ELA Standards Map, Program 2 Grade 3 - Instructional Materials (CA Dept of Education)

Publisher: Program 2: CA CCSS for ELA

Program Title:

Components:

Publisher: Program 2: CA CCSS for ELA

Program Title:

Components:

Part 1 – Standards Map for Program 2 Basic ELA/ELD, Kindergarten Through Grade Eight

Grade Three – California Common Core State Standards for English Language Arts

This basic grade-level program provides the comprehensive curriculum in English language arts for kindergarten through grade eight with integration of the CA ELD Standards that were adopted by the SBE November 2012. It provides the foundation for instruction and is intended to ensure that all students master the CA CCSS for ELA and the corresponding CA ELD Standards, and includes materials necessary for designated English language development instruction. Publishers may submit any combination of grade levels in this program category, although no partial grade levels may be submitted.

Standard / Standard Language / Publisher Citations / Meets Standard / Reviewer Comments, Citations, and Questions
Y / N
LITERATURE
Key Ideas and Details
RL.3.1 / Ask and answer questions to demonstrateunderstanding of a text, referring explicitly tothe text as the basis for the answers.
RL.3.2 / Recount stories, including fables, folktales,and myths from diverse cultures; determinethe central message, lesson, or moral andexplain how it is conveyed through key detailsin the text.
RL.3.3 / Describe characters in a story (e.g., theirtraits, motivations, or feelings) and explainhow their actions contribute to the sequenceof events.
Craft and Structure
RL.3.4 / Determine the meaning of words and phrasesas they are used in a text, distinguishingliteral from nonliteral language. (See grade 3 Language standards 4–6 for additional expectations.) CA
RL.3.5 / Refer to parts of stories, dramas, and poemswhen writing or speaking about a text, usingterms such as chapter, scene, and stanza;describe how each successive part builds onearlier sections.
RL.3.6 / Distinguish their own point of view from thatof the narrator or those of the characters.
Integration of Knowledge and Ideas
RL.3.7 / Explain how specific aspects of a text’sillustrations contribute to what is conveyedby the words in a story (e.g., create mood,emphasize aspects of a character or setting).
RL.3.8 / (Not applicable to literature)
RL.3.9 / Compare and contrast the themes, settings,and plots of stories written by the sameauthor about the same or similar characters(e.g., in books from a series).
Range of Reading and Level of Text Complexity
RL.3.10 / By the end of the year, read and comprehendliterature, including stories, dramas, andpoetry, at the high end of the grades 2–3 textcomplexity band independently andproficiently.
INFORMATIONAL TEXT
Key Ideas and Details
RI.3.1 / Ask and answer questions to demonstrateunderstanding of a text, referring explicitly tothe text as the basis for the answers.
RI.3.2 / Determine the main idea of a text; recount thekey details and explain how they support themain idea.
RI.3.3 / Describe the relationship between a series ofhistorical events, scientific ideas or concepts,or steps in technical procedures in a text,using language that pertains to time,sequence, and cause/effect.
Craft and Structure
RI.3.4 / Determine the meaning of general academicand domain-specific words and phrases in atext relevant to a grade 3 topic or subject area.(See grade 3 Language standards 4–6 foradditional expectations.) CA
RI.3.5 / Use text features and search tools (e.g., keywords, sidebars, hyperlinks) to locateinformation relevant to a given topic efficiently.
RI.3.6 / Distinguish their own point of view from that ofthe author of a text.
Integration of Knowledge and Ideas
RI.3.7 / Use information gained from illustrations(e.g., maps, photographs) and the words in atext to demonstrate understanding of the text(e.g., where, when, why, and how key eventsoccur).
RI.3.8 / Describe the logical connection betweenparticular sentences and paragraphs in a text(e.g., comparison, cause/effect, first/second/third in a sequence).
RI.3.9 / Compare and contrast the most important pointsand key details presented in two texts on thesame topic.
Range of Reading and Level of Text Complexity
RI.3.10 / By the end of the year, read and comprehendinformational texts, including history/socialstudies, science, and technical texts, at the highend of the grades 2–3 text complexity bandindependently and proficiently.
FOUNDATIONAL SKILLS
Phonics and Word Recognition
RF.3.3a / Know and apply grade-level phonics and wordanalysis skills in decoding words both in isolation and in text. CA
Identify and know the meaning of the mostcommon prefixes and derivational suffixes.
RF.3.3b / Know and apply grade-level phonics and wordanalysis skills in decoding words both in isolation and in text. CA
Decode words with common Latin suffixes.
RF.3.3c / Know and apply grade-level phonics and wordanalysis skills in decoding words both in isolation and in text. CA
Decode multisyllable words.
RF.3.3d / Know and apply grade-level phonics and wordanalysis skills in decoding words both in isolation and in text. CA
Read grade-appropriate irregularly spelledwords.
Fluency
RF.3.4a / Read with sufficient accuracy and fluency to supportcomprehension.
Read on-level text with purpose andunderstanding.
RF.3.4b / Read with sufficient accuracy and fluency to supportcomprehension.
Read on-level prose and poetry orally withaccuracy, appropriate rate, and expression onsuccessive readings.
RF.3.4c / Read with sufficient accuracy and fluency to supportcomprehension.
Use context to confirm or self-correct wordrecognition and understanding, rereading asnecessary.
WRITING
Text Types and Purposes
W.3.1a / Write opinion pieces on topics or texts,supporting a point of view with reasons.
Introduce the topic or text they arewriting about, state an opinion, andcreate an organizational structure thatlists reasons.
W.3.1b / Write opinion pieces on topics or texts,supporting a point of view with reasons.
Provide reasons that support the opinion.
W.3.1c / Write opinion pieces on topics or texts,supporting a point of view with reasons.
Use linking words and phrases (e.g.,because, therefore, since, for example)to connect opinion and reasons.
W.3.1d / Write opinion pieces on topics or texts,supporting a point of view with reasons.
Provide a concluding statement orsection.
W.3.2a / Write informative/explanatory texts toexamine a topic and convey ideas andinformation clearly.
Introduce a topic and group relatedinformation together; includeillustrations when useful to aidingcomprehension.
W.3.2b / Write informative/explanatory texts toexamine a topic and convey ideas andinformation clearly.
Develop the topic with facts,definitions, and details.
W.3.2c / Write informative/explanatory texts toexamine a topic and convey ideas andinformation clearly.
Use linking words and phrases(e.g., also, another, and, more, but)to connect ideas within categories ofinformation.
W.3.2d / Write informative/explanatory texts toexamine a topic and convey ideas andinformation clearly.
Provide a concluding statement orsection.
W.3.3a / Write narratives to develop real orimagined experiences or events usingeffective technique, descriptive details,and clear event sequences.
Establish a situation and introduce anarrator and/or characters; organizean event sequence that unfoldsnaturally.
W.3.3b / Write narratives to develop real orimagined experiences or events usingeffective technique, descriptive details,and clear event sequences.
Use dialogue and descriptions ofactions, thoughts, and feelings todevelop experiences and events orshow the response of characters tosituations.
W.3.3c / Write narratives to develop real orimagined experiences or events usingeffective technique, descriptive details,and clear event sequences.
Use temporal words and phrases tosignal event order.
W.3.3d / Write narratives to develop real orimagined experiences or events usingeffective technique, descriptive details,and clear event sequences.
Provide a sense of closure.
Production and Distribution of Writing
W.3.4 / With guidance and support fromadults, produce writing in which thedevelopment and organization areappropriate to task and purpose.(Grade-specific expectations forwriting types are defined in standards1–3 above.)
W.3.5 / With guidance and support from peersand adults, develop and strengthenwriting as needed by planning, revising,and editing. (Editing for conventionsshould demonstrate command ofLanguage standards 1–3 up to andincluding grade 3.)
W.3.6 / With guidance and support fromadults, use technology to produceand publish writing (using keyboardingskills) as well as to interact andcollaborate with others.
Research to Build and Present Knowledge
W.3.7 / Conduct short research projects thatbuild knowledge about a topic.
W.3.8 / Recall information from experiencesor gather information from print anddigital sources; take brief notes onsources and sort evidence intoprovided categories.
W.3.9 / (Begins in grade 4)
Range of Writing
W.3.10 / Write routinely over extended timeframes (time for research, reflection,and revision) and shorter time frames(a single sitting or a day or two) fora range of discipline-specific tasks,purposes, and audiences.
SPEAKING AND LISTENING
Comprehension and Collaboration
SL.3.1a / Engage effectively in a range of collaborativediscussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing theirown clearly.
Come to discussions prepared, having read orstudied required material; explicitly draw on thatpreparation and other information known aboutthe topic to explore ideas under discussion.
SL.3.1b / Engage effectively in a range of collaborativediscussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing theirown clearly.
Follow agreed-upon rules for discussions (e.g.,gaining the floor in respectful ways, listening toothers with care, speaking one at a time aboutthe topics and texts under discussion).
SL.3.1c / Engage effectively in a range of collaborativediscussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing theirown clearly.
Ask questions to check understanding ofinformation presented, stay on topic, and linktheir comments to the remarks of others.
SL.3.1d / Engage effectively in a range of collaborativediscussions (one-on-one, in groups, and teacher-led)with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing theirown clearly.
Explain their own ideas and understanding inlight of the discussion.
SL.3.2 / Determine the main ideas and supporting details ofa text read aloud or information presented in diversemedia and formats, including visually, quantitatively,and orally.
SL.3.3 / Ask and answer questions about information from aspeaker, offering appropriate elaboration and detail.
Presentation of Knowledge and Ideas
SL.3.4a / Report on a topic or text, tell a story, or recount anexperience with appropriate facts and relevant,descriptive details, speaking clearly at anunderstandable pace.
Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. CA
SL.3.5 / Create engaging audio recordings of stories orpoems that demonstrate fluid reading at anunderstandable pace; add visual displays whenappropriate to emphasize or enhance certainfacts or details.
SL.3.6 / Speak in complete sentences when appropriate totask and situation in order to provide requesteddetail or clarification. (See grade 3 Languagestandards 1 and 3 for specific expectations.)
LANGUAGE
Conventions of Standard English
L.3.1a / Demonstrate command of the conventions ofstandard English grammar and usage when writingor speaking.
Explain the function of nouns, pronouns, verbs,adjectives, and adverbs in general and theirfunctions in particular sentences.
L.3.1b / Demonstrate command of the conventions ofstandard English grammar and usage when writingor speaking.
Form and use regular and irregular plural nouns.
L.3.1c / Demonstrate command of the conventions ofstandard English grammar and usage when writingor speaking.
Use abstract nouns (e.g., childhood).
L.3.1d / Demonstrate command of the conventions ofstandard English grammar and usage when writingor speaking.
Form and use regular and irregular verbs.
L.3.1e / Demonstrate command of the conventions ofstandard English grammar and usage when writingor speaking.
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1f / Demonstrate command of the conventions ofstandard English grammar and usage when writingor speaking.
Ensure subject-verb and pronoun-antecedentagreement.*
L.3.1g / Demonstrate command of the conventions ofstandard English grammar and usage when writingor speaking.
Form and use comparative and superlativeadjectives and adverbs, and choose betweenthem depending on what is to be modified.
L.3.1h / Demonstrate command of the conventions ofstandard English grammar and usage when writingor speaking.
Use coordinating and subordinatingconjunctions.
L.3.1i / Demonstrate command of the conventions ofstandard English grammar and usage when writingor speaking.
Produce simple, compound, and complexsentences.
L.3.1j / Demonstrate command of the conventions ofstandard English grammar and usage when writingor speaking.
Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence. CA
L.3.1k / Demonstrate command of the conventions ofstandard English grammar and usage when writingor speaking.
Use reciprocal pronouns correctly. CA
L.3.2a / Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.
Capitalize appropriate words in titles.
L.3.2b / Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.
Use commas in addresses.
L.3.2c / Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.
Use commas and quotation marks in dialogue.
L.3.2d / Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.
Form and use possessives.
L.3.2e / Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.
Use conventional spelling for high-frequencyand other studied words and for addingsuffixes to base words (e.g., sitting, smiled, cries, happiness).
L.3.2f / Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.
Use spelling patterns and generalizations(e.g., word families, position-based spellings,syllable patterns, ending rules, meaningfulword parts) in writing words.
L.3.2g / Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.
Consult reference materials, includingbeginning dictionaries, as needed to checkand correct spellings.
Knowledge of Language
L.3.3a / Use knowledge of language and its conventionswhen writing, speaking, reading, or listening.
Choose words and phrases for effect.*
L.3.3b / Use knowledge of language and its conventionswhen writing, speaking, reading, or listening.
Recognize and observe differences betweenthe conventions of spoken and writtenstandard English.
Vocabulary Acquisitions and Use
L.3.4a / Determine or clarify the meaning of unknown andmultiple-meaning word and phrases based ongrade 3 reading and content, choosing flexibly froma range of strategies.
Use sentence-level context as a clue to themeaning of a word or phrase.
L.3.4b / Determine or clarify the meaning of unknown andmultiple-meaning word and phrases based ongrade 3 reading and content, choosing flexibly froma range of strategies.
Determine the meaning of the new word formedwhen a known affix is added to a known word(e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
L.3.4c / Determine or clarify the meaning of unknown andmultiple-meaning word and phrases based ongrade 3 reading and content, choosing flexibly froma range of strategies.
Use a known root word as a clue to the meaningof anunknown word with the same root(e.g., company, companion).
L.3.4.d / Determine or clarify the meaning of unknown andmultiple-meaning word and phrases based ongrade 3 reading and content, choosing flexibly froma range of strategies.
Use glossaries or beginning dictionaries, bothprint and digital, to determine or clarify theprecise meaning of key words and phrases in allcontent areas. CA
L.3.5a / Demonstrate understanding of word relationshipsand nuances in word meanings.
Distinguish the literal and non-literal meaningsof words and phrases in context (e.g., take steps).
L.3.5b / Demonstrate understanding of word relationshipsand nuances in word meanings.
Identify real-life connections between wordsand their use (e.g., describe people who arefriendly or helpful).
L.3.5c / Demonstrate understanding of word relationshipsand nuances in word meanings.
Distinguish shades of meaning among related
words that describe states of mind or degrees
of certainty (e.g., knew, believed, suspected,
heard, wondered).
L.3.6 / Acquire and use accurately grade-appropriate
conversational, general academic, and
domain-specific words and phrases, including
those that signal spatial and temporal
relationships (e.g., After dinner that night
we went looking for them).
Appendix

California Department of Education

Posted September 2014

Revised: 02/02/2015