Professional Documents
Culture Documents
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RL RL RL RL RL RL RL RL RL RL RL RL RL RL RL RL RL 01 01 02 02 03 04 05 06 06 06 a b
03-RL.06.a using evidence directly from the text to support. * 03-RL.06.b Distinguish between fact and opinion. * 03-RL. . INTEGRATION OF KNOWLEDGE AND IDEAS 03-RL.07. 03-RL.08. 03-RL.09. 03-RL. .
Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Identify elements of fiction (e.g., characters, setting, plot, problem, solution) and elements of poetry (e.g., rhyme, rhythm, figurative language, alliteration, onomatopoeia). Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
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Standard
SubStandard
Standard code
ACT Standard
CCSS Standard
ITBS standard
Grade
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RL RI RI RI
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By the end of the year, read and comprehend, including religious text and Scriptures.
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RI RI RI RI RI RI RI RI RI RI RI RI
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03-RI.06.a 03-RI.06.b Distinguishes between fact and opinion. 03-RI. . INTEGRATION OF KNOWLEDGE AND IDEAS 03-RI.07. 03-RI.08. 03-RI.09. 03-RI. .
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Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). Compare and contrast the most important points and key details presented in two texts on the same topic.
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RI RF RF RF
10 01 02 03-RF. .
PRINT CONCEPTS (not applicable in 3rd grade) PHONOLOGICAL AWARENESS (not applicable in 3rd grade) PHONICS AND WORD RECOGNITION
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03-RF.03.a 03-RF.03.b Decode words with common Latin suffixes. 03-RF.03.c Decode multisyllable words. 03-RF.03.d Read grade-appropriate irregularly spelled words. 03-RF. . FLUENCY 03-RF.04. Read with sufficient accuracy and fluency to support comprehension. 03-RF.04.a 03-RF.04.b 03-RF.04.c
Know and apply grade-level phonics and word analysis skills in decoding words. Identify and know the meaning of the most common prefixes and derivational suffixes
03-RF.04.d 03-W. . TEXT TYPES AND PURPOSES 03-W.01. 03-W.01.a 03-W.01.b 03-W.01.c 03-W.01.d 03-W.02. 03-W.02.a 03-W.02.b 03-W.02.c 03-W.02.d 03-W.03. 03-W.03.a
Read grade-level text with purpose and understanding, while adjusting reading rate to difficulty and type of text. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Use knowledge of conventions (eg. ?, !, commas, , , graphics, hyphens) to read fluently at inst. or indep. reading levels. Write opinion pieces on topics or texts, supporting a point of view with reasons, including religious topics and themes. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. Provide reasons that support the opinion. Use linking words and phrases (e.g., because , therefore , since , for example ) to connect opinion and reasons. Provide a concluding statement or section. Write informative/explanatory texts to examine a topic and convey ideas and information clearly Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Develop the topic with facts, definitions, and details. Use linking words and phrases (e.g., also , another , and , more , but ) to connect ideas within categories of information. Provide a concluding statement or section. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Establish a situation and introduce a narrator and/or characters, ; organize an event sequence that unfolds naturally.
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Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. Use temporal words and phrases to signal event order. Provide a sense of closure. Write poems, descriptions, and stories in which figurative language and the sounds of words (e.g., alliteration, onomatopoeia, rhyme) are key elements.)
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With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 13 above.) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 3 on pages 3637.) With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
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03-W.08. sources; take brief notes on sources and sort evidence into provided categories 03-W.08.a Provide a list of sources. 03-W.08.b Identify what constitutes as plagiarism. 03-W.09. (Begins in grade 4) 03-W. . RANGE OF WRITING
Write routinely over extended time frames (time for research, reflection (including reflection of faith) , and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
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03-SL.01.a 03-SL.01.b 03-SL.01.c 03-SL.01.d 03-SL.02. 03-SL.03. 03-SL. . 03-SL.04. 03-SL.05. 03-SL.06. 03-L. . 03-L.01.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. Explain their own ideas and understanding in light of the discussion. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally (eg. Gospel reading, and other religious texts) . Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
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03-L.01.g 03-L.01.h Use coordinating and subordinating conjunctions. 03-L.01.i Produce simple, compound, and complex sentences. 03-L.01.j Write legibly by hand, using either printing or cursive handwriting.
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03-L.02. 03-L.02.a 03-L.02.b 03-L.02.c 03-L.02.d 03-L.02.e 03-L.02.f 03-L.02.g 03-L. . 03-L.03. 03-L.03.a 03-L.03.a 03-L. . 03-L.04. 03-L.04.a 03-L.04.b 03-L.04.c 03-L.04.d 03-L.05. 03-L.05.a 03-L.05.b 03-L.05.c
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize appropriate words in titles. Use commas in addresses. Use commas and quotation marks in dialogue. Form and use possessives. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting , smiled , cries , happiness ). Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
KNOWLEDGE OF LANGUAGE
Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases for effect.* Recognize and observe differences between the conventions of spoken and written English.
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Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them ).
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Grade PK K 01 02 03 04 05 06 07 08 HS
Anchor Standard s
Standard = reading Reading Standards for Literature Reading Standards for Informational Text Writing Standards Speaking and Listening Standards Language Standards 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15
Substandard a b c d e f g h i j k l m n o
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