SALTA 3rd grade

3 rd Grade ELA Standards Not Explicitly Represented in the Curriculum Map

Listed below standards that have not been represented as targeted standards in any of the units and the rationale for not being represented in the maps. • Reading Literature Standard 4: Determine the meaning of words and phrases as they are used in a text, distinguish literal from nonliteral language. • Reading Informational Text Standard 4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. • Language Standard 3a: Choose words and phrases for effect.* • Language Standard 5: Demonstrate understanding of figurative language, 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 ). These four standards all attend to various components of word knowledge or vocabulary. Reading Street intertwines these standards throughout each unit over the course of the year and a consistent focus on these standards is essential in order to master many of the other standards. • Reading Literature Standard 10: 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. Recognize and being to read documents written in cursive. • Reading Informational Text Standard 10: 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. Recognize and being to read documents written in cursive. The material taught in the literacy block and the content areas is aimed to help students achieve Reading Standard 10. It is an on-going target that will be addressed all year long and is ultimately the outcome of ELA instruction. • Language 3b: Recognize and observe differences between the conventions of spoken and written Standard English. • Language 3g: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. These two standards are an integrated component of the Reading Street curriculum all year long; thus, it was not necessary to identify these standards as targets. • Writing 3.4 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.) • Writing 3.5 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.) • Writing 3.6 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. These four standards are an integrated component of the curriculum all year long; thus, it was not necessary to identify these standards as targets. Additionally, Writing Standards 3.4, 3.5, 3.6 require guidance which means they are not required for mastery at 3 rd grade.

Revised 4/2017