Kit. 4. Students will be able to read, comprehend, and follow directions using informational/narrative text about the structures of life by using the Structures of Life FOSS materials, science websites, and other science related materials. 5. Students will ask and answer questions to demonstrate understanding of a text by referring explicitly to the text as the basis for the answers. 6. Students will use information gained from illustrations and the words in a text to demonstrate understanding of the text by comparing and contrasting monocot and dicot seeds located in Seeds are everywhere. 7. Students will conduct short research projects that build knowledge about endangered or extinct animals. 8. Students will be able to compile and organize information gathered from shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations) and recall information from experiences and write a report. 5
Grade Level 3 ­ Integrated Curriculum: Science/LA VOCABULARY for Structures of Life Vocabulary Word Abdomen Antennae Balance Behavior Bess beetle Bristles Carapace Cotyledon Crayfish Crustacean Dormant Elodea Embryo Environment Estimate Estivate Exoskeleton Extinct Flower Fruit Fossil Function Germination Growth Habitat Head Hydroponics Ice age Insect Leaf Life cycle Mite Mold Molting Nutrient Organism Definition One of the segments of an insect. The feelers on a crayfish. A tool for weighing objects. Things that animals do. A type of beetle with a tiny, gold‐colored fringe on its legs and on the edges of its body. It is commonly found in decaying logs from Texas to Florida and as far north as Canada. Also known as Betsy beetle, bessbug, patent leather beetle, and passalid. The short hairs on crayfish that help them sense things in their environment. The main body shell of crustaceans. The “seed leaf” that provides the germinated seed with food. A freshwater animal that has a hard shell and prominent pincers. A class of mostly aquatic animals with hard, flexible shells, jointed legs, and two pairs of antennae. When something is resting or inactive. A kind of aquatic plant that crayfish eat. The undeveloped plant within a seed. The surroundings of a plant or animal. To decide how much or how many without counting each object in the group. When a snail seals the opening of its shell to a flat surface during times of stress, such as lack of food or water. The hard outer covering of some animals that supports and protects them. No longer alive anywhere on Earth. A structure from which fruits and seeds develop. A structure of a plant in which seeds are found. A part of a plant or animal that lived long ago and has turned to rock. How a structure works or how an animal uses it. The beginning of development of a seed after a period of dormancy or rest. When an organism gets bigger and more complex. Where an organism naturally lives. One of the segments of an insect. Growing plants without soil in a water‐based nutrient solution. A time in the history of Earth when large sheets of ice covered much of the northern half of the planet. An organism that has six legs, three body parts (a head, thorax, an abdomen), and antennae. The flat (usually) green parts of the plant that grow from the stem or up from the roots. The sequence of changes undergone by an organism as it develops from its earliest stage to the same stage in the next generation. An organism that is often found riding along on a bess beetle. The slimy or cotton‐like growth that develops on moist material. The process by which crayfish shed the outer shells in order to grow. A material used by a living organism to help it grow and develop. Any living thing, including plants and animals. 6
Grade Level 3 ­ Integrated Curriculum: Science/LA Theme 3: Structures of Life (Seeds) Concept #1: Understand that a seed has a variety of properties. The seed develops in the plant part called a fruit Initiating Activity Essential Common Core Where do seeds come from? here are seeds found on plants?
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Questions State Standards Engage Phase: The teacher states the purpose of the lesson and expectations for learning. This is also a means of getting the students’ attention and focus; this phase provides an opportunity to activate learning, assess prior knowledge, have students share W 1b, 1c, 2, 3, their prior experiences about the topic, and identify 3c, 4, and 10 misconceptions. L 2e and 2a Teacher will pose the Essential Questions: Where do seeds come from? Where are seeds found on plants? ‐Draw a T‐Chart on chart paper and post it on the board. One side labeled fruit and the other side vegetable. Pass out pictures of common fruits and vegetables and ask the students to place (use sticky tape) them on the chart paper under the correct category. ‐Tell the students that no corrections will be made on the chart at this SL 1, 1b, 1c, 1d, time, however; during the lesson they will learn more about seeds. 3, 6 When they learn something new about a fruit or vegetable, they can Engage make changes to the chart if necessary. Read­Aloud/Readings: See Appendix C Teacher will connect all read aloud to Structures of Life/Seeds L 1, 1b, 1e, 2a, using reading, speaking, and listening, and the ability to infer and 2e, 3 predict from literacy event to content. Language Arts Connections: 
Writing Suggestions‐ students will write Quick Writes on sticky notes‐keep notes about topic; record what student wants to remember; journal writing‐students will respond to teacher’s questions; students will make predictions about the topic; use conventional spelling for high frequency words and other words; capitalize words in titles; make connections between the text, world and self in Science Journals; students will use linking words and phrases to connect opinion and reasons; write informative/explanatory texts to examine a topic and convey ideas and information clearly; write 7
narratives; and use temporal words and phrases to signal event order 
Speaking/Listening‐students will engage effectively in a range of collaborative discussions, follow agreed‐upon rules for discussions, share personal experience about topic, explain their own ideas and understanding in light of the discussion, ask and answer questions about information from a speaker, offering appropriate elaboration and detail 
Language‐ students will give details when engaged in discussions, speak in complete sentences throughout the discussion, demonstrate command of the conventions of standard English grammar and usage when writing and speaking, form and use regular and irregular verbs, and use knowledge of language and its conventions when writing, speaking, reading, or listening Formative Assessment Strategies: Teacher Observation: ‐Teacher will view the chart paper to evaluate whether the students know the difference between a fruit and a vegetable. If changes are necessary, they will not be made at this point. SL 1 d SL 3 W 1c W2 Focusing Activities Explore Explore Phase: The teacher focuses his/her students’ attention on questions that they may want to answer through inquiry. The most important feature of this phase for the teacher to remember is the facilitation of student question development so that they stay within the confines of identified learning objectives. ‐Read Seeds are Everywhere! Pg. 1 from the FOSS Science Story (Structures of Life). As students are reading this story they will record questions in their science journal. ‐Allow students to work in groups of 4 to answer the questions they have posed. ‐Use the diagram on pg. 2 to compare and contrast a monocot and dicot seed. Read Aloud/Readings: See Appendix C Teacher will connect all read aloud to Structures of Life/Seeds using reading, speaking, and listening, and the ability to infer and predict from literacy event to content. Language Arts Connections:  Writing Suggestions‐ students will write Quick Writes on sticky notes‐keep notes about topic; record what student RI 1 and 7 RL 1, SL 1, 1b, 1c, 1d, 3, 6 W 1b, 1c, 2, 3, 3c, 4, and 10 L 2e and 2a 8
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wants to remember; journal writing‐students will respond to teacher’s questions; students will make predictions about the topic; use conventional spelling for high frequency words and other words; capitalize words in titles; make connections between the text, world and self in Science Journals; students will use linking words and phrases to connect opinion and reasons; write informative/explanatory texts to examine a topic and convey ideas and information clearly; write narratives; and use temporal words and phrases to signal event order Speaking/Listening‐students will engage effectively in a range of collaborative discussions, follow agreed‐upon rules for discussions, share personal experience about topic, explain their own ideas and understanding in light of the discussion, ask and answer questions about information from a speaker, offering appropriate elaboration and detail Language‐ students will give details when engaged in discussions, speak in complete sentences throughout the discussion, demonstrate command of the conventions of standard English grammar and usage when writing and speaking, form and use regular and irregular verbs, and use knowledge of language and its conventions when writing, speaking, reading, or listening Formative Assessment Strategies: Seeds are Everywhere! ‐After reading Seeds are Everywhere ask the students to use the text to answer the following questions: How does people use parachutes similar to the parachute­like features used by seeds? Use the Assessment Scoring Guide in the Assessment Section (Structures of Life) pg. 5. SL 1, 1b, 1c, 1d, 3, 6 L 1, 1b, 1e, 2a, 2e, 3 SL 1d RI 1 RI 7 W1c W 1b, 1c, 2, 3, 3c, 4, and 10 L 2e and 2a ‐Explain to students the structures of seeds. See pg. 6 of the FOSS Kit Structures of Life Investigation 1. Create a Histogram Chart (see pg. 11 of this Investigation) on the board. ‐Discuss the properties of a fruit and a seed. Introduce the vocabulary words estimate and property. Students will record these words and its definition in their science journal. ‐Distribute two bean pods to groups of 4 students. Have the students SL 1, 1b, 1c, 1d, Explain Phase: The information gathered in the explore phase is discussed and the teacher often explains the concept to ensure accuracy. Students MUST have the opportunity to verbalize their thinking and compare/contrast their own understanding with others’. Explain 9
record the properties of the bean pods in their science journals. ‐Allow the students to break open and count and graph the seeds in the two bean pods. Record the findings on the Histogram Chart. Use the histogram to interpret information and answer questions such as: What was the most common number of seeds found in the pods? If you opened one more pod, how many seeds do you predict you would find inside? ‐Distribute the Comparing Seeds sheet found in the FOSS Kit Duplication Masters Section (Structures of Life). Continue exploring other types of fruit. Record the name of the fruit, then count the number of seeds (estimate when there are too many seeds to count), its properties, and draw a picture of the seed. ‐After all of the seeds have been counted, have the students use the teacher‐made matrix in Appendix D to sort the seeds according to its properties (size). Assist students in making a matrix to sort according to other properties. Students will record the name of the fruit under the correct property. 3, 6 L 1, 1b, 1e, 2a, 2e, 3 Read­Aloud/Readings: See Appendix C Teacher will connect all read aloud to Structures of Life/Seeds using reading, speaking, and listening, and the ability to infer and predict from literacy event to content. Language Arts Connections:  Writing Suggestions‐ students will write Quick Writes on sticky notes‐keep notes about topic; record what student wants to remember; journal writing‐students will respond to teacher’s questions; students will make predictions about the topic; use conventional spelling for high frequency words and other words; capitalize words in titles; make connections between the text, world and self in Science Journals; students will use linking words and phrases to connect opinion and reasons; write informative/explanatory texts to examine a topic and convey ideas and information clearly; write narratives; and use temporal words and phrases to signal event order  Speaking/Listening‐students will engage effectively in a range of collaborative discussions, follow agreed‐upon rules for discussions, share personal experience about topic, explain their own ideas and understanding in light of the discussion, ask and answer questions about information from a speaker, offering appropriate elaboration and detail  Language‐ students will give details when engaged in discussions, speak in complete sentences throughout the discussion, demonstrate command of the conventions of standard English grammar and usage when writing and speaking, form and use regular and irregular verbs, and use knowledge of language and its conventions when writing, 10
speaking, reading, or listening Formative Assessment Strategies: Summary ‐Students will write a summary of what they learned from the investigation. A rubric will be used to evaluate this summary. ‐If necessary, students will make changes to the T Chart in the Engage Section. Students will use the gained from their readings, their investigations, and their conversations to evaluate the T Chart. Expand Phase: The teacher extends or applies this newly formed concept in new or real­world situations. This expansion or extension helps students make generalizations because the point is to have students recognize the applicability of the newly learned concept and/or process in the world. Students will discover how seeds reproduce by using seeds from Investigation 1 to plant in milk carton planter boxes. Students will observe the seeds overtime and they will record what they observation in their science journals. Expand ‐Bring in additional fruits such as kiwi, bananas, and pomegranate, and have students discover whether it is a fruit or a vegetable. Use a separate T Chart to record these findings under the Fruit or Vegetable. ‐Read The Most Important Seed from the FOSS Science Story (Structures of Life) Read Aloud/Readings: See Appendix C Teacher will connect all read aloud to Structures of Life/Seeds using reading, speaking, and listening, and the ability to infer and predict from literacy event to content. Language Arts Connections:  Writing Suggestions‐ students will write Quick Writes on sticky notes‐keep notes about topic; record what student wants to remember; journal writing‐students will respond to teacher’s questions; students will make predictions about the topic; use conventional spelling for high frequency words and other words; capitalize words in titles; make connections between the text, world and self in Science Journals; students will use linking words and phrases to connect opinion and reasons; write informative/explanatory texts to examine a topic and convey ideas and information clearly; write narratives; and use temporal words and phrases to signal RI 1 and 7, RL 1 W 1b, 1c, 2, 3, 3c, 4, and 10 L 2e and 2a SL 1, 1b, 1c, 1d, 3, 6 L 1, 1b, 1e, 2a, 2e, 3 11
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Speaking/Listening‐students will engage effectively in a range of collaborative discussions, follow agreed‐upon rules for discussions, share personal experience about topic, explain their own ideas and understanding in light of the discussion, ask and answer questions about information from a speaker, offering appropriate elaboration and detail 
Language‐ students will give details when engaged in discussions, speak in complete sentences throughout the discussion, demonstrate command of the conventions of standard English grammar and usage when writing and speaking, form and use regular and irregular verbs, and use knowledge of language and its conventions when writing, speaking, reading, or listening Formative Assessment Strategies: Fruit/Vegetable T Chart ‐Students will categorize the fruits and vegetables. After their discovery they will write whether it is a fruit or vegetable on a T Chart and write an explanation in their science journal. W 1b W 1c W 2 Closure Activities Evaluate Evaluate Phase: The teacher brings closure to the unit by summatively assessing student progress in relation to the targeted learning objectives. Teachers must be sure to include a means of rating/evaluating student achievement of learning objectives via a rubric, rating scale, checklist, and letter grade/percentage. W 1b W 1c W 2 W4 Summative Assessment Strategies: see below End‐ of‐Module Assessment for Structures of Life‐Seed Properties (pg. 7 in the Assessment Section) 12
Grade Level 3 Integrated Curriculum: Science/LA Theme 3: Structures of Life (Endangered and Extinct Animals) Concept #2 Understand that a healthy ecosystem is necessary for all species to grow and reproduce; to purify the air; to filter harmful substances; to turn decayed matter into nutrients; to prevent erosion and flooding; and to moderate the climate. Initiating Activity 1. Which animals are endangered or extinct and why? 2. How can we save these animals from endangerment? Essential Questions Common Core State Standards Teacher will pose the Essential Questions: Which animals are W 1, 1b, 1d, endangered or extinct and why? and 4 How can we save these animals from endangerment? ‐Ask the students to respond in their science journals to the writing prompt: How do you feel about endangered animals? Give Supporting Details (explain what endangered means if necessary). ‐Visit www.bagheera.com/inthewild/classroom .htm to view the RI 7 Earth’s Endangered video. W 3d and 8 ‐After viewing the video, ask the students to respond in their science W 1, 1b, 1d, journals to the writing prompt: Now that I have seen the video, my and 4 feelings about endangered or extinct animals has changed because … or it has not changed because… Read­Aloud/Readings: See Appendix C Teacher will connect all read aloud to Structures of Life/ Endangered and Extinct Animals using reading, speaking, and listening, and the ability to infer and predict from literacy event W 1b, 1c, 2, 3, to content. 3c, 4, and 10 Language Arts Connections:  Writing Suggestions‐ students will write Quick Writes on L 2e and 2a sticky notes‐keep notes about topic; record what student wants to remember; journal writing‐students will respond to Engage Phase: The teacher states the purpose of the lesson and expectations for learning. This is also a means of getting the students’ attention and focus; this phase provides an opportunity to activate learning, assess prior knowledge, have students share their prior experiences about the topic, and identify misconceptions. Engage 13
teacher’s questions; students will make predictions about the topic; use conventional spelling for high frequency words and other words; capitalize words in titles; make connections between the text, world and self in Science Journals; students will use linking words and phrases to connect opinion and reasons; write informative/explanatory texts to examine a topic and convey ideas and information clearly; write narratives; and use temporal words and phrases to signal event order 
Speaking/Listening‐students will engage effectively in a range of collaborative discussions, follow agreed‐upon rules for discussions, share personal experience about topic, explain their own ideas and understanding in light of the discussion, ask and answer questions about information from a speaker, offering appropriate elaboration and detail 
Language‐ students will give details when engaged in discussions, speak in complete sentences throughout the discussion, demonstrate command of the conventions of standard English grammar and usage when writing and speaking, form and use regular and irregular verbs, and use knowledge of language and its conventions when writing, speaking, reading, or listening Formative Assessment Strategies: Teacher Checklist ‐Use the Scoring Guide in the FOSS Kit Structures of Life Assessment Section pg. 5 to evaluate student’s writing. Focusing Activities SL 1, 1b, 1c, 1d, 3, 6 L 1, 1b, 1e, 2a, 2e, 3 W 1 W 1b W1c W 10 14
Explore Phase: The teacher focuses his/her students’ attention on questions that they may want to answer through inquiry. The most important feature of this phase for the teacher to remember is the facilitation of student question development so that they stay within the confines of identified learning objectives. ‐Read Life on Earth and A Change in the Environment from the FOSS Science Stories pgs. 22‐36 (Structures of Life). Use the information gained from these stories as well as www.worldwildlife.org and www.natgeo.com to develop and analyze a database of 10 endangered or extinct animals. Use the following categories when creating this database (graph or spreadsheet): species, scientific name, classification, habitat, location and cause of endangerment or extinction. ‐Allow time for the students to analyze the data. Assist them in a discussion by asking What types of animals are more at risk? In what location do you find the least amount of endangered or extinct animals? Explain why. Read Aloud/Readings: See Appendix C Explore RI 1, 5, and 7 SL 1, 1a, and 1c W 1b, 1c, 2, 3, Teacher will connect all read aloud to Structures of Life/ 3c, 4, and 10 Endangered and Extinct Animals using reading, speaking, and listening, and the ability to infer and predict from literacy event L 2e and 2a to content. Language Arts Connections:  Writing Suggestions‐ students will develop the topic with facts, definitions, and details; record what student wants to remember; journal writing‐students will respond to teacher’s questions; students will make predictions about the topic; use conventional spelling for high frequency words and other words; capitalize words in titles; make connections between SL 1, 1b, 1c, 1d, the text, world and self in Science Journals; students will use 3, 6 linking words and phrases to connect opinion and reasons; write informative/explanatory texts to examine a topic and convey ideas and information clearly; write narratives; and use temporal words and phrases to signal event order  Speaking/Listening‐students will engage effectively in a range L 1, 1b, 1e, 2a, of collaborative discussions, follow agreed‐upon rules for 2e, 3 discussions, share personal experience about topic, explain their own ideas and understanding in light of the discussion, ask and answer questions about information from a speaker, offering appropriate elaboration and detail  Language‐ students will give details when engaged in discussions, speak in complete sentences throughout the discussion, demonstrate command of the conventions of 15
standard English grammar and usage when writing and speaking, form and use regular and irregular verbs, and use knowledge of language and its conventions when writing, speaking, reading, or listening W 1b W 1c W 4 W 10 Formative Assessment Strategies: Assessment Scoring Guide ­ Use the Scoring Guide in the FOSS Kit Structures of Life Assessment Section pg. 5 to evaluate student’s writing. Explain Phase: The information gathered in the explore phase is discussed and the teacher often explains the concept to ensure accuracy. Students MUST have the opportunity to verbalize their thinking and compare/contrast their own understanding with others’. Explain RI 1 and 7, ‐Discuss with students that living organisms have many similarities. RL 1 They have structures that help them grow, survive, and reproduce in their environments. Explain that an environment effects whether living organisms live or die. Have students refer to Life on Earth and A Change in the Environment to interpret what happens to animals when their environment has been compromised. Students will record the name of the animals and how the environment was changed in their science journals. ‐Refer to pg. 35 in the FOSS Science Story (Structures of Life) students RI 7 and 8, W 3c will use the information stated in the text to demonstrate their understanding of how beavers change their environments as well as 16
other living organisms in the same environment. They will write the process in sequential order. ‐Allow students to research other ways an environment can be changed, such as pollution, global warming, and over fishing. Describe the impact that these changes have. Use the internet and print material for support. See www.bagheera.com . Read­Aloud/Readings: See Appendix C Teacher will connect all read aloud to Structures of Life/ Endangered and Extinct Animals using reading, speaking, and listening, and the ability to infer and predict from literacy event to content. Language Arts Connections:  Writing Suggestions‐ students will write Quick Writes on sticky notes‐keep notes about topic; record what student wants to remember; journal writing‐students will respond to teacher’s questions; students will make predictions about the topic; use conventional spelling for high frequency words and other words; capitalize words in titles; make connections between the text, world and self in Science Journals; students will use linking words and phrases to connect opinion and reasons; write informative/explanatory texts to examine a topic and convey ideas and information clearly; write narratives; and use temporal words and phrases to signal event order Speaking/Listening‐students will engage effectively in a range of collaborative discussions, follow agreed‐upon rules for discussions, share personal experience about topic, explain their own ideas and understanding in light of the discussion, ask and answer questions about information from a speaker, offering appropriate elaboration and detail 
Language‐ students will give details when engaged in discussions, speak in complete sentences throughout the discussion, demonstrate command of the conventions of standard English grammar and usage when writing and speaking, form and use regular and irregular verbs, and use knowledge of language and its conventions when writing, speaking, reading, or listening 
Formative Assessment Strategies: Exit Slip ‐Students will explain why it is imperative for humans to protect the Earth’s resources and what will happen to the ecosystem if we don’t. ‐Preprinted exit slip is found in Appendix D. RI 5 W 7 L 4, 4b, and 4c W 1b, 1c, 2, 3, 3c, 4, and 10 L 2e and 2a SL 1, 1b, 1c, 1d, 3, 6 L 1, 1b, 1e, 2a, 2e, 3 W 3 W 1b W 1c W2 17
Expand Expand Phase: Students will expand upon these ideas of Biology through various types of research and on­line search of various fields of biological science to share with the class i.e. Bacteriology: the study of bacteria in relation to disease or Zoology: the study of animals. ‐After researching multiple conservationists, students will choose the W 1, 1a, 2, 2b, person they are most interested in based on the issue that affects the student the most and why. Write a biography about a conservationist. 2d, 4, 5, 6, 7, and 8 Include what motivated them to get involved with saving the earth, what animal were they most concerned about, how they helped with conservation, and what else needs to be done to help these animals. Provide assistance to the students when necessary. Allow time for students to type their final project. Read Aloud/Readings: See Appendix C Language Arts Connections:  Writing Suggestions‐ students will write Quick Writes on sticky notes‐keep notes about topic; record what student W 1b, 1c, 2, 3, wants to remember; journal writing‐students will respond to 3c, 4, and 10 teacher’s questions; students will make predictions about the topic; use conventional spelling for high frequency words and L 2e and 2a other words; capitalize words in titles; make connections between the text, world and self in Science Journals; students will use linking words and phrases to connect opinion and reasons; write informative/explanatory texts to examine a topic and convey ideas and information clearly; write narratives; and use temporal words and phrases to signal event order  Speaking/Listening‐students will engage effectively in a range SL 1, 1b, 1c, 1d, of collaborative discussions, follow agreed‐upon rules for 3, 6 discussions, share personal experience about topic, explain their own ideas and understanding in light of the discussion, ask and answer questions about information from a speaker, offering appropriate elaboration and detail L 1, 1b, 1e, 2a,  Language‐ students will give details when engaged in 2e, 3 discussions, speak in complete sentences throughout the discussion, demonstrate command of the conventions of standard English grammar and usage when writing and speaking, form and use regular and irregular verbs, and use knowledge of language and its conventions when writing, speaking, reading, or listening W 1a, W 1b, W Formative Assessment Strategies: 1d, W 8, SL 1d. Biography Presentation SL3, SL6 ‐Teacher will use Writing and Presentation Rubric in Appendix D to 18
evaluate the biography Closure Activities Evaluate Phase: The teacher brings closure to the unit by summatively assessing student progress in relation to the targeted learning objectives. Teachers must be sure to include a means of rating/evaluating student achievement of learning objectives via a rubric, rating scale, checklist, and letter grade/percentage. Summative Assessment Strategies: Evaluate Summative Assessment Strategies see Summative Assessment page for theme. Endangered and Extinct Animal Project ‐The class will work in groups of 2 to create a brochure about what they have learned in this unit to be shared with students in other grades. One animal will be chosen for each group. The students will include a picture of the animal, what they learned about the endangered or extinct animal and its habitat; the causes and the impact of the environmental change. They will also develop a plan of action to prevent these animals from being extinct. Use Writing Rubric in Appendix D to evaluate this project. W 1a, 1b, 1d, 2a, 2b, 5, 7, and 8 19
Grade Level 3 ­ Integrated Curriculum: Science/LA Theme 3: Structures of Life (Meet the Crayfish) Concept #3: Understand that crayfish have structures and behaviors that are similar to other animals. We as humans also have the same basic needs: water, food, air and a place to live. Initiating Activity 1. What are the structures of a crayfish? 2. Where are crayfish located? Essential Questions Engage Common Core State Standards W 1b, 1c, 2, 3, 3c, 4, and 10 L 2e and 2a Teacher will pose the Essential Questions: Read­Aloud/Readings: See Appendix C Language Arts Connections: * Writing Suggestions‐ students will write Quick Writes on sticky SL 1, 1b, 1c, 1d, 3, 6 notes‐keep notes about topic; record what student wants to remember; journal writing‐students will respond to teacher’s questions; students will make predictions about the topic; use conventional spelling for high frequency words and other words; capitalize words in titles; make connections between the text, world and self in Science Journals; students will use linking words and phrases to connect opinion and reasons; write informative/explanatory texts to examine a topic and convey ideas and information clearly; write narratives; and use temporal words and phrases to signal event order * Speaking/Listening‐students will engage effectively in a range of collaborative discussions, follow agreed‐upon rules for discussions, share personal experience about topic, explain their L 1, 1b, 1e, 2a, own ideas and understanding in light of the discussion, ask and 2e, 3 answer questions about information from a speaker, offering appropriate elaboration and detail * Language‐ students will give details when engaged in discussions, speak in complete sentences throughout the discussion, demonstrate command of the conventions of standard English grammar and usage when writing and speaking, form and use regular and irregular verbs, and use Engage Phase: The teacher states the purpose of the lesson and expectations for learning. This is also a means of getting the students’ attention and focus; this phase provides an opportunity to activate learning, assess prior knowledge, have students share their prior experiences about the topic, and identify misconceptions. 20
knowledge of language and its conventions when writing, speaking, reading, or listening SL 1, 1b, 1c, 1d, 3 Formative Assessment Strategies: ‐Teacher Observation Use the Crayfish Structures Sheet to see how many questions were answered correctly. Circle the answers that are incorrect and tell the students that they will correct their ‐KWL Chart The teacher will read the K section of the KWL Chart ‐Pass out the Crayfish Structures Sheet found in the Structures of Life FOSS Kit pg. 11 (in the Duplication Masters Section). The students will use the sheet to record their observations of the crayfish. Use the scoring guide on pg. 11 to evaluate this paper. Focusing Activities Explore Explore Phase: The teacher focuses his/her students’ attention on questions that they may want to answer through inquiry. The most important feature of this phase for the teacher to remember is the facilitation of student question development so that they stay within the confines of identified learning objectives. ‐Complete the W on the KWL Chart Read Aloud/Readings: See Appendix C Teacher will connect all read aloud to Structures of Life/Meet the Crayfish using reading, speaking, and listening, and the ability to infer and predict from literacy event to content. Language Arts Connections:  Writing Suggestions‐ students will write Quick Writes on sticky notes‐keep notes about topic; record what student wants to remember; journal writing‐students will respond to teacher’s questions; students will make predictions about the W 2b W 1b, 1c, and 2, ‐ Students will read the Answering Kids’ Questions located in the FOSS Science Stories pg. 17. They will develop questions as they read and record them in their science journals. Pair students in groups of 2 to ask and answer questions. Explain that some questions will be answered from the text (if found in text record pg. number) and others require more research. If the questions cannot be answered from the RI 1 and 7 RL 1 and 4 text the students will be given time in the Expand phase to use the internet to find their answers. W 1b ‐Place the crayfish in a basin and place it on a table in the front of the classroom. Call the students to the front of the room, one table at a time, to observe these animals. Allow time for Q&A. W 3, 3c, 4, and ‐Pass out the Crayfish Structures Sheet found in the Structures of Life 10 FOSS Kit pg. 11 (in the Duplication Masters Section). The students will L2e and 2a use the sheet to record their observation of the crayfish. SL 1, 1b, 1c, 1d, 3, 6 21
topic; use conventional spelling for high frequency words and other words; capitalize words in titles; make connections between the text, world and self in Science Journals; students will use linking words and phrases to connect opinion and reasons; write informative/explanatory texts to examine a topic and convey ideas and information clearly; write narratives; and use temporal words and phrases to signal event order 
Speaking/Listening‐students will engage effectively in a range of collaborative discussions, follow agreed‐upon rules for discussions, share personal experience about topic, explain their own ideas and understanding in light of the discussion, ask and answer questions about information from a speaker, offering appropriate elaboration and detail 
Language‐ students will give details when engaged in discussions, speak in complete sentences throughout the discussion, demonstrate command of the conventions of standard English grammar and usage when writing and speaking, form and use regular and irregular verbs, and use knowledge of language and its conventions when writing, speaking, reading, or listening. Formative Assessment Strategies: ‐Ask the students “How would you feel if your skeleton was on the outside of your body”? Allow students to think‐pair‐share. Call on a few groups to share their answers with the class. Bring in eaten crab Leg shells or lobster shells. Allow them to touch them and discuss its properties. The students will complete the K of a KWL Chart (record what they know about these crustaceans. See appendix D for copy of chart. Their own papers at a later time. Sheet is located in the FOSS Kit Duplications Master Section pg. 11. Use the scoring guide on pg. 11 to evaluate this paper. Explain Explain Phase: The information gathered in the explore phase is discussed and the teacher often explains the concept to ensure accuracy. Students MUST have the opportunity to verbalize their thinking and compare/contrast their own understanding with others’. ‐Pass out the diagram of the crayfish found on pg. 12 in the Duplication Masters Section of the FOSS Kit Structures of Life. Use the overhead to magnify the teacher’s diagram and explain the structures of the crayfish. Use the Key found on pg. 13 in the Investigation 3 Section to label each part of the crayfish with a number. L 1, 1b, 1e, 2a, 2e, 3 L 1, 1b, 1e, 2a, 2e, 3 W 2b and 3 22
‐Introduce the vocabulary words crustaceans, swimmerets and molting. Definitions are found in the Background for the Teacher Section Investigation 3. ‐Students will compare the Crayfish Structures sheet with their diagram. Assist them with making corrections to the sheet. ‐Distribute the Crayfish Behavior sheet found on pg. 14 in the Duplication Masters Section of the FOSS Kit Structures of Life. Explain that what an animal does is called behavior. Allow the student’s time to observe the crayfish in the basin, outside of the basin, in a crayfish house, on the floor and on the table. As the students watch this animal they will record what they have observed on the Behavior sheet. Encourage students to use the structures to describe its behavior (i.e. raising its pincers). ‐Complete the L on the KWL Chart W 3, 3c, 4, and 10 L2e and 2a Read­Aloud/Readings: See Appendix C SL 1, 1b, 1c, 1d, Teacher will connect all read alouds to Structures of Life/Meet 3, 6 the Crayfish using reading, speaking, and listening, and the ability to infer and predict from literacy event to content. Language Arts Connections:  Writing Suggestions‐ students will write Quick Writes on sticky notes‐keep notes about topic; record what student L 1, 1b, 1e, 2a, wants to remember; journal writing‐students will respond to teacher’s questions; students will make predictions about the 2e, 3 topic; use conventional spelling for high frequency words and other words; capitalize words in titles; make connections between the text, world and self in Science Journals; students will use linking words and phrases to connect opinion and reasons; write informative/explanatory texts to examine a topic and convey ideas and information clearly; write narratives; and use temporal words and phrases to signal event order 
Speaking/Listening‐students will engage effectively in a range of collaborative discussions, follow agreed‐upon rules for discussions, share personal experience about topic, explain their own ideas and understanding in light of the discussion, ask and answer questions about information from a speaker, offering appropriate elaboration and detail 
Language‐ students will give details when engaged in discussions, speak in complete sentences throughout the discussion, demonstrate command of the conventions of standard English grammar and usage when writing and speaking, form and use regular and irregular verbs, and use knowledge of language and its conventions when writing, speaking, reading, or listening 23
Formative Assessment Strategies: Meet the Crayfish Response Sheet After viewing a video of a fish, spider, bird and a frog at www.natgeo.com students will compare and contrast the behavior of the crayfish these common animals. Use the Response Sheet located in the Duplication Masters Section pg. 15. Rubric located in the Assessment Section pg. 12 Expand Phase: The teacher extends or applies this newly formed concept in new or real­world situations. This expansion or extension helps students make generalizations because the point is to have students recognize the applicability of the newly learned concept and/or process in their worlds. ‐Students will use the internet to answer any questions from the Explore Section that required further research. ‐Life Cycle Project Students will read the Life Cycle of a Crayfish found on pg. 20 in the FOSS Science Stories Kit Structures of Life. They will also research the life cycle of the animal they chose from Concept #1. After completing the research the students will use a Venn Diagram to compare and contrast the life cycle of a crayfish and their endangered animal. Expand ‐The students will use the information from the Venn Diagram to write a Life Cycle paper. Pictures of each animal will be included in the project. Read Aloud/Readings: See Appendix C Teacher will connect all read alouds to Structures of Life/Meet the Crayfish using reading, speaking, and listening, and the ability to infer and predict from literacy event to content. Language Arts Connections:  Writing Suggestions‐ students will write Quick Writes on sticky notes‐keep notes about topic; record what student wants to remember; journal writing‐students will respond to teacher’s questions; students will make predictions about the topic; use conventional spelling for high frequency words and other words; capitalize words in titles; make connections between the text, world and self in Science Journals; students will use linking words and phrases to connect opinion and reasons; write informative/explanatory texts to examine a topic and convey ideas and information clearly; write narratives; and use temporal words and phrases to signal event order 
Speaking/Listening‐students will engage effectively in a range of collaborative discussions, follow agreed‐upon rules for discussions, share personal experience about topic, explain W 1b, W1c, W, 2, W 4 W 7 RI 1 and 7 W 7, 8, and 10 W 3, 3c, 4, and 10 L2e and 2a SL 1, 1b, 1c, 1d, 3, 6 24
their own ideas and understanding in light of the discussion, ask and answer questions about information from a speaker, offering appropriate elaboration and detail 
Language‐ students will give details when engaged in discussions, speak in complete sentences throughout the discussion, demonstrate command of the conventions of standard English grammar and usage when writing and speaking, form and use regular and irregular verbs, and use knowledge of language and its conventions when writing, speaking, reading, or listening Formative Assessment Strategies: ­ Life Cycle Project Use Writing Rubric in Appendix D to evaluate this project Closure Activities Evaluate Evaluate Phase: The teacher brings closure to the unit by summative assessing student progress in relation to the targeted learning objectives. Teachers must be sure to include a means of rating/evaluating student achievement of learning objectives via a rubric, rating scale, checklist, and letter grade/percentage. Summative Assessment Strategies: see below Concept #3 End of Module Assessment located in the Assessment Section of the FOSS Kit Structures of Life pgs. 8‐16 L 1, 1b, 1e, 2a, 2e, 3 W 7, W 8, W 10 W 1b, W 1c, W 2, W 4 25
Appendix 3 ‐ B: CCSS Exemplary Writing Grade Level Targets for each Mode These descriptions describe the type of writing being used in Appendix A ARGUMENT 
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Introduces a claim Organizes the reasons and evidence clearly Supports the claim with clear reasons and relevant evidence, demonstrating an understanding of the topic Uses transition, phrases, and clauses to clarify the relationship between the claim and reasons Establishes and maintains a formal style Provides a concluding statement that follows from the argument presented Demonstrates good command of the conventions of standard written English (with occasional errors that do not interfere materially with the underlying message). INFORMATIONAL/EXPLANATORY 
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Introduces the topic clearly, provides a general observation and focus, and groups related information logically Develops the topic with facts, definition, concrete details, quotations, or other information and examples related to the topic Links ideas within and across categories of information using transition words, phrases and clauses Uses précis language and domain‐specific vocabulary to inform about or explain the topic Demonstrates good command of the conventions of standard written English (with occasional errors that do not interfere materially with the underlying message). NARRATIVE 
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Orients the reader by establishing a situation and introducing the narrator Organizes an event sequence that unfolds naturally and uses a variety of transitional words, phrases, and clauses to manage the sequence of events. Uses narrative techniques to develop experiences and events or show the responses of characters to situations. Uses concrete words and phrases and sensory details to convey experiences and events precisely Provides a conclusion that follows from the narrated experiences or events. Demonstrates good command of conventions of standard written English (with occasional errors that do not interfere materially with the underlying message). 26
Appendix 3 – C (continued) Grade 3 (Teacher Read‐Alouds and Readings) SCIENCE Nonfiction Crustaceans by Edward Ricciuti. Egg: A Photographic Story of Hatching by Robert Burton Frog by Michael Chinery From Seed to Plant by Gail Gibbons How Seeds Travel by Cynthia Overbeck Metamorphosis by Andres Llamas Ruiz One Small Square: Pond by Donald Silver Plants and Flowers by Joyce Pope Seeds and Seedlings by Elaine Pascoe Shells by Dorling Kindersley Snailology by Michael Elsohn Ross Tadpoles by Elaine Pascoe The Visual Dictionary of Plants by Deni Brown Internet Websites www.natgeo.com www.bagheera.com www.worldwildlife.org 27
Appendix 3 ‐ D: Curriculum Resources for Grade Level 3 ART: Students will create a habitat of an endangered or extinct species in a medium of your choice (drawing, painting, or diorama). Fossil imprints. DRAMA: Students will write a short play about an animal that lost its entire family due to humans overfishing. Capture the mood of the animal; the habitat and its location. Create a climax and a solution to the overfishing problem. Include as many characters as needed to convey the detrimental message of how overfishing effects a species. Choose classmates to act out the play in front of the class. LANGUAGE ARTS: Allow students to visit the library to read books about endangered animals. They will write a book review for their favorite book and share it with classmates. LEARNING CENTERS: Students will visit www.natgeo.com to listen to the sounds of animals. They will also travel the virtual world to examine habitats of these animals. MATH: Students will compare and contrast the number of endangered animals in each continent. They will analyze the data to discover which continent has the most endangered animals. Students will make an inference about the continent and what is affecting the animals that live there. Students will rank the continents according to the number of endangered animals. SCIENCE Text: FOSS Science Storybook Kit: Structures of Life 28
Extensions: Field Trips – Elmword Park Zoo Longwood Gardens Parental Involvement – Parent Chaperones to John Heinz Community Involvement – Write a letter to your local wildlife refuge, nature center, zoo, Wildlife rehabilitation center or other related organization to find out what can be done to conserve wildlife and their habitats. Home Activities – Read the take home book 29
Name:________________________________ Date:_________________________________ Endangered or Extinct Species Exit Slip 1. Why is it important for humans to preserve Earth’s resources? Explain what will happen to the ecosystem if we do not. _____________________________________________________________________________________________________
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Oral Presentation CATEGORY 4 3 Student is able to Comprehension Student is able to 2 1 Student is unable to accurately answer questions posed by classmates about the topic. Uses several (5 or more) words or phrases that are not understood by the audience. accurately answer almost all questions posed by classmates about the topic. accurately answer most questions posed by classmates about the topic. Student is able to accurately answer a few questions posed by classmates about the topic. Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. Speaks clearly and distinctly all (100‐
95%) the time, and mispronounces no words. Uses vocabulary appropriate for the audience. Includes 1‐
2 words that might be new to most of the audience, but does not define them. Speaks clearly and distinctly all (100‐
95%) the time, but mispronounces one word. Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Speaks clearly and distinctly most ( 94‐
85%) of the time. Mispronounces no more than one word. Uses Complete Sentences Always (99‐100% of time) speaks in complete sentences. Mostly (80‐98%) speaks in complete sentences. Sometimes (70‐80%) Rarely speaks in speaks in complete complete sentences. sentences. Stays on Topic Stays on topic all (100%) of the time. Stays on topic most Stays on topic some (99‐90%) of the time. (89%‐75%) of the time. Preparedness Student is completely Student seems pretty The student is prepared and has prepared but might somewhat prepared, obviously rehearsed. have needed a couple but it is clear that more rehearsals. rehearsal was lacking. Vocabulary Speaks Clearly Often mumbles or can not be understood OR mispronounces more than one word. It was hard to tell what the topic was. Student does not seem at all prepared to present. 31
Small Sorting Matrix Medium Large 32
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Writing Rubric Score 4 Focus/Ideas Adheres to the topic, is interesting, has a sense of completeness. Ideas are well developed. Organization Ideas and details Score 3 Score 2 Score 1 Mostly adheres to the topic, is somewhat interesting, has a sense of completeness. Ideas are adequately developed. Ideas and details are mostly clear and generally organized. Does not always adhere to the topic, has some sense of completeness. Ideas are superficially developed. Does not adhere to the topic, has no sense of completeness. Ideas are vague. Ideas and details are clearly are not always presented and clear or organized. well organized. There is some wordiness or repetition. Connects with Connects with Connects Voice reader in a unique reader in a way that somewhat with personal way. is personal and reader. Sounds sometimes unique. somewhat personal, but not unique. Includes vivid Includes some vivid Includes mostly Word Choice verbs, strong verbs, strong simple nouns and adjectives, and adjectives, and verbs, and may specific nouns. specific nouns. have a few adjectives. Sentence Fluency Conventions Includes a variety of complete sentences that flow smoothly, naturally. Includes some variety of mostly complete sentences. Some parts flow smoothly, naturally. Shows a strong Shows a good command of command of grammar, grammar, spelling, spelling, capitalization, and capitalization, and punctuation. punctuation. Includes mostly simple sentences, some of which are incomplete. Some errors in grammar, spelling, capitalization, punctuation. Ideas and details are not organized. Wordiness or repetition hinders meaning. Does not connect with reader. Does not sound personal or unique. Includes only simple nouns and verbs, some inaccurate. Writing is not descriptive. Sentences do not vary. Incomplete sentences hinder meaning. Frequent errors in grammar, spelling, capitalization, punctuation. 34
Appendix E ‐Targeted Standards for Grades 1‐5 Anchor Comprehension and Collaboration Presentation of Knowledge and Ideas CCSS Speaking and Listening Standards (Grades 1, 2, and 3) Grade 1 Grade 2 Grade 3 1. Engage effectively in a range of collaborative 1. Participate in collaborative 1. Participate in collaborative conversations discussions (one‐on‐one, in groups, and teacher‐ conversations with diverse partners about with diverse partners about grade 2 topics led) with diverse partners on grade 3 topics and grade 1 topics and texts with peers and and texts with peers and adults in small and texts, building on others’ ideas and expressing adults in small and larger groups. larger groups. their own clearly. a. Follow agreed‐upon rules for a. Follow agreed‐upon rules for discussions a. Come to discussions prepared, having read or discussions (e.g., listening to others with (e.g., gaining the floor in respectful ways, care, speaking one at a time about the listening to others with care, speaking one at studied required material; explicitly draw on that preparation and other information known about topics and texts under discussion). a time about the topics and texts under the topic to explore ideas under discussion. b. Build on others’ talk in conversations by discussion). b. Follow agreed‐upon rules for discussions (e.g., responding to the comments of others b. Build on others’ talk in conversations by gaining the floor in respectful ways, listening to through multiple exchanges. linking their comments to the remarks of others with care, speaking one at a time about the c. Ask questions to clear up any confusion others. about the topics and texts under c. Ask for clarification and further explanation topics and texts under discussion). c. Ask questions to check understanding of discussion. as needed about the topics and texts under information presented, stay on topic, and link their 2. Ask and answer questions about key discussion. comments to the remark of others. details in a text read aloud or information 2. Recount or describe key ideas or details d. Explain their own ideas and understanding in presented orally or through other media. from a text read aloud or information light of the discussion. 3. Ask and answer questions about what a presented orally or through other media. 2. Determine the main ideas and supporting details speaker says in order to gather additional 3. Ask and answer questions about what a of a text read aloud or information presented in information or clarify something that is speaker says in order to clarify diverse media and formats, including visually, not understood. comprehension, gather additional quantitatively, and orally. information, or deepen understanding of a 3. Ask and answer questions about information topic or issue. from a speaker, offering appropriate elaboration and detail. 4. Describe people, places, things, and 4. Tell a story or recount an experience with 4. Report on a topic or text, tell a story, or recount events with relevant details, expressing appropriate facts and relevant, descriptive an experience with appropriate facts and relevant, ideas and feelings clearly. details, speaking audibly in coherent descriptive details, speaking clearly at an 5. Add drawings or other visual displays to sentences. understandable pace. descriptions when appropriate to clarify 5. Create audio recordings of stories or 5. Create engaging audio recordings of stories or ideas, thoughts, and feelings. poems; add drawings or other visual displays poems that demonstrate fluid reading at an 6. Produce complete sentences when to stories or recounts of experiences when understandable pace; add visual displays when appropriate to task and situation. (See appropriate to clarify ideas, thoughts, and appropriate to emphasize or enhance certain facts grade 1 Language standards 1 and 3 on feelings. or details. 6. Speak in complete sentences when appropriate page 26 for specific expectations.) 6. Produce complete sentences when to task and situation in order to provide requested appropriate to task and situation in order to provide requested detail or clarification. (See detail or clarification. (See grade 3 Language 35 grade 2 Language standards 1 and 3) standards 1 and 3 on pages 28 and 29 for specific expectations.) 36 CCSS Speaking and Listening Standards (Grades 4 and 5) Anchor Grade 4 Comprehension 1. Engage effectively in a range of collaborative discussions (one‐
and on‐one, in groups, and teacher‐ led) with diverse partners on Collaboration grade 4 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 and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Identify the reasons and evidence a speaker provides to support particular points. Presentation of 4. Report on a topic or text, tell a story, or recount an experience Knowledge and in an organized manner, using appropriate facts and relevant, Ideas descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. 6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small‐group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1) Grade 5 1. Engage effectively in a range of collaborative discussions (one‐
on‐one, in groups, and teacher‐ led) with diverse partners on grade 5 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 and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3.) 37 Anchor Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text complexity Reading Standards for Informational Text (Grades 1, 2 and 3) Grade 1 Grade 2 1. Ask and answer questions about key details 1. Ask and answer such questions as who, in a text. what, where, when, why, and how to 2. Identify the main topic and retell key details demonstrate understanding of key details in a of a text. text. 3. Describe the connection between two 2. Identify the main topic of a multi‐paragraph individuals, events, ideas, or pieces of text as well as the focus of specific paragraphs information in a text. within the text. 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 4. Ask and answer questions to help determine 4. Determine the meaning of words and or 4. clarify the meaning of words and phrases in a text relevant to a grade 2 topic or phrases in a text. subject area. 5. Know and use various text features (e.g., 5. Know and use various text features (e.g., headings, tables of contents, glossaries, captions, bold print, subheadings, glossaries, electronic menus, icons) to locate key facts or indexes, electronic menus, icons) to locate key information in a text. facts or information in a text efficiently. 6. Distinguish between information provided 6. Identify the main purpose of a text, by pictures or other illustrations and including what the author wants to answer, information provided by the words in a text. explain, or describe. 7. Use the illustrations and details in a text to 7. Use the illustrations and details in a text to describe its key ideas. describe its key ideas. 8. Identify the reasons an author gives to 8. Identify the reasons an author gives to support points in a text. support points in a text. 9. Identify basic similarities in and differences 9. Identify basic similarities in and differences between two texts on the same topic (e.g., in between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). illustrations, descriptions, or procedures). 10. With prompting and support read informational texts appropriately complex for grade 1. 10. With prompting and support read informational texts appropriately complex for grade 1. Grade 3 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine the main idea of a text; recount the 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. 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. 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 6. Distinguish their own point of view from that of the author of a text. 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). 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 9. Compare and contrast the most important points and key details presented in two texts on the same topic. 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. 38 Anchor Key Ideas and Details Craft and Structure Reading Standards for Informational Text (Grades 4 and 5) Grade 4 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 4. Determine the meaning of general academic and domain‐
specific words or phrases in a text relevant to a grade 4 topic or subject area. 5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Grade 5 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 4. Determine the meaning of general academic and domain‐
specific words and phrases in a text relevant to a grade 5 topic or subject area. 5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Integration of Knowledge and Ideas 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 8. Explain how an author uses reasons and evidence to support particular points in a text. 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Range of Reading and Level of Text complexity 10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 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 4–5 text complexity band independently and proficiently. 39 Reading Standards for Literature (Grades 1, 2, and 3) Anchor Key Ideas and Details Grade 1 1. Ask and answer questions about key details in a text. 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. 3. Describe characters, settings, and major events in 3. a story, using key details. Grade 2 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 3. Describe how characters in a story respond to major events and challenges. Craft and Structure 4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. 6. Identify who is telling the story at various points in a text. Integration of Knowledge and Ideas 7. Use illustrations and details in a story to describe its characters, setting, or events. 8. (Not applicable to literature) 9. Compare and contrast the adventures and experiences of characters in stories. 4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 8. (Not applicable to literature) 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Range of Reading and Level of Text complexity 10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. 10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Grade 3 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 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. 6. Distinguish their own point of view from that of the narrator or those of the characters. 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). 8. (Not applicable to literature) 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). 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. 40 41 Anchor Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text complexity Reading Standards for Literature (Grades 4 and 5) Grade 4 Grade 5 1. Refer to details and examples in a text when explaining what 1. Quote accurately from a text when explaining what the text the text says explicitly and when drawing inferences from the says explicitly and when drawing inferences from the text. 2. Determine a theme of a story, drama, or poem from details in text. 2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to the text; summarize the text. challenges or how the speaker in a poem reflects upon a topic; 3. Describe in depth a character, setting, or event in a story or summarize the text. drama, drawing on specific details in the text (e.g., a character’s 3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text thoughts, words, or actions). (e.g., how characters interact). 4. Determine the meaning of words and phrases as they are used 4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters in a text, including figurative language such as metaphors and found in mythology (e.g., Herculean). similes. 5. Explain major differences between poems, drama, and prose, 5. Explain how a series of chapters, scenes, or stanzas fits and refer to the structural elements of poems (e.g., verse, together to provide the overall structure of a particular story, rhythm, meter) and drama (e.g., casts of characters, settings, drama, or poem. 6. Describe how a narrator’s or speaker’s point of view descriptions, dialogue, stage directions) when writing or influences how events are described. speaking about a text. 6. Compare and contrast the point of view from which different stories are narrated, including the difference between first‐ and third‐person narrations. 7. Make connections between the text of a story or drama and a 7. Analyze how visual and multimedia elements contribute to the visual or oral presentation of the text, identifying where each meaning, tone, or beauty of a text (e.g., graphic novel, version reflects specific descriptions and directions in the text. multimedia presentation of fiction, folktale, myth, poem). 8. (Not applicable to literature) 8. (Not applicable to literature) 9. Compare and contrast the treatment of similar themes and 9. Compare and contrast stories in the same genre (e.g., topics (e.g., opposition of good and evil) and patterns of events mysteries and adventure stories) on their approaches to similar (e.g., the quest) in stories, myths, and traditional literature from themes and topics. different cultures. 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 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 4–5 text complexity band independently and proficiently. 42 CCSS Writing Standards (Grades 1, 2 and 3) Anchor Text Types and Purposes Grade 1 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Grade 2 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 3. Write narratives in which they recount a well‐ elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Production and Distribution of Writing 4. (Begins in grade 3) 5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 4. (Begins in grade 3) 5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge 7. Participate in shared research and writing projects (e.g., explore a number of “how‐to” books on a given topic and use them to write a sequence of instructions). 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 9. (Begins in grade 4) 7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 8. Recall information from experiences or gather information from provided sources to answer a question. 9. (Begins in grade 4) Grade 3 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text 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. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. 3. 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. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. 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.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 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. 7. Conduct short research projects that build knowledge about a topic. 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 9. (Begins in grade 4) 43 Range of Writing 10. (Begins in grade 3) 10. (Begins in grade 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. Anchor Text Types and Purposes CCSS Writing Standards (Grades 4 and 5) Grade 4 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain‐specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the Grade 5 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain‐specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, 44 sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade‐
specific expectations for writing types are defined in standards 1–3 above.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.) 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Research to Build 7. Conduct short research projects that build knowledge through and Present investigation of different aspects of a topic. Knowledge 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). Range of Writing 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. to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade‐
specific expectations for writing types are defined in standards 1–3 above.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.) 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). 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. 45 Anchor Conventions of Standard English CCSS Language Standards (Grades 1, 2, and 3) Grade 1 Grade 2 1. Demonstrate command of the conventions 1. Demonstrate command of the conventions of standard English grammar and usage when of standard English grammar and usage when writing or speaking. writing or speaking. a. Print all upper‐ and lowercase letters. a. Use collective nouns (e.g., group). b. Use common, proper, and possessive nouns. b. Form and use frequently occurring irregular c. Use singular and plural nouns with matching plural nouns (e.g., feet, children, teeth, mice, verbs in basic sentences (e.g., He hops; We fish). hop). c. Use reflexive pronouns (e.g., myself, d. Use personal, possessive, and indefinite ourselves). pronouns (e.g., I, me, my; they, them, their; d. Form and use the past tense of frequently anyone, everything). occurring irregular verbs (e.g., sat, hid, told). e. Use verbs to convey a sense of past, present, e. Use adjectives and adverbs, and choose and future (e.g., Yesterday I walked home; between them depending on what is to be Today I walk home; Tomorrow I will walk modified. home). f. Produce, expand, and rearrange complete f. Use frequently occurring adjectives. simple and compound sentences (e.g., The boy g. Use frequently occurring conjunctions (e.g., watched the movie; The little boy watched the and, but, or, so, because). movie; The action movie was watched by the h. Use determiners (e.g., articles, little boy). demonstratives). 2. Demonstrate command of the conventions i. Use frequently occurring prepositions (e.g., of standard English capitalization, during, beyond, toward). punctuation, and spelling when writing. j. Produce and expand complete simple and a. Capitalize holidays, product names, and compound declarative, interrogative, geographic names. imperative, and exclamatory sentences in b. Use commas in greetings and closings of response to prompts. letters. 2. Demonstrate command of the conventions c. Use an apostrophe to form contractions and of standard English capitalization, frequently occurring possessives. punctuation, and spelling when writing. d. Generalize learned spelling patterns when a. Capitalize dates and names of people. writing words (e.g., cage → badge; boy → b. Use end punctuation for sentences. boil). c. Use commas in dates and to separate single e. Consult reference materials, including words in a series. beginning dictionaries, as needed to check and d. Use conventional spelling for words with correct spellings. common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling Grade 3 1. 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.* g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences. 2. 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. d. Form and use possessives. 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 46 conventions. Knowledge of Language Vocabulary Acquisition and Use beginning dictionaries, as needed to check and correct spellings. 3. (Begins in grade 2) 3. Use knowledge of language and its 3. Use knowledge of language and its conventions when writing, speaking, reading, conventions when writing, speaking, reading, or listening. or listening. a. Choose words and phrases for effect.* a. Compare formal and informal uses of b. Recognize and observe differences between English. the conventions of spoken and written standard English. 4. Determine or clarify the meaning of 4. Determine or clarify the meaning of 4. Determine or clarify the meaning of unknown and multiple‐meaning word and unknown and multiple‐meaning words and unknown and multiple‐meaning words and phrases based on grade 1 reading and content, phrases based on grade 2 reading and content, phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. choosing flexibly from an array of strategies. choosing flexibly from an array of strategies. a. Use sentence‐level context as a clue to the a. Use sentence‐level context as a clue to the a. Use sentence‐level context as a clue to the meaning of a word or phrase. meaning of a word or phrase. meaning of a word or phrase. b. Determine the meaning of the new word b. Use frequently occurring affixes as a clue to b. Determine the meaning of the new word formed when a known affix is added to a the meaning of a word. formed when a known prefix is added to a c. Identify frequently occurring root words known word (e.g., happy/unhappy, tell/retell). known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, (e.g., look) and their inflectional forms (e.g., c. Use a known root word as a clue to the heat/preheat). looks, looked, looking). meaning of an unknown word with the same c. Use a known root word as a clue to the 5. With guidance and support from adults, root (e.g., addition, additional). demonstrate understanding of word d. Use knowledge of the meaning of individual meaning of an unknown word with the same root (e.g., company, companion). relationships and nuances in word meanings. words to predict the meaning of compound d. Use glossaries or beginning dictionaries, a. Sort words into categories (e.g., colors, words (e.g., birdhouse, lighthouse, housefly; both print and digital, to determine or clarify clothing) to gain a sense of the concepts the bookshelf, notebook, bookmark). the precise meaning of key words and phrases. categories represent. e. Use glossaries and beginning dictionaries, 5. Demonstrate understanding of word b. Define words by category and by one or both print and digital, to determine or clarify relationships and nuances in word meanings. more key attributes (e.g., a duck is a bird that the meaning of words and phrases. a. Distinguish the literal and nonliteral swims; a tiger is a large cat with stripes). 5. Demonstrate understanding of word meanings of words and phrases in context c. Identify real‐life connections between words relationships and nuances in word meanings. and their use (e.g., note places at home that are a. Identify real‐life connections between words (e.g., take steps). b. Identify real‐life connections between cozy). and their use (e.g., describe foods that are words and their use (e.g., describe people who d. Distinguish shades of meaning among verbs spicy or juicy). are friendly or helpful). differing in manner (e.g., look, peek, glance, b. Distinguish shades of meaning among c. Distinguish shades of meaning among stare, glare, scowl) and adjectives differing in closely related verbs (e.g., toss, throw, hurl) related words that describe states of mind or intensity (e.g., large, gigantic) by defining or and closely related adjectives (e.g., thin, degrees of certainty (e.g., knew, believed, choosing them or by acting out the meanings. slender, skinny, scrawny). suspected, heard, wondered). 6. Use words and phrases acquired through 6. Use words and phrases acquired through 6. Acquire and use accurately grade‐
conversations, reading and being read to, and conversations, reading and being read to, and 47 responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). 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). CCSS Language Standards (Grades 4 and 5) Anchor Grade 4 Grade 5 Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run‐ons.* g. Correctly use frequently confused words (e.g., to, too, two; there, their).* 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade‐appropriate words correctly, consulting references as needed. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.* b. Choose punctuation for effect.* c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small‐group discussion). 4. Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 5. Demonstrate understanding of figurative language, word relationships, and 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.* e. Use correlative conjunctions (e.g., either/or, neither/nor). 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade‐appropriate words correctly, consulting references as needed. Knowledge of Language Vocabulary Acquisition and Use 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. 4. Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 5. Demonstrate understanding of figurative language, word relationships, and 48 nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). 6. Acquire and use accurately grade‐appropriate general academic and domain‐
specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 6. Acquire and use accurately grade‐appropriate general academic and domain‐
specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Source: Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. 49