All Third Grade ELA GLE's

Standard Topic GLE Text
1 Writing Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice.
1 Writing Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.
1 Writing Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive.
1 Writing Students understand that writing has an intended audience. In order to begin to meet the needs of that audience, students write in a manner that makes sense to the reader
1 Writing Students understand that writing has an intended audience. In order to begin to meet the needs of that audience, students write to audiences that are familiar (e.g., self, classmate, parent, sibling, teacher, student in another school/grade, principal, community member)
1 Writing Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use commas in letter headings/greetings/closings,in addresses, in compound sentences, and items in a series
1 Writing Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use standard spellings of common 3rd grade words (including grade-appropriate homographs and homonyms) and Word Wall words
1 Writing Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use paragraphs to transition between ideas when appropriate
1 Writing Conventions: Use Standard Written English (SWE) as appropriate for the audience:Uses capital letters to indicate beginning of sentences, proper nouns, the pronoun "I", and abbreviations
1 Writing Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use periods, questions marks, and exclamation marks
1 Writing Conventions: Use Standard Written English (SWE) as appropriate for the audience:Use appropriate pronouns
1 Writing Development-Expressive Writing: Select an interesting idea for writing
1 Writing Development-Expressive Writing: Create a title, when appropriate
1 Writing Development-Expressive Writing: Use sensory imagery to describe feelings, events, and/or characters when appropriate
1 Writing Development-Expressive Writing: Use dialogue, description, and narration to elaborate details, when appropriate
1 Writing Development-Expressive Writing: Text-based writing: combine information from text with prior knowledge to elaborate ideas in writing (text-to-self and text-to-text connections) that reveal to the reader the writer's depth of understanding of the topic
1 Writing Development-Informative Writing: Provide relevant information (e.g., personal experiences, facts, examples) to elaborate or clarify the subject
1 Writing Development-Informative Writing: Select an interesting, yet manageable, subject for writing or one that meets the requirements of the assignment
1 Writing Development-Informative Writing: Create a title that reflects the subject, when appropriate
1 Writing Development-Informative Writing: Use teacher-selected primary and secondary sources when appropriate
1 Writing Development-Informative Writing: Text-based writing: combine information from text with prior knowledge to elaborate ideas in writing (text-to-self and text-to-text connections) that reveal to the reader the writer's depth of understanding of the topic
1 Writing Development-Persuasive Writing: Agree or disagree with an issue
1 Writing Development-Persuasive Writing: Support the ideas with reasons that include relevant facts and examples
1 Writing Development-Persuasive Writing: Avoid unsupported reasons (e.g. "It's not fair", begging) most of the time
1 Writing Development-Persuasive Writing: Use teacher selected primary and secondary sources when appropriate
1 Writing Development-Persuasive Writing: Text-based writing: combine information from text with prior knowledge to elaborate ideas in writing (text to self and text-to-text connections)
1 Writing Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to STORIES
1 Writing Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to JOURNALS
1 Writing Form-Expressive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to POEMS
1 Writing Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to FRIENDLY LETTERS AND NOTES
1 Writing Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Business letters
1 Writing Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Book reports
1 Writing Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Essays
1 Writing Form-Informative: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to Articles (newspapers)
1 Writing Form-Persuasive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to FRIENDLY LETTERS.
1 Writing Form-Persuasive: Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to BUSINESS LETTERS.
1 Writing Organization: Persuasive Writing: Organize writing with a beginning, middle, and end
1 Writing Organization: Persuasive Writing: Use paragraphs to transition between ideas when appropriate
1 Writing Organization: Persuasive Writing: Engage the reader with an introduction that hooks the reader
1 Writing Organization: Persuasive Writing: Use transition words that show order show simple relationships (e.g., but, however)
1 Writing Organization: Persuasive Writing: Develop a closing beyond "the end"
1 Writing Organization: Persuasive Writing: Organize writing with a beginning, middle, and end
1 Writing Organization: Persuasive Writing: Use paragraphs to transition between ideas when appropriate
1 Writing Organization: Persuasive Writing: Engage reader with an introduction/hook that presents the topic
1 Writing Organization: Persuasive Writing: Use transition words* that show order or show simple relationships (e.g., but, however)
1 Writing Organization: Persuasive Writing: Develop a closing beyond "the end"
1 Writing Organization: Persuasive Writing: Organize writing with a beginning, middle, and end
1 Writing Organization: Persuasive Writing: Use paragraphs to transition between ideas when appropriate
1 Writing Organization: Persuasive Writing: Engage reader with an introduction that takes a clear position on an issue
1 Writing Organization: Persuasive Writing: Use transition words that show order or show simple relationshiops (e.g., but, however)
1 Writing Students understand that persuasive writing is audience-centered: the purpose is to influence/convince the audience/reader by presenting and supporting a position on a particular issue/perspective.
1 Writing Students understand that informative writing is subject-centered: the purpose is to help the reader understand the subject or topic by describing the subject and explaining the details related to the subject so that the reader has a clear and complete understanding of the message.
1 Writing Students understand that expressive writing is author-centered: the purpose is to entertain the audience/reader by narrating a personal experience with an established sequence of events OR help the reader know about the writer by expressing the writer?s feelings about events and their significance
1 Writing Sentence Structure:Vary sentence beginnings most of the time
1 Writing Sentence Structure:Recognize that sentences are written with audience's needs and writer's purpose, style, and voice in mind:Use capital letters and end marks to indicate intended beginning and end of simple sentences
1 Writing Sentence Structure:Vary sentence length
1 Writing Sentence Structure:Vary sentence types (simple, compound) most of the time
1 Writing Sentence Structure:Vary kinds of sentences (declarative, exclamatory, and interrogative) most of the time
1 Writing Word Choice: Use appropriate verbs
1 Writing Word Choice: Demonstrate appropriate and consistent style and voice
1 Writing Word Choice: Use some more specific concrete nouns ("name" versus "girl";"cereal" vs "food")
1 Writing Word Choice: Use some adjectives
1 Writing Word Choice: Use adverbs most of the time
1 Writing Sentence Structure:Recognize that sentences are written with audience's needs and writer's purpose, style, and voice in mind:Use complete sentences to express thoughts
2 Constructing Meaning Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. B) Alphabetic Principle
2 Constructing Meaning Produce common word parts
2 Constructing Meaning Read regular multi-syllabic words
2 Constructing Meaning Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. C) Vocabulary
2 Constructing Meaning Learn and use unfamiliar words that are introduced in stories and texts
2 Constructing Meaning Increase knowledge and vocabulary through independent reading
2 Constructing Meaning Explain the process of inferring word meanings of new words
2 Constructing Meaning Read at a minimum 120 words per minute by the end of the year
2 Constructing Meaning Increase independent reading
2 Constructing Meaning Read orally from familiar text at an appropriate rate, accuracy, and prosody
2 Constructing Meaning Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts. F) Spelling
2 Constructing Meaning Spell phonetically regular words correctly
2 Constructing Meaning Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words. Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by:
2 Constructing Meaning Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words
2 Constructing Meaning Using picture clues
2 Constructing Meaning Looking for context clues provided by synonyms and antonyms
2 Constructing Meaning Selecting the correct definition of words that have multiple meanings
2 Constructing Meaning Using knowledge of homonyms and homographs to avoid confusion when reading
2 Constructing Meaning Students will be able to self-monitor comprehension while reading by (a) generating a purpose for reading.
2 Constructing Meaning Assimilating prior knowledge
2 Constructing Meaning Making and revising predictions
2 Constructing Meaning Assimilating prior knowledge
2 Constructing Meaning Summarizing
2 Constructing Meaning Rereading to clarify information
2 Constructing Meaning Adjusting reading rate
2 Constructing Meaning Inferring information
2 Constructing Meaning Using mental imagery
2 Constructing Meaning Seeking the meaning of unknown vocabulary
2 Constructing Meaning Using appropriate texts, students will be able to self-monitor comprehension while reading by (c) taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.
2 Constructing Meaning Retell stories and ideas
2 Constructing Meaning Recall and discuss what is understood in a text
2 Constructing Meaning Reread difficult parts slowly and carefully
2 Constructing Meaning Make, confirm, adjust predictions
2 Constructing Meaning Identify and question what is not understood in a text
2 Constructing Meaning Revisit text to search for connections between and Use own words to restate text
2 Constructing Meaning Use own words to restate text
2 Constructing Meaning Periodically summarize while reading
2 Constructing Meaning Visualize what was read for a deeper understanding
2 Constructing Meaning Students will be able to demonstrate an overall understanding of printed texts by (a) making?. predictions as needed.
2 Constructing Meaning Adjust previous predictions based on new information in a text
2 Constructing Meaning Predict likely outcomes based on clues in a text, knowledge of text structure, and knowledge of genres
2 Constructing Meaning Identify logical, additional and/or complementary information (e.g., ?next? chapter or section) for a text
2 Constructing Meaning Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.
2 Constructing Meaning Describe essential information from text features (e.g., cover, table of contents, maps, captions, chapter headings, titles, diagrams, charts, graphs, illustrations, glossaries, and indexes) to enhance understanding of text
2 Constructing Meaning Identify text structures in informative/ technical texts (e.g., sequence/ chronological order, classification, simple definition, simple process, description, comparison, problem/solution, simple cause/effect)
2 Constructing Meaning Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.
2 Constructing Meaning Identify the main character in a literary text or the speaker in a poem
2 Constructing Meaning Identify other characters in a story or poem
2 Constructing Meaning Identify main setting (time and/or place)
2 Constructing Meaning Identify the changes in setting
2 Constructing Meaning Identify the main problem/conflict and solution/resolution of a story
2 Constructing Meaning Identify significant details related to the plot to determine the pattern of organization (simple compare/ contrast, simple problem/solution, simple sequence
2 Constructing Meaning Identify the beginning, middle and end of a story
2 Constructing Meaning Identify simple point of view (e.g., narrator, speaker)
2 Constructing Meaning Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.
2 Constructing Meaning Identify and interpret figurative language and literary devices (e.g., alliteration, repetition, rhythm, dialogue, rhyme, idioms, simile and metaphor)
2 Constructing Meaning Identify how figurative language and literary devices extend meaning
2 Constructing Meaning Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.
2 Constructing Meaning Retell the story, identifying the main and supporting characters, major events, setting, and problem/solution in a literary text
2 Constructing Meaning Summarize major points of an informative/technical text
2 Constructing Meaning Retell/restate in order the major events in a text
2 Constructing Meaning Restate the order of the steps of a task in an informative/ technical text
2 Constructing Meaning Students will be able to demonstrate an overall understanding of printed texts by (e) organizing the important points of the text via summaries, outlines, and/or graphic organizers.
2 Constructing Meaning Identify main ideas that should be included in a summary of a text
2 Constructing Meaning Create a graphic organizer (e.g., webs, charts) that identifies story/literary elements, story structure, the main idea and supporting details
2 Constructing Meaning Complete an outline
2 Constructing Meaning Students will be able to demonstrate an overall understanding of printed texts by (f) identifying the author?s purpose.
2 Constructing Meaning Identify the author?s overall purpose(s) for writing (e.g., persuade, entertain, inform, describe, explain how) a text
2 Constructing Meaning Identify the purpose of a media message in TV commercials and advertisements
2 Constructing Meaning Identify the underlying reason (e.g., profit vs. nonprofit) of a public message
2 Constructing Meaning Students will be able to demonstrate an overall understanding of printed texts by (g) comparing information between and within texts.
2 Constructing Meaning Describe the similarities and/or differences in ideas, viewpoints, or characters within a single text
2 Constructing Meaning Describe the similarities and/or differences in ideas, purposes plots, settings, or characters in one text with those in another
2 Constructing Meaning Describe changes in characters (e.g., change in attitude, situation)
2 Constructing Meaning Students will demonstrate an overall understanding of printed texts by (h) discriminating between fact and opinion.
2 Constructing Meaning Discriminate between facts and/or obvious opinions in text(s)
2 Constructing Meaning Use word clues (e.g., believe, feel, think) to determine that a statement is an opinion
2 Constructing Meaning Students will be able to demonstrate an overall understanding of informative and technical printed texts by (i) making inferences.
2 Constructing Meaning Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support
2 Constructing Meaning Make inferences about author's decisions (e.g., Use texts to make generalizations graphing, quotations )
2 Constructing Meaning Use texts to make generalizations
2 Constructing Meaning Students will be able to demonstrate an overall understanding of printed texts by (k) relating the content of the text to real-life situations and (b) applying information from printed, electronic, and oral texts to complete authentic tasks.
2 Constructing Meaning Make text-to-self connections to make meaning of text
2 Constructing Meaning Make text-to-world connections to make meaning of text
2 Constructing Meaning Students will be able to critically analyze and evaluate information and messages presented through print by (a) connecting and synthesizing information from many sources.
2 Constructing Meaning Connect information between similar texts to construct a basic understanding of the main concept in both texts (text-to-text connections)
2 Constructing Meaning Students will be able to critically analyze and evaluate information and messages presented through print by (b) formulating and expressing opinions.
2 Constructing Meaning Use personal experiences to make judgments (e.g., polar concepts such as good/bad, happy/sad) about concepts in: literary text (e.g., character's actions, morals of narratives or poems) and ? nonfiction
2 Constructing Meaning Identify information in a text to develop an opinion
2 Constructing Meaning Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.Use prior knowledge of a concept along with information in a text to:
2 Constructing Meaning describe the author?s viewpoint or attitude toward a topic or idea when strongly implied
2 Constructing Meaning Describe the effect of an author?s use of basic formatting and design techniques (e.g., paragraphing, headings/ subheadings, pictures/ illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)
2 Constructing Meaning Draw conclusions (including implied main ideas)
2 Constructing Meaning Students will be able to critically analyze and evaluate information and messages presented through print by (i) evaluating texts and media presentations for bias and misinformation, by (k) evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by (a) evaluating how the content, techniques, and form of texts and media affect them.
2 Constructing Meaning describe the author?s viewpoint or attitude toward a topic or idea when strongly implied
2 Constructing Meaning Describe how persuasive techniques and author?s choices (e.g., word choices) shape readers? understandings
2 Constructing Meaning Describe the strengths and weaknesses of text sources, format, and argument
2 Constructing Meaning Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (g) (h) ac1nowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.
2 Constructing Meaning Listen to different interpretations of the same reading and consider how these opinions were formed through classroom discussion
2 Constructing Meaning Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2 Constructing Meaning Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (i) recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).
2 Constructing Meaning Listen to different interpretations of the same reading and consider how these opinions were formed through classroom discussion
2 Constructing Meaning Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing
2 Constructing Meaning Identify the effect of media messages
3 Research Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information
3 Research Select sources appropriate to topic
3 Research Identify, locate and obtain sources relevant to topic
3 Research Use multiple sources of information (books, television, video, resource people, and available databases)
3 Research Use text features, guide words, index, and glossaries, and table of contents to access information
3 Research Use teacher selected internet sites and data bases to access information
3 Research Develop and use procedures to gather information and ideas; (a1) (a) developing and following a process for research completion
3 Research State clearly information questions
3 Research Develop information-seeking strategies such as identifying keyword
3 Research Determine possible sources of information
3 Research Locate relevant information
3 Research Gather information from more than one source
3 Research Take notes in their own words
3 Research Organize and interpret gathered information using various graphic organizing as outlining and webbing
3 Research Interpret images and graphics
3 Research Evaluate sources of information for currency validity
3 Research Record sources of information as notes taken
3 Research Independently extract information to achieve a specific purpose; extract information relevant to a specific purpose.
3 Research Select among various technologies the most appropriate one for the task of extracting the needed information (e.g. appropriate word processing functions, photocopier,audiovisual equipment)
3 Research Creates a system for organizing the information
3 Research Uses various methods to manage the selected, organized information
3 Research Use technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graph, diagrams, photographs, videos, and graphics
3 Research Create bookmarks and use them as navigation tools.
3 Research Enter a URL to reach a site.
3 Research Search for information using teacher-selected sites
3 Research Launch programs and make selections using a menu
3 Research Create, open, and close a file
3 Research Save and retrieve a file.
3 Research Format text (size, font, style, color, alignment)
3 Research Use spell check and dictionary
3 Research Create a multimedia presentation
3 Research Independently present information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.
3 Research Includes information relevant to topic
3 Research Identifies source of information
3 Research Uses sentences organized in a paragraph to tell about a designated topic
3 Research Fulfills the identified purpose as clearly indicated in the topic sentence
3 Research Incorporates information from more than one source
3 Research Establish criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, validity, and authority
3 Research Know the difference between fact and fiction
3 Research Use information to express ideas relevant to specific purpose
3 Research With teacher guidance, analyze source and information for accuracy, bias, stereotypes, and validity
3 Research Formulate conclusions based upon information relevant to a specific purpose
3 Research Independently draw conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.
3 Research Draw conclusions (including implied main ideas) that require analysis and/or evaluation
3 Research Describe the author's viewpoint or attitude toward a topic or idea when strongly implied
3 Research Describe the effect of an author's use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/illustrations, column, font styles [ bold, underline, italics,caps], punctuation choices
3 Research Describe the reasons for a character's actions in a literary text
3 Research Interpret images and graphics
4 Reading Connections Connect their own experience to those of literary characters by explaining the reasons for a character's actions; identify with characters
4 Reading Connections Connect own experiences to those of literary characters by seeing other literary texts and media as the result of literary experience.
4 Reading Connections As a result of reading a literary text, students will connect to other texts using the following as guides for connections: What does this remind me of in another book I've read before?, How is this text similar to other things I've read?, How is this different to other books I've read?, Have I read about something like this before?
4 Reading Connections Respond to literary text by making inferences about content, events, characters, setting, and author's decisions
4 Reading Connections Make strongly implied inferences about content, events, characters, setting and identify appropriate support in the text
4 Reading Connections Make inferences about author's choices (e.g., paragraphing, dialogue,organization of text )
4 Reading Connections Use texts to make generalizations
4 Reading Connections Understand the difference between genres [?]
4 Reading Connections Use knowledge of distinctive characteristics of various genres including but not limited to: Fiction (e.g., short story, poetry, folk tale, mystery, tall tale, fairy tales, novels, fable, fantasy, science fiction, historic fiction, and realistic fiction
4 Reading Connections Use knowledge of distinctive characteristics of various genres including but not limited to: Literary nonfiction (e.g., letter, magazine, biography, autobiography)
4 Reading Connections Use knowledge of distinctive characteristics of various genres including but not limited to: Drama, one-act-plays, and skits to identify the meaning of text
4 Reading Connections Respond to literary texts and media representing the diversity of American cultural heritage inclusive of ages, gender, nationalities, races, religions and disabilities; respond to literary text and media representative of various nations and cultures.
4 Reading Connections Read and explain simple sotries from different cultures and eras to broaden cultural awareness
4 Reading Connections Sympathize with the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities
4 Reading Connections Respond to literary texts and media representing the diversity of American cultural heritage inclusive of ages, gender, nationalities, races, religions and disabilities; respond to literary text and media representative of various nations and cultures.
4 Reading Connections Read stories and relate characters' experiences to shape own decisions by asking questions: I felt like that character when I?, If that happened to me, I would?., I can relate to that character because one time?