2012-2013 Quarter 1 – 3rd Grade Rubric
English Language Arts
Rubric Key:
Standard
- Standards introduced and assessed
- Standards maintained and assessed as needed
READING FOUNDATION
Phonics and Word Recognition
4
3
2
ELACC3RF3: Know and apply grade level phonics and word analysis skills in decoding words.
a. Identify and know the
ALL OF THE TIME:
MOST OF THE TIME:
SOME OF THE TIME:
meaning of the most
*Identify and infer
*Identify and infer
*Identify and infer
common prefixes and
meaning from common meaning from common meaning from common
derivational suffixes.
root words,
root words,
root words,
c. Decode multi-syllable
* Identify and infer
* Identify and infer
* Identify and infer
words
meaning form common meaning form common meaning form common
d. Read grade-appropriate prefixes (e.g., un-, re-,
prefixes (e.g., un-, re-,
prefixes (e.g., un-, re-,
irregularly spelled words
dis-, in-),
dis-, in-),
dis-, in-),
* Identify and know the * Identify and know the * Identify and know the
meaning of derivational meaning of derivational meaning of derivational
suffixes
suffixes
suffixes
* Infer word meaning
* Infer word meaning
* Infer word meaning
from taught roots,
from taught roots,
from taught roots,
prefixes, and suffixes
prefixes, and suffixes
prefixes, and suffixes
Fluency
ELACC3RF4: Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with Reads fluently
Reads fluently
Reads fluently
purpose and
90 or above wpm
80-89 wpm
70-79 wpm
understanding
(Cold read only)
(Cold read only)
(Cold Read only)
b. Read on-level prose and Level N
Level N
Level N
poetry orally with
ALL OF THE TIME:
MOST OF THE TIME:
SOME OF THE TIME:
accuracy, appropriate
*Apply knowledge of
*Apply knowledge of
*Apply knowledge of
rate, and expression on
letter-sound
letter-sound
letter-sound
1
Notes
LIMITED KNOWLEDGE
of the following skills:
*Identify and infer
meaning from common
root words,
* Identify and infer
meaning form common
prefixes (e.g., un-, re-,
dis-, in-),
* Identify and know the
meaning of derivational
suffixes
* Infer word meaning
from taught roots,
prefixes, and suffixes
Prefixes: un, re, dis, in
Reads fluently
69 or below wpm
(Cold Read Only)
Level N
LIMITED KNOWLEDGE
of the following skills:
*Apply knowledge of
F&P = N
Lexile= 450-790
A-Z = N
Rigby = 23
3rd Grade Dolch Words
about, better, bring, carry,
clean, cut, done, draw,
drink, eight, fall, far, full,
got, grow, hold, hot, hurt, if,
keep, kind, laugh, light, long,
much, myself, never, only,
own, pick, seven, shall,
show, six, small, start, ten,
today, together, try, warm
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August 1, 2012
successive readings.
c. Use context to confirm
or self-correct word
recognition and
understanding, rereading
as necessary.
correspondence and
spelling patterns to
decode and read
multisyllabic words
* Recognize, read, and
write words containing
regular plurals, irregular
plurals, and possessives
* Read and spell words
containing r-controlled
vowels and silent letters
* Read and spell words
containing irregular
vowel patterns
correspondence and
spelling patterns to
decode and read
multisyllabic words
* Recognize, read, and
write words containing
regular plurals, irregular
plurals, and possessives
* Read and spell words
containing r-controlled
vowels and silent letters
* Read and spell words
containing irregular
vowel patterns
correspondence and
spelling patterns to
decode and read
multisyllabic words
* Recognize, read, and
write words containing
regular plurals, irregular
plurals, and possessives
* Read and spell words
containing r-controlled
vowels and silent letters
* Read and spell words
containing irregular
vowel patterns
letter-sound
correspondence and
spelling patterns to
decode and read
multisyllabic words
* Recognize, read, and
write words containing
regular plurals, irregular
plurals, and possessives
* Read and spell words
containing r-controlled
vowels and silent letters
* Read and spell words
containing irregular
vowel patterns
READING LITERATURE
Key Ideas and Details
Standard
ELACC3RL1: Ask and
answer questions to
demonstrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
4
ALL OF THE TIME:
*generate questions
before, during, and after
reading
*refer explicitly to the
text being read to
answer questions
*Ask and answer
questions about
essential narrative
elements in a story
*Use background
knowledge and
information from text
when answering
questions
3
MOST OF THE TIME:
*generate questions
before, during, and after
reading
*refer explicitly to the
text being read to
answer questions
*Ask and answer
questions about
essential narrative
elements in a story
*Use background
knowledge and
information from text
when answering
questions
2
SOME OF THE TIME:
*generate questions
before, during, and after
reading
*refer explicitly to the
text being read to
answer questions
*Ask and answer
questions about
essential narrative
elements in a story
*Use background
knowledge and
information from text
when answering
questions
1
LIMITED KNOWLEDGE
of the following skills:
*generate questions
before, during, and after
reading
*refer explicitly to the
text being read to
answer questions
*Ask and answer
questions about
essential narrative
elements in a story
*Use background
knowledge and
information from text
when answering
Notes
F&P = N
Lexile= 450-790
A-Z = N
Rigby = 23
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August 1, 2012
*Make and revise
predictions while
reading
*Include evidence from
reading within writing
*Make and revise
predictions while
reading
*Include evidence from
reading within writing
*Make and revise
predictions while
reading
*Include evidence from
reading within writing
ELACC3RL2: Recount
stories, including fables,
folktales, and myths from
diverse, cultures;
determine the central
message, lesson, or moral
and explain how it is
conveyed through key
details in the text.
ALL OF THE TIME:
* Retell major points
from literary text
* Identify the main idea
and supporting details
of a story
* Explain the similarities
and differences
between fables,
folktales, and myths
* Identify themes,
lessons, and morals in
folktales, tall tales,
fables, and myths
MOST OF THE TIME:
* Retell major points
from literary text
* Identify the main idea
and supporting details
of a story
* Explain the similarities
and differences
between fables,
folktales, and myths
* Identify themes,
lessons, and morals in
folktales, tall tales,
fables, and myths
SOME OF THE TIME:
* Retell major points
from literary text
* Identify the main idea
and supporting details
of a story
* Explain the similarities
and differences
between fables,
folktales, and myths
* Identify themes,
lessons, and morals in
folktales, tall tales,
fables, and myths
ELACC3RL3: Describe
characters in a story (e.g.,
their traits, motivations, or
feelings) and explain how
their actions contribute to
the sequence of events.
ALL OF THE TIME:
*Read attentively for
understanding
*Make judgments and
inferences about
characters in a story
*Identify character
traits, motivations, and
feelings
*Explain how character
actions contribute to
the sequence of events
in a story
MOST OF THE TIME:
*Read attentively for
understanding
*Make judgment and
inferences about
characters in a story
*Identify character
traits, motivations, and
feelings
*Explain how character
actions contribute to
the sequence of events
in a story
SOME OF THE TIME:
*Read attentively for
understanding
*Make judgment and
inferences about
characters in a story
*Identify character
traits, motivations, and
feelings
*Explain how character
actions contribute to
the sequence of events
in a story
questions
*Make and revise
predictions while
reading
*Include evidence from
reading within writing
LIMITED KNOWLEDGE
of the following skills:
* Retell major points
from literary text
* Identify the main idea
and supporting details
of a story
* Explain the similarities
and differences
between fables,
folktales, and myths
* Identify themes,
lessons, and morals in
folktales, tall tales,
fables, and myths
LIMITED KNOWLEDGE
of the following skills:
*Read attentively for
understanding
*Make judgment and
inferences about
characters in a story
*Identify character
traits, motivations, and
feelings
*Explain how character
actions contribute to
the sequence of events
F&P = N
Lexile= 450-790
A-Z = N
Rigby = 23
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August 1, 2012
*Use graphic
organizers to illustrate
character traits
*Use graphic
organizers to illustrate
character traits
*Use graphic
organizers to illustrate
character traits
ELACC3RL4: Determine the
meaning of words and
phrases as they are used in
a text, distinguishing literal
from non-literal language.
ALL OF THE TIME:
*Determine the
meaning of unknown
words on the basis of
context
Craft and Structure
MOST OF THE TIME:
SOME OF THE TIME:
*Determine the
*Determine the
meaning of unknown
meaning of unknown
words on the basis of
words on the basis of
context
context
ELACC3RL5: Refer to parts of
stories, dramas, and poems
when writing or speaking
about a text, using terms
such as chapter, scene, and
stanza; describe how each
successive part builds on
earlier sections
ALL OF THE TIME:
*Identify the basic
elements of a variety of
genres (fiction, nonfiction, drama, and
poetry)
* Refer to parts of
stories, dramas, and
poems when writing or
speaking about a text
MOST OF THE TIME:
*Identify the basic
elements of a variety of
genres (fiction, nonfiction, drama, and
poetry)
* Refer to parts of
stories, dramas, and
poems when writing or
speaking about a text
SOME OF THE TIME:
*Identify the basic
elements of a variety of
genres (fiction, nonfiction, drama, and
poetry)
* Refer to parts of
stories, dramas, and
poems when writing or
speaking about a text
ELACC3RL6: Distinguish their
own point of view from that
of the narrator or those of
the characters.
ALL OF THE TIME:
*Identify point of view
in a story
* Formulate and defend
an opinion about a text
* Establish a point of
view that is different
from that of the
MOST OF THE TIME:
*Identify point of view
in a story
* Formulate and defend
an opinion about a text
* Establish a point of
view that is different
from that of the
SOME OF THE TIME:
*Identify point of view
in a story
* Formulate and defend
an opinion about a text
* Establish a point of
view that is different
from that of the
in a story
*Use graphic
organizers to illustrate
character traits
LIMITED KNOWLEDGE
of the following skills:
*Determine the
meaning of unknown
words on the basis of
context
F&P = N
Lexile= 450-790
A-Z = N
Rigby = 23
LIMITED KNOWLEDGE
of the following skills:
*Identify the basic
elements of a variety of
genres (fiction, nonfiction, drama, and
poetry)
* Refer to parts of
stories, dramas, and
poems when writing or
speaking about a text
LIMITED KNOWLEDGE
of the following skills:
*Identify point of view
in a story
* Formulate and
defend an opinion
about a text
* Establish a point of
Fiction/nonfiction
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ELACC3RL7: Explain how
specific aspects of a text’s
illustrations contribute to
what is conveyed by the
words in a story (e.g.,
create mood, emphasize
aspects of a character or
setting.
narrator or characters in
a story
narrator or characters in
a story
ALL OF THE TIME:
*Interpret information
from text illustrations
*Explain how
illustrations in a text
help to understand the
words in a story
*Make predictions
about a text based on
the illustrations
Integration of Knowledge and Ideas
MOST OF THE TIME:
SOME OF THE TIME:
*Interpret information
*Interpret information
from text illustrations
from text illustrations
*Explain how
*Explain how
illustrations in a text
illustrations in a text
help to understand the
help to understand the
words in a story
words in a story
*Make predictions
*Make predictions
about a text based on
about a text based on
the illustrations
the illustrations
ELACC3RL8 (Not applicable to literature)
ELACC3RL9: Compare and ALL OF THE TIME:
*Recognize theme, plot,
contrast the themes,
and setting within text
settings, and plots of
*Compare and contrast
stories written by the
these elements
same author about the
between texts written
same or similar
by the same author
characters(e. g. in books
about the same or
similar characters
from a series).
*Use graphic organizers
to compare and
contrast two stories
MOST OF THE TIME:
*Recognize theme, plot,
and setting within text
*Compare and contrast
these elements
between texts written
by the same author
about the same or
similar characters
*Use graphic organizers
to compare and
contrast two stories
narrator or characters in
a story
SOME OF THE TIME:
*Recognize theme, plot,
and setting within text
*Compare and contrast
these elements
between texts written
by the same author
about the same or
similar characters
*Use graphic organizers
to compare and
contrast two stories
view that is different
from that of the
narrator or characters in
a story
LIMITED KNOWLEDGE
of the following skills:
*Interpret information
from text illustrations
*Explain how
illustrations in a text
help to understand the
words in a story
*Make predictions
about a text based on
the illustrations
LIMITED KNOWLEDGE
of the following skills:
*Recognize theme, plot,
and setting within text
*Compare and contrast
these elements
between texts written
by the same author
about the same or
similar characters
*Use graphic organizers
to compare and
contrast two stories
Range of Reading and Text Complexity
ELACC3RL10: By the end of the year, read and comprehend literature, stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band
independently and proficiently. (This standard is taught and assessed throughout Reading Literature standards ELACC3RL1 to ELACC3RL9).
Page 5 of 20
August 1, 2012
Standard
ELACC3RI1: Ask and
answer questions to
demonstrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
4
ALL OF THE TIME:
*Read attentively for
understanding
* Use textual evidence
to support what the text
says explicitly
*Make predictions from
text content
* Generate questions to
improve comprehension
* Identify and infer
cause-and-effect
relationships and draw
conclusions
READING INFORMATIONAL
Key Ideas and Details
3
2
MOST OF THE TIME:
SOME OF THE TIME:
*Read attentively for
*Read attentively for
understanding
understanding
* Use textual evidence
* Use textual evidence
to support what the text to support what the text
says explicitly
says explicitly
*Make predictions from *Make predictions from
text content
text content
* Generate questions to * Generate questions to
improve comprehension improve comprehension
* Identify and infer
* Identify and infer
cause-and-effect
cause-and-effect
relationships and draw
relationships and draw
conclusions
conclusions
ELACC3RI2:
Determine the main idea
of a text; recount the key
details and explain how
they support the main
idea
ALL OF THE TIME:
*Read attentively for
understanding
* Make inferences
about the information
read
* Identify main ideas,
supporting ideas, and
supporting details
MOST OF THE TIME:
*Read attentively for
understanding
* Make inferences
about the information
read
* Identify main ideas,
supporting ideas, and
supporting details
SOME OF THE TIME:
*Read attentively for
understanding
* Make inferences
about the information
read
* Identify main ideas,
supporting ideas, and
supporting details
ELACC3RI3:
Describe the relationship
between a series of
historical events, scientific
ALL OF THE TIME:
*Read attentively for
understanding
* Identify and use
MOST OF THE TIME:
*Read attentively for
understanding
* Identify and use
SOME OF THE TIME:
*Read attentively for
understanding
* Identify and use
1
LIMITED KNOWLEDGE
of the following skills:
*Read attentively for
understanding
* Use textual evidence
to support what the text
says explicitly
*Make predictions from
text content
* Generate questions to
improve comprehension
* Identify and infer
cause-and-effect
relationships and draw
conclusions
LIMITED KNOWLEDGE
of the following skills:
*Read attentively for
understanding
* Make inferences
about the information
read
* Identify main ideas,
supporting ideas, and
supporting details
Notes
F&P = N
Lexile= 450-790
A-Z = N
Rigby = 23
F&P = N
Lexile= 450-790
A-Z = N
Rigby = 23
LIMITED KNOWLEDGE
of the following skills:
*Read attentively for
understanding
Page 6 of 20
August 1, 2012
ideas or concepts, or steps
in technical procedures in
a text, using language that
pertains to time, and
sequence.
ELACC3RI4: Determine the
meaning of general
academic and domainspecific words and phrases
in a text relevant to a
grade 3 topic or subject
area.
knowledge of common
organizational
structures (e.g.,
chronological order)
* Remember to activate
and explore your
background knowledge
when engaging in a new
text; proactively make
connections
* Notice words that
indicate sequence or
time, words like “next,”
“then,” “after,” and use
them effectively in your
writing
knowledge of common
organizational
structures (e.g.,
chronological order,)
* Remember to activate
and explore your
background knowledge
when engaging in a new
text; proactively make
connections
* Notice words that
indicate sequence or
time, words like “next,”
“then,” “after,” and use
them effectively in your
writing
knowledge of common
organizational
structures (e.g.,
chronological order,)
* Remember to activate
and explore your
background knowledge
when engaging in a new
text; proactively make
connections
* Notice words that
indicate sequence or
time, words like “next,”
“then,” “after,” and use
them effectively in your
writing
ALL OF THE TIME:
*Read attentively for
understanding
* Read informational
texts and incorporate
new words into oral and
written language
* Determine the
meaning of unknown
words on the basis of
context
* Read a variety of texts
and incorporates new
words into oral and
Craft and Structure
MOST OF THE TIME:
SOME OF THE TIME:
*Read attentively for
*Read attentively for
understanding
understanding
* Read informational
* Read informational
texts and incorporate
texts and incorporate
new words into oral and new words into oral and
written language
written language
* Determine the
* Determine the
meaning of unknown
meaning of unknown
words on the basis of
words on the basis of
context
context
* Read a variety of texts * Read a variety of texts
and incorporates new
and incorporates new
words into oral and
words into oral and
* Identify and use
knowledge of common
organizational
structures (e.g.,
chronological order,)
* Remember to activate
and explore your
background knowledge
when engaging in a new
text; proactively make
connections
* Notice words that
indicate sequence or
time, words like “next,”
“then,” “after,” and use
them effectively in your
writing
LIMITED KNOWLEDGE
of the following skills:
*Read attentively for
understanding
* Read informational
texts and incorporate
new words into oral and
written language
* Determine the
meaning of unknown
words on the basis of
context
* Read a variety of texts
and incorporates new
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August 1, 2012
ELACC3RI6: Distinguish
their own point of view
from that of the author of
a text.
written language
* Apply learned
strategies to determine
the meaning of
unknown words(
context clues, reference
materials, word
families, etc)
* Know the difference
between general
academic and domainspecific words and
phrases
* Record new words
learned into a notebook
for future use when
writing and speaking
written language
* Apply learned
strategies to determine
the meaning of
unknown words(
context clues, reference
materials, word
families, etc)
* Know the difference
between general
academic and domainspecific words and
phrases
*Record new words
learned into a notebook
for future use when
writing and speaking
written language
* Apply learned
strategies to determine
the meaning of
unknown words(
context clues, reference
materials, word
families, etc)
* Know the difference
between general
academic and domainspecific words and
phrases
* Record new words
learned into a notebook
for future use when
writing and speaking
words into oral and
written language
* Apply learned
strategies to determine
the meaning of
unknown words(
context clues, reference
materials, word families,
etc)
* Know the difference
between general
academic and domainspecific words and
phrases
* Record new words
learned into a notebook
for future use when
writing and speaking
ALL OF THE TIME:
*Read attentively for
understanding
* Understand and apply
knowledge of point of
view
MOST OF THE TIME:
*Read attentively for
understanding
* Understand and apply
knowledge of point of
view
SOME OF THE TIME:
*Read attentively for
understanding
* Understand and
apply knowledge of
point of view
LIMITED KNOWLEDGE
of the following skills:
*Read attentively for
understanding
* Understand and apply
knowledge of point of
view
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August 1, 2012
ELACC3RI7: Use
information gained from
illustrations (e.g., maps,
photographs) and the
words in a text to
demonstrate
understanding of the text
(e.g., where, when, why,
and how key events
occur).
ALL OF THE TIME:
*Read attentively for
understanding
* Interpret information
from illustrations,
diagrams, charts,
graphs, graphic
organizers, maps and
photographs
* Explain how
illustrations and the text
work together in
helping to understand a
text
Integration of Knowledge and Ideas
MOST OF THE TIME:
SOME OF THE TIME:
*Read attentively for
*Read attentively for
understanding
understanding
* Interpret information * Interpret information
from illustrations,
from illustrations,
diagrams, charts,
diagrams, charts,
graphs, graphic
graphs, graphic
organizers, maps and
organizers, maps and
photographs
photographs
* Explain how
* Explain how
illustrations and the text illustrations and the text
work together in
work together in
helping to understand a helping to understand a
text
text
ELACC3RI8: Describe the
logical connection
between particular
sentences and paragraphs
in a text (e.g.,
first/second/third in a
sequence).
ALL OF THE TIME:
*Read attentively for
understanding
* Use organizational
patterns for conveying
information (e.g.,
chronological order,
questions and answers)
MOST OF THE TIME:
*Read attentively for
understanding
* Use organizational
patterns for conveying
information (e.g.,
chronological order,
questions and answers)
SOME OF THE
TIME:*Read attentively
for understanding
* Use organizational
patterns for conveying
information (e.g.,
chronological order,
questions and answers)
LIMITED KNOWLEDGE
of the following skills:
*Read attentively for
understanding
* Interpret information
from illustrations,
diagrams, charts,
graphs, graphic
organizers, maps and
photographs
* Explain how
illustrations and the text
work together in
helping to understand a
text
LIMITED KNOWLEDGE
of the following skills:
*Read attentively for
understanding
* Use organizational
patterns for conveying
information (e.g.,
chronological order,
questions and answers)
Range of Reading and Text Complexity
ELACC3RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the
grades 2-3 text complexity band independently and proficiently. (This standard is taught and assessed throughout Reading Informational standards ELACC3RI1 to
ELACC3RI9.)
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August 1, 2012
WRITING
Text Types and Purposes
Standard
4
3
2
ELACC3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or
ALL OF THE TIME:
MOST OF THE TIME:
SOME OF THE TIME:
book they are writing
*Use all the steps of the *Use all the steps of the *Use all the steps of the
about, state an opinion,
writing process
writing process
writing process
and create an
* Capture a reader’s
* Capture a reader’s
* Capture a reader’s
organizational structure
interest by stating a
interest by stating a
interest by stating a
that lists reasons.
clear position/opinion
clear position/opinion
clear position/opinion
b. Provide reasons that
and developing a point
and developing a point
and developing a point
support the opinion.
of view
of view
of view
c. Use linking words and
* Write a persuasive
* Write a persuasive
* Write a persuasive
phrases (e.g., because,
piece that states a clear piece that states a clear piece that states a clear
therefore, since, for
position
position
position
example) to connect
*Select a focus and an
*Select a focus and an
*Select a focus and an
opinion and reasons.
organizational pattern
organizational pattern
organizational pattern
d. Provide a concluding
based on purpose,
based on purpose,
based on purpose,
statement or section.
genre, expectations,
genre, expectations,
genre, expectations,
audience, and length
audience, and length
audience, and length
* Use organizational
* Use organizational
* Use organizational
patterns for conveying
patterns for conveying
patterns for conveying
information (e.g.,
information (e.g.,
information (e.g.,
chronological order,
chronological order,
chronological order,
cause and effect,
cause and effect,
cause and effect,
similarity and
similarity and
similarity and
difference, questions
difference, questions
difference, questions
and answers)
and answers)
and answers)
* Begin to include
* Begin to include
* Begin to include
relevant examples,
relevant examples,
relevant examples,
facts, anecdotes, and
facts, anecdotes, and
facts, anecdotes, and
details appropriate to
details appropriate to
details appropriate to
the audience
the audience
the audience
1
LIMITED KNOWLEDGE
of the following skills:
*Use all the steps of the
writing process
* Capture a reader’s
interest by stating a
clear position/opinion
and developing a point
of view
* Write a persuasive
piece that states a clear
position
*Select a focus and an
organizational pattern
based on purpose,
genre, expectations,
audience, and length
* Use organizational
patterns for conveying
information (e.g.,
chronological order,
cause and effect,
similarity and
difference, questions
and answers)
* Begin to include
relevant examples,
facts, anecdotes, and
details appropriate to
Notes
*Narrative
*Persuasive
*Response to Literature
Page 10 of 20
August 1, 2012
* Add supportive
details throughout the
paper that may include
relevant examples,
facts, and anecdotes
* Use appropriate
structures to ensure
coherence (e.g.,
transition words and
phrases, bullets,
subheadings,
numbering)
* Provide a sense of
closure
* Add supportive
details throughout the
paper that may include
relevant examples,
facts, and anecdotes
* Use appropriate
structures to ensure
coherence (e.g.,
transition words and
phrases, bullets,
subheadings,
numbering)
* Provide a sense of
closure
* Add supportive
details throughout the
paper that may include
relevant examples,
facts, and anecdotes
* Use appropriate
structures to ensure
coherence (e.g.,
transition words and
phrases, bullets,
subheadings,
numbering)
* Provide a sense of
closure
the audience
* Add supportive
details throughout the
paper that may include
relevant examples,
facts, and anecdotes
* Use appropriate
structures to ensure
coherence (e.g.,
transition words and
phrases, bullets,
subheadings,
numbering)
* Provide a sense of
closure
ELACC3W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Establish a situation and ALL OF THE TIME:
MOST OF THE TIME:
SOME OF THE TIME:
LIMITED KNOWLEDGE
introduce a narrator
*Use all the steps of the *Use all the steps of the *Use all the steps of the of the following skills:
and/or characters;
writing process
writing process
writing process
*Use all the steps of the
organize an event
writing process
* Write
* Write
* Write
sequence that unfolds
fantasy/imaginary
fantasy/imaginary
fantasy/imaginary
* Write
naturally.
stories
stories
stories
fantasy/imaginary
d. Provide a sense of
stories
* Capture a reader’s
* Capture a reader’s
* Capture a reader’s
closure.
interest by writing both interest by writing both interest by writing both * Capture a reader’s
personal and
personal and
personal and
interest by writing both
fantasy/imaginary
fantasy/imaginary
fantasy/imaginary
personal and
stories, setting a
stories, setting a
stories, setting a
fantasy/imaginary
purpose, and
purpose, and
purpose, and
stories, setting a
developing a point of
developing a point of
developing a point of
purpose, and
view
view
view
developing a point of
view
*Sustain a focus
*Sustain a focus
*Sustain a focus
*Sustain a focus
* Include the
* Include the
* Include the
appropriate purpose,
appropriate purpose,
appropriate purpose,
* Include the
Page 11 of 20
August 1, 2012
expectations, and
length for the audience
and genre
*Use appropriate
organizational
structures to ensure
coherence (well
developed beginning,
middle, and end, and
sequence of events) and
strategies (transition
words/phrases, time
cue words, and
sequence of events)
expectations, and
length for the audience
and genre
*Use appropriate
organizational
structures to ensure
coherence (well
developed beginning,
middle, and end, and
sequence of events) and
strategies (transition
words/phrases, time
cue words, and
sequence of events)
expectations, and
length for the audience
and genre
*Use appropriate
organizational
structures to ensure
coherence (well
developed beginning,
middle, and end, and
sequence of events) and
strategies (transition
words/phrases, time
cue words, and
sequence of events)
ELACC3W4: With guidance
and support from adults,
produce writing in which
the development and
organization are
appropriate to task and
purpose. (Grade-specific
expectations for writing
types are defined in
Standards 1-3 above.)
ALL OF THE TIME:
*Begin to select a focus
and an organizational
pattern based on
purpose, genre,
expectations, audience,
and length
Production and Distribution of Writing
MOST OF THE TIME:
SOME OF THE TIME:
*Begin to select a focus *Begin to select a focus
and an organizational
and an organizational
pattern based on
pattern based on
purpose, genre,
purpose, genre,
expectations, audience, expectations, audience,
and length
and length
ELACC3W5: With guidance
and support from peers
and adults, develop and
strengthen writing as
needed by planning,
revising, and editing.
(Editing for conventions
ALL OF THE TIME:
*Plan and draft writing
* Revise selected drafts
to improve coherence
and progression by
adding, deleting,
consolidating, and
MOST OF THE TIME:
*Plan and draft writing
* Revise selected drafts
to improve coherence
and progression by
adding, deleting,
consolidating, and
SOME OF THE TIME:
*Plan and draft writing
* Revise selected drafts
to improve coherence
and progression by
adding, deleting,
consolidating, and
appropriate purpose,
expectations, and
length for the audience
and genre
*Use appropriate
organizational
structures to ensure
coherence (well
developed beginning,
middle, and end, and
sequence of events) and
strategies (transition
words/phrases, time
cue words, and
sequence of events)
LIMITED KNOWLEDGE
of the following skills:
*Begin to select a focus
and an organizational
pattern based on
purpose, genre,
expectations, audience,
and length
LIMITED KNOWLEDGE
of the following skills:
*Plan and draft writing
* Revise selected drafts
to improve coherence
and progression by
adding, deleting,
Page 12 of 20
August 1, 2012
should demonstrate
command of Language
Standards 1–3 up to and
including grade 3.)
rearranging text
* Edit to correct errors
in spelling, punctuation,
etc.
rearranging text
* Edit to correct errors
in spelling, punctuation,
etc.
rearranging text
* Edit to correct errors
in spelling, punctuation,
etc.
consolidating, and
rearranging text
* Edit to correct errors
in spelling, punctuation,
etc.
LANGUAGE
Conventions of Standard English
Standard
4
3
2
1
ELACC3L1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
a. Explain the function of
ALL OF THE TIME:
MOST OF THE TIME:
SOME OF THE TIME:
LIMITED KNOWLEDGE
nouns, pronouns, verbs,
*Identify and use nouns *Identify and use nouns *Identify and use nouns of the following skills:
adjectives, and adverbs in – abstract, common,
– abstract, common,
– abstract, common,
*Identify and use nouns
general and their
collective, plural, and
collective, plural, and
collective, plural, and
– abstract, common,
functions in particular
possessive.
possessive.
possessive.
collective, plural, and
sentences.
possessive.
* Identify and define
* Identify and define
* Identify and define
b. Form and use regular
abstract nouns in text
abstract nouns in text
abstract nouns in text
* Identify and define
and irregular plural nouns. presented in a variety of presented in a variety of presented in a variety of abstract nouns in text
c. Use abstract nouns
formats
formats
formats
presented in a variety of
(e.g., childhood).
formats
* Distinguish between
* Distinguish between
* Distinguish between
d. Form and use regular
abstract and common
abstract and common
abstract and common
* Distinguish between
and irregular verbs.
nouns
nouns
nouns
abstract and common
e. Form and use the simple * Demonstrate how to
nouns
* Demonstrate how to
* Demonstrate how to
(e.g., I walked; I walk; I will use abstract nouns in
use abstract nouns in
use abstract nouns in
* Demonstrate how to
walk) verb tenses
oral and written
oral and written
oral and written
use abstract nouns in
f. Ensure subject-verb and
language
language
language
oral and written
pronoun-antecedent
language
* Identify and use
* Identify and use
* Identify and use
agreement.
correct verb tense (past, correct verb tense (past, correct verb tense (past, * Identify and use
present, and future)
present, and future)
present, and future)
correct verb tense (past,
when speaking and
when speaking and
when speaking and
present, and future)
writing
writing
writing
when speaking and
*Correctly identify
*Correctly identify
*Correctly identify
writing
subject/verb agreement subject/verb agreement subject/verb agreement *Correctly identify
subject/verb agreement
Notes
Students will be expected to
IDENTIFY and to EXPLAIN the
function of nouns, pronouns,
verbs, adjectives and
adverbs.
Page 13 of 20
August 1, 2012
ELACC3L2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a. Capitalize appropriate
ALL OF THE TIME:
MOST OF THE TIME:
SOME OF THE TIME:
LIMITED KNOWLEDGE
words in titles.
*Use appropriate
*Use appropriate
*Use appropriate
of the following skills:
b. Use commas in
capitalization for words capitalization for words capitalization for words *Use appropriate
addresses.
in titles
in titles
in titles
capitalization for words
c. Use commas and
in titles
* Identify and use
* Identify and use
* Identify and use
quotation marks in
commas correctly in
commas correctly in
commas correctly in
* Identify and use
dialogue
address
address
address
commas correctly in
e. Use conventional
address
* Correctly place
* Correctly place
* Correctly place
spelling for high-frequency commas and quotation
commas and quotation
commas and quotation
* Correctly place
and other studied words
marks in dialogue
marks in dialogue
marks in dialogue
commas and quotation
and for adding suffixes to
*Identify and use nouns *Identify and use nouns *Identify and use nouns marks in dialogue
base words (e.g., sitting,
(singular, plural)
(singular, plural)
(singular, plural)
*Identify and use nouns
smiled, cries, happiness).
* Use common rules of * Use common rules of * Use common rules of (singular, plural)
f. Use spelling patterns
spelling for grade-level
spelling for grade-level
spelling for grade-level
* Use common rules of
and generalizations (e.g.,
spelling for grade-level
high-frequency words
high-frequency words
high-frequency words
word families, positionhigh-frequency words
* Use common rules of
* Use common rules of
* Use common rules of
based spellings, syllable
spelling when adding
spelling when adding
spelling when adding
* Use common rules of
patterns, ending rules,
spelling when adding
suffixes to base words
suffixes to base words
suffixes to base words
meaningful word parts) in * Use knowledge of
suffixes to base words
* Use knowledge of
* Use knowledge of
writing words.
letter sounds, word
letter sounds, word
letter sounds, word
* Use knowledge of
g. Consult reference
parts, word
parts, word
parts, word
letter sounds, word
materials, including
segmentation, and
segmentation, and
segmentation, and
parts, word
beginning dictionaries, as
syllabication to monitor syllabication to monitor syllabication to monitor segmentation, and
needed to check and
and correct spelling
and correct spelling
and correct spelling
syllabication to monitor
correct spellings.
and correct spelling
Page 14 of 20
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Knowledge of Language
ELACC3L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and
ALL OF THE TIME:
MOST OF THE TIME:
SOME OF THE TIME:
phrases for effect.
*Select words and
*Select words and
*Select words and
b. Recognize and observe
phrases that will add
phrases that will add
phrases that will add
differences between the
effect (set the tone,
effect (set the tone,
effect (set the tone,
conventions of spoken and compare/contrast)
compare/contrast)
compare/contrast)
written Standard English.
* Identify and use
* Identify and use
* Identify and use
figurative language
figurative language
figurative language
* Use words to
* Use words to
* Use words to
communicate feelings
communicate feelings
communicate feelings
or mood in writing
or mood in writing
or mood in writing
* Demonstrate
* Demonstrate
* Demonstrate
knowledge of and
knowledge of and
knowledge of and
differences between the differences between the differences between the
conventions of spoken
conventions of spoken
conventions of spoken
and written language
and written language
and written language
LIMITED KNOWLEDGE
of the following skills:
*Select words and
phrases that will add
effect (set the tone,
compare/contrast)
* Identify and use
figurative language
* Use words to
communicate feelings
or mood in writing
* Demonstrate
knowledge of and
differences between the
conventions of spoken
and written language
Vocabulary Acquisition and Use
ELACC3L4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range
of strategies.
a. Use sentence-level
ALL OF THE TIME:
MOST OF THE TIME:
SOME OF THE TIME:
LIMITED KNOWLEDGE
context as a clue to the
*When appropriate,
*When appropriate,
*When appropriate,
of the following skills:
F&P = N
meaning of a word or
determine the meaning determine the meaning determine the meaning *When appropriate,
Lexile= 450-790
phrase.
of a word based on how of a word based on how of a word based on how determine the meaning A-Z = N
b. Determine the meaning it is used in an orally
it is used in an orally
it is used in an orally
of a word based on how Rigby = 23
of the new word formed
presented sentence.
presented sentence.
presented sentence.
it is used in an orally
when a known affix is added * Determine the
* Determine the
* Determine the
presented sentence.
to a known word (e.g.,
meaning of unknown
meaning of unknown
meaning of unknown
* Determine the
agreeable/disagreeable,
words on the basis of
words on the basis of
words on the basis of
meaning of unknown
comfortable/uncomfortable, context.
context.
context.
words on the basis of
care/careless,
* Recognize and use
* Recognize and use
* Recognize and use
context.
heat/preheat).
words with multiple
words with multiple
words with multiple
* Recognize and use
Page 15 of 20
August 1, 2012
c. Use a known root word as meanings (e.g.,
a clue to the meaning of an sentence, school, hard)
unknown word with the
and determines which
same root (e.g., company, meaning is intended
companion).
from the context of the
d. Use glossaries or
sentence
beginning dictionaries, both *Use knowledge of
print and digital, to
known root words to
determine or clarify the
determine the meaning
precise meaning of key
of another word with
words and phrases.
the same root
* Use print and digital
reference materials to
determine or clarify
meaning of words and
phrases
meanings (e.g.,
sentence, school, hard)
and determines which
meaning is intended
from the context of the
sentence
*Use knowledge of
known root words to
determine the meaning
of another word with
the same root
* Use print and digital
reference materials to
determine or clarify
meaning of words and
phrases
meanings (e.g.,
sentence, school, hard)
and determines which
meaning is intended
from the context of the
sentence
*Use knowledge of
known root words to
determine the meaning
of another word with
the same root
* Use print and digital
reference materials to
determine or clarify
meaning of words and
phrases
words with multiple
meanings (e.g.,
sentence, school, hard)
and determines which
meaning is intended
from the context of the
sentence
*Use knowledge of
known root words to
determine the meaning
of another word with
the same root
* Use print and digital
reference materials to
determine or clarify
meaning of words and
phrases
ELACC3L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
b. Identify real-life
ALL OF THE TIME:
MOST OF THE TIME:
SOME OF THE TIME:
LIMITED KNOWLEDGE
connections between
*Make real-life
*Make real-life
*Make real-life
of the following skills:
words and their use (e.g.,
connections between
connections between
connections between
*Make real-life
describe people who are
words and their use by
words and their use by
words and their use by
connections between
friendly or helpful).
accessing prior
accessing prior
accessing prior
words and their use by
c. Distinguish shades of
knowledge
knowledge
knowledge
accessing prior
meaning among related
* Identify relationships
* Identify relationships
* Identify relationships
knowledge
words that describe states between and among
between and among
between and among
* Identify relationships
of mind or degrees of
words, such as
words, such as
words, such as
between and among
certainty (e.g., knew,
synonyms, antonyms,
synonyms, antonyms,
synonyms, antonyms,
words, such as
believed, suspected,
homophones
homophones
homophones
synonyms, antonyms,
heard, wondered).
homophones
Page 16 of 20
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ELACC3L6: Acquire and use
accurately gradeappropriate
conversational, general
academic and domainspecific vocabulary,
including words and
phrases that signal spatial
and temporal relationships
(e.g., After dinner that
night we went looking for
them).
ALL OF THE TIME:
*Consistently continue
the acquisition of new
vocabulary
* Acquire foundational
knowledge of roots,
pre-fixes, suffixes, and
other structural tools
for decoding new
vocabulary
* Use sequential and
temporal words and
phrases in procedures
such as process essays
and scientific
experiments
* Examine author’s
purpose in word choice
and be aware of your
own
MOST OF THE TIME:
*Consistently continue
the acquisition of new
vocabulary
* Acquire foundational
knowledge of roots,
pre-fixes, suffixes, and
other structural tools
for decoding new
vocabulary
* Use sequential and
temporal words and
phrases in procedures
such as process essays
and scientific
experiments
* Examine author’s
purpose in word choice
and be aware of your
own
SOME OF THE TIME:
*Consistently continue
the acquisition of new
vocabulary
* Acquire foundational
knowledge of roots,
pre-fixes, suffixes, and
other structural tools
for decoding new
vocabulary
* Use sequential and
temporal words and
phrases in procedures
such as process essays
and scientific
experiments
* Examine author’s
purpose in word choice
and be aware of your
own
LIMITED KNOWLEDGE
of the following skills:
*Consistently continue
the acquisition of new
vocabulary
* Acquire foundational
knowledge of roots,
pre-fixes, suffixes, and
other structural tools
for decoding new
vocabulary
* Use sequential and
temporal words and
phrases in procedures
such as process essays
and scientific
experiments
* Examine author’s
purpose in word choice
and be aware of your
own
Page 17 of 20
August 1, 2012
Speaking and Listening
Comprehension and Collaboration
Standard
4
3
2
1
Notes
ELACC3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others’ ideas and expressing their own clearly.
a. Come to discussions
ALL OF THE TIME:
MOST OF THE TIME:
SOME OF THE TIME:
LIMITED KNOWLEDGE
prepared having read or
*Adapt oral language to *Adapt oral language to *Adapt oral language to of the following skills:
studied required material; fit the situation by
fit the situation by
*Adapt oral language to
fit the situation by
explicitly draw on that
following the rules of
following the rules of
fit the situation by
following the rules of
preparation and other
conversation with peers conversation with peers conversation with peers following the rules of
information known about and adults
and adults
conversation with peers
and adults
the topic to explore ideas
and adults
*Identify and define
*Identify and define
*Identify and define
under discussion.
roles for participants in
roles for participants in
*Identify and define
roles for participants in
b. Follow agreed-upon
discussions
discussions
roles for participants in
discussions
rules for discussions (e.g., * Initiate new topics in
discussions
* Initiate new topics in
* Initiate new topics in
gaining the floor in
addition to responding
addition to responding
* Initiate new topics in
addition to responding
respectful ways, listening
to adult-initiated topics to adult-initiated topics to adult-initiated topics addition to responding
to others with care,
to adult-initiated topics
* Give reasons in
* Give reasons in
* Give reasons in
speaking one at a time
support of opinions
support of opinions
* Give reasons in
support of opinions
about the topics and texts expressed
expressed
support of opinions
expressed
under discussion).
expressed
* Research topic to be
* Research topic to be
* Research topic to be
c. Ask questions to check
discussed and give
discussed and give
* Research topic to be
discussed and give
understanding of
reasons in support of
reasons in support of
discussed and give
reasons in support of
information presented,
opinions expressed
opinions expressed
reasons in support of
opinions expressed
stay on topic, and link
* Ask relevant questions * Ask relevant questions * Ask relevant questions opinions expressed
their comments to the
* Ask relevant questions
* Respond
* Respond
* Respond
remarks of others.
appropriately to
appropriately to
* Respond
appropriately to
d. Explain their own ideas
comments and
comments and
appropriately to
comments and
and understanding in light
questions
questions
comments and
questions
of the discussion.
questions
* Review key ideas
* Review key ideas
* Review key ideas
expressed during a
expressed during a
* Review key ideas
expressed during a
discussion
discussion
expressed during a
discussion
discussion
* Volunteer
* Volunteer
* Volunteer
Page 18 of 20
August 1, 2012
contribution and
respond when directly
solicited by teacher or
discussion lead
ELACC3SL2: Determine the ALL OF THE TIME:
main ideas and supporting *Recalls, interprets,
details of a text read aloud and summarizes
or information presented in information presented
diverse media and formats, orally
including visually,
* Use oral language for
quantitatively, and orally. different purposes: to
ELACC3SL3: Ask and answer inform, persuade, or
questions about
entertain
information from a speaker, * Listen to and view a
offering appropriate
variety of media to
elaboration and detail.
acquire information
* Ask relevant questions
* Respond to questions
with appropriate
information
contribution and
respond when directly
solicited by teacher or
discussion lead
contribution and
respond when directly
solicited by teacher or
discussion lead
MOST OF THE TIME:
*Recalls, interprets,
and summarizes
information presented
orally
* Use oral language for
different purposes: to
inform, persuade, or
entertain
* Listen to and view a
variety of media to
acquire information
* Ask relevant questions
* Respond to questions
with appropriate
information
SOME OF THE TIME:
*Recalls, interprets,
and summarizes
information presented
orally
* Use oral language for
different purposes: to
inform, persuade, or
entertain
* Listen to and view a
variety of media to
acquire information
* Ask relevant questions
* Respond to questions
with appropriate
information
* Volunteer
contribution and
respond when directly
solicited by teacher or
discussion lead
LIMITED KNOWLEDGE
of the following skills:
*Recalls, interprets,
and summarizes
information presented
orally
* Use oral language for
different purposes: to
inform, persuade, or
entertain
* Listen to and view a
variety of media to
acquire information
* Ask relevant questions
* Respond to questions
with appropriate
information
Page 19 of 20
August 1, 2012
ELACC3SL4: Report on a
topic or text, tell a story, or
recount an experience with
appropriate facts and
relevant, descriptive details,
speaking clearly at an
understandable pace.
ALL OF THE TIME:
* Tell a story by
presenting facts and
relevant details
* Recount an
experience with facts
* Speak clearly using an
understandable pace
* Increase vocabulary to
reflect a growing range
of interest and
knowledge
*Produce complete
sentences with correct
subject/verb agreement
Presentation of Knowledge and Ideas
MOST OF THE TIME:
SOME OF THE TIME:
* Tell a story by
* Tell a story by
presenting facts and
presenting facts and
relevant details
relevant details
* Recount an
* Recount an
experience with facts
experience with facts
* Speak clearly using an * Speak clearly using an
understandable pace
understandable pace
* Increase vocabulary to * Increase vocabulary to
reflect a growing range
reflect a growing range
of interest and
of interest and
knowledge
knowledge
*Produce complete
*Produce complete
sentences with correct
sentences with correct
subject/verb agreement subject/verb agreement
ELACC3SL6: Speak in
complete sentences when
appropriate to task and
situation in order to
provide requested detail
or clarification. (See grade
3 Language Standards 1
and 3 for specific
expectations.)
ALL OF THE TIME:
*Speak and write in
complete and coherent
sentences
MOST OF THE TIME:
*Speak and write in
complete and coherent
sentences
SOME OF THE TIME:
*Speak and write in
complete and coherent
sentences
LIMITED KNOWLEDGE
of the following skills:
* Tell a story by
presenting facts and
relevant details
* Recount an
experience with facts
* Speak clearly using an
understandable pace
* Increase vocabulary to
reflect a growing range
of interest and
knowledge
*Produce complete
sentences with correct
subject/verb agreement
LIMITED KNOWLEDGE
of the following skills:
*Speak and write in
complete and coherent
sentences
Page 20 of 20
August 1, 2012