Download Do - myLearning | Pasco County Schools

Unwrapping the Standard (KUD): “What do we want students to know, understand and do?”
LAFS.3.L.3.4:
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.
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.
CCR Anchor Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Understand “Essential understandings”: Ideas transferable to other contexts.


Effective readers and writers use knowledge of the structure and context of language to acquire, clarify, and
appropriately use vocabulary.
Reference material (print and digital) can help determine or clarify the meaning of words or phrases.
Know*
Do
Declarative knowledge: Facts, vocab., information
Procedural knowledge: Transferable skills, strategies, and processes.
Retrieval:
 Identify words that are unknown or unfamiliar in a sentence.
 Sentence-level clue
 Identify sentence-level clues.
 Affix
 Identify the root word within an unknown word.
 Alphabetical order
 Locate glossaries or dictionaries in both print and digital format.
 Alphabetize
 Alphabetize words.
 Key words and phrases
Comprehension:
 Use sentence-level context as a clue to the meaning of a word or
phrase.
 Determine the meaning of the new word formed when a known
affix is added to a known word.
 Use a known root word as a clue to the meaning of an unknown
word with the same root (e.g., company, companion).
 Use glossaries or beginning dictionaries, both print and digital, to
determine or clarify the precise meaning of key words and
phrases.
Analysis:
 Defend the strategy used to figure out the meaning of an
unknown word or phrase.
Prerequisite skills: What prior knowledge do students need to be successful with this standard(s)?
 Prefix, suffix, root word, glossary and dictionary skills
Know* what is meant by:
*Key vocabulary that the teacher and student will interact with throughout the learning process. These terms are not intended to be a
vocabulary list for drill and practice.
Rev. Pasco County Schools, 2014-15
Uni-Dimensional Scale**: “How will we know if and when they’ve learned?”
LAFS.3.L.3.4:
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.
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.
Score
Learning Progression
In addition to score 3.0 performance, the student demonstrates in-depth inferences and
applications that go beyond what was taught.
4.0*
For example:
 I can defend the strategy used to figure out the meaning of an unknown word or phrase.
*Teachers can and should develop complex (4.0) learning targets for and along with their students to increase the meaningful, relevant,
and authentic application for the students.
3.5
3.0
Target
(Standard)
2.5
2.0
I can do everything at a 3.0 and I can demonstrate partial success at score 4.0.
I can:
 Use sentence-level context as a clue to the meaning of a word or phrase.
 Determine the meaning of the new word formed when a known affix is added to a known word.
 Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,
company, companion).
 Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the
precise meaning of key words and phrases.
I can do everything at a 2.0 and I can demonstrate partial success at score 3.0.
I can:
 Identify words that are unknown or unfamiliar in a sentence.
 Identify sentence-level clues.
 Identify the root word within an unknown word.
 Locate glossaries or dictionaries in both print and digital format.
 Alphabetize words.
Know what is meant by: sentence-level clue, affix, alphabetical order, alphabetize, key words and
phrases.
1.5
I can do some things at a 2.0 with some success.
1.0
With prompting and/or support, I am unable to complete 2.0 tasks.
**A 3.0 represents proficiency. Level 4.0 extends beyond the cognitive complexity of the standard, while a level 2.0 outlines the
necessary declarative and procedural knowledge leading to the standard.
Rev. Pasco County Schools, 2014-15