Download Language Arts Curriculum Guide Template

1
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
McRel Alignment
Go to Writing Process
Go to Composition Structure
Go to Basic Grammar and Usage
Go to Conventions: Capitalization
Go to Conventions: Punctuation
Go to Conventions: Spelling
State Standards
Cut Scores
New Vocabulary
Capitalization
State
Standard
and
Benchmark
Composition and Structure
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Grammar and Usage
Sample Assessment
and Sample Quizzes
Writing Composition and the Writing Process
Learning
Continuum
699.01.a
Pre-Writing
Skills
Teacher
Observable
DWA
ECA
ISAT
Sample
Sequence
Minimum
Hours
Allotted
Writing Process
Sample Teaching
Strategy
Return to Top
For Learning:
Have students use rubrics to assess
their own writing
Different types of rubric assessments
for teachers to use:
www.teach_nology.com
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
Punctuation
Participate in writing workshops to
share ideas, respond to drafts, and
provide constructive feedback.
Prewriting:
Planning the Writing:
Students select a Subject:
Suggestions:
Have students think of fun things that
have happened to them.
Suggest they keep their eyes open.
Maybe they will notice something
they will want to write about.
Students could write about each year
they get older.
When they were one-year old, two
years old, three years old, etc.
Students make a list of bests: best
days, best friends, etc.; Students
make a list of their worsts: worst
subject, worst nightmare, etc.
Favorites: Favorite books, Favorite
animals, etc.
Sample
Resources

2
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
699.01.a
Drafting
and
Revising
Skills
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Collect Details:
Details are the facts and ideas that
make their writing interesting.
Planning and Drafting:
Students focus and organize their
thoughts and ideas.
What or who are they writing
about? (Characters, and what will
they do?)
What is the conflict? Where is the
setting?
Plan the Beginning, middle and
end.
They shouldn’t worry about making
mistakes.
Students improve their writing.
Have students reread their story.
What would make it sound better?
Have a parent or other student
read their story.
Go to editing (below)
Sample
Resources

3
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
699.01.a
Use
Editing and
Proofreading
Processes
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
Check to see if students have edited
their stories using the correct editing
and revising symbols.
Students can place edited rough
drafts in their portfolio to demonstrate
growth.
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Editing and Proofreading:
Students reread what they have
written.
They check for spelling, grammar,
punctuation, and capitalization.
Students make sure all their
sentences and words make sense
and are easy to follow.
LINK
A nice touch to the final copy is
illustrations.
Publishing means sharing their
story with a wide variety of people.
LINK
Use strategies to edit and polish
work:
Proofread using a dictionary or
other resources.
Edit for correct grammar and clarity
by using editing and revising
symbols.
Edit with a partner. Students read
each other’s work and make
suggestions for improvement.
Teacher should provide a criteria
for students to follow and check
when completed.
Sample
Resources

4
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Sample Assessment
and Sample Quizzes
Writing Composition and Structure
699.01.b
Appropriate
Format
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Return to Top
Learning
Continuum
For Learning:
Portfolio Assessment
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
Students create personal inventory,
personal narrative, learning logs,
poems, notes, letters, and journals,
LINK
Students compare a friendly letter
using the five parts:
Date
Greeting
Body
Closing
Signature
Link
Students use correct spacing and
letter format.
LINK
Students Identify and Write in a
variety of formats e.g.,
Letter’s, stories, poems, and
information pieces.
Sample
Resources

5
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
699.01.c
Appropriate Style
and
Vocabulary
699.01.c
699.02.b
Variety of
Elements/
Components
699.02.b
699.03.a
699.03.b
Details
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Learning
Continuum
Sample Assessment
and Sample Quizzes
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
For Learning:
Authentic Assessments:
Observe, note enthusiasm, diligence,
care, creativity, neatness, etc.
Interact, question about work in
progress. Engage in small –group
discussion. Conduct a
student/teacher conference.
Analyze the students finished
product.
Praise strengths; note favorable
impressions; Award with a total point,
mark, or comment.
Read students a variety of different
Genres. Discuss the style and
vocabulary.
Compare and contrast style.
Practice: Students keep a journal
writing about favorite words,
exciting words, funny words, boring
words, throw away words, new
words, etc.
Learning
Continuum
For Learning:
Teacher
Observable
ISAT
ECA
DWA
Of Learning:
RIT 181-190 (Develop Paragraphs)
RIT 191-200 (Develop Paragraphs)
RIT 201-210 (Develop Paragraphs)
Students write reviews about
stories and books by using the
elements of Literature.
These include autobiography,
biography, character, dialogue,
ending, event, fiction, moral, myth,
narrator, nonfiction, plot, problem,
setting, and theme.
Learning
Continuum
For Learning:
Teacher
Observable
ISAT
ECA
DWA
Teacher
Observable
ISAT
ECA
DWA
Collecting Details:
Students list details about a
memorable event.
Students are ready to write the first
draft.
Sample
Resources

6
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
699.01.b
699.03.a
699.03.b
Composition
Forms
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Teacher
Observable
ISAT
ECA
DWA
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Write for specific purposes such as:
Letters to the editor,
Thank you letters,
Birthday cards,
Stories, narratives, or
presentations.
Given a writing prompt , write a
narrative essay that demonstrates
correct paragraphing with main
idea and supportive detail
sentences.
Create an effective lead
introductory.
Create an effective conclusion.
Link
Produce short stories, narrative
essays, poetry and plays.
Generate self-selected topics and
respond, rework, revise, edit, and
proofread.
Engage in activities that encourage
a broad use of adverbs and
adjectives.
Use colorful illustrations to list
describing words for content or
action.
Expand a basic sentence.
Explore Cinquain and Haiku poetry.
Link
Sample
Resources

Six Trait
Writing
7
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Grammar and Usage
Return to Top
Learning
Continuum
699.02.a
699.02.b
Variety of
Sentences
Sample Assessment
and Sample Quizzes
Teacher
Observable
DWA
ECA
For Learning:
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
699.02.a
699.02.b
Sentence
Structure /
Type / Kind
For Learning:
Teacher
Observable
ISAT
ECA
DWA
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210

http://www.ncte.org/positions/grammar.shtml
Use the Direct Writing Assessment
Scoring Standard, a checklist, and
handbook to guide proofreading.
Use a wide variety of sentences to
practice statements, exclamation,
question, or command.
Use Daily Oral Language as a
means to practice and identify
correct sentence structure, e.g.
Punctuation, capitalization,
grammar, spelling, etc.
Learning
Continuum
Sample
Resources
Practice and apply spelling rules to
daily writing
Write messages, diaries, journals,
thank-you notes, friendly letters, or
step-by-step instructions.
Six Trait
Writing
Write on Track
Write Source
Great Source
Education
Group a
Houghton
Mifflin
Company 1996
8
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Learning
Continuum
699.02.a
Subjectverb
agreement
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Can students identify an action word
that tells about more than one. For
example The mother bird calls her
babies. They run to her.
Have students circle the action word
that completes several sentences.
Can students explain why one word
sounds better than the other?
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
699.02.a
Noun
Forms
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
For Learning:
Students use singular and plural
nouns to finish sentences.
Students can identify nouns in
sentences.
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Students use word cards to match
singular verbs with subject. The
verb in the sentence must agree, or
make sense, with the subject, An
example: They stand and she
stands.
Group Activity: Students cooperate
to make a subject -verb mobile
using S and ES. For example He
plays and They play.
Make a game using singular and
plural verbs. Have students notice
how the verb changes when the
subject changes from singular to
plural. An example. Shyann plays
soccer at the park. Her friends play
with her.
Brainstorm sentence strips.
Display around the class for
students to read.
Fill in the box with the correct noun
form as used in the sentence.
Students change singular nouns
into plural nouns. They write
sentences using the changed form.
Students categorize word cards
into singular or plural words by
using S and ES.
Sample
Resources

Terban,
Marvin. I
Think, I
Thought and
Other Tricky
Verbs.
Houghton
Mifflin
Company,
1984.
Heller, Ruth. A
Cache of
Jewels and
Other
Collective
Nouns.
Putnam Pub.
Group, 1989.
9
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
699.02.a
Pronoun
Forms
699.02.a
Verb
Tenses
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Students can identify a noun card
when mixed with other word cards.
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
Learning
Continuum
For Learning:
Teacher
Observable
ISAT
ECA
DWA
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Students write sentences using at
least one personal pronoun.
Students can write the opposite
words of singular pronouns. This
will change the word to a personal
pronoun.
Students read a passage then
make a list of singular and plural
pronouns.
Write sentences about something
you did last weekend. Draw lines
under verbs. Label these verbs
with either (A) linking or (H)
helping.
Write a sentence of something that
is happening.
Rewrite the sentence to something
that has already happened.
Finally, write your sentence
pretending it will happen in the
future.
Sample
Resources

Allard, Harry.
Miss Nelson is
Missing!
Houghton
Mifflin
Company,
1984
Terban,
Marvin. I
Think, I
Thought and
Other Tricky
Verbs.
Houghton
Mifflin
Company,
1984.
Wacky Webb
Tales
10
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
699.02.a
Irregular
Verb
Forms
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
A child recognizes that a word
changes when they form the past
tense or add a helping word.
Use a chart to track the progression
of students.
(Tip) The most common irregular verb
is the verb be. Different forms of the
verb include am, is m are, were, and
been.
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Students write Common Irregular
Verbs in columns of Present, Past,
and Past with has, have, and had.
An example: kicks, kicked, and
have kicked.
Sample
Resources

Grammar
Usage, and
Mechanics
Scholastic, Inc.
1996
Card games where children match
words in present, past, etc.
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
699.02.a
Adjective
Forms
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
For Learning:
Students can describe one positive
noun.
Students can compare two noun
forms (comparative form).
Students can compare three or more
nouns (superlative form).
Check these concepts off as the
students prove mastery.
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
Students brainstorm words to
describe one noun. Write on task
cards.
Students brainstorm words to
compare two nouns. Write these
words on task cards.
Students write words to compare
three or more nouns. Write these
words on task cards.
Laminate for durability.
Scramble cards. Students draw a
card. They write a sentence using
the card in proper form.
Game goes on until the student
with the most correct sentences
win.
www.teachercr
eated.com
Wacky Web
Tales
11
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
699.02.a
Adverb
Forms
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Use an Authentic Assessment to
track the progress of the student.
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources
Children circle adverbs in
sentences and tell if they describe
where, when, or how.
Students brainstorm a list of verbs.
Write each verb in an oval shape.
Student’s choral read the name of
each verb.
Brainstorm words adverbs, words
to describe the verbs. Children
choral read the adverbs.
Children match the verbs to the
adverbs.
Heller, Ruth.
Up, Up, and
Away: A book
about
adjectives.
Putnam Pub.
Group, 1992.
Link
699.02.a
Negative
Forms
Learning
Continuum
For Learning:
Teacher
Observable
ISAT
ECA
DWA
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
699.02.a
Phrases
Learning
Continuum
For Learning:
Teacher
Observable
ISAT
ECA
DWA
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210

www.teachnology.com
www.teachercr
eated.com
12
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
699.02.a
Clauses
699.02.a
Noun /
Pronoun
Usage
Agreement
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Teacher
Observable
ISAT
ECA
DWA
Learning
Continuum
Of Learning:
RIT 201-210
Teacher
Observable
ISAT
ECA
DWA
For Learning:
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Students rewrite sentences
replacing nouns where appropriate
with pronouns.
Sample
Resources

13
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
699.02.a
Noun /
Pronoun
Antecedent
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Students can identify what a Pronoun
and Antecedent are when given
paragraphs to change.
Students recognize that a pronoun
can have more than one antecedent.
Students recognize that I, you, he,
she, it, we, you, and they are
Antecedents.
Of Learning:
RIT 181-190
RIT 201-210
699.02.a
Subject
and
Predicate
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
For Learning:
Scramble sentences to see if
students can organize the sentence
in correct form. Have students
identify the subject and predicate.
Make sure students understand that a
predicate is a verb.
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

(The antecedent of a pronoun is
the noun that a pronoun refers to.)
Have students act out a passage to
the class using no pronouns.
An Example:
Gage: Gage wants an apple.
Ashlee: When does Gage want an
apple?
Gage: Now. Is Ashkee hungry
too?
Ashlee: Yes. Will we get the
apples now?
Classroom discussion about how
the passage sounded.
Write a list of pronouns they could
use in the passage to replace
nouns.
This list could include I, you, he,
she, it, we, you, and they.
Reread the passage substituting
pronouns in the place of the nouns.
Discussion:
Which sounded better?
Discuss
Students work together as a class
to build and read a sentence
Identifying the subject, which
names someone or something, and
a predicate, which tells what the
subject is or does.
Students highlight the subject and
predict in several news paper
articles. Share as a class.
Link
Writing
Workshop
Teacher Created
Materials, Inc.
1998
www.teachercre
ated.com
14
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
699.02.a
Run-ons
and
Fragments
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Students can identify if an important
part of a sentence is missing when
shown several examples of
fragmented sentences. This can be
tracked over time.
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

Fragment
Students retell nursery rhymes
forgetting to say the name of the
main character. An example:
Fragment: Had a little lamb. (A
subject is missing.)
Correct Sentence:
Mary had a little lamb.
Run-ons
Students practice writing run-on
sentences. With a partner children
find and correct sentences
identifying where the run-on takes
place. They can highlight and
share with another set of partners.
Link
Conventions: Capitalization
699.02.a
Fundamental
Rules:
Beginning
Capitalization
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Return to Top
For Learning:
On going authentic assessments
charting growth for understanding of
capitalization in all areas.
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
Apply rules of capitalization in
written work.
Expose children to real print
(magazines, newspapers, recipes,
receipts, books, etc. Allow time for
children to look for Capitals and
how they are used.
Use this information to compile a
class chart on Capitalization. Post
this chart on class wall for future
use.
Link Capital Letters (Mechanics
and Grammar)
Family Links:
www.teachnology.com
Daily Oral
Language
1989 by Great
Source
Education
Group, Inc.
15
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
699.02.a
Fundamental
Rules:
Pronoun “I”
699.02.a
Capitalization:
Adjectives
& Titles
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Sample Assessment
and Sample Quizzes
For Learning:
Students write five sentences about
an experience they shared with a
friend. Check for the correct usage of
I in compound subjects and in
compound objects.
Of Learning:
RIT 181-190
RIT 191-200
For Learning:
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Students try it out.
Students work in small groups
trying out various sentences to find
the correct use of I.
Choose correct pronouns to
complete sentences. Example:
You and (me, I) will fix
this toy.
Students choose which compound
subjects and objects are correct.
Example:
(Kelly and I, Me and Kelly) took the
spelling test.
Students can act out correct forms.
What are adjectives?
Link
Titles
Hold up assorted books one at a
time.
Read each title with the children.
Ask what they notice about the
titles?
Record their answers on chart
paper. Discuss how all letters start
with capitals except the little ones
such as the, and, an, a.
Sentence Beginnings (Capitals)
Link (Mechanics and Grammar)
Sample
Resources

16
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
699.02.a
Capitalization:
Fundament
al Rules:
Proper
Nouns
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Learning
Continuum
699.02.a
Capitalization:
Fundamental
Rules
Teacher
Observable
DWA
ISAT
ECA
Conventions: Punctuation
699.02.a
Use Appropriate End
Punctuation
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Sample Assessment
and Sample Quizzes
For Learning:
Portfolio Assessment: Students find
pieces of writing in their portfolios and
circle all the nouns in them.
Check to see that students have
completed the page entitled “Naming
Words” correctly.
Link
Of Learning:
See Row above for test items
For Learning:
Of Learning:
See other rows in capitalization
section for test items.
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

People, Places, and Things
Activity:
Students will identify nouns and
categorize them into people,
places, and things.
Noun-mania: Students will list as
many nouns as they can in five
minutes.
Discuss the fundamental rules for
proper nouns.
Use the fundamental rules of
writing as a game. Make a game
board using periods, question
marks, and exclamation marks.
Make cards using questions about
fundamental rules. Match these
cards to various places on the
board. As students answer
questions correctly they advance
on the board. Keep an answer key
handy so students can correct each
other. Makes a great center.
Return to Top
For Learning:
Check to see that students have
completed “Punctuation Marks”
correctly.
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
Apply appropriate rules for end
punctuation.
Punctuation Marks
Link Page 139 Mechanics and
Grammar
Story Writing
200 Teacher
Created
Materials, Inc.
17
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
699.02.a
Use
Commas
Appropriately
699.02.a
Use Apostrophes
699.02.a
Appropriate
Marks in
Dialogue
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Teacher
Observable
DWA
ISAT
ECA
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
Learning
Continuum
For Learning:
Teacher
Observable
DWA
ISAT
ECA
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
Learning
Continuum
For Learning:
Teacher
Observable
DWA, ISAT
ECA
Of Learning:
RIT 181-190 (Enclosing Punctuation)
RIT 191-200 (Enclosing Punctuation)
RIT 201-210 (Enclosing Punctuation)
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

www.educate.or
g.uk/teacher_zo
ne/classroom/lit
eracy/index.htm
Approximate the use of quotation
marks.
18
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
699.02.a
Use
underlining
for titles
699.02.a
Dependent
and
Independent
Clauses /
Comma
Usage
699.02.a
Prepositional,
Participle
and
Appositive
Phrases /
Comma
Usage
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Teacher
Observable
DWA, ISAT
ECA
Learning
Continuum
Of Learning:
RIT 191-200
Teacher
Observable
DWA, ISAT
ECA
Of Learning:
Go to “Use Commas Appropriately”
Learning
Continuum
For Learning:
Teacher
Observable
DWA, ISAT
ECA
Of Learning:
Go to “Use Commas Appropriately”
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Write a daily sentence focusing on
book titles.
For Learning:
Demonstrate the use of commas.
Daily sentence practice
incorporating
Sample
Resources

Daily Oral
Language
The Great
Source
Education
Group 1989
19
Idaho State Curriculum Guide Language/Writing 3rd Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
performance
Objectives
Conventions: Spelling
Learning
Continuum
699.02.a
High
Frequency
Spelling
Words
Teacher
Observable
DWA
ISAT
ECA
Sample Assessment
and Sample Quizzes
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
699.02.a
Application
of Rules
(prefixes /
suffixes)
For Learning:
Weekly spelling quizzes.
Daily oral practice.
Journal writings, and daily writing.
Of Learning:
See Test items in “Conventional
Rules” row
Self made dictionaries for spelling
words.
Practice spelling words using a
computer for visual memory.
Use word walls to reinforce high
frequency words.
Use visual memory by configuring
puzzles to go with words.
Learning
Continuum
For Learning:
Teacher
Observable
DWA
ISAT
ECA
Learning
Continuum
Of Learning:
RIT 181-190
RIT 191-200
RIT 201-210
Teacher
Observable
DWA
ISAT
ECA

Return to Top
Encourage students to use high
frequency words in their daily
writing.
699.02.a
Conventional
Rules
Sample
Resources
For Learning:
Of Learning:
See Test items in “Conventional
Rules” row
Spelling Lists
20
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
APPROVED ISAT PROFICIENCY SCORES
Return to top
Approved by the State Board of Education March 6, 2003
READING
Basic
Proficient
Advanced
2
174
182
193
3
185
193
204
4
192
200
211
5
198
206
217
6
203
211
222
7
207
215
226
8
210
218
229
9
213
221
232
10
216
224
235
LANGUAGE
Basic
Proficient
Advanced
2
176
184
197
3
186
194
207
4
193
201
214
5
200
208
221
6
204
212
225
7
207
215
228
8
211
219
232
9
213
221
234
10
214
222
235
MATH
Basic
Proficient
Advanced
2
174
185
201
3
185
196
212
4
194
205
221
5
202
213
229
6
208
219
235
7
214
225
241
8
222
233
249
9
229
240
256
10
231
242
258
PROFICIENCY LEVELS DEFINITIONS
Approved by the State Board of Education March 6, 2003
ADVANCED: Exceeds Standards
Back to Top
The student demonstrates thorough knowledge and mastery of skills that allows him/her
to function independently above their current educational level.



The student demonstrates a comprehensive understanding of all relevant
information relevant to the topic at level.
The student demonstrates comprehension and understanding of knowledge
and skills above his/her grade level.
The student can perform skills or processes independently without any
significant errors.
20
21
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
PROFICIENT: Meets Standards
Back to Top
The student demonstrates mastery of knowledge and skills that allow them to function
independently on all major concepts and skills related to their educational level.


The student demonstrates a comprehensive understanding of all information
relevant to the topic, at level.
The student can perform skills or processes independently without any
significant errors.
BASIC: Below Standards
Back to Top
The student demonstrates basic knowledge and skills usage but cannot operate
independently on concepts and skills related to his/her educational level. Requires
remediation and assistance to complete tasks without significant errors.


The student has an incomplete knowledge of the topic and/or misconceptions
about some information.
The student requires assistance and coaching to complete tasks without
errors.
BELOW BASIC: Critically Below Standards
Back to Top
The student demonstrates significant lack of skills and knowledge and is unable to
complete basic skills or knowledge sets without significant remediation.


The student has critical deficiencies of relevant knowledge of topic and/or
misconceptions about some information.
The student cannot complete any skill set without significant assistance and
coaching.
21
22
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
Idaho State Standards—3rd Grade—Writing/Language
Return to Top
699. WRITING.
RATIONALE: WRITE TO DEMONSTRATE SKILL AND CONVENTIONS ACCORDING TO PURPOSE AND
AUDIENCE.
Standard - The student will:
01. Understand and use the writing
process.
Content Knowledge and Skills:
a.
Demonstrate understanding and
application of the writing process:
Samples of Applications:
i.
Participate in writing workshops to share
ideas, respond to drafts, and provide
constructive feedback.
ii.
Use rubrics to assess own writing and
determine area of need.
- Brainstorm;
Return to Prewriting
- Draft;
Return to Draft/Revise
- Teacher conference;
iii. Select various pieces to publish.
Return to Edit/Proofread
- Revise;
iv.
Read own published material to an
audience of peers, parents, or younger
students.
i.
Create learning logs, personal learning
records, note, and journals.
ii.
Compare a friendly letter using the five
parts:
- Edit;
- Publish;
- Share.
Return to Appropriate Format
b.
Return to Composition Forms
Legibly write in a variety of formats
to record, generate, and reflect
upon ideas.
 Date
 Greeting
 Body
 Closing
 Signature
iii. Use the correct spacing and letter format.
Return to Variety of Elements /
Components
c.
Identify and use appropriate style
and vocabulary for audience and
purpose.
i.
Write for such specific purposes as the
following: letters to the editor, thank you
letters, birthday cards, stories, narratives,
or presentations.
a.
Apply rules and conventions of the
following:
i.
Use a variety of sentences to produce a
piece of writing: statement, question,
exclamation, and command.
ii.
Use the Direct Writing Assessment Scoring
Standard, a checklist, and handbook to
guide proofreading.
Return to Approp. Style/Vocab
02. Write and edit for correctness and
clarity.
Return to GRAMMAR SECTION
- Grammar;
Return to CAPITALIZATION SECTION
- Punctuation;
Return to PUNCTUATION SECTION
- Capitalization;
Return to SPELLING SECTION
- Spelling.
iii. Apply rules of capitalization in written
work.
iv. Practice and apply spelling rules in daily
22
23
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
writing:
 Double the final consonant of a word
that ends with c-v-c pattern (consonantvowel-consonant) before adding a
suffix: -ing, -ed.
 Add "s" to words ending in "y" preceded
by a vowel: key/keys.
 Drop the final "e" before adding a suffix
that begins with a vowel: have/having.
 Add "es" to nouns that end with "s,"
"sh," "ch," or "x" to form plurals.
 Keep the final "e" when adding a suffix
that begins with a consonant: late/lately.
 Change the "y" to "i" when adding a
suffix to words that end in consonant
"y," unless the suffix begins with "i;'"
add "s" to most nouns to form plurals:
friend/friends.
 Change "f" or "fe" to "ves to some nouns
to form plurals: half/halves.
v.
Write legibly by appropriately selecting
cursive or manuscript.
vi.
Correctly spell derivatives: -tion,
-ment, and -ly.
vii. Approximate the use of quotation marks.
viii. Demonstrate the use of commas in a list.
Return to Variety of Elements /
Components
Return to Details
Return to Variety of Sentences
Return to Sentence Structure/Type/Kind
b.
Develop a paragraph that
incorporates a clear and focused
main idea that is supported by
details and examples that are
appropriate to topic, audience, and
purpose.
ix.
Spell third-grade high-frequency words
with ninety percent accuracy.
i.
Write messages, diaries, journals, thankyou notes, friendly letters, or step-by-step
directions.
- Use topic sentences, appropriate
word choices and sentence
structure, transitions,
paragraphing, indentation, and
organization;
- Write for personal and practical
needs.
23
24
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
03. Write a narrative essay
which aligns with the
fourth-grade Direct
Writing Assessment.
a.
Return to Composition Forms
Return to Details
Return to Composition Forms
Return to Details
b.
Create a multiple-paragraph
narrative composition that
provides an introductory
paragraph that establishes and
supports a central idea. Include
supporting paragraphs with
thoughtful transitions, simple
facts, details, and explanations.
Conclude with a paragraph that
summarizes key points.
Properly indent.
i.
Given a writing prompt, write a narrative
essay that demonstrates correct
paragraphing with main idea and
supportive detail sentences.
ii.
Create an effective lead introductory
sentence.
Write and publish original
creative works that incorporate
figurative and descriptive
language.
i.
Produce short stories, narrative essays,
poetry, and plays.
ii.
Generate self-selected topics and respond,
rework, revise, edit, and proofread.
iii. Create an effective conclusion.
iii. Engage in activities that encourage broad
use of adverbs and adjectives.
 Use colorful illustrations to list
describing words for content or action.
 Expand a basic sentence.
iv.
Explore cinquain and haiku poetry.
24
25
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 181-190
RIT 191-200
RIT 201-210
Capitalization
Adjectives,
Titles,
Sentence
Beginnings
Return to
Curriculum
Guide

Capitalize first word of a quotation

Book or movie titles

Professional titles



Capitalize the first word in the
sentence and the first word of a
quotation
Verbalize the rule telling which word
in a quotation is always capitalized
Book, movie, TV show, magazine
titles: know which words to and not to
capitalize

Capitalize first word of a quotation

Distinguish sentences using
quotations that are not capitalized
correctly

Capitalize the first word in the
sentence and the first word of a
quotation

Capitalize the first word in the
sentence, the first word of a quotation,
and proper nouns

Capitalize the beginning of each
sentence in a group of sentences,
including quotations within sentences
25
26
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 181-190
Fundamental
Rules
Return to
Curriculum
Guide

RIT 191-200
Format: Most of the items in this
range require correct identification of
more than one capitalization error,
either missing capitals or incorrect
capitals

RIT 201-210
Format: Most of the items in this
range require correct identification of
more that one capitalization error,
either missing capitals or incorrect
capitals

Distinguish between common and
proper nouns

Format: Longer passages in many of
the items

Generalize rules of capitalization

Generalize rules of when to capitalize
the first word: sentences, poems, letter
greetings

Differentiate between similar
common and proper nouns

Radio and TV station initials

All titles: which words should and
should not be capitalized

Compass directions: when they are
correctly and incorrectly capitalized
26
27
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Fundamental
RulesBeginning
Capitalization

RIT 181-190
Capitalize the first word in the
sentence

RIT 191-200
Capitalize the first word in the
sentence

RIT 201-210
Capitalize the first word in the
greeting and closing of a letter

Capitalize the first word in the
greeting and closing of a letter

Capitalize the first word in the
greeting and closing of a letter

Capitalize the first word in the
sentence

Capitalize the beginning of each
sentence in a short group of sentences

Capitalize only the first word in a
sentence without proper nouns

Capitalize only the first word in a
multi-word greeting or closing

Recognize a group of words as a
sentence and capitalize the first word

Capitalize the beginning of each
sentence in a group of sentences

Capitalize first word and names

Capitalize first word and proper nouns

Identify a sentence in which the first
word is not correctly capitalized

Capitalize only the first word in a
sentence without proper nouns
Pronoun “I”

Identify or correct several errors
including “I” in one sentence

Identify the sentence not capitalized
correctly (“I” the error)
Return to
Curriculum
Guide

Identify “I” errors twice in the same
sentence

Identify “I” errors twice in the same
sentence
Return to
Curriculum
Guide
27
28
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Proper
Nouns
Return to
Curriculum
Guide

RIT 181-190
Format: Towards the end of this
range, some of the items require
reading multiple sentences in one
passage

RIT 191-200
Places: rivers, mountains, countries,
states, cities, monuments, buildings,
points of interest

Organizations and government bodies

RIT 201-210
Full names, including titles and
initials

Particular places, points of interest,
buildings, monuments

Identify nouns correctly or incorrectly
capitalized



People’s full names, including initials
and titles
Teams, organization, government
bodies
Correctly capitalize up to four words
in the same sentence

Identify a “proper noun”

Countries and continents

Distinguish between common and
proper nouns

Company and product names

Historical events and eras

Nationalities and languages

Companies, stores, products
Team names

Classes, schools

Ships

Identify proper nouns

Names of people: full name, including 
initials and titles

Places: countries, cities, states,
vacation spots

Pets’ names

Historical events

Course names

Names of organizations
Writing Composition and Structure
28
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Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Appropriate
Format
Return to
Curriculum Guide




RIT 181-190
Use indentation for new paragraph
Focus on declarative sentence
structure
When given four simple and
compound sentences, choose the
chronological order
Choose sentence order when writing
directions
RIT 191-200
 Use correct letter format
 Develop paragraph with specific
details
Edit paragraph format for fragment and
run-on sentences









Appropriate
Style and
Vocabulary
Return to
Curriculum
Guide




When given a 4-6 sentence paragraph,
choose the off-topic sentence
When given a series of short
sentences, choose the group that
iterates one idea
Write a job application paragraph
Select appropriate titles for reports







Variety of
Elements

Use strong topic sentences

Plan for strong conclusions
When given a 5-8 sentence paragraph, 
edit for off-topic sentences
When reading a short story choose the
best ending
Choose the correct paragraph that best
explains an action
Focus on imperative sentence
structure
Answer standard questions when
writing a news story
Use imagery in poetry
RIT 201-210
Combine sentences into paragraph
structure
Look for patterns of organization in a
paragraph
Order sentences into a concise
paragraph
Give directions in a systematic order
Use correct business letter structure
Define parts of a research paper
Define purposes of poetry (i.e.
feelings, moods, expressions)
Define paragraph by genre
Identify parts of the newspaper
Focus on exclamatory sentence
structure
Choose the best definition for the term
“topic sentence”
Return to
Curriculum Guide
29
30
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 181-190
RIT 191-200
RIT 201-210
Grammar and Usage
Adjective
Form
Return to
Curriculum
Guide




Adverb
Form
Return to
Curriculum
Guide
Clauses





Use comparative adjectives (-er, -est)
correctly
Use comparatives “good, better, best”
correctly
Identify a word describing a noun in a
sentence
Recognize the correct use of
comparative adjectives
Use superlative adjectives correctly
Understand that adverbs can tell
“where, when, or how”;
Identify adverbs that tell “where”
Use –ly adverbs correctly
Understand the meaning of a phrase
telling “where”







Use comparatives “bad, worse, worst”
correctly
Use comparatives “more, most”
correctly
Use comparative adjectives (-er, -est)
correctly
Recognize correctly and incorrectly
used comparative forms
Use adjectives telling “what kind”
Use adverbs telling “when” correctly
Use comparative adverbs telling
“when”









Use comparatives “less, least”
correctly
Understand the meaning of
comparative adjectives
Identify adjectives used in a sentence
Recognize correctly and incorrectly
used comparative forms
Understand that adverbs can tell
“where, when, or how”;
Identify adverbs that tell “when”
Use comparative adverbs correctly
Understand the meaning of
comparative adverbs
Understand the intended meaning of a
particular clause
Return to
Curriculum
Guide
30
31
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Irregular
Verb Forms
Return to
Curriculum
Guide




Negative
Forms

Return to
Curriculum
Guide
Noun Forms

Return to
Curriculum
Guide



RIT 181-190
Determine which verb to use in a
sentence
Determine which verb phrase to use in
a sentence
Determine which verb to use in a
sentence that has an auxiliary verb
Identify the past tense of an irregular
verb
Recognize the correct use of only one
negative in a sentence: can’t –
anybody; doesn’t – any; have never
had any
Recognize a regular plural noun used
in a sentence
Recognize an irregular plural noun
used in a sentence
Recognize the irregular plural form of
a noun
Recognize the correct plural spelling
of a noun ending in “y”












RIT 191-200
Identify common irregular past tense
forms of verbs
Recognize more difficult irregular
verb forms
Recognize or determine the correct
use of irregular past tense verbs
Recognize the correct use of only one
negative in a sentence: isn’t any; has
no; doesn’t have; haven’t any
Identify a word as a noun
Identify which is the noun in a
sentence
Recognize the correct plural form of a
noun used in a sentence
Recognize plural nouns needing the –
es ending
Recognize a noun that is not plural
Recognize the irregular plural form of
a noun
Identify which is not a correct
irregular plural noun
Recognize the correct use of a
singular possessive noun


RIT 201-210
Format: Difficulty of vocabulary
increases in this RIT range
Determine which verb to use in
sentences with or without auxiliary
verbs

Recognize the correct use of only one
negative in a sentence: no more than;
hasn’t any

Recognize that two negatives in a
sentence is not Standard English

Use “n’t” contractions correctly

Recognize the correct plural form of a
noun
Understand the meaning of a singular
possessive noun
Recognize the correct irregular plural
form of a noun
Identify which word is not a plural
noun
Recognize the correct use of a plural
noun in a sentence
Distinguish possessive nouns from
contractions
Recognize a collective noun as being
singular, distinguishing it from plural
nouns






31
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Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
NounPronoun
Antecedent

Return to
Curriculum
Guide

RIT 181-190
Use the correct pronoun in a sentence
to match number, gender, thing in a
previous sentence: it, her, they, he,
his, himself
Identify the noun in one sentence
referred to by a nominative or
possessive noun in another
RIT 191-200

RIT 201-210
Identify the noun replaced by a
pronoun

Replace more than one noun with the
correct pronouns, matching gender
and type of pronoun: nominative,
objective, and possessive

Use the correct pronoun in one
sentence to match the number and
gender in another: them
32
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Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 181-190
Identify the pronoun used to take the
place of “___ and me”
Noun /
Pronoun
Usage
Agreement


Use possessive pronouns correctly:
their

Recognize the correct and incorrect
use of she/her as subject or object
Return to
Curriculum
Guide

Use reflexive pronouns correctly:
myself, themselves


Identity pronouns used to replace
singular or plural “things”: it, them
Recognize the correct and incorrect
use of “I” in a compound subject or in
a list

Identify the pronoun used to take the
place of names in the objective case:
them

Use reflexive pronouns correctly:
themselves

Recognize the correct use of “whom”
(With whom are you…?)
Phrases

Return to
Curriculum
Guide

Understand the meaning of a phrase
telling “why”
Recognize phrases telling “how” or
“where”

Use objective pronouns correctly: her,
him

Recognize the correct and incorrect
use of “I” in a compound subject
(“___ and I”)

Use nominative pronouns correctly by
matching gender

Use indefinite pronouns correctly:
everyone

Identify pronouns used to replace
singular or plural nouns: her, they

RIT 191-200
Use possessive pronouns correctly:
their, theirs, his, hers, its
RIT 201-210




Vocabulary: prepositional phrase
Identify a prepositional phrase
Recognize a phrase telling “which”
33
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Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 181-190
Pronoun Forms
Return to
Curriculum
Guide
Run-on
Sentences &
Fragments
RIT 191-200


Use objective pronouns correctly in a
complex sentence: Everyone except
___…

Recognize correct and incorrect use of
“their, they’re, and there”

Use reflexive pronouns correctly:
themselves
Recognize complete and incomplete
sentences (first time this term
appears)
Recognize a group of words as an
incomplete sentence or a question


Return to
Curriculum
Guide
RIT 201-210
Recognize the correct and incorrect
use of nominative, objective,
possessive, and demonstrative
pronouns
34
35
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Sentence
Structure/
Type/Kind

Return to
Curriculum
Guide






RIT 181-190
Format: Statements, questions, and
commands
Recognize word order specific to a
question
Identify/recognize complete sentences
with adverb phrases or nouns of direct
address at beginning (comma in
sentence)
Select words in two places to form a
complete sentence
Identify a group of words as an
incomplete sentence
Identify sentences containing more
than one idea
Identify a group of words that do not
form a complete sentence – requiring
very careful reading








Subject &
Predicate


Return to
Curriculum
Guide

RIT 191-200
Recognize sentences that are complete
and not complete
Complete sentences with the correct
phrase
Recognize complete sentences
containing only a noun and a verb
Identify a simple sentence
Identify the correct word order to
form a sentence
Identify a group of words as an
incomplete sentence
Identify two sentences with different
word order but the same meaning
Turn a clause into a complete
sentence
Identify the subject of a sentence
Identify a complete sentence where
the predicate is written first
Recognize where to divide a sentence
between the subject and the predicate






RIT 201-210
Identify compound sentences
Identify sentence patterns (some
articles and possessive pronouns used
in short, simple sentences): noun–
verb, noun-verb-noun
Change the word order and keep the
same meaning
Add a phrase to form a complete
sentence
Verbalize what sentence part is
needed to form a complete sentence:
subject, object, adjective, or
subordinate clause
Name the two main parts of a
sentence
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Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Subject/Verb
Agreement


Return to
Curriculum
Guide
Variety of
Sentences
Return to
Curriculum
Guide


RIT 181-190
Identify the subject and predicate of a
sentence
Recognize word order necessary to
form a complete sentence
Recognize the correct use of subjects
or verbs in the following cases:
o Singular or plural subject - verb
phrase
o Compound subject or third person
plural subject - linking verb or
present participle
o Third person singular subject auxiliary verb
o Third person singular or plural
subject – main verb
o First person plural subject – main
verb
Format: Sentences become more
complex, with more difficult
vocabulary; simple paragraph





RIT 191-200
Recognize the correct use of subjects
or verbs in the following cases:
o Compound subject – linking verb
o Compound subject – verb phrase
o Third person singular subject –
main verb
o Plural subject – auxiliary verb or
verb phrase
Format: Sentences in this RIT range
often begin with prepositional or
adverb phrases
Recognize that sentences can tell past,
present or future actions
Identify a sentence that tells past
action
Identify a sentence that tells future
action



RIT 201-210
Recognize the correct use of subjects
or verbs in the following cases:
o Singular subject – linking verb
o Singular subject – main verb
o Plural subject – linking verb
o Plural subject – auxiliary verb
Sentences have more complex syntax
and phrasing, more difficult
vocabulary
Identify sentences that tell past,
present, or future
36
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Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Verb Tenses

Return to
Curriculum
Guide









RIT 181-190
Recognize a sentence that tells past
action or events
Identify the correct past tense form of
common irregular verbs
Recognize or determine the correct
use of common irregular past tense
verbs
Recognize or determine the correct
use of past tense helping or auxiliary
verbs
Determine the correct use of a verb
phrase
Recognize the correct use of gerunds
Recognize the correct use of regular
past tense verbs
Determine the correct verb tense to
use in a sentence
Recognize or determine the correct
use of future tense verbs and verb
phrases
Identify which word is a verb






RIT 191-200
Identify the past tense of a verb
Determine which verb to use in a
question that has an auxiliary verb at
the beginning of the sentence
Recognize or determine the correct
use of regular past tense verbs
Determine the correct verb to use in a
sentence with auxiliary verbs
Tell the meaning of “past tense of a
verb”
Determine the correct verb to use to
tell future actions





RIT 201-210
Understand the tense and meaning of
verbs, replace with similar verbs of
the same tense and meaning
Determine the correct verb tense to
use in a sentence
Determine the correct verb form to
use in a sentence: irregular verbs,
verbs used with auxiliary verbs
Identify present tense verbs
Determine the correct verb phrase to
use in a sentence
Punctuation
Appropriate
Marks in
Dialogue

Use quotation marks for direct
conversation

Use quotation on both sides of split
direct conversation


Use quotations in titles
Use parentheses around non-essential
phrases
Return to
Curriculum
Guide
37
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Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 181-190


Dependent
and
Independent
Clauses/
Comma
Usage

RIT 191-200
Use commas in dependant clauses
Use commas between two main
clauses
Use commas in a compound sentence

RIT 201-210
Use commas between two main
clauses in a complex sentence
Return to
Curriculum
Guide


Prepositional,
Participle and
Appositive
PhrasesComma Usage

Use commas after participial phrases
Use commas after an introductory
adjective phrase
Use commas around appositives

Use commas after participial phrases
in a lengthy paragraph
Return to
Curriculum
Guide
Use
Apostrophes

Use apostrophes in irregular
contractions

Use apostrophes in pronoun
contractions


Use apostrophes in possessive plurals
Use apostrophes with helping verb
and “not”

Use correct end punctuation on a
collection of sentences
Use question marks correctly when
writing a friendly letter

Use correct end punctuation in 8-10
word sentences
Mark each end punctuation correctly
when writing a multi-paragraph
friendly letter

Identify different meanings of the
same sentence when end punctuation
is changed
Identify incorrect end punctuation
Identify periods when given a
paragraph
Return to
Curriculum
Guide
Use
Appropriate
End
Punctuation
Return to
Curriculum
Guide




38
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Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Use Commas
Appropriately
Return to
Curriculum
Guide





Use
Underlining in
Titles




RIT 181-190
Use commas in personal greetings
Use commas in introductory words,
(i.e. well, no, sorry)
Use commas between two main
clauses
Use commas after introductory
clauses
Use commas after introductory
adverbial clauses
Use commas in a letter closing
Use commas after direct address
Use commas between city and state

RIT 191-200
Use commas around parenthetical
phrases





Underline book titles
RIT 201-210
Use commas after a direct address in
an imperative sentence
Use commas after participial phrases
in a lengthy paragraph
Use commas in non-essential
parenthetical phrases
Use commas around interrupting
phrases contained within the sentence
Return to
Curriculum
Guide
Spelling
Accuracy and
HighFrequency
Words
Return to
Curriculum
Guide

Format: One- or two-syllable words,
with some of three-syllables at upper
RIT range

Recognize common words that have
been misspelled, either by sight or by
applying basic rules of phonics

Recognize words misspelled when
endings added: double final
consonant, add -ing; drop e, add –ing

Recognize the correct spelling and use
of homographs

Recognize the correct spelling and use
of the contraction “it’s”

Format: Generally more difficult,
commonly misspelled words
39
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Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Application of
Rules
(prefixessuffixes)

RIT 181-190
Recognize the correct spelling of root
words with suffixes added: -ous, -y, less, -ing, -ed

RIT 191-200
Recognize correct application of basic
spelling rules:

Return to
Curriculum
Guide
Change “y” to “i” and add
ending

Change “f” to “v” and add –es

Drop final “e” and add –ing, ed, or –ous

Recognize correct and incorrect
spellings of root words with affixes:
un-, -ly, a-, dis-, -able, im-, mis-, -ful,
-ness

Recognize the correct
spelling/pronunciation of words
ending in –th or –the


RIT 201-210
Recognize correctly and incorrectly
applied basic spelling rules when
adding endings or affixes
Recognize when to double final
consonant before adding ending
40
41
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Conventional
Rules
Return to
Curriculum
Guide

RIT 181-190
Recognize misspelled common
compound words

Distinguish the correct spelling of a
word from incorrect versions

Identify two words misspelled in one
sentence


RIT 191-200
Format: Many longer words: three
and four syllables


Format: Less frequently used words


Distinguish the correct spelling of a
word from incorrect versions

Recognize the correct spelling of “ui”
words
Recognize the correct spelling of a
plural noun: change “y” to “i” and add 
“-es”

Recognize a sentence in which all
words are correctly spelled (up to 8
words)

Recognize an incorrectly used
homograph in a sentence
RIT 201-210
Distinguish the correct spelling of a
word from incorrect versions
Identify which word is or is not
spelled correctly
Recognize the correct spelling of “ie”
or “ei” words
Writing Process
41
42
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Drafting
and
Revising
Skills

Return to
Curriculum
Guide













RIT 181-190
Use compound and complex
sentences
Use a variety of modifiers
Use infinitive phrases for emphasis
Use figurative language (simile,
metaphor)
Use vivid descriptor phrases
Combine simple sentences to form
complex sentences
Vary sentence order
Vary word order
Use sentences of 8-10 words to vary
language
Use details for effective sentences
Vary sentences to show same
meaning related to topic
Use correct word order in
interrogative sentences
Use precise nouns and verbs
Create word list of strong nouns and
verbs










RIT 191-200
Revise and replace misplaced
modifiers
Use figurative language to describe
Use creative figures of speech
Write to stay on purpose
Use symbolic language
Create a variety of sentences, simple,
compound, and complex
Use phrases and multi-word modifiers
to enhance details
Use adjective and infinitive phrases
Begin topic with strong sentence
starters
Use a variety of genres










RIT 201-210
Use participial phrases in correct
word order
Use of figurative speech in context
Select the best title for a piece of work
Use precise language
Correct use of transitional expressions
Use vivid descriptors
Use adverbial clauses in complex
sentences
Avoid run-on sentences
Use sentence variety
Use correct word order when using
adjective phrases
42
43
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Editing and
Proofreading
Processes



Return to
Curriculum Guide














RIT 181-190
Capitalize first word of sentence
Use periods with abbreviations
Capitalize greetings and personal
titles
Capitalize inside quotations
Use comparative phrases
Use commas for introductory words
(i.e. well, no)
Use commas between two main
clauses
Use descriptive writing mode
Write business letters
Use commas in adverbial clauses
Identify subject from predicate
Use past participial phrases
Use correct compass points
Use compound personal pronouns
Use correct indentation
Use auxiliary verbs correctly
Capitalize literary titles











RIT 191-200
Capitalize royal titles, professional
titles, and personal titles
Use similes for comparison
Identify suffixes
Use slang words for a direct purpose
Proof for spelling errors
Use commas between city and state
Edit sentence fragments
Use correct return address format
Capitalize government bodies
Use parallelism between subject and
direct object
Use appositives





RIT 201-210
Use capitals in magazine, newspaper,
essay and titles
Use commas in letter closure
Punctuate introductory dependant
clauses
Capitalize inside addresses
Punctuate non-essential parenthetical
phrases with commas
43
44
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Pre-Writing
Skills


Return to
Curriculum Guide





RIT 181-190
Create a simple outline
Write in a selected genre (i.e. a simple
fairy tale)
Create starter sentences
Categorize around a main topic
Select appropriate sentences for topic
List sentence details
Pre-write sentences that convey
purpose of topic











RIT 191-200
Select point of view (i.e. I, He, You)
Choose a mode of writing
Use clear descriptors
List details in outline form
Determine tone and mood
Choose tone by determined audience
Outline main topic with descriptors
Organize sentences for paragraphs
Create a list of possible word choices
Select main headings for outline
Choose subject and brainstorm (i.e.
word lists, webbing, free writing)




RIT 201-210
Choose formal or informal language
Select purpose of paragraph
Choose syntax that illustrates point of
view
Outline expository mode
44
45
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
New Vocabulary
Goal
Capitalization
RIT 161-170

Back to top
capital letter, capitalized,
underlined, sentence, missing
words
RIT 171-180

RIT 191-200

direct quotation, proper noun, 
place, phrase, address,
magazine
pronoun, name
RIT 181-190

RIT 201-210
closing, book title, paragraph
greeting, letter, title, note, list
RIT 211-220

No new vocabulary above last RIT
band.
45
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Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
New Vocabulary
Goal
Writing Composition and
Structure
RIT 161-170

Back to top

poem, letter, story, ad,
statement, command,
question, exclamation, style,
sentence, rhyme, book,
paragraph
RIT 191-200

title, information, review,
author’s purpose, narration,
persuasion, sequence,
composition

RIT 221-230

RIT 171-180
missing word, first, ending,
last, greeting, describe
RIT 181-190

topic sentence, best order,
correct order, chronological
order, parts of a letter,
passage, complete sentence,
main idea
RIT 211-220

limerick, formal essay,
drama, declarative sentence,
imperative sentence,
interrogative sentence, tone,
mood, pattern of organization
RIT 201-210
exclamatory sentence,
encyclopedia, supporting
detail
RIT 231-240
descriptive writing,
incomplete sentence
46
47
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
New Vocabulary
Goal
Grammar and Usage
RIT 161-170

Back to top
underlined, missing word,
more than one, complete
sentence, Standard English,
pronoun, correct
RIT 171-180

RIT 191-200

simple sentence, comparative
forms, suffix
noun phrase, dependent
clause, possessive noun,
conjunction

subject, predicate,
incomplete sentence, run-on
sentence, phrase, verb, plural,
question, paragraph, singular,
action word, verb phrase,
clause
RIT 211-220
fragment, compound

sentence, prepositional
phrase, present tense,
adjective, nonstandard
English, linking verb, adverb,
possessive, dependent clause
modifies, main clause, plural
possessive, irregular verb,
simple sentence, compound
sentence, complex sentence,
compound-complex sentence
noun, past tense, wrong,
word order
RIT 201-210

RIT 221-230

RIT 181-190
RIT 231-240

adverb phrase, adjective
phrase, pronoun’s antecedent
47
48
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
New Vocabulary
Goal
Punctuation
RIT 161-170

Back to top
comma, contraction,
punctuate, right mark,
sentence
RIT 171-180

RIT 191-200

quotation marks, possession,
address, phrase, salutation,
colon, semicolon
plural possessive

RIT 201-210

RIT 221-230

punctuation mark,
exclamation point, question
mark, apostrophe, period
RIT 181-190
parentheses, hyphen, rough
draft
letter, ownership
RIT 211-220

possessive noun
RIT 231-240

48
49
Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
New Vocabulary
Goal
Writing Composition and
the Writing Process
RIT 161-170

Back to top
sentence, letter, picture,
period, capital letter,
misspelled, proofread,
missing word, choose, list,
question, correct order
RIT 171-180

underlined, phrase, describe,
story, question mark,
incomplete sentence, topics,
main topic, outline, complete
sentence
RIT 181-190
comma, initials, compound
sentence, main headings,
punctuation mark, exclamation
point, poem, book report, fairy
tale, directions, advertisement,
mood, catalog

RIT 191-200

RIT 201-210

comparison, point of view,
persuasive argument,
narrative, description,
quotation marks, syntax, title,
revising, first draft, editing
RIT 221-230

nonparallel construction,
sentence fragment, faulty
tense change, irony,
exaggeration, fragment
run-on sentence, formal and
informal language,
composition, simile,
subheading, detail, subdetail, style, figure of speech,
suffix, capitalization, caret
(editing mark), research
report, apostrophe
RIT 231-240
RIT 211-220

tone, summary, synonym,
personification, metaphor,
fantasy, complex sentence,
rough draft, personal
narrative

49
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Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
Basic Grammar and Usage RIT 181-190
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Basic Grammar and Usage RIT 191-200
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Basic Grammar and Usage RIT 201-210
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Idaho State Curriculum Guide Language/Writing 3rd Grade
Return
Return
©State of Idaho 2003
Return
Capitalization RIT 181-190
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Capitalization RIT 191-200
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Capitalization RIT 201-210
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Composing and Writing Process RIT 181-190
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Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
Composing and Writing Process RIT 191-200
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Composing and Writing Process RIT 201-210
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Composition Structure RIT 181-190
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Composition Structure RIT 191-200
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Composition Structure RIT 201-210
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Idaho State Curriculum Guide Language/Writing 3rd Grade
©State of Idaho 2003
Punctuation RIT 181-190
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Punctuation RIT 191-200
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Punctuation RIT 201-210
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