3rd: Q3

Topic Proficiency Scale Domain: Literary Analysis

Topic: Narrative

4.0 I know all of the Simple and Complex Learning Goals and my understanding goes beyond the grade level target.

COMPLEX 3.0 I know all of the Simple and Complex Learning Goals.

C1: Understand how parts of text build upon one another (e.g., chapter, scene, line, paragraph, & stanza). (RL.3.5) C2: Determine the meaning of nonliteral phrases used in text. (RL.3.4; L.3.5a) C3: Distinguish shades of meaning among related words that describe states of mind (e.g., knew, believed, suspected). (L.3.5c) C4: Distinguish personal point of view from that of the narrator or characters. (RL.3.6) C5: Explain how specific aspects of a text’s illustrations, contribute to the words in a story (e.g., create mood, emphasize aspects of a character or setting). (RL.3.7) C6: Understand how a character’s traits, motivations, and feelings contribute to the sequence of events (RL.3.3). C7: Refer explicitly to the text when asking questions. (RI.3.1) C8: Explain how the message or moral is conveyed and compare and contrast stories (plots, settings, themes) in a series by the same author. (RL.3.2, RL.3.9) C9: Draft different types of narratives based on mentor texts or topics. (W.3.3)

• Introduction (e.g., establish a situation, a narrator, and/or characters) • Organize events (when appropriate, use temporal words and phrases) • Use narrative techniques (e.g., dialogue with commas and quotations and descriptions to develop

events)(L.3.2c) • Conclusion (e.g., provide a sense of closure)

2.5 I know all of the Simple Learning Goals plus some of the Complex Learning Goals.

SIMPLE 2.0 I know all of the Simple Learning Goals.

S1: Identify the point a view of narrator or characters. S2: Identify specific details from the illustration that connect to the words. S3: Identify character, related traits, motivations, and feelings. S4: Identify the moral of a story.

Academic Vocabulary:

V1: dialogue V2: stanza V3: narrator V4: trait V5: literal V6: nonliteral

1.5 I know all but one of the Simple Learning Goals.

1.0 I know some of the Simple Learning Goals.

0.5 I know only one of the Simple Learning Goals.

0.0 No evidence of knowing the Learning Goals.

©Farmington Municipal Schools - 3rd grade NMCCSS ELA Revised October, 2016

3rd: Q3

Topic Proficiency Scale Domain: Literary Analysis

Topic: Narrative

On student proficiency scales learning goals are numbered for easy reference and students tracking of mastery. These are not indicators of pacing or sequence in which goals should be taught.

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine thecentral message, lesson, or moral and explain how it is conveyed through key details in the text.

RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their contribute to the sequence of events.

RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, usingterms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

RL.3.9 Compare 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).

Incidental vocabulary: theme (Anchor Definition for high school: Theme - a universal statement about life or the human condition)

L.3.5 Demonstrate 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). c. Distinguish shades of meaning among related words that describe states of !mind or degrees of certainty (e.g., knew,

W.3.3 Write 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.

4.0 I know all of the Simple and Complex Learning Goals and my understanding goes beyond the grade level target.

COMPLEX 3.0 I know all of the Simple and Complex Learning Goals.

Understand how parts of text build upon one another (e.g., chapter, scene, line, paragraph, & stanza). (RL.3.5) Determine the meaning of nonliteral phrases used in text. (RL.3.4; L.3.5a) Distinguish shades of meaning among related words that describe states of mind (e.g., knew, believed, suspected). (L.3.5c) Distinguish personal point of view from that of the narrator or characters. (RL.3.6) Explain how specific aspects of a text’s illustrations, contribute to the words in a story (e.g., create mood, emphasize aspects of a character or setting). (RL.3.7) Understand how a character’s traits, motivations, and feelings contribute to the sequence of events. (RL.3.3) Refer explicitly to the text when asking questions. (RI.3.1) Explain how the message or moral is conveyed and compare and contrast stories (plots, settings, themes) in a series by the same author. (RL.3.2, RL.3.9) Draft different types of narratives based on mentor texts or topics. (W.3.3)

• Introduction (e.g., establish a situation, a narrator, and/or characters) • Organize events (when appropriate, use temporal words and phrases) • Use narrative techniques (e.g., dialogue with commas and quotations and

descriptions to develop events)(L.3.2c) • Conclusion (e.g., provide a sense of closure)

2.5 I know all of the Simple Learning Goals plus some of the Complex Learning Goals.

SIMPLE 2.0 I know all of the Simple Learning Goals.

Identify the point a view of narrator or characters. Identify specific details from the illustration that connect to the words. Identify character, related traits, motivations, and feelings. Identify the moral of a story.

Academic Vocabulary: dialogue stanza narrator trait literal nonliteral

1.5 I know all but one of the Simple Learning Goals.

1.0 I know some of the Simple Learning Goals.

0.5 I know only one of the Simple Learning Goals.

0.0 No evidence of knowing the Learning Goals.

©Farmington Municipal Schools - 3rd grade NMCCSS ELA Revised October, 2016

3rd: Q3

Topic Proficiency Scale Domain: Literary Analysis

Topic: Narrative

Understand how parts of text build upon one another (e.g., chapter, scene, line, paragraph, & stanza). (RL.3.5)

Mastery of Learning Goals: Students will be able to provide references to parts of stories, dramas, poems, when writing about text using terms such as chapter, scene and stanza.

Students will be able to provide a description of how each successive part of a text builds on earlier sections.

Questions Stems:

Compare and contrast between a story, poem, and a play? In a play, what is the importance of having scenes? In a book, what is the importance of having chapters? In a poem, what is the importance of having stanzas? The use of stage directions helps the reader ____________? In the earlier chapter we learned ... How does what the author said in an earlier paragraph help us understand what is happening now? Can you restate that using the word chapter, stanza, or scene???

District Resource: Houghton Mifflin Journeys

Unit 2: T296, T303, T316-317 Unit 4: T20, T31, T40-41, T246, T307, T309, T320-321 Unit 5: T202, T207, T222-223

Determine the meaning of nonliteral phrases used in text. (RL.3.4; L.3.5a)

Students will be able to demonstrate the ability to determine the meaning of words and phrases as they are used in a text.

Questions Stems: RL.3.4

Can you tell me what this word or phrase mean? What do you think the author is trying to say when he/she uses that phrase? What phrases are literal or non-literal meanings? Can you change this phrase from literal to non-literal – non-literal to literal (idiomatic expressions) What clues can you find in the sentence, paragraph that can help you figure out the meaning of that word or phrase?

©Farmington Municipal Schools - 3rd grade NMCCSS ELA Revised October, 2016

3rd: Q3

Sample Questions from parcconline.org:

RL.3.4 Item VH010800 RL.3.4 Item VF651228 RL.3.4 Item 0391_A

District Resource: Houghton Mifflin Journeys

RL.3.4

Unit 2: T213, T220-221, T242-243 Unit 3: T148-149 Unit 4: T32, T62-63 Unit 5: T304

L.3.5a

Unit 1: T58-59 Unit 2: T242-243 Unit 3: T240-241 Unit 4: T62-63

Distinguish shades of meaning among related words that describe states of mind (e.g., knew, believed, suspected). (L.3.5c)

Students will be able provide distinctions between the literal and nonliteral meanings of words and phrases.

Students will be able to provide distinction(between shades of meaning among related words that describe states of mind or degrees of certainty (e.g. knew, believed, suspected, heard, wondered).

Questions Stems: L.3.5c

In what other context could this word be used? Without changing the meaning, what word could you add to make the sentence stronger? What word would best describe this character?

District Resource: Houghton Mifflin Journeys

Unit 2: T148-149, T430-431 Unit 5: T334-335

Distinguish personal point of view from that of the narrator or characters. (RL.3.6)

Students will be able to distinguish their personal point of view from that of the narrator or characters using text evidence.

Questions Stems:

Who is telling the story in this selection? Who is the narrator? Is this selection written in first person? How do you know? What words give clues? Is this selection written in third person? How do you know? What words give you clues? What do you think about what has happened so far? Do you agree with the author’s message so far? Can you put yourself in the character’s place? How would you feel if this was you? Would you feel the same or differently?

©Farmington Municipal Schools - 3rd grade NMCCSS ELA Revised October, 2016

3rd: Q3

District Resource: Houghton Mifflin Journeys

Unit 3: T115, T128-129 Unit 4: T42 Unit 5: T29, T36-37

Explain how specific aspects of a text’s illustrations, contribute to the words in a story (e.g., create mood, emphasize aspects of a character or setting). (RL.3.7)

Students will be able to provide an explanation of how a specific aspect of a text’s illustrations, contribute to the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Questions Stems:

How does the illustration help tell the story? What does the illustration convey to you about the character (mood, setting)? What is the illustration’s contribution to the story? What mood does the illustration portray? Did it help you understand the text? What do the illustrations tell you about what the character is like? How do the illustrations help you understand what is happening in the story?

Samples from parcconline.org:

RL.3.7 Item VF651834

RL.3.7 Item VF651235

Texts used from parronline.org: “Coyote and Fire” and “How Big Bear Stuck to the Sky”

District Resource: Houghton Mifflin Journeys

Unit 1: T29, T38-39, T323 Unit 4: T42 Unit 5: T29, T36-37

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Student sample scored: 3 (More samples available on site)

©Farmington Municipal Schools - 3rd grade NMCCSS ELA Revised October, 2016

3rd: Q3

Understand how a character’s traits, motivations, and feelings contribute to the sequence of events. (RL.3.3)

Students will be able to provide a description of characters in a story; their traits, motivations, and feelings.

Students will provide an explanation how a characters’ actions contribute to a sequence of events.

Questions Stems:

Distinguish between major/minor characters in the story? Describe the major/minor characters How do the character’s traits contribute to the story? What were the characters motivations in finding a resolution to the problem? How do the character’s actions help move the plot along?

Samples from parcconline.org:

RL3.3 Item VF651214

District Resource: Houghton Mifflin Journeys

Unit 1: T20, T27, T38-39, T206, T213, T226-227 Unit 5: T20, T27, T36-37

Refer explicitly to the text when asking questions. (RI.3.1)

Students will be able to provide question and/or answers that show understanding of a text, referring explicitly to the text for evidence.

Questions Stems:

Retell the story in sequential order Who were the major/minor characters What were the major/minor events? What in the text leads you to that answer? What details are the most important? Where can you find ________?

Samples from parcconline.org:

RL.3.1 Item VF651214 RL3.1 Item VF651202 RL.3.1 Item VF651223 RL.3.1 Item VF651218, Item VF651241, Item VF651246

District Resource: Houghton Mifflin Journeys

©Farmington Municipal Schools - 3rd grade NMCCSS ELA Revised October, 2016

3rd: Q3

Unit 1: T48, T140 Unit 2: T230, T326 Unit 3: T130 Unit 4: T42, T322 Unit 5: T46, T297, T300, T306

Explain how the message or moral is conveyed and compare and contrast stories (plots, settings, themes) in a series by the same author. (RL.3.2, RL.3.9)

Students will be able provide a statement of the central message or moral in a text using text based evidence.

Students will be able to provide a comparison and contrast of themes, setting, and plots of stories written by the same author about the same or similar characters ( e.g. books in a series).

Questions Stems: RL.3.2

What is the central message (lesson or moral) of the story? How do you know what the moral to the story is? How does the author convey the central message (lesson or moral)? What order was the story written? How do you know this is a myth? A folktale? A fable? Explain how the author uses details to convey the message (lesson or moral) of the story.

Questions Stems: RL.3.9

What is similar in Book A and Book B? What is different? How is character X the same in Book A and Book B? How is he/she different? How does the setting effect the character’s actions What is the theme of this story? How is it different from the other stories we have read about this character? Is the setting for this story the same or different?

Samples from parcconline.org:

RL.3.2 Item VF651202 RL.3.2 Item VF651241 RL.3.2 Item VF651246 RL.3.2 Item VF651223

©Farmington Municipal Schools - 3rd grade NMCCSS ELA Revised October, 2016

3rd: Q3

Text from: North Clackamas School District

Just a Dream by Chris Van Allsburg (excerpt)

As usual, Walter stopped at the bakery on his way home from school. He bought one large jelly-filled doughnut. He took the pastry from its bag, eating quickly as he walked along. He licked the red jelly from his fingers. Then he crumpled up the empty bag and threw it at a fire hydrant. At home Walter saw Rose, the little girl next door, watering a tree that had just been planted. “It’s my birthday present,” she said proudly. Walter couldn’t understand why anyone would want a tree for a present. His own birthday was just a few days away. “And I’m not getting some dumb plant,” he told Rose. After dinner Walter took out the trash. Three cans stood next to the garage. One was for bottles, one for cans, and one for everything else. As usual, Walter dumped everything into one can. He was too busy to sort through garbage, especially when there was something good on the television. The show...was about a boy who lived in the future. Later, Walter went to bed wishing he lived in the future...Walter woke up in the middle of a huge dump. A few feet from the bed was a rusty old street sign that read FLORAL AVENUE. “Oh no,” gasped Walter. He lived on Floral Avenue...

Two Bad Ants by Chris Van Allsburg (parts only)

The news traveled swiftly through the tunnels of the ant world. A scout had returned with a remarkable discovery—a beautiful sparkling crystal called sugar. When the scout presented the crystal to the ant queen she took a small bite, then quickly ate the entire thing. She deemed it the most delicious food she had ever tasted. Nothing could make her happier than to have more, much more. The ants understood. It was late in the day when they departed...they marched into the woods that surrounded their underground home. Dusk turned to twilight, twilight to night. At last they reached a ledge and crawled through a narrow tunnel. When the ants came out of the tunnel they found themselves in a strange world. Smells they had known all their lives, smells of dirt and grass and rotting plants, had vanished. From the top of the wall they looked below to a sea of crystals. One by one the ants climbed down into the sparkling treasure. Quickly they each chose a crystal, then turned to start the journey home. In fact they left in such a hurry that none of them noticed the two small ants who stayed behind. “Why go back?” one asked the other. This place may not feel like home, but look at all these crystals. “You’re right,” said the other, “we can stay here and eat forever. So the two ants ate crystal after crystal until they were too full to move, and fell asleep. Daylight came. The sleeping ants were unaware of changes taking places in their new found home. A giant silver scoop hovered above them, then plunged deep into the crystals. It shoveled up both ants and crystals and carried them high into the air. The ants were wide awake when the scoop turned, dropping them from a frightening height. They tumbled through space in a shower of crystals and fell into a boiling brown lake of coffee...

Questions: 1. The settings in both stories are the same in which of the following ways? a.) Both take place only indoors, one in Walter’s bedroom and the other in the kitchen. b.) One happens outside and the other inside only. c.) Both settings started outside, one in the Rose’s yard and the other in an ant world. d.) They both like coffee and doughnuts. Answer: c

2. Walter was a litter bug and didn’t care about the planet. The two ants were greedy and ate all the sugar they could. Both stories’ main characters were... a.) smart because they got to eat sweet things b.) selfish and only concerned with themselves c.) dreamers and wanted to be famous movie stars d.) great travelers Answer: b

©Farmington Municipal Schools - 3rd grade NMCCSS ELA Revised October, 2016

3rd: Q3

3. Two Bad Ants and Just a Dream have different “main” characters. They are a.) tree and a bed b.) Walter and the two bad ants c.) flying and eating d.) Rose and the queen bee Answer: b

4. The theme in both stories is a.) Be happy with your life. b.) Flying in a bed or giant scoop is terrific. c.) Dreams and sugar crystals are fun to have. d.) Adventures are so exciting and wonderful. Answer: a

The plot in Just a Dream was the same as Two Bad Ants in that a.) both main characters weren’t satisfied with their lives b.) one wanted to live in the future and one wanted to live in the kitchen sugar bowl c.) one liked coffee with sugar and one liked only doughnuts d.) both are real life events Answer: a

District Resource: Houghton Mifflin Journeys

RL.3.2

Unit 1: T140, T217, T226-227 Unit 2: T214, T215, T230, T326 Unit 3: T213, T214-215, T220-221 Unit 4: T313, T315, T320-321 Unit 5: T217

RL.3.9

Unit 3: T415 Unit 4: T61, T69

©Farmington Municipal Schools - 3rd grade NMCCSS ELA Revised October, 2016

3rd: Q3

Draft different types of narratives based on mentor texts or topics. (W.3.3)

• Introduction (e.g., establish a situation, a narrator, and/or characters)

• Organize events (when appropriate, use temporal words and phrases)

• Use narrative techniques (e.g., dialogue with commas and quotations and descriptions to develop events)(L.3.2c)

• Conclusion (e.g., provide a sense of closure)

The students written expression will include:

Development of Ideas The student response addresses the prompt and shows effective development of the topic and/or narrative elements may include: establishing a situation, organizing a logical event sequence, describing scenes, objects or people, developing characters personalities and using dialogue as appropriate; the development is largely appropriate to the task and purpose.

Organization

The student response consistently demonstrates purposeful and controlled organization and includes an introduction and conclusion.

Clarity of Language

The student response uses linking words and phrases, descriptive words, and/or temporal words to express ideas with clarity.

Knowledge of Language and Conventions

The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Questions Stems:

Who is your story about? Where does your story take place? (Setting) Why was this setting important to your story? Do you have major and minor characters What problem will the main character face? Does the problem change the characters acts or thoughts? Have you used details that will help your readers see and know the characters? What events will lead up to your conclusion? Where can you add more descriptive words and information to make your story more exciting? How should this sentence be written to show someone is talking? (L3.2c)

©Farmington Municipal Schools - 3rd grade NMCCSS ELA Revised October, 2016

3rd: Q3

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Samples from: parcconline.org

Sample text:

©Farmington Municipal Schools - 3rd grade NMCCSS ELA Revised October, 2016

3rd: Q3

District Resource: Houghton Mifflin Journeys

W.3.3

Introduction Unit 1: T343, T350, T411, T429 Unit 5: T59, T337

Organization Unit 1: T61, T160, T256 Unit 5: T344, T429

Clarity of Language

Unit 1: T350, T419, T437 Unit 5: T59, T66, T429

Closure

Unit 1: T61, T256, T437 Unit 5: T337, T429

L3.2c

Dialogue

Unit 3: T142, T156, T242

©Farmington Municipal Schools - 3rd grade NMCCSS ELA Revised October, 2016