Grade 3 ela cst standards alignment draft june 2010

RIVERSIDE UNIFIED SCHOOL DISTRICT Elementary Education Department

Grade 3 English Language Arts

* Not assessable in multiple-choice format 1 California Department of Education CST Blueprint/modified/RUSD/ce/ng/6/23/10

DRAFT

CALIFORNIA CONTENT STANDARDS: READING CST # of

Items

Themes CST 2009 Rel.

Quest.

Suppl. Assess. Form A Quest. 1 2 3 4 5 6

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

20

1.1 Decoding and Word Recognition: know and use complex word families when reading (e.g., -ight) to decode unfamiliar words

2 S1,3,4 S2,3 S2 31, 42, 56, 59 1 – 10

1.2 Decoding and Word Recognition: decode regular multisyllabic words 2 S All S All S All S All S All S All 22, 32,

55, 57 11 – 14

1.3 Decoding and Word Recognition: read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression

NA* S3 L1

S1,3,4 RT1 L2,4 FO

S All S2,3 I3 S All S1,3 NA* NA*

1.4 Vocabulary and Concept Development: use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words

4 FO S2 (Ant) S4(Syn,Hom)

S1(Hom) S2(Syn, Hom)

S3 (Hom)

S1(Syn) S2(Ant)

16, 37. 43, 44, 47, 54

15 – 23

1.5 Vocabulary and Concept Development: demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/mammal/animal/living things)

2 S1 L2

S All RT3 S1,3,4 S2,3 S All

RWW S All 48, 50, 62 24 - 29




DRAFT

CALIFORNIA CONTENT STANDARDS: READING

CST # of

Items

Themes CST 2009 Rel.

Quest.


1.6 Vocabulary and Concept Development: use sentence and word context to find the meaning of unknown words

4 S All S All S All S All S All S All

1, 10, 15, 39, 52, 53,

58

30 - 32

1.7 Vocabulary and Concept Development: use a dictionary to learn the meaning and other features of unknown words

2 S All I2 S1,2,4 S1,2,3 S1,3 S1 S3

L1 24, 36,

60 33 – 35

1.8 Vocabulary and Concept Development: use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words

4 S1 S2,3,4 S1,3 S1 S2 17, 23, 49, 51,

61 36 – 39

S = Selection RT = Revisiting the Text + = QAR Strategies (using side margin questions) L = Link I = Informational Study Skills RWW = Reading Writing Workshop FO = Focus On




DRAFT


CST # of

Items

Themes CST Rel.

Quest.


2.0 READING COMPREHENSION: Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).

15

2.1 Structural Features of Informational Materials: use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text

2 L1,2 L2,4 L1,2,3 I1,2

RT1 L1,2

I2

S3 RT3 L1,3

I1 FO

I3 29, 30,

45, 46 1 – 7

2.2 Comprehension and Analysis of Grade-Level-Appropriate Text: ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text

2 S2,3 RT2 L3 I3

S1,2,4 RT All L2,3,4

FO

S All RT2 L2,4

S1,3 L1,2 RT3

S All RT1 FO

S2,3 RT All

6, 19, 27 10, 15

2.3 Comprehension and Analysis of Grade-Level-Appropriate Text: demonstrate comprehension by identifying answers in the text

2 RT3 L3 +

S2,3 RT4 FO +

S1,4 L1,4

RWW +

L1,2 +

S1 I3 FO +

+ 26, 33, 40

8, 12, 17

2.4 Comprehension and Analysis of Grade-Level-Appropriate Text: recall major points in the text and make and modify predictions about forthcoming information

2 S2

RT1 L2

RT2 L2 FO

S3 L1,2,3

L1,2 RT3

S2 RT1,2

FO S2 8, 20,

25 10, 18

2.5 Comprehension and Analysis of Grade-Level-Appropriate Text: distinguish between main idea and supporting details in expository text

2 RT3

S2,3,4 RT4

L1,2,4 I3,4

L All

S1 RT1 L2 I2

RT3 L1,3 FO

none 13

2.6 Comprehension and Analysis of Grade-Level-Appropriate Text: extract appropriate and significant information from the text, including problems and solutions

3 S All

RT All I3

RWW

S All RT All L3,4

I4 FO

S1,3,4 RT All

L4

S All RT All

L2 I3

S All RT All

I2,3 FO

S All RT All L2,3

12, 13, 38 9




DRAFT


CST # of

Items

Themes CST Rel.

Quest.


2.7 Comprehension and Analysis of Grade-Level-Appropriate Text: follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game)

2 L3,4 S2 RT2 I2 7, 9,

28 20 – 22





DRAFT


CST # of

Items

Themes CST Rel.

Quest.


3.0 LITERARY RESPONSE AND ANALYSIS: Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of text and the literary terms or elements (i.e., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

8

3.1 Structural Features of Literature: distinguish common forms of literature (e.g., poetry, drama, fiction, non-fiction)

1 RT1,2 L1,3

L2 RT4

S1 RT 1,2

L4

L All I3

S1 RT1,3

FO

RT 1 L All 5 14, 15,

23 – 25 3.2 Narrative Analysis of Grade-Level-Appropriate Text:

comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world

2 RT2 FO RT2 2, 3, 18, 35 17

3.3 Narrative Analysis of Grade-Level-Appropriate Text: determine what characters are like by what they say or do and by how the author or illustrator portrays them 2 RT All

S2

S3 RT1-3

FO

S1,3 RT All

L4 RWW

S2 L1

RT2,3

S1,2 RT1,2

S2 RT All

L2 11, 41 19

3.4 Narrative Analysis of Grade-Level-Appropriate Text: determine the underlying theme or author’s message in fictional and non-fiction text

1 L1 S1 RT1 RWW S1

RT2

S1 RT1 FO

L1 4, 14, 21 11

3.5 Narrative Analysis of Grade-Level-Appropriate Text: recognize the similarities of sounds in words and rhythmical patterns (e.g., alliteration, onomatopoeia) in a selection

1 L1 S1,3 RT1 S2 L3 L1 none 26, 27

3.6 Narrative Analysis of Grade-Level-Appropriate Text: identify the speaker or narrator in a selection 1

L1 RT3

RWW L4 L2 34 16,

28 – 30




DRAFT

CALIFORNIA CONTENT STANDARDS: WRITING CST # of

Items

Themes CST Rel.

Quest.


1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions appropriate to this grade level.

13

1.1 Sentence Structure: understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking

1 S All S2,3 S3 RWW 68, 89 1 – 6

1.2 Grammar: identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking

1 S1,3 S3 FO S3 S All S All S All 63, 77,

91 7 – 13

1.3 Grammar: identify and use past, present, and future verb tenses properly in writing and speaking 1 S3 S3,4 S All S1 72 14 – 18

1.4 Grammar: identify and use subjects and verbs correctly in speaking and writing simple sentences 2 S1,3 S All S All

RWW S2 78, 82, 87 19 - 20

1.5 Punctuation: punctuate dates, city and state, and titles of books correctly 2 S1 RWW 69, 70,

95 21 – 22,

23

1.6 Punctuation: use commas in dates, locations, and addresses and for items in a series 1 S1 S1 S2 RWW 90, 94 21 – 22,

26

1.7 Capitalization: capitalize geographical names, holidays, historical periods, and special events correctly 2 S2 S2 S4 RWW 71, 75,

86, 96

21 – 22, 24 – 25, 27 – 29

1.8 Spelling: spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from y to ies when forming the plural), and common homophones (e.g., hair-hare)

2 S All RWW S All S All

RWW S All S All RWW S All 66, 83,

93 30 – 38

1.9 Spelling: arrange words in alphabetical order 1 S1 S2 79, 88 39 – 41




DRAFT


Items

Themes CST Rel.

Quest.


1.0 WRITING STRATEGIES: Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., pre-writing, drafting, revising, editing successive versions).

9

1.1 Organization and Focus: create a single paragraph that S2,3 S1,4

I3 S1,3 S3 S3 S All

1) develops a topic sentence 1 S3 S3

2) includes simple supporting facts and details 2 S3 S1,4

I3 S1,3 S3 S3 S All 67, 76

1.2 Penmanship: write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence NA* S All

RWW S All S All S All S1,3 RWW S All NA* NA*

1.3 Research & Technology: understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia) 3

S3 L3 I2

S2,4 I1,3

S2,3,4 I All

S2 I1

S1 I1 FO

S3 L1

65, 74, 80,

85, 92

1 – 3

1.4 Evaluation and Revision: revise drafts to improve the coherence and logical progression of ideas by using an established rubric

3 RWW FO RWW RWW FO

64, 73,

81, 84

TOTALS 65





DRAFT


Items

Themes CST Rel.

Quest.


2.0 WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS) Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

NA NA NA

2.1 Using the writing strategies of grade three outlined in Writing Standard students: Write narratives: NA RWW FO S4

RWW FO NA NA

a. Provide a context within which an action takes place. NA RWW RWW NA NA b. Include well-chosen details to develop the plot. NA RWW RWW NA NA c. Provide insight into why the selected incident is memorable. NA RWW NA NA 2.2 Write descriptions that use concrete sensory details to present

and support unified impressions of people, places, things, or experiences.

NA S2 S2 RWW NA NA

2.3 Write personal and formal letters, thank-you notes, and invitations: NA S1 S2 NA NA

a. Show awareness of the knowledge and interests of the audience and establish a purpose and context. NA S1 NA NA

b. Include the date, proper salutation, body, closing, and signature. NA S1 NA NA





DRAFT

CALIFORNIA CONTENT STANDARDS: LISTENING AND SPEAKING

CST # of

Items

Themes CST Rel.

Quest.


1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

NA NA NA

1.1 Comprehension Retell, paraphrase, and explain what has been said by a speaker. NA S1 S2 S3 S3 NA NA

1.2 Comprehension Connect and relate prior experiences, insights, and ideas to those of a speaker. NA S2 I2 S3 S1 S3 NA NA

1.3 Comprehension Respond to questions with appropriate elaboration. NA S1,2 S2

I2 S3 S3 S1 NA NA

1.4 Comprehension Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of onomatopoeia).

NA L1 S3 NA NA

1.5 Organization and Delivery of Oral Communication Organize ideas chronologically or around major points of information. NA S3

S1,4 L2 I2

S1,4 S All S1,3 S1,2 NA NA

1.6 Organization and Delivery of Oral Communication Provide a beginning, a middle, and an end, including concrete details that develop a central idea.. NA S4 S1,4 S1,3 S2 NA NA

1.7 Organization and Delivery of Oral Communication Use clear and specific vocabulary to communicate ideas and establish the tone.

NA S All S2,4 I2 S4 S2,3 S1 S2,3 NA NA

1.8 Organization and Delivery of Oral Communication Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts).

NA S3 S4 S2 S3 NA NA

1.9 Organization and Delivery of Oral Communication Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read

NA S3 L1 S2 NA NA




DRAFT

CALIFORNIA CONTENT STANDARDS: LISTENING AND SPEAKING

CST # of

Items

Themes CST Rel.

Quest.


1.10 Analysis and Evaluation of Oral and Media Communications Compare ideas and points of view expressed in broadcast and print media.

NA S2 NA NA

1.11 Analysis and Evaluation of Oral and Media Communications Distinguish between the speaker’s opinions and verifiable facts. NA S4 S2 NA NA

*Standards listed with an “S” are from the Listening/Speaking/Viewing lessons within the Green Strand only.





DRAFT

CALIFORNIA CONTENT STANDARDS: LISTENING AND SPEAKING CST # of

Items

Themes CST Rel.

Quest.

Suppl. Assess Form A Quest. 1 2 3 4 5 6

2.0 Speaking Applications (Genres and Their Characteristics) Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

2.1 Using the speaking strategies of grade three outlined in Listening and Speaking Standard 1.0, students: Make brief narrative presentations:

NA S3 S2 S3

a. Provide a context for an incident that is the subject of the presentation. NA S3

b. Provide insight into why the selected incident is memorable. NA S3

c. Include well-chosen details to develop character, setting, and plot. NA S3 2.2 Using the speaking strategies of grade three outlined in Listening and Speaking Standard 1.0, students: Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.

NA RWW S2 S2 S3

2.3 Using the speaking strategies of grade three outlined in Listening and Speaking Standard 1.0, students: Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.

NA S1 S1 S2,3 S1 S2

*Standards listed with an “S” are from the Listening/Speaking/Viewing lessons within the Green Strand only.


Documents

Grade 3 ela cst standards alignment draft june 2010