ALCA Members PLC Domains Data Standards Map Plan Curriculum Assessment Strategies

S.03 – Thread Standards Map for Using Language Conventions when Writing, Speaking, Reading, or Listening

This is a standards map for the concept of using language conventions when writing, speaking, reading, or listening. It is specific to Standard 3 of the Conventions of Standard English Anchor in the Language standards of the CCSS ELA standards.

Standards

  3. Common Core State Standards: English Language Arts > G.2 > L > A.2 > S.3

    Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    1. Compare formal and informal uses of English.
    Content Skills Learning Targets Big Ideas Essential Questions
    Knowledge of Language
    English [a]
    3 - Use (Knowledge of language)
    2 - Compare (Formal and informal uses [a])
    3 - I can use knowledge of language and its conventions when writing, speaking, reading, or listening.
    2 - I can compare formal and informal uses of English. [a]
    A. Different situations and audiences require either formal or informal English.
    A.1 How do I know which kind of English to use?
  4. Common Core State Standards: English Language Arts > G.3 > L > A.2 > S.3

    Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    1. Choose words and phrases for effect.
    2. Recognize and observe differences between the conventions of spoken and written standard English.
    Content Skills Learning Targets Big Ideas Essential Questions
    Knowledge of Language
    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])
    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]
    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.
    A.1 How do I speak and write effectively?
    B.1 How might spoken and written language differ?
  5. Common Core State Standards: English Language Arts > G.4 > L > A.2 > S.3

    Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    1. Choose words and phrases to convey ideas precisely.*
    2. Choose punctuation for effect.*
    3. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
    Content Skills Learning Targets Big Ideas Essential Questions
    Knowledge of Language
    Conveying Ideas [a]
    Situations [c]
    3 - Use (Knowledge of language)
    3 - Choose (Words and phrases for ideas [a])
    3 - Choose (Punctuation for effect [b])
    4 - Differentiate (Informal and formal contexts [c])
    3 - I can use knowledge of language and its conventions when writing, speaking, reading, or listening.
    3 - I can choose words and phrases to convey ideas precisely. [a]
    3 - I can choose punctuation for effect. [b]
    4 - I can differentiate between contexts that call for formal English and situations where informal discourse is appropriate. [c]
    A. Sometimes less (well chosen) is more. Capture the main idea without rambling.
    B. Pauses are audience processing points. End marks clarify word messages.
    C. Carefully chosen words and punctuation convey ideas with effect and precision depending on situation.
    A.1 How do speakers/writers choose words for precision?
    B.1 How do speakers/writers punctuate for effect?
    C.1 How does context determine appropriate formality?
  6. Common Core State Standards: English Language Arts > G.5 > L > A.2 > S.3

    Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    1. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
    2. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
    Content Skills Learning Targets Big Ideas Essential Questions
    Knowledge of Language
    Modified Sentences [a]
    English Varieties [b]
    3 - Use (Knowledge of language)
    3 - Expand (Sentences [a])
    3 - Combine (Sentences [a])
    3 - Reduce (Sentences [a])
    4 - Compare (Varieties of English [b])
    4 - Contrast (Varieties of English [b])
    3 - I can use knowledge of language and its conventions when writing, speaking, reading, or listening.
    3 - I can expand, sentences for meaning, reader/listener interest, and style. [a]
    3 - I can combine, and sentences for meaning, reader/listener interest, and style. [a]
    3 - I can reduce sentences for meaning, reader/listener interest, and style. [a]
    4 - I can compare the varieties of English. [b]
    4 - I can contrast the varieties of English. [b]
    A. Audience interest and style as well as type of format determine sentence types.
    B. Combined sentences help listeners/readers understand relationships of parts and make ideas flow.
    A.1 How do I determine sentence types to use?
    B.1 How can combining sentences be beneficial?
  7. Common Core State Standards: English Language Arts > G.6 > L > A.2 > S.3

    Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    1. Vary sentence patterns for meaning, reader/listener interest, and style.*
    2. Maintain consistency in style and tone.*

    Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

    Content Skills Learning Targets Big Ideas Essential Questions
    Knowledge of Language
    Varied Sentence Patterns [a]
    Consistency [b]
    3 - Use (Knowledge of language)
    3 - Vary (Sentence patterns [a])
    1 - Maintain (Consistency [b])
    3 - I can use knowledge of language and its conventions when writing, speaking, reading, or listening.
    3 - I can vary sentence patterns for meaning, reader/ listener interest, and style. [a]
    1 - I can maintain consistency in style and tone. [b]
    A. Speakers vary sentence patterns for meaning, audience interest and style?
    B. Audience interest and style as well as type of format determine sentence types.
    C. The tone and style are set to create a mood or to show levels of respect for certain audiences.
    A.1 Why do I vary sentence patterns?
    B.1 How do I determine sentence types to use?
    C.1 Why should the tone and style stay consistent in writing or speaking?
  8. Common Core State Standards: English Language Arts > G.7 > L > A.2 > S.3

    Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    1. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

    Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

    Content Skills Learning Targets Big Ideas Essential Questions
    Language Conventions
    3 - Use (Knowledge of language)
    3 - Choose (Language [a])
    2 - Recognize (Wordiness and redundancy [a])
    4 - Eliminate (wordiness and redundancy [a])
    3 - I can use knowledge of language and its conventions when writing, speaking, reading, or listening.
    2 - I can choose language that expresses ideas precisely and concisely. [a]
    3 - I can choose language that expresses ideas precisely and concisely, recognizing wordiness and redundancy. [a]
    4 - I can choose language that expresses ideas precisely and concisely, eliminating wordiness and redundancy. [a]
    A. To write concisely, we move from extremes of blah or exploding the moment to more precise and concise.
    B. Printing or time constraints for readers are examples why less may be best.
    A.1 How do I write concisely?
    B.1 Why might less be best in some writing?
  9. Common Core State Standards: English Language Arts > G.8 > L > A.2 > S.3

    Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    1. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Use (Knowledge of language)
    3 - Use (Verbs in active and passive voice [a])
    3 - Use (Verbs in different moods [a])
    3 - I can use knowledge of language and its conventions when writing, speaking, reading, or listening.
    3 - I can use verbs in the active and passive voice. [a]
    3 - I can use verbs in the conditional and subjunctive mood to achieve particular effects. [a]
    A. Passive and active voice and conditional and subjunctive mood achieve different effects.
    B. Active voice is used to stress the actor or action.
    C. Subjunctive is used to express uncertainty or to state contrary fact.
    A.1 How do verbs effect the message?
    B.1 What is active voice? How does it affect the actor or action?
    C.1 How are contrary facts or uncertainty expressed?
  10. Common Core State Standards: English Language Arts > G.9-10 > L > A.2 > S.3

    Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

    1. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
    Content Skills Learning Targets Big Ideas Essential Questions
    Guidelines of Handbook e.g.
    3 - Apply (knowledge of language)
    1 - Write (Work [a])
    2 - Edit (Work [a])
    3 - Vary (Syntax [a])
    3 - Apply (Understanding of syntax [b])
    3 - I can apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
    1 - I can write work so that it conforms to the guidelines in a style manual. [a]
    2 - I can edit work so that it conforms to the guidelines in a style manual. [a]
    3 - I can vary syntax for effect, consulting references. [a]
    3 - I can apply understanding of syntax to the study of complex when reading. [a]
    A. MLA Handbook and Turabian’s Manual for Writers provide guidelines for styles appropriate to discipline and writing.
    B. Variations in sentences make reading easier by keeping interest.
    A.1 How do I know the appropriate writing to use?
    B.1 How does syntax variation make reading less taxing?
  11. Common Core State Standards: English Language Arts > G.11-12 > L > A.2 > S.3

    Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

    1. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Apply (Knowledge of language)
    3 - Vary (Syntax [a])
    2 - Consult (References [a])
    3 - Apply (Understanding of syntax [a])
    3 - I can apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
    3 - I can vary syntax for effect [a]
    2 - I can consult references for guidance as needed [a]
    3 - I can apply an understanding of syntax to the study of complex texts when reading. [a]
    A. Readers/listeners make choices for meaning or style to comprehend more fully.
    B. Sentence variation demonstrates higher writing skill, keeps audiences from boredom and reflects mood.
    C. Simple sentences with powerful verbs are appealing.
    A.1 How do I make choices while reading or listening?
    B.1 How does variation in sentences affect readers and listeners?
    C.1 How do simple sentences with powerful verbs affect the reader or listener?

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