Narrative Text

        Students will…

	R.NT.03.01	Explain how characters in literature and other texts express attitudes about one another in familiar classic and contemporary literature recognized for quality and literary merit.
	R.NT.03.02	Identify and describe a variety of narrative genre (e.g., folktales, fables, realistic fiction).
	R.NT.03.03	Identify and describe characters’ thoughts and motivations, story level themes (e.g., good vs. evil), main idea, and lesson/moral (e.g., fable) in narrative text.
	R.NT.03.04	Explain how authors use literary devices (e.g., prediction, personification, point of view) to develop a story level theme, depict the setting, and reveal how thoughts and actions convey important character traits across a variety of text.

       

      Comprehension

          Students will…

	R.CM.03.01	Connect personal knowledge, experience and understanding of the world to themes and perspectives in text through oral and written responses
	R.CM.03.02	Retell the story elements of grade level appropriate narrative text and major idea(s) of grade level appropriate informational text with relevant details.
	R.CM.03.03	Compare and contrast (oral and written) relationships among characters, events, and key ideas within and across texts to create a deeper understanding (e.g., a narrative to an informational text, a literature selection to a subject area text, an historical event to a current event).
	R.CM.03.04	Apply significant knowledge from what is read in grade level appropriate science and social studies texts.

 

         Students will…

	R.MT.03.01	Self-monitor comprehension when reading or listening to texts by automatically using strategies used by mature readers to increase comprehension, (e.g., predicting, constructing mental images, representing ideas in text, questioning, rereading or listening again, inferring, summarizing).
	R.MT.03.02	Plan, monitor, regulate and evaluate skills, strategies, and processes to construct and convey meaning, (e.g., decode unknown words, use graphic organizers to deepen understanding of problem and solution and organizational pattern.

           Students will…

R.CS.03.01

Develop, discuss, and apply individual and shared standards, (e.g., student and class created rubrics), and begin to self-assess with teacher guidance the qualities of personal or other written text and the accuracy and quality of text.

             Students will...

	W.GN.03.01	Write a narrative piece (e.g., fable, folktale, or realistic fiction), using personification, setting, and actions and thoughts that reveal important character traits.
	W.GN.03.02	Write poetry based on reading a wide variety of grade level appropriate published poetry.
	W.GN.03.03	Write a report demonstrating the understanding of central ideas and supporting details using an effective organizational pattern (e.g., problem/solution) with a title, heading, subheading, and a table of contents.
	W.GN.03.04	Use the writing process to produce and present a research project —beginning with a teacher-selected topic —initiating research questions from content area text —using a variety of resources to gather and organize information.

 

                    Students will…

	W.PR.03.01	Set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text.
	W.PR.03.02	Apply a variety of pre-writing strategies for both narrative and informational text (e.g., graphic organizers such as story maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., sequence for beginning, middle, end; problem/solution; compare/contrast).
	W.PR.03.03	Write sentences varying in patterns and length to slow down or speed up reading and create a mood when drafting a story.
	W.PR.03.04	Use the compare and contrast, cause and effect, or problem/ solution organizational pattern in informational writing.
	W.PR.03.05	Constructively and specifically respond orally to the writing of others by identifying sections of the text to improve sequence (e.g., arranging paragraphs, connecting main and supporting ideas, transitions).
	W.PR.03.06	Edit and proofread their writing using appropriate resources (e.g.,dictionary, spell check, writing references) and grade level appropriate checklist bothindividually and in groups.

                    Students will…

W.PS.03.01

Exhibit individual style and voice to enhance the written message (e.g., in narrative text: varied word choice and sentence structure, character description; in informational text: examples, transitions, grammar usage).

          

            Grammar and Usage

            In the context of writing, students will…

W.GR.03.01

Identify and use subjects and verbs that are in agreement; past, verb tenses; nouns and possessives; commas in a series; and begin use of quotations marks and capitalization in dialogue

           

           Spelling

           In the context of writing, students will…

W.SP.03.01

Spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compound, common homophones) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).

 

           Handwriting

                   Students will…

W.HW.03.01

Write the cursive alphabet.

 

          Writing Attitude

                   Students will…

W.WA.03.01

Be enthusiastic about writing and learning to write.

 
              

SPEAKING



           Conventions

                    Students will…

	S.CN.03.01	Express time relationships using correct verb tenses.
	S.CN.03.02	Adjust their use of language to communicate effectively with a variety of audiences and for different purposes (e.g., information, requests, discussion, presentations, playground, classroom interactions).
	S.CN.03.03	Emphasize key words and vary pace for effect when presenting spoken informational and narrative text.
	S.CN.03.04	Make presentations or reports in standard American English if it is their first language. (Students whose first language is not English will present their work in their developing version of standard American English.)
	S.CN.03.05	Become aware of and appreciate that language differs from neighborhood to neighborhood of the local community and as a function of linguistic and cultural group membership. (They can provide examples of language differences in the region.)

 

            Spoken Discourse

                      Speaking clearly and audibly in complete sentences, students will…

	S.DS.03.01	Engage in interactive extended discourse to socially construct meaning (e.g., book clubs, or literature circles, partnerships, or other conversation protocols).
	S.DS.03.02	Discuss narratives (e.g., folktales, fables, realistic fiction), conveying the story grammar (e.g., character’s thoughts and motivation, setting, plot, story level theme), and explain why the story is worthwhile and how it is relevant to the storyteller or the audience.
	S.DS.03.03	Respond to multiple text types by reflecting, making connections, taking a position, and sharing understandings.
	S.DS.03.04	Plan and deliver presentations using an effective informational organizational pattern (e.g., descriptive, problem/solution, cause and effect), supportive facts, and details reflecting a variety of resources, and varying the pace for effect.

                    

 

LISTENING &

VIEWING




           

             Conventions

                 Students will…

	L.CN.03.01	Respond to questions asked of them, providing an appropriate level of detail.
	L.CN.03.02	Listen and interact appropriately and view knowledgably.
	L.CN.03.03	Distinguish between and explain how verbal and non-verbal strategies enhance understanding of spoken messages and promote effective listening behaviors
	L.CN.03.04	Be aware that the media has a role in focusing attention on events and in shaping opinions, and recognize the variables (e.g., mistakes, misspeaks) in the media.

 

              Response

                   Students will…

	L.RP.03.01	Listen to or view and discuss a variety of genres and compare their responses to those of their peers.
	L.RP.03.02	Select, listen to, view, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
	L.RP.03.03	Respond to multiple text types listened to or viewed by speaking, illustrating, and/or writing in order to reflect, make connections, take a position, and share understandings.
	L.RP.03.04	Combine skills to reveal strengthening literacy (e.g., viewing then analyzing orally, listening then summarizing orally).
	L.RP.03.05	Retell what a speaker said, paraphrasing and explaining the gist or main idea, then extend by connecting and relating personal experiences.

 

MICHIGAN DEPARTMENT OF EDUCATION ■ v.6.04 ■ ENGLISH LANGUAGE ARTS  THIRD GRADE