This text resource illustrates the Standards Map for the Grade 3 Language Standards domain in the Common Core State Standards.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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English Grammar/Usage
Functions of [a]
Subject-Verb Agreement [f]
Used Parts of Speech
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2 - Demonstrate (Command of conventions of English grammar)
2 - Explain (Functions of nouns, pronouns, verbs, adjectives, adverbs in general)
2 - Explain (Functions of nouns, pronouns, verbs, adjectives, adverbs in particular sentences )
3 - Form (Regular and irregular plural nouns [b])
6 - Use (Regular and irregular plural nouns [b])
3 - Use (Abstract nouns [c])
3 - Form (Regular and irregular verbs [d])
6 - Use (Regular and irregular verbs [d])
3 - Form (Simple verb tenses [e])
6 - Use (Simple verb tenses [e])
1 - Ensure (Subject-verb and pronoun-antecedent agreement [f])
3 - Form (Comparative and superlative adjectives and adverbs [g])
3 - Choose (Superlative or comparative [g])
3 - Use (Coordinating and coordinating conjunctions [h])
6 - Produce (Simple, compound, complex sentences [i])
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2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2 - I can explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [a]
3 - I can form regular and irregular plural nouns. [b]
6 - I can use regular and irregular plural nouns. [b]
3 - I can use abstract nouns. [c]
3 - I can form regular and irregular verbs [d]
6 - I can use regular and irregular verbs [d]
3 - I can form the simple verb tenses. [e]
6 - I can use the simple verb tenses. [e]
1 - I can ensure subject-verb and pronoun-antecedent agreement. [f]
3 - I can form comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. [g]
6 - I can use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. [g]
3 - I can use coordinating and subordinating conjunctions. [h]
6 - I can produce simple, compound, and complex sentences. [i]
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A. Knowing forms, functions and agreement of words helps when combining ideas.
B. Basic rules such as plurals, tenses, subject-verb agreement, comparatives and conjunctions must be followed for effective communication.
C. Abstract express important meaning although they cannot be detected by senses.
D. Irregular verbs when not properly learned are misused?
E. Adverbs will likely be used to describe action whereas adjectives are more suited to modify nouns.
F. Without agreement, the reader or listener or reader is unclear on what refers to what.
G. Number of syllables determines regular comparatives and superlatives.
H. Conjunctions signal to listeners and readers the relationships of ideas.
I. Sometimes a shorter sentence has more impact whereas other times a longer one better connects ideas.
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A.1 How does knowing grammar help me write or speak better?
B.1 How do we understand singular and plural when communicating?
C.1 Why must I recognize abstract nouns?
D.1 Why are some verbs often misused?
E.1 How do I know whether to use an adverb or an adjective for description?
F.1 Why is subject-verb and pronoun-antecedent agreement so important in language?
G.1 How do I form comparative and superlative adjectives and adverbs?
H.1 How do coordinating and subordinating conjunctions function?
I.1 How do I know when to use a simple, compound or complex sentence?
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Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Command of Conventions of Standard English
Capitalization [a]
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3 - Demonstrate (Command of conventions)
1 - Capitalize (Appropriate title words [a])
3 - Use (Commas in addresses [b])
3 - Use (Commas, quotation marks in dialogue [c])
6 - Form (Possessives [d])
3 - Use (Possessives [e])
3 - Use (Conventional spelling [e])
3 - Use (Spelling patterns and generalizations [f])
1 - Consult (Reference materials [g])
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3 - I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
1 - I can capitalize appropriate words in titles. [a]
3 - I can use commas in addresses [b]
3 - I can use commas and quotation marks in dialogue. [c]
3 - I can form possessives. [d]
6 - I can use possessives. [d]
3 - I can use conventional spelling for high-frequency and other studied words and for adding suffixes to base words. [e]
3 - I can use spelling patterns and generalizations in writing words. [f]
1 - I can consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [g]
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A. Spelling can be checked by considering patterns and by consulting references.
B. Standard English uses capitalization and punctuation to give special meaning or emphasis for some words and phrases.
C. Commas set off the parts of an address.
D. Reference materials assist those wishing to properly use the English language.
E. Word suffixes are often added in similar ways.
F. By understanding generalizations and patterns, I can use new words.
G. Apply general rules to check dictionaries or references for correct spelling.
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A.1 How do I check for correct spelling?
B.1 Why are capitalization and punctuation essential in English writing?
C.1 Why might there be commas in addresses?
D.1 Why are reference materials needed?
E.1 How do spelling rules help me learn new words.
F.1 How can I write words I've never seen before?
G.1 How are dictionaries and references useful?
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Use knowledge of language and its conventions when writing, speaking, reading, or listening.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Knowledge of Language
Standard English
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3 - Use (Knowledge of language)
3 - Choose (Words and phrases for effect [a])
2 - Recognize (Differences between spoken and written [b])
2 - Observe (Differences between spoken and written [b])
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3 - I can use knowledge of language and its conventions when writing, speaking, reading, or listening.
3 - I can choose words and phrases for effect. [a]
2 - I can recognize differences between the conventions of spoken and written standard English. [a]
2 - I can observe differences between the conventions of spoken and written standard English. [b]
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A. Words and phrases are chosen for impact, response or emphasis and may vary for speaking and writing.
B. Speakers of English use conversational style with friends and more formal styles in writing and addressing an unknown audience.
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A.1 How do I speak and write effectively?
B.1 How might spoken and written language differ?
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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 strategiesa.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Meanings
Meanings of Words and Phrases
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4 - Determine (Meanings of words)
2 - Clarify (Meanings of words)
3 - Choosing (Array of strategies)
3 - Use (Sentence-level context [a])
4 - Determine (Meaning of new words [b])
3 - Use (Root words [c])
3 - Use (Glossaries and dictionaries [d])
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4 - I can determine the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from an array of strategies.
2 - I can clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from an array of strategies.
3 - I can use sentence-level context as a clue to the meaning of a word or phrase. [a]
4 - I can determine the meaning of the new word formed when a known affix is added to a known word. [b]
3 - I can use a known root word as a clue to the meaning of an unknown word with the same root. [c]
3 - I can use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. [d]
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A. Meanings may vary slightly in words with similar roots but different affixes.
B. Unknown word meanings are determined by context, root, and affix clues as well as by accessing references like glossaries and dictionaries.
C. Roots of words may be similar but meanings vary with changes in affixes.
D. Glossaries printed in a book often provide the meaning intended in the context of that book.
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A.1 How are roots and affixes related to the entire word?
B.1 How can I determine meanings of unknown words?
C.1 Why do some words seem similar?
D.1 How might glossaries clarify precise meaning?
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Demonstrate understanding of word relationships and nuances in word meanings.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Word Meanings
Meaning of Words/Phrases [a]
Shades of Meaning [c]
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3 - Demonstrate (Understanding of word relationships and nuances)
4 - Distinguish (Literal and nonliteral meanings of words [a])
4 - Identify (Real-life connections [b])
4 - Distinguish (Shades of meaning of verbs [c])
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3 - I can demonstrate understanding of word relationships and nuances in word meanings.
4 - I can distinguish the literal and nonliteral meanings of words and phrases in context. [a]
4 - I can identify real-life connections between words and their use. [b]
4 - I can distinguish shades of meaning among related words that describe states of mind or degrees of certainty. [c]
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A. Related words show shades of meanings and can be represented by literal or nonliteral meanings.
B. Connecting the word with its use requires knowing the author's purpose and distinguishing literal versus nonliteral.
C. Degrees of certainty progress through several stages and are not immediate.
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A.1 Why is the meaning of a word sometimes different from what it appears?
B.1 How might I determine the actual meaning of words in a new context?
C.1 Why are knowing and believing not always simultaneous?
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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).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Grade-appropriate Words
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3 - Acquire (Words and phrases)
3 - Use (Words and phrases)
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3 - I can acquire accurately grade-appropriate conversational, general academic, and domain- specific words and phrases, including those that signal spatial and temporal relationships.
3 - I can use accurately grade-appropriate conversational, general academic, and domain- specific words and phrases, including those that signal spatial and temporal relationships.
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A. Time and space are signaled by prepositions and words specific to the subject addressed.
B. Word use might vary in conversation, in school and in other specific domains.
C. Words relating to space and time follow a pattern and each person's brain perceives based on his or her experience with time and space.
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A.1 How are spatial and temporal relationships communicated?
B.1 How might words and phrases vary in use?
C.1 How do some words consistently signal time and space?
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