2015-2016 English Language Arts: Third Grade Third grade marks the transition from learning to read to reading to learn. As such, students will build upon their foundational reading skills and start to use those skills to learn additional information. In third grade students will read both fiction and non-fiction texts. Students may read a short novel; the third grade novel selections include: Charlotte’s Web, by E. B. White. Grammar instruction will focus on the basic elements of speech, nouns, pronouns, verbs, adjectives, and adverbs. In addition students should be correctly often used, grade appropriate words. Students will be expected to write short narratives, information pieces, and opinion pieces. Evidence should be included in the development of each piece of writing and by the end of third grade students will be producing pieces that are at least 1 paragraph in length. Course Information: Frequency & Duration: Daily for 150 minutes Text: Treasures (2011), McGraw Hill Items that are in italics are suggested supplemental readings; they are not required. Novels: Charlotte’s Web, by E. B. White (Lexile 680) 1
Transcript
2015-2016
English Language Arts: Third GradeThird grade marks the transition from learning to read to reading to learn. As such, students will build upon their
foundational reading skills and start to use those skills to learn additional information. In third grade students will read both fiction and non-fiction texts. Students may read a short novel; the third grade novel selections include: Charlotte’s Web, by E. B. White.
Grammar instruction will focus on the basic elements of speech, nouns, pronouns, verbs, adjectives, and adverbs. In addition students should be correctly often used, grade appropriate words.
Students will be expected to write short narratives, information pieces, and opinion pieces. Evidence should be included in the development of each piece of writing and by the end of third grade students will be producing pieces that are at least 1 paragraph in length.
Course Information:Frequency & Duration: Daily for 150 minutesText: Treasures (2011), McGraw Hill
Items that are in italics are suggested supplemental readings; they are not required.Novels: Charlotte’s Web, by E. B. White (Lexile 680)
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English Language Arts: Third Grade v. 2015-2016Duration: August/ September/ October (8 weeks)
Use writing process to plan, edit, and revise writing piece
Recall info and take notes Write routinely for a range of
discipline (task, purpose, audience)
Assessment:
Using grade-level information and literature texts, students will:
Describe character traits and contribution to sequence of events.
Answer cause/effect questions.
Identify main idea and supporting details.
Compare/contrast two texts on same topic.
Make inferences and ask/answer questions.
Identify/explain author’s point of view (author’s purpose) using informational text.
Determine literal and nonliteral meaning of words.
Break apart a word into affixes and roots.
Given a variety of sentences, students will:
Identify and use regular and irregular plural nouns, and abstract nouns.
Explain the function of nouns and their functions in particular sentences.
Writing a 3 paragraph narrative paper, students will:
Write clear intro that establishes characters and narrator.
Write 3 body paragraphs to show character dialogue, descriptions, and feelings.
Show natural sequence of events.
Use a variety of word choice for effect
Use proper capitalization, punctuation, usage, and spelling.
Apply writing process (plan, edit, revise).
Take notes, record information
Add to formal portfolio.
Resources: Treasures Unit 1 First Day Jitters Amazing Grace Earth Smart
Treasures Unit 2 Graphic Organizer
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English Language Arts: Third Grade v. 2015-2016 Wolf!, The Truth About
Wolves My Very Own Room
Standards: CC.1.1.3.E Read with accuracy and fluency to support comprehension.CC.1.3.3.K Read and comprehend literary fiction on grade level, reading independently and proficiently.CC.1.2.3.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.CC.1.3.3.J Acquire and use accurately grade appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.CC.1.3.3.C Describe characters in a story and explain how their actions contribute to the sequence of events.CC.1.2.3.C Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect.CC.1.2.3.A Determine the main idea of a text; recount the key details and explain how they support the main idea.CC.1.2.3.I Compare and contrast the most important points and key details presented in two texts on the same topic.CC.1.3.3.B Ask and answer questions about the text and make
CC.1.4.3.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.3.K Use a variety of words and sentence. types to appeal to the audience.CC.1.4.3.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.3.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.3.M Write narratives to develop real or imagined experiences or events.CC.1.4.3.N Establish a situation and introduce a narrator and/or characters.CC.1.4.3.O Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.CC.1.4.3.P Organize an event sequence that unfolds naturally, using temporal words and phrases to signal event order; provide a sense of closureCC.1.4.3.Q Choose words and phrases for effect.CC.1.4.3.R Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.3.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.CC.1.4.3.W Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.CC.1.4.3.X Write routinely over extended time frames (time for
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English Language Arts: Third Grade v. 2015-2016inferences from text, referring to text to support responses.CC.1.2.3.D Explain the point of view of the author.CC.1.3.3.F Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words.CC.1.2.3.J Acquire and use accurately grade appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.CC.1.1.3.D Know and apply grade-level phonics and word analysis skills in decoding words.CC.1.5.3.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.CC.1.5.3.B Determine the main ideas and supporting details of a text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally.CC.1.5.3.C Ask and answer questions about information from a speaker, offering appropriate detail.CC.1.5.3.D Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details; speak clearly with adequate volume, appropriate pacing, and clear
research, reflection, 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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English Language Arts: Third Grade v. 2015-2016pronunciation.CC.1.5.3.E Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.CC.1.5.3.F Create engaging audio recording of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.CC.1.5.3.G Demonstrate command of the conventions of standard English when speaking, based on Grade 3 level content.
Comments: *For My Very Own Room, the book skill is listed as “making predications”, however, this is not a third-grade standard. When using this story, teach “making inferences” and pull from other resources.
In grammar, supplement for abstract nouns.
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English Language Arts: Third Grade v. 2015-2016Duration: November/December (7 weeks)
Foundational Literacy Skills Story Elements Writing
informational text Multiple-meaning words Main Idea/Details Moral, central message,
theme Affixes, Latin and Greek roots
Verbs Regular and irregular Simple tenses Subject-verb agreement
Opinion Introduction Support with reasons Structure and flow of writing Word and sentence choice Grammar (usage,
capitalization, punctuation, spelling, COPS)
Evidence to support (analysis, reflection, research)
Writing process (plan, edit, revise)
Capitalize titles
Essential Question:
What strategies and resources do learners use to figure out unknown vocabulary?
How do grammar and the conventions of language influence spoken and written communication?
How do audience and purpose influence the ways a writer writes?
Skills: Utilize grade appropriate conversational, general academic, and domain-specific words and phrases
Read nonfiction/information texts independently and proficiently
Explain sequence of events Answer/ask questions Make inferences Determine meanings of words
in nonfiction text (multiple-meaning)
Develop topic for informative/ explanatory text
Moral, central message,
Explain function of verbs and their functions in particular sentences
Form and use simple verb tenses
Form and use regular and irregular verbs
Ensure subject-verb agreement
Write an organized opinion piece on familiar topic
Write introductory paragraph to state opinion
Support opinion with reasons Use a variety of words and
sentences, including simple, compound, and complex sentences
Use proper grammar in opinion piece (nouns- regular and irregular, abstract)(verbs- regular, irregular, tenses) (adjectives- agreement (subject-verb))(adverbs- conjunctions,
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English Language Arts: Third Grade v. 2015-2016theme
Analyze common affixes, including Latin and Greek roots
capitalization in title, conventional spelling, commas in addresses, commas and quotes in dialogue, spelling patterns, possessives, capitalization)
Assessment:
Using grade-level literature and informational texts, students will:
Comprehend nonfiction/informational texts
Answer sequencing questions and sequence events in order from beginning to end
Make inferences and ask/answer questions based (informational)
Determine literal and nonliteral meaning of words (informational)
Determine meanings of unknown/multiple meaning words (informational)
Identify central message, moral, or lesson (drama, poem, folktale, fables, myths)
Break apart a word into affixes and roots
Given a variety of sentences, students will:
Form and use regular and irregular verbs
Ensure subject-verb agreement
Form and use simple verb tenses
Explain the function of verbs and their functions in particular sentences
Writing a 5 paragraph, opinion paper, students will:
Write on a familiar topic, including an introduction and 3 body paragraphs to support stated opinion.
Include appropriate structure, a variety of word choices, and proper grammar skills.
Capitalize titles Use grade-level texts
(literature and informational) to find evidence supporting analysis, reflection, and research
Apply writing process (plan, edit, revise)
Conduct research on a specific topic
Add to formal and informal portfolio
Resources:
Treasures Unit 2 Boom Town Home-Grown Butterflies Go West! Here’s My Dollar A Castle on Viola Street
Treasures Unit 3Treasures Unit 4
Teacher-made graphic organizers and writing materialsWriting A-Z
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English Language Arts: Third Grade v. 2015-2016
Standards:
CC.1.2.3.B Ask and answer questions about the text and make inferences from text; refer to text to support responses.CC.1.2.3.F Determine the meaning of words and phrases as they are used in grade-level text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words.CC.1.2.3.K Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.CC.1.3.3.A Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text.CC.1.3.3.K , CC.1.2.3.L , CC.1.3.3.J, CC.1.2.3.C, CC.1.1.3.E, CC.1.2.3.J, CC.1.1.3.D, CC.1.2.3D, CC.1.5.3.A, CC.1.5.3.B, CC.1.5.3.C, CC.1.5.3.D, CC.1.5.3.E, CC.1.5.3.F, CC.1.5.3.G, CC.1.2.3.J
CC.1.4.3.F, CC.1.4.3.K, CC.1.4.3.L, CC.1.4.3.R
CC.1.4.3.G Write opinion pieces on familiar topic.CC.1.4.3.H Introduce the topic and state an opinion on the topic.CC.1.4.3.I Support an opinion with reasonsCC.1.4.3.J Create an organizational structure that includes reasons linked in a logical order with a concluding statement or section.CC.1.4.3.K Use a variety of words and sentence types to appeal to the audience.CC.1.4.3.L Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.3.S, CC.1.4.3.T, CC.1.4.3.V, CC.1.4.3.W, CC.1.4.3.X
Comments:
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English Language Arts: Third Grade v. 2015-2016
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English Language Arts: Third Grade v. 2015-2016Duration: January/ February (3 weeks)
Foundational Literacy Skills Story Elements Writing
Content
Grade-appropriate vocabulary Nonfiction/informational Point of view (author’s
purpose) Illustrations (mood,
character, setting) Text features (illustrations,
photos, maps) Logical connections within
text (compare/contrast, sequence, cause/effect)
Context Clues Word Meaning Sequence Affixes, Latin and Greek roots
Pronouns Pronoun-antecedent
agreement
Quick Write/Holiday Writing
Essential Question:
How do strategic readers create meaning from informational and literary text?
How do grammar and the conventions of language influence spoken and written communication?
How do audience and purpose influence the ways a writer writes?
Skills: Explain author’s point of view (author’s purpose)
Explain use of illustrations used to create mood or emphasize character/setting
Use text features to understand text
Describe logical connections within texts (between sentences and paragraphs)
Determine multiple-meaning words in literature texts
Identify/describe character traits and contribution to sequence of events
Ensure pronoun-antecedent agreement
Form and use pronouns Explain function of pronouns
and their functions in particular sentences
Write short essay on specific theme (holiday, season)
Use writing process to plan, edit, and revise writing piece
Recall info and take notes Write routinely for a range of
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English Language Arts: Third Grade v. 2015-2016 Analyze common affixes,
including Latin and Greek roots
discipline (task, purpose, audience)
Assessment:
Using grade-level literature texts, students will:
Identify/explain author’s point of view (author’s purpose) using literature text
Connect illustrations to mood of story, characters, and setting
Demonstrate understanding of text using text features
Describe connections within texts
Determine meaning of unknown/multiple-meaning words
Describe character traits and contribution to sequence of events
Break apart a word into affixes and roots
Given a variety of sentences, students will:
Form and use pronouns Explain the function of
pronouns and their functions in particular sentences
Writing a short essay, students will: Write clear intro Write body paragraph to
show character dialogue, descriptions, and feelings
Show natural sequence of events
Use a variety of word choice for effect
Use proper capitalization, punctuation, usage, and spelling,
Apply writing process (plan, edit, revise)
Take notes, record information
Resources:Treasures Unit 3 (taught in this order)
Author: A True Story What Do Illustrators Do
Treasures Unit 5 Graphic Organizer
Standards:
CC.1.3.3.D Explain the point of view of the author.CC.1.3.3.G Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.CC.1.2.3.G Use information gained from text features to demonstrate
English Language Arts: Third Grade v. 2015-2016understanding of a text.CC.1.2.3.H Describe how an author connects sentences and paragraphs in a text to support particular points.CC.1.3.3.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.CC.1.1.3.E, CC.1.3.3.K, CC.1.2.3.L, CC.1.3.3.J, CC.1.2.3.J, CC.1.1.3.D, CC.1.5.3.A, CC.1.5.3.B, CC.1.5.3.C, CC.1.5.3.D, CC.1.5.3.E, CC.1.5.3.F, CC.1.5.3.G
Duration: February/ March (5 weeks)Foundational Literacy Skills Story Elements Writing
Evidence supporting analysis, reflection, and research
Writing process (plan, edit, revise)
Note taking Formal and informal journals Research Technology (produce,
publish)
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English Language Arts: Third Grade v. 2015-2016
Essential Question:
How does what readers’ read influence how they should read it?
How do grammar and the conventions of language influence spoken and written communication?
How do audience and purpose influence the ways a writer writes?
Skills:
Determine multiple-meaning words
Determine literal and nonliteral meaning
Identify/describe character traits and contribution to sequence of events
Answer/ask questions to make inferences
Analyze common affixes, including Latin and Greek roots.
Explain the function of adjectives in general and their functions in particular sentences
Form and use comparative and superlative adjectives, choose between them depending on what is to be modified
Develop topic for informative/explanatory text
Write an organized 5 paragraph informative text.
Use a variety of words and sentences for word choice.
Use proper grammar (capitalization, punctuation, usage, and spelling).
Use evidence to support analysis, reflection, and research for literature and informational texts
Use writing process (plan, edit, revise)
Use technology to produce and publish writing
Use research to build knowledge of specific topic
Use print and digital sources to gather information and take notes
Write routinely for a range of discipline
Capitalize titles
Assessment:
Using grade-level literature and informational texts, students will:
Determine meaning of unknown/multiple-meaning words
Determine literal and non-
Given a variety of sentences, students will:
Explain the function of adjectives in general and their functions in particular sentences
Writing a 5 paragraph, informative/explanatory paper, students will:
Write a to convey a topic Write a clear introductory
paragraph to introduce topic, 14
English Language Arts: Third Grade v. 2015-2016literal meaning of words
Describe character traits and contribution to sequence of events (story, drama, poem)
Make inferences and ask/answer questions
Break apart a word into affixes and roots
Form and use comparative and superlative adjectives, choose between them depending on what is to be modified
followed by 3 strong body paragraphs aligned with topic
Include proper structure (introduction, body, and conclusion), variety of word choice for effect, and proper grammar
Use grade-level text (literature and informational) to find evidence supporting analysis, reflection, and research
Apply writing process (plan, edit, revise)
Capitalize titles Use technology to produce
and publish writing Conduct research on a
specific topic Take notes on grade-level
texts Add to formal and informal
portfolios
Resources:
Treasures Unit 3 (taught in this order)
Dear Juno, How We Keep In Touch (story 3)
Jones Family Express
Treasures Unit 6 Teacher made graphic
organizers and resources Writing A-Z Research materials
Standards: CC.1.2.3.K Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.CC.1.1.3.E, CC.1.3.3.K, CC.1.2.3.L, CC.1.3.3.J, CC.1.2.3.J, CC.1.3.3.C,
CC.1.4.3.F, CC.1.4.3.K, CC.1.4.3.L, CC.1.4.3.R
CC.1.4.3.C Develop the topic with facts, definitions, details, and illustrations, as appropriate.CC.1.4.3.D Create an organizational structure that includes information grouped and connected logically with a concluding statement or section.
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English Language Arts: Third Grade v. 2015-2016CC.1.3.3.B, CC.1.3.3.F, CC.1.3.3.I, CC.1.1.3.D, CC.1.5.3.A, CC.1.5.3.B, CC.1.5.3.C, CC.1.5.3.D, CC.1.5.3.E, CC.1.5.3.F, CC.1.5.3.G
CC.1.4.3.E Choose words and phrases for effect.CC.1.4.3.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.3.S, CC.1.4.3.T, CC.1.4.3.V, CC.1.4.3.W, CC.1.4.3.X, CC.1.4.3.U
Comments:
Duration: January/ February (5 weeks)Foundational Literacy Skills Story Elements Writing
Content Grade-appropriate vocabulary Nonfiction/informational Main Idea/Details Word Meaning, Multiple-
Adverbs Comparative Superlative
Continue informative/explanatory writing
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English Language Arts: Third Grade v. 2015-2016meaning words, Literal/ Nonliteral (context clues, homophones)
Compare/contrast two texts on same topic
Cause/effect Affixes, Latin and Greek roots
Essential Question:
How do strategic readers create meaning from informational and literary text?
How do learners develop and refine their vocabulary?
How do grammar and the conventions of language influence spoken and written communication?
Continue informative/explanatory writing
Skills:
Identify main idea and details Determine literal/nonliteral
meaning Compare/contrast two texts
on same topic Use text features to locate
and interpret information, understand texts
Describe logical connections within texts (cause/effect, compare/contrast)
Analyze common affixes, including Latin and Greek roots
Explain the function of adverbs in general and their functions in particular sentences
Form and use comparative and superlative adverbs, and choose between them depending on what is to be modified
Continue informative/explanatory writing
Assessment:
Using grade-level informational and literature texts, students will:
Identify main idea and details Determine literal/nonliteral,
unknown/multiple-meaning
Given a variety of sentences, students will:
Explain the function of adverbs in general and their functions in particular
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English Language Arts: Third Grade v. 2015-2016words
Compare/contrast two texts on same topic
Describe logical connections within texts
Use text features to locate/interpret information
Demonstrate an understanding of text using text features
Break apart a word into affixes and roots
sentences Form and use comparative
and superlative adverbs, and choose between them depending on what is to be modified
Resources:
Treasures Unit 5 Penguin Chick Animal Homes- Description is
the skill, not a standard- use to teach text features of information text before PSSA’s
Call of the Wild Unique Homes of the
SouthwestOptionalWilbur’s Boast from Charlotte’s Web
Treasures Unit 6 Continue informative/explanatory writing
Evidence supporting analysis, reflection, and research
Writing process (plan, edit, revise)
Note taking Formal and informal journals Research Technology (produce,
publish)
Essential Question:
How do strategic readers create meaning from informational and literary text?
How do learners develop and refine their vocabulary?
How do grammar and the conventions of language influence spoken and written communication?
How do audience and purpose influence the ways a writer writes?
Skills: Make inferences, answer/ask questions
Refer to specific parts of texts appropriately
Identify moral in various texts Compare/contrast two texts
on same topic and by same author
Identify/describe character traits and contribution to sequence of events
Explain use of illustrations to
Appropriately apply nouns when writing sentences
Regular, irregular plural, abstract
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences
Use commas and quotes with dialogue
Produce compound and
Develop topic for informative/explanatory text
Write an organized 5 paragraph informative text
Use a variety of words and sentences for word choice
Use proper grammar (capitalization, punctuation, usage, and spelling, capitalize titles)
Use evidence to support analysis, reflection, and
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English Language Arts: Third Grade v. 2015-2016create mood or emphasize character/setting
Analyze common affixes, including Latin and Greek roots
complex sentences Use coordinating and
subordinating conjunctions Explain function of verbs and
their functions in particular sentences
Form and use simple verb tenses
Form and use regular and irregular verbs
Ensure subject-verb agreement
Ensure pronoun-antecedent agreement
Form and use pronouns Form and use comparative
and superlative adjectives, choose between them depending on what is to be modified
research for literature and informational texts
Use writing process (plan, edit, revise)
Use technology to produce and publish writing
Use research to build knowledge of specific topic
Use print and digital sources to gather information and take notes
Write routinely for a range of discipline
Assessment:
Using grade-level literature texts, students will:
Read and comprehend using literary fiction
Determine meanings of words in literature texts
Determine literal/nonliteral, multiple-meaning words
Correctly refer to parts of texts when writing or talking
Identify moral, theme, main idea in folktales, dramas, fables, myths
Compare/contrast two texts by same author about same/similar characters
Describe character traits and contribution to sequence of
Given a variety of sentences, students will:
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences
Use commas and quotes with dialogue
Produce compound and complex sentences
Use coordinating and subordinating conjunctions
Explain the function of adverbs in general and their functions in particular sentences
Form and use comparative
Writing a 5 paragraph, informative/explanatory paper, students will:
Write a to convey a topic Write a clear introductory
paragraph to introduce topic, followed by 3 strong body paragraphs aligned with topic
Include proper structure (introduction, body, and conclusion), variety of word choice for effect, and proper grammar
Use grade-level text (literature and informational) to find evidence supporting analysis, reflection, and research
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English Language Arts: Third Grade v. 2015-2016events
Connect illustrations to mood of story, characters, and setting
Break apart a word into affixes and roots
and superlative adverbs, and choose between them depending on what is to be modified
Form and use comparative and superlative adjectives, choose between them depending on what is to be modified
Form and use pronouns Form and use regular and
irregular verbs Ensure subject-verb
agreement Form and use simple verb
tenses Identify and use regular and
irregular plural nouns, and abstract nouns
Apply writing process (plan, edit, revise)
Use technology to produce and publish writing
Capitalize titles Conduct research on a
specific topic Take notes on grade-level
texts Add to formal and informal
portfolios
Resources:
Treasures Unit 6 Stone Soup The Strongest One Tales of the Trickster Cook-A-Doodle-Doo! (These
stories teach compare/contrast, but do not meet the expectations of PA CC Standards. Standards expect compare/contrast to occur between texts by same author.)
One Riddle, One Answer
Treasures Units 1-6 Teacher made graphic organizers and resourcesWriting A-ZResearch materials
CC.1.4.3.C Develop the topic with facts, definitions, details, and illustrations, as appropriate.CC.1.4.3.D Create an organizational
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English Language Arts: Third Grade v. 2015-2016CC.1.5.3.B, CC.1.5.3.C, CC.1.5.3.D, CC.1.5.3.E, CC.1.5.3.F, CC.1.5.3.G
structure that includes information grouped and connected logically with a concluding statement or section.CC.1.4.3.E Choose words and phrases for effect.CC.1.4.3.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.3.S, CC.1.4.3.T, CC.1.4.3.V, CC.1.4.3.W, CC.1.4.3.X, CC.1.4.3.U
Comments: Story 2 (The Strongest One) is assessed using the skill “summarize”, however, this is not a PA Core standard. Teach CC.1.3.3.A during this lesson (main idea, central message, theme)
