Standards
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Generate resourceDemonstrate 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 verb tenses (e.g., I walked; I walk; I will walk). 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.
Generate resourceKnow and apply formal American English grammar, usage, and mechanics when writing or speaking.
Generate resourceExplain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Generate resourceProduce simple and compound sentences containing correct noun (concrete or abstract) and verb agreement using simple verb tenses.
Generate resourceExplain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their function in particular sentences.
Generate resourceProduce a sentence using a noun, verb, and adjective or adverb when writing or speaking.
Generate resourceForm and use regular (duck → ducks) and irregular plural nouns (woman → women).
Generate resourceForm and use regular (play/playing/played) and irregular verbs (swim/swimming/swam).
Generate resourceForm and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Generate resourceForm and use comparative and superlative adjectives and adverbs and choose between them depending on what is to be modified.
Generate resourceUse coordinating (for, and, nor, but, or, yet, so) and subordinating (although, because, since, etc.) conjunctions.
Generate resourceCommunicate using words, phrases or sentences during a writing or speaking activity.
Generate resourceDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Generate resourceKnow and apply the conventions of formal American English capitalization, punctuation, and spelling when writing.
Generate resourceUse conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
Generate resourceSpell words accurately using gradelevel spelling patterns (phonics) and meaningful word parts (morphology), consulting print and/or digital resources as needed.
Generate resourceUse spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
Generate resourceConsult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Generate resourceUse knowledge of language and its conventions when writing, speaking, reading, or listening.
Generate resourceUse knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect. b. Recognize and observe differences between the conventions of spoken and written standard English.
Generate resourceUse knowledge of language and its conventions when writing, speaking, reading, or listening.
Generate resourceCommunicate ideas and information effectively by speaking or writing in simple sentences.
Generate resourceRecognize and observe differences between the conventions of spoken and written standard English.
Generate resourceIdentify the difference between the conventions of spoken and written formal American English.
Generate resourceRecognize spelling patterns in words to encode words for writing to capture thoughts and communications print (see foundational skill development for writing in standards W.3.10)
Generate resourceDetermine 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.
Generate resourceDetermine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/ preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
Generate resourceUse word analysis skills to break down and build grade-appropriate words to understand their meaning.
Generate resourceUse context within and beyond a sentence to determine or clarify the meaning of unknown and multiplemeaning words and phrases.
Generate resourceDetermine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
Generate resourceDetermine the meaning of a new word when a known affix is added to a known word (e.g., agree/disagreeable).
Generate resourceUse a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
Generate resourceApply knowledge of the changes in tense (-ed), number (-s), and degree (- er and -est) signified by inflected endings to determine the meaning of a word.
Generate resourceUse glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
Generate resourceIdentify common Latin and Greek affixes and roots and use them to determine the meaning of unfamiliar words (e.g., bicycle, tricycle).
Generate resourceDemonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
Generate resourceDistinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).
Generate resourceIdentify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
Generate resourceIdentify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
Generate resourceRecognize when the meaning of a word or phrase in a text is not to be understood literally.
Generate resourceDistinguish shades of meaning among related words (e.g., big, large, huge, gigantic).
Generate resourceDistinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
Generate resourceUse pictures to identify real-life connections between words and their uses (e.g., a picture of a friendly person, a helpful person, etc.).
Generate resourceAcquire 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).
Generate resourceAcquire and use accurately grade-appropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night, we went looking for them.).
Generate resourceUse grade-appropriate conversational, general academic, and domain-specific words and phrases acquired through conversations, reading, and read-alouds, including those that signal feelings and actions (e.g., He felt proud when he finished his difficult homework assignment).
Generate resourceCommunicate using grade-level/ age-appropriate conversational or content-specific words or phrases (temporal).
Generate resourceUse gradelevel/age-appropriate words when engaging in a conversation with others.
Generate resourceActively engage in grade-level learning across the curriculum, including vocabulary study.
Generate resourceKnow and apply grade-level phonics and word analysis skills in decoding words.
Generate resourceKnow and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words.
Generate resourceIdentify and know the meaning of the most common prefixes and derivational suffixes.
Generate resourceIdentify and decode the most common prefixes and derivational suffixes. Decode single-syllable words. With support, read grade-appropriate irregularly spelled words.
Generate resourceDecode words based on syllable type, aligned with scope and sequence of adopted HQIM, such as:
Generate resourceMultisyllabic words with vowel teams (long vowel, short vowel, diphthong)
Generate resourceIndependently identify the first letter and/ or sound when orally presented with a common one-syllable word.
Generate resourceDecode words based on morphological structure, aligned with scope and sequence of adopted HQIM, such as:
Generate resourceDecode common high-frequency words with automaticity, aligned with the adopted HQIM, such as:
Generate resourceRead with sufficient accuracy and fluency to support comprehension. a.Read grade-level text with purpose and understanding. b.Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Generate resourceFluently reads a complete story in a decodable text using selfcorrection strategies at the student-specific instructional level for purpose and understanding.
Generate resourceOrally read decodable, controlled texts containing previously taught patterns with accuracy, automaticity, and appropriate expression to gain meaning from text.
Generate resourceRead grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Generate resourceFluently reads a complete story in a decodable text at the studentspecific instructional level.
Generate resourceOrally read a variety of grade-level texts with accuracy (targeting 95% or better), automaticity, and appropriate expression to gain meaning from the text, targeting 112 words correct per minute (wcpm) by the end of third grade.
Generate resourceUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
Generate resourceFluently read a 3–5 word phonetically decodable simple sentence (e.g., The dog ran fast.).
Generate resourceDecode words by saying all sounds in the word represented by letter symbols with increasing automaticity until fluent (within 1 second)
Generate resourceStretch spoken words by individual sounds then state or select the whole word.
Generate resourceArticulate all letter sounds accurately with increasing automaticity until fluent (each sound symbol correspondence within 1 second)
Generate resourceActively participate in supported grade-level/age-appropriate, adapted texts.
Generate resourceRead grade-level text orally with increased accuracy and fluency on successive readings.
Generate resourcedecode long vowel sounds associated with a single letter in open syllables and in one syllable words
Generate resourceDecode specific common vowel teams represent long vowel sounds (e.g., ai, oa, ee).
Generate resourceIdentify irregularly spelled words that are not spelled as they sound (e.g., above, country, again).
Generate resourceUse context to confirm or selfcorrect word recognition, rereading as necessary.
Generate resourceAsk and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Generate resourceAsk and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Generate resourceDemonstrate understanding of an informational text (e.g., historical, scientific, or technical texts).
Generate resourceBy 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.
Generate resourceBy 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.
Generate resourceRead and comprehend grade-level informational texts, with scaffolding and support as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons.
Generate resourceRead grade-level/ age-appropriate, accommodated history/social studies, science, and technical texts.
Generate resourceRead gradelevel/age-appropriate, accommodated history/social studies, science, and technical texts.
Generate resourceRead grade-level/ age-appropriate, accommodated history/social studies, science, and technical texts.
Generate resourceDemonstrate knowledge of 26 letter sounds by combining 3 consonant sounds into consonant blends (squ, str, scr, thr, shr)
Generate resourceDemonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends (qu, st, sm, sn, st, lp, sr, sl,cr, cl, tr, dr, etc.)
Generate resourceWith prompting and support decode and read CVC words within a grade level text.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words
Generate resourceMatch 26 letters to most common sounds (Predictable consonants: m, s, t, l, p, f, c, /k/, rr, b, r, j, k, v, g, /g/, w, d, h, y, z, x)
Generate resourcePhonological Awareness (detailed further in learning progression in Reading Foundations)
Generate resourceActively engage in group reading activities that activate prior knowledge related to previous life experiences.
Generate resourceActively participate in grade-level/ age-appropriate informational text exploration using adapted materials as needed.
Generate resourceActively engage in grade-level/ age-appropriate informational text across the curriculum.
Generate resourceIdentify Schwa in graphemes such as -ough representing the schwa phoneme short /u/ and -eigh representing the schwa phoneme long /a/.
Generate resourceDemonstrate knowledge of the graphemes -rh, -gh, -mb, -mn, -kn, -gn, and -wr by building words that include these letter patterns.
Generate resourceIdentify words containing phonemes represented by graphemes with silent letter patterns such as: -rh, -gh, -mb, -mn, -kn, -gn, and -wr.
Generate resourceDemonstrate knowledge of the trigraphs -shr and -thr by building words that include these letter patterns.
Generate resourceIdentify the trigraphs -shr and -thr as blended phonemes used in words.
Generate resourceDemonstrate knowledge of the /j/ phoneme represented by the graphemes -ge and -dge by building words that include the -ge and -dge endings.
Generate resourceIdentify the graphemes -ge and -dge as graphemes used at the end of words.
Generate resourceIdentify the graphemes -k and -ck as graphemes used at the end of words.
Generate resourceIdentify words containing the phonemes /j/ and /g/ represented by grapheme g.
Generate resourceIdentify words containing the phonemes /c/ and /s/ represented by grapheme c.
Generate resourceAnswer wh- questions related to grade-level/age appropriate poems and stories.
Generate resourceDecode and read simple subject specific informational text. (containing only the concepts that have been directly taught below)
Generate resourceIncrease automatic recall of high frequency words - building the number of sight word recall from beginning to end of year.
Generate resourceIncrease automatic recall of newly learned sound/symbol correspondences for the purposes of decoding and reading.
Generate resourceWith prompting and support decode and read CVCC, CCVCC, CCCVC, CCCVCC words within a grade-level decodable text.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3-6 letter sound combinations in 4-6 letter words. (CVCC (floss rule), CCVCC, CCCVC, CCCVCC)
Generate resourceDemonstrate knowledge of 26 letter sounds by building CVCC (includes: floss rule, blends), CCVCC (includes: g /j/ & c /s/ onsets), CCCVC, CCCVCC (includes: beginning blends & trigraphs)
Generate resourceWith prompting and support decode and read CCVC words within a grade-level decodable text.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations in 4 letter words (CCVC words)
Generate resourceWhile participating in group reading activity identify and communicate key details from the text.
Generate resourceWith prompting and support decode and read CCVC words within a grade-level decodable text.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations/4 letter words (CCVC words) (V also includes ee, ea, ai, ay, oa)
Generate resourceAnalyze informational text development. a. Determine the main idea of a text. b. Retell the key details and explain how they support the main idea.
Generate resourceDescribe 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.
Generate resourceDescribe 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.
Generate resourceDescribe a cause/effect relationship between two events or steps in a process in a text.
Generate resourceDescribe how a series of historical events, the development of scientific concepts, and/or a series of steps support the meaning.
Generate resourceIdentify the chronology of a series of steps or events described in a historical or scientific text.
Generate resourceUse language that pertains to time, sequence, or cause and effect when writing or discussing text structure.
Generate resourceIdentify the sequence of steps or events described in a text (e.g., first, middle, last).
Generate resourceActively engage with an informational text that contains a series of events or steps in directions.
Generate resourceDetermine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Generate resourceDetermine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Generate resourceDetermine the meaning of general academic or domain-specific words and phrases in an informational text.
Generate resourceIdentify the meaning of a word based on how it is used in the text relevant to a grade 3 topic or subject area.
Generate resourceMatch a word to its correct meaning based on how it is used in the text relevant to a grade 3 topic or subject area.
Generate resourceUse text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Generate resourceUse text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Generate resourceUse text features (such as headings, labels, charts, graphs, legends, key words, sidebars, and hyperlinks) to locate information.
Generate resourceLocate text features such as: table of contents, glossary, titles headings sub-headers, key terms (bold or italic), index, diagram, map, graphs, charts, timelines, illustrations, bold, italics, captions, sidebars, footnotes, etc.
Generate resourceActively engage with informational text containing search tool features.
Generate resourceDescribe one’s own opinion of the subject and state if it is the same or different from the author.
Generate resourceDetermine whether the author of a text would agree or disagree with a stated perspective.
Generate resourceActively engage with informational text authors through picture of the author or other information about them.
Generate resourceUse 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).
Generate resourceUse 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).
Generate resourceUse information gained from nonfiction text features (e.g., table of contents, maps, illustrations, index, and glossary) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Generate resourceDescribe how an illustration explains information from the text (e.g., where, when, why, and how key events occur).
Generate resourceDescribe an illustration from the text that answers a question about a text.
Generate resourceMatch excerpts from text to illustrations. Identify an illustration (e.g., map, chart, photograph) that answers a question about a text.
Generate resourceActively engage with maps, pictures of illustrations within an informational text
Generate resourceDescribe the relationships between the evidence and points an author uses throughout a text.
Generate resourceDescribe the relationships between the evidence and points an author uses throughout a text.
Generate resourceDescribe the connection between the points the author makes, and the evidence provided to support those points.
Generate resourceActively engage with objects representing evidence in an informational text.
Generate resourceCompare and contrast the most important points and key details presented in two texts on the same topic.
Generate resourceCompare and contrast the most important points and key details presented in two texts on the same topic.
Generate resourceCompare and/or contrast the most important points and key details presented in two texts on the same topic.
Generate resourceDescribe one similarity and one difference presented in two texts on the same topic.
Generate resourceIdentify one similarity OR one difference presented in two texts on the same topic.
Generate resourceActively engage with objects representing key details in an informational text.
Generate resourceAsk and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Generate resourceAsk and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Generate resourceAsk and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Generate resourceBy 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. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
Generate resourceBy 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. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.
Generate resourceRead and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons.
Generate resourceActively engage with grade-level/ age-appropriate, accommodated literature materials using prior knowledge and previous experience in order to make text-toself or text-to-text connections and comparisons.
Generate resourceActively engage with gradelevel/age-appropriate, accommodated literature materials using prior knowledge and previous experience in order to make text-to-self comparisons.
Generate resourceActively engage with grade-level/ age-appropriate, accommodated literature materials using prior knowledge and previous experience.
Generate resourceDemonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends
Generate resourceWith prompting and support decode and read CVC words within a grade level text.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3 letter sound combinations in 3 letter words (CVC words)
Generate resourceWith prompting and support decode and read CCVC words within a grade-level decodable text.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations/4 letter words (CCVC words) (V also includes ee, ea, ai, ay, oa)
Generate resourceDemonstrate knowledge of 26 letter sounds by combining 3 consonant sounds into consonant blends (squ, str, scr, thr, shr)
Generate resourceDemonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends (qu, st, sm, sn, st, lp, sr, sl,cr, cl, tr, dr, etc.)
Generate resourceWith prompting and support decode and read CVC words within a grade level text.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3 letter sound combinations/3 letter words (CVC words)
Generate resourceDemonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words
Generate resourceMatch 26 letters to most common sounds (Predictable consonants: m, s, t, l, p, f, c, /k/, rr, b, r, j, k, v, g, /g/, w, d, h, y, z, x)
Generate resourceIdentify Schwa in graphemes such as -ough representing the schwa phoneme short /u/ and -eigh representing the schwa phoneme long /a/.
Generate resourcePhonological Awareness (detailed further in learning progression in Reading Foundations)
Generate resourceSelect two texts with a similar topic, character or setting to demonstrate text-to-text comparison/connection.
Generate resourceWith support, compare details from two texts using visual/tactile organizer to determine similarities and/or differences.
Generate resourceWhile participating in group reading activity identify and communicate details from the text (characters, setting, topic) to be recorded.
Generate resourceActively engage in group reading activities that activate text-to-text comparisons, and connections.
Generate resourceActively engage in group reading activities that activate text-to-self connections.
Generate resourceActively engage in group reading activities that activate prior knowledge related to previous life experiences.
Generate resourceActively participate in grade-level/ age-appropriate literature activities using adapted materials as needed.
Generate resourceDemonstrate knowledge of the graphemes -rh, -gh, -mb, -mn, -kn, -gn, and -wr by building words that include these letter patterns.
Generate resourceIdentify words containing phonemes represented by graphemes with silent letter patterns such as: -rh, -gh, -mb, -mn, -kn, -gn, and -wr.
Generate resourceDemonstrate knowledge of the trigraphs -shr and -thr by building words that include these letter patterns.
Generate resourceIdentify the trigraphs -shr and -thr as blended phonemes used in words.
Generate resourceDemonstrate knowledge of the /j/ phoneme represented by the graphemes -ge and -dge by building words that include the -ge and -dge endings.
Generate resourceIdentify the graphemes -ge and -dge as graphemes used at the end of words.
Generate resourceIdentify the graphemes -k and -ck as graphemes used at the end of words.
Generate resourceIdentify words containing the phonemes /j/ and /g/ represented by grapheme g.
Generate resourceIdentify words containing the phonemes /c/ and /s/ represented by grapheme c.
Generate resourceAnswer wh- questions related to grade-level/age appropriate poems and stories.
Generate resourceIncrease automatic recall of high frequency words - building the number of sight word recall from beginning to end of year.
Generate resourceIncrease automatic recall of newly learned sound/symbol correspondences for the purposes of decoding and reading.
Generate resourceWith prompting and support decode and read CVCC, CCVCC, CCCVC, CCCVCC words within a grade-level decodable text.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3-6 letter sound combinations in 4-6 letter words. (CVCC (floss rule), CCVCC, CCCVC, CCCVCC)
Generate resourceDemonstrate knowledge of 26 letter sounds by building CVCC (includes: floss rule, blends), CCVCC (includes: g /j/ & c /s/ onsets), CCCVC, CCCVCC (includes: beginning blends & trigraphs)
Generate resourceWith prompting and support decode and read CCVC words within a grade-level decodable text.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations in 4 letter words (CCVC words)
Generate resourceCombine 2-3 consonants that make one sound. (i.e., th, sh, ch, wh, ph, gh, tch)
Generate resourceAnalyze literary text development. a. Determine a theme and explain how it is conveyed through key details in the text. b. Retell stories, including fables, folktales, and myths from diverse cultures.
Generate resourceAnalyze literary text development. a. Determine a theme and explain how it is conveyed through key details in the text. b. Retell stories, including fables, folktales, and myths from diverse cultures.
Generate resourceDetermine a theme and explain how it is conveyed through key details in the text.
Generate resourceExplain the theme of a story and retell by citing details that contribute to this theme.
Generate resourceExplain the theme of a story and retell by citing details that contribute to this theme.
Generate resourceRetell stories, including fables, folktales, and myths from diverse cultures.
Generate resourceRetell stories, including fables, folktales, and myths from diverse cultures.
Generate resourceDetermine a theme and its meaning, describing how it develops using supporting details from the text.
Generate resourceDescribe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Generate resourceDescribe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Generate resourceDescribe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Generate resourceDescribe a character’s traits or actions and state how they contribute to the story sequence.
Generate resourceDescribe a character’s traits or actions and state how they contribute to the story sequence.
Generate resourceMatch a picture to a character or setting in a story. Identify a character in the story.
Generate resourceMatch a picture to a character or setting in a story. Identify a character in the story.
Generate resourceExplain how their actions influence the sequence of events in the literary text.
Generate resourceDetermine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Generate resourceDetermine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Generate resourceDetermine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Generate resourceDetermine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Generate resourceRefer 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.
Generate resourceRefer 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.
Generate resourceRefer 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.
Generate resourceDescribe the major differences in the structural elements of stories, dramas, and poems, using terms such as chapters, scenes, and stanzas.
Generate resourceIdentify chapters with books, scenes with dramas, and stanzas with poems using visual, auditory, or text examples.
Generate resourceIdentify chapters with books, scenes with dramas, and stanzas with poems using visual, auditory, or text examples.
Generate resourceDescribe the difference between points of view in texts, particularly first- and third-person narration.
Generate resourceDescribe the difference between points of view in texts, particularly first-person and third person narration.
Generate resourceDistinguish between first- and third-person point of view using text evidence.
Generate resourceIdentify the point of view in a story (e.g., first-person as a character in the story, using “I” or “we” and third-person as a narrator, using “he” or “she”).
Generate resourceIdentify the point of view in a story (e.g., first person as a character in the story, using “I” or “we” and third-person as a narrator, using “he” or “she”).
Generate resourceIdentify the character who is using the terms “I” or ”we” in a given story.
Generate resourceRecognize that the author of the story may or may not be the original storyteller.
Generate resourceRecognize that the “reader” of the story is not the same as the storyteller within the story.
Generate resourceIdentify that selecting a story to read is not the same as being the original storyteller.
Generate resourceExplain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., emphasize aspects of a character or setting).
Generate resourceExplain how specific aspects of a text’s illustrations support or expand a literary text (e.g., emphasize aspects of a character or setting).
Generate resourceUse both text and illustration to explain an event, setting, or character’s actions.
Generate resourceIdentify story elements (events, setting, or characters) that are shown in the illustrations.
Generate resourceIdentify a story element (event, setting, or character) that is shown in the illustrations.
Generate resourceExplain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., emphasize aspects of a character or setting).
Generate resourceCompare 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).
Generate resourceCompare 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).
Generate resourceCompare and/or contrast the themes, settings, and plots of literary texts by the same author or written about similar characters.
Generate resourceDescribe similarities or differences in plots or characters in stories by the same author (may or may not be in the same series).
Generate resourceIdentify similarities or differences between characters or events in two stories.
Generate resourceEngage 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.
Generate resourceEngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion.
Generate resourceParticipate in discussions about third grade topics and texts in pairs, small groups, or whole-class settings.
Generate resourceCome 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.
Generate resourceEngage in discussions with others by asking and answering questions by following agreedupon rules for discussions (i.e., personal space, eye contact, voice volume, body language, etc.) on grade 3 topics and texts.
Generate resourceFollow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Generate resourceEngage in discussions with others by answering questions and by following agreed-upon rules for discussions (i.e., personal space, eye contact, voice volume, body language, etc.) on grade 3 topics and texts.
Generate resourceAsk questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Generate resourceEngage in discussions with others by following agreed-upon rules for discussions (i.e., personal space, eye contact, voice volume, body language, etc.) on grade 3 topics and texts.
Generate resourceFollow agreed-upon rules for discussion, such as taking turns respectfully, listening carefully, and speaking one at a time about the topics and texts under discussion.
Generate resourceDemonstrate rules for discussion (i.e.: personal space, eye contact, voice volume, body language, etc.)
Generate resourceDetermine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Generate resourceDetermine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Generate resourceAfter a presentation (i.e., read-aloud, multimedia, oral), use speaking or writing to identify the main ideas and key details, including information shown in text features such as charts, diagrams, graphs, tables, or images.
Generate resourceIdentify the main idea and details from text read aloud or information presented orally or visually.
Generate resourceIdentify the main idea and one supporting detail from text read aloud or information presented orally or visually.
Generate resourceIdentify the main idea from text read aloud or information presented orally.
Generate resourceAsk and answer questions about information from a speaker, offering appropriate elaboration and detail.
Generate resourceAsk and answer questions about information presented by a speaker, offering appropriate elaboration and detail.
Generate resourceAsk and/or answer questions about what a speaker says to request and provide elaboration and detail.
Generate resourceAsk and answer a question about information presented by a speaker, offering an appropriate detail.
Generate resourceReport 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.
Generate resourceReport 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.
Generate resourceTell a story, give a report, or recount an experience with appropriate facts and relevant, descriptive details, while speaking clearly at an understandable pace.
Generate resourceClearly communicate information about a personal experience or specific event.
Generate resourceCreate engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
Generate resourceCreate engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
Generate resourceCreate multimedia presentations of stories or poems; add visual displays when appropriate to emphasize the development of main ideas or themes.
Generate resourceCreate audio recordings of stories or poems and include a visual component.
Generate resourceRead with automaticity and fluency (see foundational skill development in standards RL.3.10, RI.3.10, RF.3.3 and RF.3.4)
Generate resourceSpeak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Generate resourceSpeak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Generate resourceIdentify formal language versus informal language used in various speaking or listening situations or contexts.
Generate resourceEngage in conversations by communicating information in complete sentences.
Generate resourceWrite opinion pieces on topics or texts, supporting a point of view with reasons.
Generate resourceWrite 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.
Generate resourceIntroduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
Generate resourceUse linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
Generate resourceWrite 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.
Generate resourceWrite 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.
Generate resourceWrite routinely in a single session and/or over multiple sessions; engage in planning, drafting, editing, and revising for a range of discipline-specific tasks, purposes, and audiences.
Generate resourceWrite 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.
Generate resourceCompile routine writing over shorter time frames (a single sitting or a day or two) on a single topic or purpose into a larger project that spans over an extended time frame for a range of discipline-specific tasks or purposes.
Generate resourceWrite routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3 letter sound combinations/3 letter words (CVC words)
Generate resourceDemonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words
Generate resourceMatch 26 letters to most common sounds (Predictable consonants: m, s, t, l, p, f, c, /k/, rr, b, r, j, k, v, g, /g/, w, d, h, y, z, x)
Generate resourcePhonological Awareness (detailed further in learning progression in Reading Foundations)
Generate resourceActively engage in group writing activities that activate prior knowledge related to previous life experiences.
Generate resourceActively participate in grade-level/ age-appropriate writing activities using adapted materials as needed.
Generate resourceIdentify and write Schwa in graphemes such as -ough representing the schwa phoneme short /u/ and -eigh representing the schwa phoneme long /a/.
Generate resourceDemonstrate knowledge of the graphemes -rh, -gh, -mb, -mn, -kn, -gn, and -wr by building words that include these letter patterns.
Generate resourceIdentify words containing phonemes represented by graphemes with silent letter patterns such as: -rh, -gh, -mb, -mn, -kn, -gn, and -wr.
Generate resourceDemonstrate knowledge of the trigraphs -shr and -thr by building words that include these letter patterns.
Generate resourceDemonstrate knowledge of the /j/ phoneme represented by the graphemes -ge and -dge by building words that include the -ge and -dge endings.
Generate resourceIdentify the graphemes -ge and -dge as graphemes used at the end of words.
Generate resourceIdentify the graphemes -k and -ck as graphemes used at the end of words.
Generate resourceIdentify words containing the phonemes /j/ and /g/ represented by grapheme g.
Generate resourceIdentify words containing the phonemes /c/ and /s/ represented by grapheme c.
Generate resourceAnswer wh- questions related to grade-level/age appropriate text for the purpose of writing
Generate resourceIncrease automatic recall of high frequency words - building the number of sight word recall from beginning to end of year.
Generate resourceIncrease automatic recall of newly learned sound/symbol correspondences for the purposes of encoding and writing.
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3-6 letter sound combinations in 4-6 letter words. (CVCC (floss rule), CCVCC, CCCVC, CCCVCC)
Generate resourceDemonstrate knowledge of 26 letter sounds by building CVCC (includes: floss rule, blends), CCVCC (includes: g /j/ & c /s/ onsets), CCCVC, CCCVCC (includes: beginning blends & trigraphs)
Generate resourceDemonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations/4 letter words (CCVC words) (V also includes ee, ea, ai, ay, oa)
Generate resourceDemonstrate knowledge of 26 letter sounds by combining 3 consonant sounds into consonant blends (squ, str, scr, thr, shr)
Generate resourceDemonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends (qu, st, sm, sn, st, lp, sr, sl,cr, cl, tr, dr, etc.)
Generate resourceWrite informative/explanatory texts to examine a topic and convey ideas and information clearly.
Generate resourceWrite informative/ explanatory texts to examine a topic and convey ideas and information clearly. a.Introduce a topic and group related information together; include illustrations to aid comprehension, if needed. 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.
Generate resourceIntroduce a topic and group related information together; include illustrations to aid comprehension, if needed.
Generate resourceCompose a topic sentence and generate at least two supporting details sentences.
Generate resourceUse linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Generate resourceWrite narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Generate resourceWrite 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.
Generate resourceEstablish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
Generate resourceCompose a personal or imagined story that includes a beginning, middle, and end and characters, settings, and events.
Generate resourceUse dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
Generate resourceCompose a personal or imagined story that includes a beginning, middle, and end.
Generate resourceDialogue and descriptions of actions, thoughts, and feelings to develop experiences and events;
Generate resourceWith guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
Generate resourceWith guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
Generate resourceWith gradually fading adult support, produce writing, collaboratively and independently, in which the development and organization are appropriate to task, purpose, and audience.
Generate resourceWith guidance and support from adults, compose a topic sentence with two or more supporting detail sentences specific to a task and purpose.
Generate resourceWith guidance and support from adults, produce a topic sentence for a task or purpose.
Generate resourceWith guidance and support from adults, produce ideas for writing a text specific to a task and purpose.
Generate resourceWith guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Generate resourceWith guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Generate resourceWith gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers.
Generate resourceWith guidance and support from peers and adults, develop and strengthen accommodated writing as needed by planning, revising, and editing.
Generate resourceWith guidance and support from peers and adults, develop and strengthen accommodated writing as needed by planning, revising, and editing.
Generate resourceWith guidance and support, edit writing for beginning capitalization and ending punctuation.
Generate resourceWith guidance and support from adults, use technology to produce and publish writing (using keyboarding skills), as well as to interact and collaborate with others.
Generate resourceWith guidance and support from adults, use technology to produce and publish writing (using keyboarding skills), as well as to interact and collaborate with others.
Generate resourceWith gradually fading adult support, use a variety of digital skills (e.g., keyboarding) and tools (e.g., multimedia platforms) to produce and publish writing.
Generate resourceWith guidance and support from adults, use technology to produce and publish accommodated writing (using keyboarding skills).
Generate resourceWith guidance and support from adults, use technology to produce and publish accommodated writing (using keyboarding skills).
Generate resourceWith guidance and support from adults, use technology to produce and publish accommodated writing (using keyboarding skills).
Generate resourceEngage with object or pictures representing potential topics of interest.
Generate resourceRecall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Generate resourceRecall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Generate resourceRecall information from personal experiences or gather information from sources to:
Generate resourceRecall information from personal experiences, select information from print or digital sources, and organize it into provided categories.
Generate resourceSelect information from print or digital sources and organize it into provided categories.
Generate resourceSort provided evidence into provided categories (i.e., food, habitat, clothing, etc.).
Generate resourceWrite letters legibly to focus attention on composing ideas rather than forming letters.
Generate resourceWrite legibly at a pace that supports sustained composition and notetaking across sentences and paragraphs.
Generate resourceMultisyllabic words using knowledge of syllable types, including open, closed, vowelconsonant -e, vowel teams (including diphthongs), vowelr, consonant -le, and schwa
Generate resourceHigh-frequency words using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity
Generate resourceEncode words with patterns, aligned with scope and sequence of adopted HQIM, such as:
Generate resourceUse simple abbreviations, including days of the week, months of the year, titles, units of metric and customary measurement, street names, and state names.
Generate resourceAn English learner with significant cognitive disabilities can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.
Generate resourceAn English learner with significant cognitive disabilities can make accurate use of standard English to communicate in grade appropriate speech and writing.
Generate resourceAn English learner with significant cognitive disabilities can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
Generate resourceAn English learner with significant cognitive disabilities can speak and write about grade-appropriate complex literary and informational texts and topics.
Generate resourceAn English learner with significant cognitive disabilities can construct grade-appropriate oral and written claims and support them with reasoning and evidence.
Generate resourceAn English learner with significant cognitive disabilities can conduct research and evaluate and communicate findings to answer questions or solve problems.
Generate resourceAn English learner with significant cognitive disabilities can analyze and critique the arguments of others orally and in writing.
Generate resourceAn English learner with significant cognitive disabilities can adapt language choices to purpose, task, and audience when speaking and writing.
Generate resourceAn English learner with significant cognitive disabilities can determine the meaning of words and phrases in oral presentations and literary and informational text.
Generate resourceAn English learner with significant cognitive disabilities can create clear and coherent gradeappropriate speech and text.
Generate resourcesequence information from read-alouds, simple written texts and oral presentations.
Generate resourceuse some learned words, sounds, expressions, and gestures, appropriate for social and academic contexts. (e.g., playground, classroom) showing developing control.
Generate resourceanswer simple questions to help determine the meaning of some frequently occurring words and phrases in simple oral discourse, read-alouds and simple written texts about familiar topics, experiences or events.
Generate resourceretell parts of a story from read-alouds, simple written texts and oral presentations.
Generate resourcerecognize the meaning of a few frequently occurring words in simple oral discourse, read-alouds and simple written texts about familiar topics, experiences or events.
Generate resourcephrases, some content-specific words, and some idiomatic expressions in simple oral discourse, read-alouds and simple written texts about familiar
Generate resourceuse a narrow range of frequently occurring vocabulary and simple sentences with limited control.
Generate resourcerecognize the meaning of some words learned through conversations, reading and being read to.
Generate resourceidentify a reason an author or a speaker gives to support the main point of a familiar topic.
Generate resourcetell how one or two reasons support the specific points an author or a speaker makes on a familiar topic.
Generate resourcecommunicate simple information about familiar texts, topics, experiences or events.
Generate resourceask and answer simple questions to exchange ideas or information, or to clarify for understanding.
Generate resourceproduce simple and compound sentences (and at Grade 3, some complex sentences) on familiar topics.
Generate resourcecompose simple written text about familiar texts, topics, experiences or events.
Generate resourceuse an increasing number of learned words, sounds, expressions and gestures appropriate for social and academic contexts. (e.g., playground, classroom) showing increasing control.
Generate resourcerecognize and use an increasing number of nouns, verbs, adjectives, adverbs and conjunctions.
Generate resourceidentify a few key words and phrases from read-alouds, simple written texts and oral presentations.
Generate resourceAn English Language Learner can construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.
Generate resourceAn English Language Learner can use a very limited set of strategies to: • identify a few key words and phrases from read-alouds, simple written texts, and oral presentations.
Generate resourceAn English Language Learner can use an emerging set of strategies to: • identify some key words and phrases, identify the main topic or message/lesson from read-alouds, simple written texts, and oral presentations.
Generate resourceAn English Language Learner can use a developing set of strategies to: identify the main topic or message, answer questions, retell some key details from read-alouds, simple written texts, and oral presentations.
Generate resourceAn English Language Learner can use an increasing range of strategies to: • determine the main idea or message, identify or answer questions about some key details that support the main idea/message, retell a variety of stories from read-alouds, written texts, and oral presentations.
Generate resourceAn English Language Learner can use a wide range of strategies to: • determine the main idea or message, tell how key details support the main idea, retell a variety of stories from read-alouds, written texts, and oral communications.
Generate resourceAn English Language Learner can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing.
Generate resourceAn English Language Learner can with support (including context and visual aids), • understand and use a small number of frequently occurring nouns and verbs • respond to simple questions.
Generate resourceAn English Language Learner can with support (including visual aids and modeled sentences), • recognize and use some frequently occurring collective nouns (e.g. group) • recognize and use some frequently occurring verbs, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts.
Generate resourceAn English Language Learner can with support (including modeled sentences), • use some collective nouns • use the past tense of some frequently occurring irregular verbs • use some frequently occurring adjectives, adverbs, and conjunctions • produce and expand simple and some compound sentences.
Generate resourceAn English Language Learner can use collective nouns • use the past tense of frequently occurring irregular verbs • use an increasing number of adjectives, adverbs, and conjunctions • produce and expand simple, compound, and (at Grade 3) a few complex sentences.
Generate resourceAn English Language Learner can • use collective and commonly occurring abstract nouns (e.g. childhood) • use the past tense of frequently occurring irregular verbs • use coordinating and commonly used subordinating conjunctions, adjectives, and adverbs • produce and expand simple, compound, and (at Grade 3) some complex sentences.
Generate resourceAn English Language Learner can participate in grade appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
Generate resourceAn English Language Learner can listen to and occasionally participate in short conversations and respond to simple yes/no and some wh- questions about familiar topics.
Generate resourceAn English Language Learner can participate in short conversations, discussions, and written exchanges, take turns, respond to simple yes/no and wh- questions about familiar topics.
Generate resourceAn English Language Learner can participate in short discussions and written exchanges, follow the rules for discussion, ask questions to gain information or clarify understanding, respond to the comments of others, contribute his or her own comments about familiar topics and texts.
Generate resourceAn English Language Learner can participate in discussions, conversations, and written exchanges, follow the rules for discussion, ask and answer questions, build on the ideas of others, contribute his or her own ideas about a variety of topics and texts.
Generate resourceAn English Language Learner can participate in extended discussions, conversations, and written exchanges, follow the rules for discussion, ask and answer questions, build on the ideas of others, express his or her own ideas about a variety of topics and texts.
Generate resourceAn English Language Learner can speak and write about grade-appropriate complex literary and informational texts and topics.
Generate resourceAn English Language Learner can communicate simple information about familiar texts, topics, experiences, or events.
Generate resourceAn English Language Learner can deliver simple oral presentations, compose written text about familiar texts, topics, experiences, or events.
Generate resourceAn English Language Learner can deliver short oral presentation, compose written narratives, compose informational texts about familiar texts, topics, experiences, or events.
Generate resourceAn English Language Learner can deliver short oral presentations, compose written narratives, compose informational texts about a variety of texts, topics, experiences, or events
Generate resourceAn English Language Learner can with some details, deliver oral presentations, compose written narratives, compose informational text about a variety of texts, topics, experiences, or events.
Generate resourceAn English Language Learner can construct grade-appropriate oral and written claims and support them with reasoning and evidence.
Generate resourceAn English Language Learner can express an opinion about a familiar topic or story.
Generate resourceAn English Language Learner can express an opinion, give one or more reasons for the opinion about a familiar topic or story
Generate resourceAn English Language Learner can introduce a topic, express opinions, give several reasons for the opinions about a variety of topics.
Generate resourceAn English Language Learner can introduce a topic, express opinions give several reasons for opinions, and provide a concluding statement about a variety of topics.
Generate resourceAn English Language Learner can conduct research and evaluate and communicate findings to answer questions or solve problems.
Generate resourceAn English Language Learner can with prompting and support, carry out short individual or shared research projects, gather information from provided sources and label information.
Generate resourceAn English Language Learner can with prompting and support, carry out short individual or shared research projects, gather information from provided sources and record some information/ observations in simple notes.
Generate resourceAn English Language Learner can with prompting and support, carry out short individual or shared research projects, gather information from provided sources and record some information/ observations in orderly notes.
Generate resourceAn English Language Learner can with prompting and support, carry out short individual or shared research projects, recall information from experience, gather information from multiple sources and sort evidence into provided categories.
Generate resourceAn English Language Learner can carry out short individual or shared research projects, recall information from experience, gather information from multiple sources and sort evidence into provided categories
Generate resourceAn English Language Learner can analyze and critique the arguments of others orally and in writing.
Generate resourceAn English Language Learner can with prompting and support, use a few frequently occurring words and phrases to identify a point an author or a speaker makes.
Generate resourceAn English Language Learner can with prompting and support, identify areas on an author or a speaker gives to support the main point.
Generate resourceAn English Language Learner can tell how one or two reasons support the main point an author or a speaker makes
Generate resourceAn English Language Learner can tell how one or two reasons support the specific points an author or a speaker makes.
Generate resourceAn English Language Learner can describe how reasons support the specific points an author or a speaker makes.
Generate resourceAn English Language Learner can .adapt language choices to purpose, task, and audience when speaking and writing.
Generate resourceAn English Language Learner can recognize the meaning of some words learned through conversations, reading, and being read to.
Generate resourceAn English Language Learner can show increasing awareness of differences between informal “playground speech” and language appropriate to the classroom, use some words learned through conversations, reading, and being read to.
Generate resourceAn English Language Learner can compare examples of the formal and informal use of English, (atGrade3),use an increasing number of general academic and content-specific words in conversations and discussions.
Generate resourceAn English Language Learner can adapt language choices, as appropriate, to formal and informal contexts (at Grade 3), use a wider range of general academic and content- specific words in conversations and discussions.
Generate resourceAn English Language Learner can adapt language choices, as appropriate, to formal and informal contexts • (at Grade 3),use a wide variety of general and content-specific academic words and phrases in conversations or in short written texts.
Generate resourceAn English Language Learner can . . . determine the meaning of words and phrases in oral presentations and literary and informational text.
Generate resourceAn English Language Learner can relying heavily on visual aids, context, and knowledge of morphology in his or her native language, • recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.
Generate resourceAn English Language Learner can using context, visual aids, and knowledge of morphology in his or her native language, • ask and answer questions about the meaning of frequently occurring words, phrases, and expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.
Generate resourceAn English Language Learner can using context, some visual aids, reference materials, and a developing knowledge of English morphology, • determine the meaning of less-frequently occurring words and phrases, content-specific words, and some idiomatic expressions in oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.
Generate resourceAn English Language Learner can using context, some visual aids, reference materials, and an increasing knowledge of morphology (root words, some prefixes), determine the meaning of less-frequently occurring words and phrases and some idiomatic expressions,(at Grade 3 )some general academic and content specific vocabulary in oral discourse, read-alouds, and written texts about a variety of topics, experiences, or events.
Generate resourceAn English Language Learner can using context, reference materials, and morphology (e.g., root words, simple inflectional endings such as -ed, -ing, and some common prefixes), determine the meaning of less-frequently occurring words, phrases, some idiomatic expressions, (at Grade 3) some general academic and content specific vocabulary in oral presentations and written texts about a variety of topics, experiences, or events.
Generate resourceAn English Language Learner can create clear and coherent grade-appropriate speech and text.
Generate resourceAn English Language Learner can with support (including context and visual aids), and using non-verbal communication, • communicate simple information about an event or topic, use a narrow range of vocabulary and syntactically simple sentences with limited control.
Generate resourceAn English Language Learner can with support (including visual aids and modeled sentences), Communicate simple information about a topic, recount two events in sequence, use frequently occurring linking words (e.g., and, then) with emerging control.
Generate resourceAn English Language Learner can with support (including modeled sentences), • present a few pieces of information about a topic recount a short sequence of events, use common linking words (e.g., and, but, next, after) to connect ideas or events with developing control.
Generate resourceAn English Language Learner can with increasingly independent control, • introduce an informational topic • present facts about the topic • recount a sequence of events, using temporal words (before, after, soon) • use linking words(e.g., because, and, also) to connect ideas or events.
Generate resourceAn English Language Learner can with independent control, • introduce an informational topic • present facts about the topic • use temporal words to recount a coherent sequence of events, • use linking words (e.g., because, and, also) to connect ideas and events • provide a concluding statement about the topic.
Generate resource