Gr. 3 Crosswalk

Georgia Department of Education


Dr. John D. Barge, State School Superintendent

June 2011 Page 1 of 15

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DRAFT DOCUMENT Updated August 2011

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3rd

CCGPS 3rd

GPS

READING LITERARY (RL) Color key: different grade level/ Color key: different domain or strand

ELACC3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (G)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student c. Generates questions before, during, and after reading.

ELACC3RL2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (G)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student j. Identifies and infers main idea and supporting details. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: h. Identifies themes and lessons in folktales, tall tales, and fables.

ELACC3RL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (G)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts. f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text.

ELACC3RL4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (G)

ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student d. Identifies the meaning of common idioms and figurative phrases and incorporates them into oral and written language. f. Determines the meaning of unknown words on the basis of context.

ELACC3RL5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (W)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student n. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry).

ELACC3RL6: Distinguish their own point of view from that of the narrator or those of the characters. (G)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text. q. Formulates and defends an opinion about a text.

ELACC3RL7: 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). (G)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.

ELACC3RL8: (Not applicable to literature)

ELACC3RL9: 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). (G)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts. f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text.

ELACC3RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. (W)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. a. Reads a variety of texts for information and pleasure. k. Self-monitors comprehension to clarify meaning.

Alignment: (W) Weak: Only minor aspects of Common Core were noted in GPS.

(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.

(E) Excellent: Both Common Core and GPS match in nearly all aspects.





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3rd CCGPS 3rd

GPS

READING INFORMATIONAL (RI) Color key: different grade level/ Color key: different domain or strand

ELACC3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (G)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. b. Makes predictions from text content. c. Generates questions to improve comprehension. l. Identifies and infers cause-and-effect relationships and draws conclusions. m. Recalls explicit facts and infers implicit facts.

ELACC3RI2: Determine the main idea of a text; recount the key details and explain how they support the main idea. (G)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student j. Identifies and infers main idea and supporting details. l. Identifies and infers cause-and-effect relationships and draws conclusions. m. Recalls explicit facts and infers implicit facts.

ELACC3RI3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (G)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student l. Identifies and infers cause-and-effect relationships and draws conclusions. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, cause and effect). e. Distinguishes cause from effect in context. g. Makes perceptive and well-developed connections. h. Distinguishes fact from opinion or fiction.

ELACC3RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (G)

ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student a. Reads literary and informational texts and incorporates new words into oral and written language. b. Uses grade-appropriate words with multiple meanings. f. Determines the meaning of unknown words on the basis of context.

ELACC3RI5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly and efficiently. (G)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. o. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text. ELA4W3 The student uses research and technology to support writing. The student b. Locates information in reference texts by using organizational features (i.e., prefaces, appendices, indices, glossaries, and tables of contents).

ELACC3RI6: Distinguish their own point of view from that of the author of a text. (G)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student i. Makes connections between texts and/or personal experiences p. Recognizes the author’s purpose. q. Formulates and defends an opinion about a text.

ELACC3RI7: Use 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). (G)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. ELA3W1 The student demonstrates competency in the writing process. The student i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience.

ELACC3RI8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (G)

ELA3W1 The student demonstrates competency in the writing process. The student d. Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers). e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering).





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ELACC3RI9: Compare and contrast the most important points and key details presented in two texts on the same topic. (W) *There is not a 3

rd grade GPS to align

with this CC standard.

ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: g. Makes perceptive and well-developed connections. h. Relates new information to prior knowledge and experience and makes connections to related topics or information.

ELACC3RI10: By 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. (W)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student a. Reads a variety of texts for information and pleasure.

Alignment:

(W) Weak: Only minor aspects of Common Core were noted in GPS.







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3rd CCGPS 3rd

GPS

READING FOUNDATIONAL (RF) Color key: different grade level/ Color key: different domain or strand

ELACC3RF3: Know and apply grade-level phonics and word analysis skills in decoding words. (E)

ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words.

a. Identify and know the meaning of the most common prefixes and derivational suffixes. (E)

ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, -ous, -ly). ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-). ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).

b. Decode words with common Latin suffixes. (E) ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student c. Determines the meaning of unfamiliar words using knowledge of common roots, suffixes, and prefixes. ELA6R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student b. Uses knowledge of Greek and Latin affixes to understand unfamiliar vocabulary.

c. Decode multi-syllable words. (G) ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student f. Reads multisyllabic words.

d. Read grade-appropriate irregularly spelled words. (G) ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student b. Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives. d. Reads and spells words containing r-controlled vowels and silent letters. e. Reads and spells words containing irregular vowel patterns.

ELACC3RI4: Read with sufficient accuracy and fluency to support comprehension. (G)

ELA3R1 The student demonstrates the ability to read orally with speed, accuracy, and expression.

a. Read on-level text with purpose and understanding. (G)

ELA3R1 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student b. Reads familiar text with expression.

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (G)

ELA3R1 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student c. Reads third-grade texts at a target rate of 120 words correct per minute.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (E)

ELA3R1 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student d. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text.

Alignment:








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3rd CCGPS 3rd

GPS

WRITING (W) Color key: different grade level/ Color key: different domain or strand

ELACC3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons. (E)

ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a persuasive piece of writing that: a. Captures a reader’s interest by stating a clear position/opinion and developing a point of view. k. Writes a response to literature that demonstrates understanding of the text, formulates an opinion, and supports a judgment. l. Writes a persuasive piece that states a clear position.

a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons. (E)

ELA3W1 The student demonstrates competency in the writing process. The student a. Captures a reader’s interest by setting a purpose and developing a point of view. b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. d. Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers). k. Writes a response to literature that demonstrates understanding of the text, formulates an opinion, and supports a judgment. l. Writes a persuasive piece that states a clear position. ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a persuasive piece of writing that: a. Captures a reader’s interest by stating a clear position/opinion and developing a point of view. b. Sustains a focus. e. Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochure, advertisement, movie and book reviews). ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a response to literature that: a. Captures a reader’s interest by developing a point of view. b. Demonstrates understanding of the text, formulates an opinion, and supports a judgment. d. Uses appropriate organizational structures to ensure coherence (T-charts, compare and contrast, letter to author, rewrite the ending, beginning, middle, and end with details from the text).

b. Provide reasons that support the opinion. (E) ELA3W1 The student demonstrates competency in the writing process. The student i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience. ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a persuasive piece of writing that: d. Adds supportive details throughout the paper that may include relevant examples, facts, and anecdotes. ELA3W2 The student writes in a variety of genres, including narrative, informational,





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persuasive, and response to literature. The student produces a response to literature that: c. Makes connections: text-to-self, text-to-text, text-to-world connections using significant details from the reading selection.

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. (E)

ELA3W1 The student demonstrates competency in the writing process. The student e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering).

d. Provide a concluding statement or section. (E) ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a persuasive piece of writing that: f. Provides a sense of closure. ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a response to literature that: e. Provides a sense of closure.

ELACC3W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (E)

ELA3W1 The student demonstrates competency in the writing process. The student a. Captures a reader’s interest by setting a purpose and developing a point of view. b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (E)

ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces informational writing (e.g., procedures, report, correspondence) that: a. Captures a reader’s interest by setting a purpose and developing a point of view. b. Sustains a focused topic. c. Includes the appropriate purpose, expectations, and length for the audience and the genre. f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.

b. Develop the topic with facts, definitions, and details. (E) ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces informational writing (e.g., procedures, report, correspondence) that: d. Includes relevant examples, facts, anecdotes, and details.

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. (G)

ELA3W1 The student demonstrates competency in the writing process. The student e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering).

d. Provide a concluding statement or section. (G) ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces informational writing (e.g., procedures, report, correspondence) that: g. Provides a sense of closure.

ELACC3W3: Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences. (E)

ELA3W1 The student demonstrates competency in the writing process. The student a. Captures a reader’s interest by setting a purpose and developing a point of view. b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations,





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audience, and length. ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (E)

ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a narrative that: a. Captures a reader’s interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of view. b. Sustains a focus. c. Includes the appropriate purpose, expectations, and length for the audience and genre. d. Uses sensory details and other literary language to communicate setting, characters, and plot. e. Uses appropriate organizational structures to ensure coherence (well developed beginning, middle, and end, and sequence of events) and strategies (transition words/phrases, time cue words, and sequence of events).

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. (E)

ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a narrative that: d. Uses sensory details and other literary language to communicate setting, characters, and plot. f. Develops characters through action and dialogue.

c. Use temporal words and phrases to signal event order. (E) ELA3W1 The student demonstrates competency in the writing process. The student e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering).

d. Provide a sense of closure. (E) ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a narrative that: g. Provides a sense of closure.

ELACC3W4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) (E)

ELA3W1 The student demonstrates competency in the writing process. The student b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length.

ELACC3W5: With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, and editing. (Editing for conventions should

demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28

and 29.) (E)

ELA3W1 The student demonstrates competency in the writing process. The student c. Writes text of a length appropriate to address the topic or tell the story. m. Pre-writes to generate ideas, develops a rough draft, rereads to revise, and edits to correct. ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a narrative that: h. May include prewriting. i. May include a revised and edited draft. The student produces informational writing that: h. May include prewriting. i. May include a draft that is revised and edited. The student produces a persuasive piece of writing that: g. May include prewriting. h. May include a revised and edited draft.





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The student produces a response to literature that: f. May include prewriting. g. May include a draft that is revised and edited.

ELACC3W6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (G)

ELA3W1 The student demonstrates competency in the writing process. The student n. Publishes by presenting an edited piece of writing to others. ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a narrative that: j. May be published. The student produces informational writing that: j. May be published. The student produces a persuasive piece of writing that: i. May be published The student produces a response to literature that: h. May be published. ELA4W3 The student uses research and technology to support writing. The student d. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive).

ELACC3W7: Conduct short research projects that build knowledge about a topic. (E) ELA3W1 The student demonstrates competency in the writing process. The student j. Uses a variety of resources to research and share information on a topic. ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces informational writing (e.g., procedures, report, correspondence) that: f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic. ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student j. Uses resources (encyclopedias, Internet, books) to research and share information about a topic.

ELACC3W8: Recall information from experience or gather information from print and digital

sources; take brief notes on sources and sort evidence into provided categories. (E)

ELA3W1 The student demonstrates competency in the writing process. The student j. Uses a variety of resources to research and share information on a topic. ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature. The student produces a response to literature that: c. Makes connections: text-to-self, text-to-text, text-to-world connections using significant details from the reading selection. The student produces informational writing (e.g., procedures, report, correspondence) that: d. Includes relevant examples, facts, anecdotes, and details. f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic. ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and





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grammar in both written and spoken formats. The student j. Uses resources (encyclopedias, Internet, books) to research and share information about a topic.

ELACC3W9: (Begins in grade 4)

ELACC3W10: Write 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. (E)

ELA3W1 The student demonstrates competency in the writing process. The student b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. c. Writes text of a length appropriate to address the topic or tell the story.

Alignment:








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3rd CCGPS 3rd

GPS

SPEAKING AND LISTENING (SL) Color key: different grade level/ Color key: different domain or strand

ELACC3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. (G)

ELA3LSV1 The student uses oral and visual strategies to communicate.

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. (W)

ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

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). (E)

ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student f. Displays appropriate turn-taking behaviors. ELA3LSV1 The student uses oral and visual strategies to communicate. The student a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults.

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (E)

ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student b. Asks relevant questions. c. Responds to questions with appropriate information. l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

d. Explain their own ideas and understanding in light of the discussion. (E)

ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student h. Offers own opinion forcefully without domineering. i. Responds appropriately to comments and questions. j. Volunteers contributions and responds when directly solicited by teacher or discussion leader. k. Gives reasons in support of opinions expressed. l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

ELACC3SL2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (E)

ELA3LSV1 The student uses oral and visual strategies to communicate. The student b. Recalls, interprets, and summarizes information presented orally. c. Uses oral language for different purposes: to inform, persuade, or entertain. d. Listens to and views a variety of media to acquire information.

ELACC3SL3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (G)

ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student b. Asks relevant questions. c. Responds to questions with appropriate information.

ELACC3SL4: Report 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. (W)

ELA3LSV1 The student uses oral and visual strategies to communicate. The student b. Recalls, interprets, and summarizes information presented orally.

ELACC3SL5: Create 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. (G)

ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. When delivering or responding to presentations, the student: a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members. b. Uses notes, multimedia, or other memory aids to structure the presentation.





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ELACC3SL6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) (E)

ELA2LSV1 The student uses oral and visual strategies to communicate. The student c. Uses increasingly complex language patterns and sentence structure when communicating. ELA3C1 The student demonstrates understanding of the control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student e. Speaks and writes in complete and coherent sentences.

Alignment:








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3rd CCGPS 3rd

GPS

LANGUAGE (L) Color key: different grade level/ Color key: different domain or strand

ELACC3L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (E)

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (G)

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Correctly identifies and uses subject/verb agreement and adjectives. b. Identifies and uses nouns (singular, plural, possessive) correctly. d. Identifies and uses personal and possessive pronouns. ELA3W1 The student demonstrates competency in the writing process. The student f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect. h. Begins to use descriptive adjectives and verbs to communicate setting, character, and plot. ELA4C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb).

b. Form and use regular and irregular plural nouns. (G) ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student b. Identifies and uses nouns (singular, plural, possessive) correctly.

c. Use abstract nouns (e.g., childhood). (G) ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student b. Identifies and uses nouns (singular, plural, possessive) correctly. ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence. (i.) Identifies and uses nouns – abstract, common, collective, plural, and possessive.

d. Form and use regular and irregular verbs. (W) ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student c. Uses and identifies verb phrases and verb tenses.

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (W)

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Correctly identifies and uses subject/verb agreement and adjectives. ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student c. Uses and identifies verb phrases and verb tenses.

f. Ensure subject-verb and pronoun-antecedent agreement.* (G)

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Correctly identifies and uses subject/verb agreement and adjectives. d. Identifies and uses personal and possessive pronouns. ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and





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spoken formats. The student c. Uses standard 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. (G)

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Correctly identifies and uses subject/verb agreement and adjectives. ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student e. Demonstrates correct usage of comparative and superlative forms of adjectives and adverbs.

h. Use coordinating and subordinating conjunctions. (G) ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence. (viii.) Identifies and uses conjunctions – coordinating, correlative, and common subordinating.

i. Produce simple, compound, and complex sentences. (G)

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student f. Identifies and uses increasingly complex sentence structure. ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student e. Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory sentences and functional fragments), order, and complexity (simple, compound, complex, and compound-complex).

j. Writes legibly in cursive. ELACC3L1j was added from GPS as a part of the 15% allowed.

ELACC3L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (E)


a. Capitalize appropriate words in titles. (W) ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks).

b. Use commas in addresses. (E) ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks). ELA2W1 The student begins to demonstrate competency in the writing process. The student s. Begins to use commas (e.g., in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and states), and periods after grade-appropriate abbreviations.

c. Use commas and quotation marks in dialogue. (E) ELA2W1 The student begins to demonstrates competency in the writing process. The student u. Recognizes appropriate uses of quotation marks. ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks). ELA3W1 The student demonstrates competency in the writing process. The student g. Begins to develop characters through action and dialogue.

d. Form and use possessives. (E) ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student





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b. Identifies and uses nouns (singular, plural, possessive) correctly.

e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). (G)

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student l. Uses common rules of spelling and corrects words using dictionaries and other resources.

f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (G)

ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student g. Applies learned phonics skills when reading and writing words, sentences, and stories.

g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (E)

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student k. Uses the dictionary and thesaurus to support word choices. l. Uses common rules of spelling and corrects words using dictionaries and other resources.

ELACC3L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. (E)


a. Choose words and phrases for effect.* (W) ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang, colloquialisms, idioms).

b. Recognize and observe differences between the conventions of spoken and written standard English. (G)

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang, colloquialisms, idioms).

ELACC3L4: Determine 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. (G)

ELA3R2 The student acquires and uses grade-level words to communicate effectively.

a. Use sentence-level context as a clue to the meaning of a word or phrase. (E)

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student i. When appropriate, determines the meaning of a word based on how it is used in an orally presented sentence. ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student f. Determines the meaning of unknown words on the basis of context. ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence.

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). (E)

ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, -ous, -ly). f. Determines the meaning of unknown words on the basis of context.

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (E)

ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, -ous, -ly). f. Determines the meaning of unknown words on the basis of context. ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student





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c. Identifies the meaning of common root words to determine the meaning of unfamiliar words.

d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. (E)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student r. Applies dictionary, thesaurus, and glossary skills to determine word meanings. ELA2W1 The student begins to demonstrate competency in the writing process. The student v. Uses the dictionary and thesaurus to support word choices.

ELACC3L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. (E)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text.

a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps). (G)

ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student d. Identifies the meaning of common idioms and figurative phrases and incorporates them into oral and written language. ELA4R3 The student uses a variety of strategies to gain meaning from grade-level text. The student g. Identifies playful uses of language (e.g., puns, jokes, palindromes).

b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). (W)

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student i. Makes connections between texts and/or personal experiences.

c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). (W)

ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms.

ELACC3L6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific vocabulary, including words and phrases that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). (G)

ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student a. Reads literary and informational texts and incorporates new words into oral and written language. b. Uses grade-appropriate words with multiple meanings. ELA3W1 The student demonstrates competency in the writing process. The student e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering).

Alignment:


