* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Language Arts Curriculum Guide Template
Morphology (linguistics) wikipedia , lookup
Modern Greek grammar wikipedia , lookup
Compound (linguistics) wikipedia , lookup
Sanskrit grammar wikipedia , lookup
Old Norse morphology wikipedia , lookup
Chinese grammar wikipedia , lookup
Lithuanian grammar wikipedia , lookup
Portuguese grammar wikipedia , lookup
Macedonian grammar wikipedia , lookup
Modern Hebrew grammar wikipedia , lookup
Swedish grammar wikipedia , lookup
Ancient Greek grammar wikipedia , lookup
Old English grammar wikipedia , lookup
Esperanto grammar wikipedia , lookup
Japanese grammar wikipedia , lookup
Latin syntax wikipedia , lookup
Yiddish grammar wikipedia , lookup
Italian grammar wikipedia , lookup
Russian grammar wikipedia , lookup
Serbo-Croatian grammar wikipedia , lookup
Scottish Gaelic grammar wikipedia , lookup
Romanian grammar wikipedia , lookup
Icelandic grammar wikipedia , lookup
Malay grammar wikipedia , lookup
Turkish grammar wikipedia , lookup
French grammar wikipedia , lookup
Pipil grammar wikipedia , lookup
English grammar wikipedia , lookup
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 29 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 32 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 33 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 34 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 35 36 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 37 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 38 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 39 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 40 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 46 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 50 Idaho State Curriculum Guide Language/Writing 3rd Grade ©State of Idaho 2003 Basic Grammar and Usage RIT 181-190 Return Return Return Return Return Return Return Return Return Return Return Return Basic Grammar and Usage RIT 191-200 Return Return Return Return Return Return Return Return Return Return Return Basic Grammar and Usage RIT 201-210 Return Return Return Return Return Return Return Return Return Return 50 51 Idaho State Curriculum Guide Language/Writing 3rd Grade Return Return ©State of Idaho 2003 Return Capitalization RIT 181-190 Return Return Return Capitalization RIT 191-200 Return Return Return Capitalization RIT 201-210 Return Return Composing and Writing Process RIT 181-190 Return Return Return 51 52 Idaho State Curriculum Guide Language/Writing 3rd Grade ©State of Idaho 2003 Composing and Writing Process RIT 191-200 Return Return Return Composing and Writing Process RIT 201-210 Return Return Return Composition Structure RIT 181-190 Return Return Return Return Composition Structure RIT 191-200 Return Return Return Return Composition Structure RIT 201-210 Return Return Return Return 52 53 Idaho State Curriculum Guide Language/Writing 3rd Grade ©State of Idaho 2003 Punctuation RIT 181-190 Return Return Return Return Punctuation RIT 191-200 Return Return Return Return Return Punctuation RIT 201-210 Return Return Return Return 53