Second Quarter /
Criteria / Performance Indicators
/ 1 / 2 / 3 / 4Reading Literary
ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Comprehension Strategies: Asking/Answering Questions, Predicting/Inferring, Making Connections)
Prerequisites:
· use key words to determine what information is being sought in a question
· use key words to locate information in a literary text to answer questions
· answer who, what, where, when, why, and how questions
· formulate who, what, where, when, why, and how questions
Know:
· details and examples from literary text can be used as textual evidence to support an answer
· explicit references are based on exactly what is written in literary text
Do:
· ask questions about literary text referring to specific details
· answer questions about a literary text using explicit references to support their answer
· find evidence within a literary text to support an answer
· refer to text to support their conclusion
d. Form and use regular and irregular verbs
Know:
· regular verbs follow a consistent pattern of inflection in the past, present, and future tenses
· regular verbs in the present tense use the base form of the verb, except in the third person singular which adds the inflection "s" (or es if the verb ends with /ss/, /x/, /ch/, or /tch/)
· regular verbs in the past tense add /ed/
· regular verbs in the future tense add the word will before the base form of the verb
· irregular verbs do not add /ed/ in the past tense and may have irregular spellings in the present tense
· recognize common irregular verbs such as be, have, and do
Do:
· use the correct form of regular and irregular verbs when writing
correct mistakes in verb form when editing
e. Form and use the simple (eg, I walked; I walk; I will walk) verb tenses
Know:
· the simple verb tenses are past, present, and future
· the present tense of the verb is usually the base form of the verb
· the past tense of a verb usually ends in /ed/
· the future tense of a verb is created by placingwillbefore it
Do:
· differentiate verbs in the past, present, and future tenses
· determine the tense of verb needed in a sentence
ELAGSE3RL2: 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. (Comprehension Strategy: Summarizing)
Prerequisites:
· determine the central message, lesson, or moral of a story
· identify cultural details which help convey a central message, lesson, or moral
· determine how the stories, fables, and/or folktales help to teach a lesson, moral, or central message
Know:
· stories come from various cultures and time periods, and they are an important part of literature
· stories can teach us a lesson or send us a message that relates life and the world around us
· a moral is a lesson that can be inferred from a story
· a fable is a short story that contains a moral or a lesson to learn
· a folktale is a story that has been handed down orally over generations
· a myth is a story that contains sacred accounts of supernatural beings that can be used to illustrate a cultural belief
· to recount means to retell
Do:
· analyze text to determine the central message, lesson, or moral of a piece of literary text
· use explicit and implicit details from the text to explain how the message, lesson, or moral is communicated
ELAGSE3RL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Prerequisites:
· identify major events in a story
· identify challenges in a story
· describe how a character responds to major events in a story
describe how a character responds to challenges in a story
Know:
· the sequence of events is the order of the noteworthy happenings in the story
· a character can be described based on his/her traits, motivations, feelings, thoughts, or interactions
· a character's actions can contribute to or alter the sequence of events in a story
Do:
· identify character actions in a story
· identify the sequence of events in a story
· describe characters in a story based on their traits, motivations, feelings, thoughts, or interactions
· explain how a character's actions contribute to or alter the sequence of events in a story
ELAGSE3RL5: 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
Know:
· stories are structured into sections or chapters
· dramas are structured into scenes
· poems are structured into verses stanzas
Do:
· explain how the parts of a text are arranged to progressively develop events and ideas
· reference parts of stories, dramas, and poems when writing or speaking about a text
Know:
· the sequence of events is the order of the noteworthy happenings in the story
· a character can be described based on his/her traits, motivations, feelings, thoughts, or interactions
· a character's actions can contribute to or alter the sequence of events in a story
Do:
· identify character actions in a story
· identify the sequence of events in a story
· describe characters in a story based on their traits, motivations, feelings, thoughts, or interactions
· explain how a character's actions contribute to or alter the sequence of events in a story
ELAGSE3RL6: Distinguish their own point of view from that of the narrator or those of the characters.
Prerequisites:
· identify the point of view from which the story is told and provide evidence
· identify where and when the point of view changes between characters in the story
read a story aloud, speaking in different voices for each of the characters during dialogue
Know:
· point of view is the perspective from which a story is being told
· stories may be told from the narrator's point of view or from a character's point of view
· readers can formulate their own personal point of view or opinion about events in the text based on their background knowledge and what the author allows the reader to see and hear in the story
Do:
· determine the narrator's and/or character's point of view in a story
· formulate their own point of view in a story
· explain the differences between their own point of view and the narrator's/character's point of view
ELAGSE3RL10: 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.
Prior Learning (CCGPS) Students are expected to read within the Lexile levels of 450-790 by the end of third grade.
· Read between the Lexile ranges of 450-790
· Demonstrate understanding of the text they read by answering higher order questions
· Independently choose to read various genres.
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press
http://www.corwinpress.com
Troup County Schools 2014
Teacher Checklist – Second Quarter Unit 1
Reading Common Core
1
Reading FoundationalELAGSE3RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
c. Decode multi-syllable words.
Prior Learning (CCGPS) New learning.
· Use the “Reading Big Words” strategy to decode words:
o Look for word parts at the beginning of the word. (prefix)
o Look for word parts at the end of the word. (suffix)
o Look at what’s left. (base word) Look for familiar patterns in the base word.
o Sound out word parts.
o Say the word parts fast.
o Ask: Is it a real word? Does it make sense in the sentence?
· Understand the 6 syllabication patterns:
o Closed syllables
o Vowel-C-e (Magic e)
o Open syllables
o Vowel Team
o Vowel-r
o Consonant-le
ELAGSE3RF4: Read with sufficient accuracy and fluency to support comprehension.
Prior Learning (CCGPS) Students are expected to read a grade level- appropriate book at a rate of 90 words per minute by the end of second grade. Students should be able to read at a rate of 120 words per minute by the end of third grade.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
· Read familiar text with expression
· Read prose with:
o accuracy
o appropriate rate (120 words per minute)
o expression
· Read poetry with:
o accuracy
o appropriate rate (120 words per minute)
o expression
Speaking and Listening
ELAGSE3SL1: 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.
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Prior Learning (CCGPS) New learning.
· Ask questions to self monitor understanding
· Self monitor to stay on topic
· Build upon remarks made by others
d. Explain their own ideas and understanding in light of the discussion.
Prior Learning (CCGPS) New learning.
· Volunteer contributions to ongoing discussion, building on what has been said by others
· Offers own opinion forcefully without domineering.
· Gives reasons in support of opinions expressed.
Criteria / Performance Indicators
/ 1 / 2 / 3 / 4Reading Informational
ELAGSE3RI1: Ask and answer questions to demonstrate understanding of instructional texts, referring explicitly to the text as the basis for the answers (Ask/Answering Questions, Predicting, Inferring, Making Connections)
Pre-requisite:
· answer who, what, where, when, why and how questions about an informational text
· formulate who, what, where, when, why and how questions about an informational text
· determine what information they are being asked to find in the text
· monitor their comprehension of a text by asking appropriate questions as they read
Know:
· details and examples from informational text can be used as evidence to support an answer
· readers refer to explicit information in an informational text to support their conclusions
· explicit information is stated directly in the informational text
Do:
· ask questions about an informational text referring to explicit details and examples from the text
· answer questions about an informational text using explicit details and examples from the text to support their answer
· find evidence within an informational text to support an answer
· refer to text when drawing conclusions
ELAGSE3RI2: Determine the main idea of a text; recount the key details, and explain how they support the main idea. (Determining Importance)
Pre-requisite:
· define indent as leaving a blank space at the beginning of a paragraph
· determine the main topic of an informational text
· determine the topic of each paragraph within the text
· explain how the various paragraphs support the main topic of the text
Know:
· main idea of a text is the central thought or point the author is making about a topic
· recount means to retell with details
· main idea is often stated explicitly in informational text
· an author will often use signal words to introduce supporting details (e.g., such as, also, for example, one reason)
Do:
· identify details from the text that were used to determine the main idea
· explain how the details from the text support the main idea
· determine the main idea of a text
· use signal words to locate supporting details in the text
ELAGSERI3: 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.
Pre-requisite:
· describe connections between technical procedures, historical events, and scientific ideas or concepts
Know:
· relationships between historical events, technical procedures, and scientific ideas and concepts
· language that pertains to time, sequence, and cause/effect
Do:
· (Is this through speaking AND writing?)describe relationships between historical events, technical procedures, and scientific ideas and concepts
· use language that pertains to time, sequence, and cause/effect
ELA3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly and efficiently. (Determining Importance)
Pre-requisite:
· use text features to locate specific facts and information in a text
· explain how various text features help readers gain information from a text (eg, bold print is used to give emphasis to text)
· select the most appropriate text feature to locate a specific piece of information
· evaluate how text features connect to the greater text
Know:
· text features, including but not limited to maps, diagrams, timelines, tables, text boxes, photos, and illustrations
· key words are specific words or phrases describing images, text, and documents related to a topic, which are used to locate relevant information within a text or whensearching the Internet
· sidebars are short companion stories next to a larger article which complement, contrast, or give further information related to the article
· hyperlinks are words, phrases, or images on a web page that allow the user to click to another web page or web document
· different text features and search tools have different purposes
Do:
· use synonyms and relevant descriptive words to generate key words· use key words while conducting text and Internet searches to locate information relevant to a topic quickly and efficiently
· use sidebars and hyperlinks to locate relevant information quickly and efficiently
· explain how text features and search tools help readers navigate the text and locate additional information relevant to a topic