Common Core and Missouri Grade Level Expectations
This year, we will be teaching students both Missouri Grade Level Expectations in preparation for the MAP test in April, but also the Common Core State Standards.
Communication Arts (Reading):
Reading and Writing has been divided into many smaller categories which cover reading fiction and informational text, foundational skills, speaking, listening, writing and language.
Reading Literature:
As the student reading literature (fiction), I can:
RL.3.1- I can ask and answer questions about the text and refer explicitly to the text for my answers. RL.3.2- I can recount stories (fables, folktales and myths) to determine the central message, lesson, or moral and explain how through key details in the text. RL.3.3- I can describe characters in a story. When I describe the characters, I can explain their traits, motivations, or feelings and how their actions contribute to the sequence of events. RL.3.4- I can determine the meaning of words and phrases as they are used in a text, and distinguish between literal and nonliteral language. RL.3.5- I can refer to parts of a story, drama or poem when I read or write about a text using words such as chapter, scene, stanza, and describe how each part builds on earlier sections. RL.3.6- I can distinguish between my own point of view from that of the narrator or the characters. RL.3.7- I can explain how specific parts of a text's illustrations contribute to what is conveyed by the words in a story (example: create mood, emphasize aspects of a character or setting). RL.3.8- (not applicable to literature) RL.3.9- I can compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (example- books in a series) RL.3.10- I can, by the end of the year, read and comprehen literature (stories, dramas, and poetry) at the high end of grades 2-3 text complexity independently and proficiently. |
Informational Text:
As the student reading information (nonfiction text), I can:
RI.3.1- I can ask and answer questions to demonstrate understanding of a text and refer explicitly to the text for my answers. RI.3.2- I can determine the main idea of a text, recount the key details and explain how they support the main idea. RI.3.3- I can describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence and cause/effect. RI.3.4- I can determine the meaning of general academic and domain specific words and phrases in a third grade topic or subject area. RI.3.5- I can use text features and search tools (key words, sidebars, hyperlinks) to locate information to a given topic efficiently. RI.3.6- I can distinguish between my own point of view from that of the author of a text. RI.3.7- I can use information gained from illustrations (maps, photographs) and the words in a text to demonstrate understanding of the text (where, when, why, and how key events occur). RI.3.8- I can describe the logical connection between particular sentences and paragraphs in a text (comparison, cause/effect, first/second/third in a sequence). RI.3.9- I can compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10- I can, by the end of the year, read and comprehend informational texts, (history/social studies, science, and technical texts) at the high end of grades 2-3 text complexity independently and proficiently. |
Foundational Skills
As the student reading, I can:RF.3.3- I can know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3a- I can identify and know the meaning of the most common prefixes and suffixes. RF.3.3b- I can decode words with common suffixes. RF.3.3c- I can decode multi-syllable words. RF.3.3d- I can read grade-appropriate irregularly spelled words. Fluency RF.3.4- I can read with sufficient accuracy and fluency to support comprehension. RF.3.4a- I can read grade-level text with purpose and understanding. RF.3.4b- I can read grade-level prose and poetry aloud with accuracy and appropriate rate and expression. RF.3.4c- I can use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
Communication Arts (Writing):
Reading and Writing has been divided into many smaller categories which cover reading fiction and informational text, foundational skills, speaking, listening, writing and language.
Writing:
As the student writing, I can:
W.3.1- I can write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1a- I can introduce the topics of the text I am writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b- I can provide reasons that support the opinion. W.3.1c- I can use linking words and phrases (because, therefore, since, for example) to connect opinion and reasons. W.3.1d- I can provide a concluding or statement or section. W.3.2- I can write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2a- I can introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b- I can develop the topic with facts, definitions, and details. W.3.2c- I can use linking words and phrases (also, another, and, more, but) to connect ideas within categories of information. W.3.2d- I can provide a concluding statement or section. W.3.3- I can write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.3a- I can establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b- I can use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3c- I can use temporal words and phrases to signal event order. W.3.3d- I can provide a sense of closure. W.3.4- I can, with guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5- I can, with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6- I can, 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. Research to Build and Present Knowledge W.3.7- I can conduct short research projects that build knowledge about a topic. W.3.8- I can recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.9 (begins in grade 4) W.3.10- I can write routinely over extended time frames (time for 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. |
Speaking and Listening:
As the student speaking and listening, I can: SL.3.1- I can engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.1a- I can 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. SL.3.1b- I can follow agreed-upon rules for discussions ( gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.3.1c- I can ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d- I can explain my own ideas and understanding in light of the discussion. SL.3.2- I can deteremine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3- I can ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.4- I can report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.3.5- I can create engaging audio recordings 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. SL.3.6- I can speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. |
Language:
As the student reading and writing language, I can: L.3- I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1a- I can explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1b- I can form and use regular and irregular plural nouns. L.3.1c- I can use abstract nouns (childhood). L.3.1d- I can form and use regular and irregular verbs. L.3.1e- I can form and use the simple (I walked; I walk; I will walk) verb tenses. L.3.1f- I can ensure subject-verb and pronoun-antecedent agreement.* L.3.1g- I can form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. L.3.1h- I can use coordinating and subordinating conjunctions. L.3.1i- I can produce simple, compound, and complex sentences. L.3.2- I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.2a- I can capitalize appropriate words in titles. L.3.2b- I can use commas in addresses. L.3.2c- I can use commas and quotation marks in dialogue. L.3.2d- I can form and use possessives. L.3.2e- I can use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (sitting, smiled, cries, happiness). L.3.2f- I can use spelling patterns and generalizations (word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. L.3.2g- I can consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.3- I can use knowledge of language and its conventions when writing, speaking, reading, or listening. L.3.3a- I can choose words and phrases for effect.* L.3.3b- I can recognize and observe differences between the conventions of spoken and written standard English. L3.4- I can determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. L.3.4a- I can use sentence-level context as a clue to the meaning of a word or phrase. L.3.4b- I can determine the meaning of the new word formed when a known affix is added to a known word (agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). L.3.4c- I can use a known root word as a clue to the meaning of an unknown word with the same root (company, companion). L.3.4d- I can use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5- I can demonstrate understanding of figurative language, word relationships and nuances in word meanings. L.3.5a- I can distinguish the literal and nonliteral meanings of words and phrases in context (take steps). L.3.5b- I can identify real-life connections between words and their use (describe people who are friendly or helpful). L.3.5c- I can distinguish shades of meaning among related words that describe states of mind or degrees of certainty (knew, believed, suspected, heard, wondered). L.3.6- I can acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (After dinner that night we went looking for them). |