ELA21.3.LF.F
Fluency
Fluency
ELA21.3.LF.F
ELA21.3.9
Apply previously-taught phoneme-grapheme correspondences to multisyllabic words with accuracy and automaticity, in and out of context.
Apply previously-taught phoneme-grapheme correspondences to multisyllabic words with accuracy and automaticity, in and out of context.
Unpacked Content
Knowledge
Students know:
- Previously-taught phoneme-grapheme correspondences in multisyllabic words.
- Accuracy is reading the word correctly, and automaticity is reading the word quickly without having to sound it out.
- Out of context means reading word by itself, while in context refers to reading words within a larger text.
Skills
Students are able to:
- Read multisyllabic words with accuracy and automaticity in and out of context by applying knowledge of phoneme-grapheme correspondences.
Understanding
Students understand that:
- Automatic recall of phoneme-grapheme correspondences will help them decode multisyllabic words accurately and become a fluent reader.
Vocabulary
- Apply
- Previously-taught phoneme-grapheme correspondences
- Multisyllabic words
- Accuracy
- Automaticity
- In context
- Out of context
ELA21.3.10
Read and reread grade-appropriate text accurately, automatically, and with meaningful expression at a rate which supports comprehension.
Read and reread grade-appropriate text accurately, automatically, and with meaningful expression at a rate which supports comprehension.
Unpacked Content
Knowledge
Students know:
- Accurately means reading without mistakes, and automatically means knowing the words immediately without sounding them out.
- Techniques to make appropriate changes in voice, pitch, and expression while reading orally.
- Reading must occur at a speed (rate) that supports understanding of the text.
- Rereading is a strategy that aids in word recognition and comprehension.
Skills
Students are able to:
- Read and reread words that are third grade-appropriate with little to no mistakes.
- Read words quickly without pausing to sound them out.
- Read and reread at a pace that supports comprehension of the text.
Understanding
Students understand that:
- They should read text with accuracy, automaticity, and meaningful expression at a pace that helps them comprehend the text they are reading.
- They can reread text to improve their accuracy, automaticity, and comprehension.
Vocabulary
- Reread
- Grade-appropriate text
- Accurately
- Automatically
- Meaningful expression
- Rate which supports comprehension
ELA21.3.11
Read and reread grade-appropriate poetry, practicing phrasing, rhythm, rhyme, and meaningful expression.
Read and reread grade-appropriate poetry, practicing phrasing, rhythm, rhyme, and meaningful expression.
Unpacked Content
Knowledge
Students know:
- The features of poetry include phrasing, rhythm, and rhyme.
- Words rhyme if their vowel and ending sounds are the same (example: ham, Sam).
- Rhythm is a steady beat made by stressed syllables in spoken words.
- A phrase is a group of words.
- Strategies to show meaningful expression, including making appropriate changes in voice, pitch, and expression while reading poetry orally.
Skills
Students are able to:
- Read and reread grade-appropriate poetry.
- Practice rhyming, stressing syllables that create rhythm, grouping together words in phrases, and meaningful expression when reading poetry.
Understanding
Students understand that:
- Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings.
- They can reread poetry to practice their use of phrasing, rhythm, rhyme, and meaningful expression.
Vocabulary
- Reread
- Grade-appropriate poetry
- Phrasing
- Rhythm
- Rhyme
- Meaningful expression
ELA21.3.12
Read high-frequency words commonly found in grade-appropriate text accurately and automatically.
COS Examples
Note: High-frequency words should be taught with the main emphasis of the lesson being on regular correspondences and patterns within the word. The student should be able to read the word accurately three times in a row on different days to be considered accurate enough to add to a personal word box, word ring, or fluency folder. Avoid teaching high-frequency words as sight words“ that need to be memorized as a whole word unless there are no regular correspondences in the word. “Of” is an example of a word with no regular correspondences.“
Read high-frequency words commonly found in grade-appropriate text accurately and automatically.
COS Examples
Note: High-frequency words should be taught with the main emphasis of the lesson being on regular correspondences and patterns within the word. The student should be able to read the word accurately three times in a row on different days to be considered accurate enough to add to a personal word box, word ring, or fluency folder. Avoid teaching high-frequency words as sight words“ that need to be memorized as a whole word unless there are no regular correspondences in the word. “Of” is an example of a word with no regular correspondences.“
Unpacked Content
Knowledge
Students know:
- High frequency words that are common found in third-grade level text.
- Accurately means reading without mistakes, and automatically means knowing the words immediately without sounding them out.
Skills
Students are able to:
- Read high-frequency words in third grade-level text accurately and automatically three times in a row on different days.
Understanding
Students understand that:
- High-frequency words are words that are found regularly in grade-appropriate text, so it is important to learn to read them automatically, accurately, and independently.
Vocabulary
- High-frequency words
- Grade-appropriate text
- Commonly
- Accurately
- Automatically
ELA21.3.LF.V
Vocabulary
Vocabulary
ELA21.3.13
Utilize new academic, content-specific, grade-level vocabulary to make connections to previously learned words and relate new words to background knowledge.
Utilize new academic, content-specific, grade-level vocabulary to make connections to previously learned words and relate new words to background knowledge.
Unpacked Content
Knowledge
Students know:
- Academic, content-specific, grade-level vocabulary words.
- Content-specific vocabulary refers to words used in different subjects learned in school such as reading, math, social studies, science.
- New vocabulary words can be learned by relating them to previously learned words and background knowledge.
Skills
Students are able to:
- Use new academic, content-specific vocabulary by making connections to previously learned words.
- Use new academic, content-specific vocabulary by relating new words to background knowledge.
Understanding
Students understand that:
- Academic, content-specific vocabulary words are used in different school subjects, like reading, math, social studies, and science.
- They can learn new vocabulary words by making connections to previously learned words or their background knowledge.
Vocabulary
- Utilize
- Academic vocabulary
- Content-specific vocabulary
- Grade-level vocabulary
- Connections
- Relating
- Background knowledge
ELA21.3.13a
Make connections to a word’s structure using knowledge of phonology, morphology, and orthography of the word to aid learning.
Make connections to a word’s structure using knowledge of phonology, morphology, and orthography of the word to aid learning.
Unpacked Content
Knowledge
- Phonology (speech sounds within words).
- Morphology (meaningful units of words).
- Orthography (the written representation of language).
Skills
- Make connections to a word's structure using speech sounds, meaningful word parts, and spelling of the word to aid learning.
Understanding
- Identifying a word's phonological, morphological, and orthographic structure can help them determine the meaning of a word, as well as the word's origin.
Vocabulary
- Word structure
- Phonology
- Morphology
- Orthography
ELA21.3.14
Describe word relationships and nuances in word meanings, including relating them to their opposites and distinguishing shades of meaning in similar or related words, including nouns, verbs, and adjectives.
Describe word relationships and nuances in word meanings, including relating them to their opposites and distinguishing shades of meaning in similar or related words, including nouns, verbs, and adjectives.
Unpacked Content
Knowledge
Students know:
- Word relationships and nuances in word meanings.
- Words with opposite meanings are antonyms, and words with similar meanings are synonyms.
- A noun is a person, place, thing, or idea.
- A verb expresses an action or state of being.
- An adjective describes a noun or pronoun.
Skills
Students are able to:
- Describe the relationships between words and nuances in word meanings.
- Describe how the meaning of words are alike or different.
- Describe the nuances of words that have different shades of meaning.
Understanding
Students understand that:
- Writers and speakers should carefully select words to convey specific meanings, ideas, and relationships.
- Words have relationships with other words and words have subtle differences that can be distinguished within text.
Vocabulary
- Describe
- Word relationships
- Nuances
- Opposites
- Distinguishing
- Shades of meaning
- Similar words
- Related words
- Nouns
- Verbs
- Adjectives
ELA21.3.14a
Determine meaning of words using synonyms in context.
Determine meaning of words using synonyms in context.
Unpacked Content
Knowledge
- Synonyms are words that have similar meanings.
- The meaning of an unfamiliar word can be identified using synonyms.
Skills
- Use synonyms to interpret word meaning in context.
Understanding
- Synonyms are words that have similar meanings, and they can be used to determine the meaning of a new vocabulary word.
Vocabulary
- Determine
- Synonyms
- Context
ELA21.3.14b
Determine meaning of words using antonyms as a clue.
Determine meaning of words using antonyms as a clue.
Unpacked Content
Knowledge
- Antonyms are words that have opposite meanings.
- The meaning of an unfamiliar word can be identified using antonyms.
Skills
- Use antonyms as a clue to interpret word meaning.
Understanding
- Antonyms are words that have opposite meanings, and they can be used to determine the meaning of a new vocabulary word.
Vocabulary
- Determine
- Antonyms
- Clue
ELA21.3.14c
Describe the similarities and differences between related words.
Describe the similarities and differences between related words.
Unpacked Content
Knowledge
- Related words can be described by their similarities and differences.
Skills
- Describe how the meaning of related words are alike and different.
Understanding
- Identifying the similarities and differences of related words improves their vocabulary knowledge.
Vocabulary
- Similarities
- Differences
- Related words
- Describe
ELA21.3.14d
Use knowledge of homophones to determine appropriate use of words.
Use knowledge of homophones to determine appropriate use of words.
Unpacked Content
Knowledge
- Homophones have the same pronunciation, but different meanings, origins, and/or spellings.
Skills
- Determine appropriate homophone use based on their knowledge of homophones and context clues.
Understanding
- Their knowledge and understanding of homophones can help determine the correct word to use when given context clues.
Vocabulary
- Homophones
ELA21.3.14e
Interpret figurative language.
Interpret figurative language.
Unpacked Content
Knowledge
- Figurative language is a creative way to use words and phrases beyond their literal definition to explain or describe something.
Skills
- Interpret figurative language to understand its meaning.
Understanding
- Figurative language carries meaning other than the literal meaning of the words or phrases .
Vocabulary
- Interpret
- Figurative language/li>
ELA21.3.14f
Identify relationships and nuances in word meanings to determine real-life connections between words and their use.
COS Examples
Examples: Discuss relationships in words related to home (house, residence, habitat) and give reasons for choosing a particular word in speaking or writing.
Distinguish shades of meaning in words related to bad (terrible, awful, horrible) and give reasons for choosing a particular word in speaking or writing.
Distinguish shades of meaning in words related to talk (yell, scream, bellow) and give reasons for choosing a particular word in speaking or writing.
Identify relationships and nuances in word meanings to determine real-life connections between words and their use.
COS Examples
Examples: Discuss relationships in words related to home (house, residence, habitat) and give reasons for choosing a particular word in speaking or writing.
Distinguish shades of meaning in words related to bad (terrible, awful, horrible) and give reasons for choosing a particular word in speaking or writing.
Distinguish shades of meaning in words related to talk (yell, scream, bellow) and give reasons for choosing a particular word in speaking or writing.
Unpacked Content
Knowledge
- Writers and speakers use a variety of words to distinguish between specific intended meanings.
- Real life means situations that they have experienced or will experience, and they can make real-life connections about how vocabulary words can be used.
Skills
- Discuss relationships of words and give reasons for choosing to use a particular word in writing or speaking; for example, words related to home include house, residence, and habitat.
- Distinguish shades of meaning in related words, and give reasons for choosing to use a particular word in writing or speaking; for example, words related to bad with different nuances include terrible, awful, horrible.
Understanding
- Writers and speakers carefully select words to convey specific meanings, ideas, and relationships.
- Making real-life connections to new vocabulary words helps them move the new words to their long-term memory, becoming part of their "ready to use" vocabulary.
Vocabulary
- Word relationships
- Nuances in word meanings
- Identify
- Real-life connections
ELA21.3.15
Analyze meaningful parts (morphemes) of words and phrases in discussions and/or text.
Analyze meaningful parts (morphemes) of words and phrases in discussions and/or text.
Unpacked Content
Knowledge
Students know:
- Morphemes are the smallest unit in a word that carry meaning.
- Words and phrases can be divided into morphemes to identify the meaning of the word or phrase.
Skills
Students are able to:
- Identify and analyze morphemes of words and phrases in discussions and/or text.
Understanding
Students understand that:
- Morphemes are meaningful word parts, and they can help find the meaning of unfamiliar words.
Vocabulary
- Analyze
- Meaningful parts
- Morphemes
- Words
- Phrases
ELA21.3.15a
Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unfamiliar words, including base words, roots, and frequently occurring affixes and inflections.
COS Examples
Examples: affixes -less, -ful, pro-, trans- ; roots aqua, cent, port, form, ject, spect, dict, tend, fer
Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unfamiliar words, including base words, roots, and frequently occurring affixes and inflections.
COS Examples
Examples: affixes -less, -ful, pro-, trans- ; roots aqua, cent, port, form, ject, spect, dict, tend, fer
Unpacked Content
Knowledge
- Morphemes are the smallest unit in a word that carry meaning.
- Morphemes can be used to determine meanings of words.
- Affixes and inflections can be added to words to change their meaning.
Skills
- Identify morphemes and use them as clues to determine word meaning, including affixes like -less, -ful, pro-, trans- and roots like aqua, cent, port, form, ject, spect, dict, tend, fer.
Understanding
- Base words, roots, affixes, inflections and other morphemes can be used to help find the meaning of unfamiliar words.
Vocabulary
- Meaningful parts of words
- Morphemes
- Clues
- Unfamiliar words
- Base words
- Roots
- Affixes
- Inflections
ELA21.3.15b
Apply knowledge of the changes in tense (-ed), number (-s), and degree (-er and -est) signified by inflected endings to determine the meaning of a word.
Apply knowledge of the changes in tense (-ed), number (-s), and degree (-er and -est) signified by inflected endings to determine the meaning of a word.
Unpacked Content
Knowledge
- Inflected endings are added to words to show that a word's meaning has changed in tense, number, or degree.
Skills
- Apply knowledge of inflectional endings to determine meaning of words.
Understanding
- When a word has an inflected ending, the meaning of the base word has changed.
- When an -ed is added to a verb, it signifies the verb happened in the past.
- When an -s is added to a noun, it signifies the noun is plural (more than one).
- When an -er or -est is added to the end of an adjective it changes the degree of comparison.
Vocabulary
- Knowledge
- Tense
- Number
- Degree
- Inflected endings
- Determine
ELA21.3.15c
Identify common and derivational prefixes and suffixes and use them as clues to a word’s meaning.
COS Examples
Examples: pre-, re-, mis-; -ly, -less, -ful, -able, -ment
Identify common and derivational prefixes and suffixes and use them as clues to a word’s meaning.
COS Examples
Examples: pre-, re-, mis-; -ly, -less, -ful, -able, -ment
Unpacked Content
Knowledge
- Prefixes and suffixes change a word's meaning.
Skills
- Identify common and derivational prefixes, such as pre-, re-, mis-, and use them as clues to learn a word's meaning.
- Identify common and derivational suffixes, such as -ly, -less, -ful, -able, -ment, and use them as clues to learn a word's meaning.
Understanding
- Prefixes and suffixes change a word's meaning.
Vocabulary
- Identify
- Common and derivational prefixes
- Common and derivational suffixes
ELA21.3.15d
Identify common Latin and Greek roots and use them to determine the meaning of unfamiliar words.
Identify common Latin and Greek roots and use them to determine the meaning of unfamiliar words.
Unpacked Content
Knowledge
- Many English words and English morphemes originated from ancient Latin and Greek languages.
- Understanding Latin and Greek roots can provide clues to meanings of unknown words.
Skills
- Identify and use Latin and Greek roots as clues to the meaning of a word.
Understanding
- The meaning of an unknown word can be learned by knowing the orthography of the word, including its origin.
Vocabulary
- Identify
- Common Latin roots
- Common Greek roots
- Determine
ELA21.3.15e
Sort words with shared and varied suffixes by parts of speech.
Sort words with shared and varied suffixes by parts of speech.
Unpacked Content
Knowledge
- Suffixes are word parts that are added to the ends of words.
- Parts of speech are words that can be categorized by their function in a sentence.
- Different parts of speech require different types of suffixes.
Skills
- Sort words with suffixes by parts of speech.
Understanding
- When a suffix is added to the end of a word, it changes the meaning of the word.
- Each part of speech provides a different type of information.
- Words can be categorized by parts of speech.
- English orthography dictates that only particular suffixes can be added to each part of speech.
Vocabulary
- Sort
- Suffixes
- Parts of speech
ELA21.3.LF.V.R
Reading
Reading
ELA21.3.16
Use knowledge of grade-level academic and domain-specific vocabulary to gain meaning from text.
Use knowledge of grade-level academic and domain-specific vocabulary to gain meaning from text.
Unpacked Content
Knowledge
Students know:
- Academic vocabulary is language that is more formal than spoken language.
- Domain-specific vocabulary refers to words that are used specifically in school subject areas, like math, science, and social studies.
- Vocabulary knowledge can be used to comprehend text.
Skills
Students are able to:
- Use knowledge of third grade-level academic and domain-specific vocabulary words to accurately comprehend text.
Understanding
Students understand that:
- Learning the meaning of academic, domain-specific vocabulary words will help them comprehend text in a variety of subject areas.
Vocabulary
- Academic vocabulary
- Domain-specific vocabulary
ELA21.3.LF.V.W
Writing
Writing
ELA21.3.17
Use grade-level academic and domain-specific vocabulary in writing.
Use grade-level academic and domain-specific vocabulary in writing.
Unpacked Content
Knowledge
Students know:
- Academic vocabulary is language that is more formal than spoken language.
- Domain-specific vocabulary refers to words that are used specifically in school subject areas, like math, science, and social studies.
- Academic, domain-specific vocabulary words should be used in writing to clearly communicate ideas.
Skills
Students are able to:
- Use third grade-level academic and domain-specific vocabulary words in writing.
Understanding
Students understand that:
- Using academic and domain-specific vocabulary words in writing makes their writing more interesting and helps to clearly communicate their message.
Vocabulary
- Academic vocabulary
- Domain-specific vocabulary
- Writing
ELA21.3.LF.C
Comprehension
Comprehension
ELA21.3.18
Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
Unpacked Content
Knowledge
Students know:
- Content knowledge is information learned about a specific subject.
- Content knowledge can be learned by independently reading text.
- Informational text is nonfiction text, and literary text is fictional.
- Active listening skills.
- Writing skills.
Skills
Students are able to:
- Build content knowledge from independently reading informational or literary text.
- Use content knowledge learned from independent reading in content-specific discussions with peers.
- Use content knowledge learned from independent reading in writing.
Understanding
Students understand that:
- Content-specific discussions with peers can demonstrate the content knowledge they learned through independent reading.
- They can produce writings that demonstrate knowledge of content-specific information.
Vocabulary
- Demonstrate
- Content knowledge
- Independent reading
- Informational text
- Literary text
- Content-specific discussions
ELA21.3.19
Determine the explicit or implied main idea and supporting details of a text.
Determine the explicit or implied main idea and supporting details of a text.
Unpacked Content
Knowledge
Students know:
- The main idea is the most important idea presented in the text.
- Sometimes an author will clearly state the main idea, while other times an author will merely suggest the main idea.
- The supporting details explain the main idea or provide more information about the main idea.
Skills
Students are able to:
- Identify the main idea in of a text.
- Determine if the main idea is explicitly stated or implies.
- Identify the supporting details of a text.
Understanding
Students understand that:
- Literary and informational texts have a main idea, or most important message, and supporting details, which provide more information about the main idea.
- An author can choose to state the main idea in the text or provide clues to imply the main idea.
- A text usually just has one main idea, but multiple supporting details.
Vocabulary
- Explicit main idea
- Implied main idea
- Supporting details
ELA21.3.19a
Explain how supporting details contribute to the main idea, using textual evidence.
Explain how supporting details contribute to the main idea, using textual evidence.
Unpacked Content
Knowledge
- The supporting details explain the main idea or provide more information about the main idea.
- Textual evidence is quotations from the text that are used to provide information.
Skills
- Explain how the supporting details provide more information about the main idea, using evidence from the text.
Understanding
- The supporting details help explain the main idea or provide more information about the main idea.
Vocabulary
- Supporting details
- Main idea
- Textual evidence
ELA21.3.19b
Recount or summarize the key ideas from the text.
Recount or summarize the key ideas from the text.
Unpacked Content
Knowledge
- Key ideas are important details within a text.
- Recount means to retell the big ideas of the text.
- Summarize means to briefly state the big ideas of the text.
Skills
- Retell or summarize the most important (key) ideas from a text.
Understanding
- Texts have key ideas, and they can retell or summarize these important ideas to demonstrate comprehension of the text.
Vocabulary
- Recount
- Summarize
- Key ideas
ELA21.3.20
Establish a purpose before reading literary and informational texts to enhance comprehension, including identifying background knowledge and generating questions about the topic or characters.
COS Examples
Examples: reading for pleasure, application, or information; to identify a theme or an author’s purpose
Establish a purpose before reading literary and informational texts to enhance comprehension, including identifying background knowledge and generating questions about the topic or characters.
COS Examples
Examples: reading for pleasure, application, or information; to identify a theme or an author’s purpose
Unpacked Content
Knowledge
Students know:
- There are different purposes for reading.
- Authors write text for different purposes.
Skills
Students are able to:
- Establish a purpose for reading literary and informational text, such as reading for pleasure, application, or information; to identify a theme or an author's purpose.
- Establish a purpose for reading by identifying their current background knowledge and generating questions about the topic or characters in the text.
Understanding
Students understand that:
- There are different purposes for reading, and establishing their purpose before engaging in reading can improve their overall comprehension of literary and informational text.
- To establish a purpose for reading, they can reflect upon their current background knowledge of a topic or generate questions about the topic or characters in the text.
Vocabulary
- Establish
- Purpose
- Literary text
- Informational text
- Comprehension
- Identify
- Background knowledge
- Generating questions
- Topic
- Characters
ELA21.3.LF.C.R
Reading
Reading
ELA21.3.21
Identify and interpret various cohesive devices that link words and sentences to one another within the text.
COS Examples
Examples: pronoun references, conjunctions, word substitution using synonyms
Note: Working with cohesive devices is a scaffold to building comprehension at both sentence and paragraph levels.
Identify and interpret various cohesive devices that link words and sentences to one another within the text.
COS Examples
Examples: pronoun references, conjunctions, word substitution using synonyms
Note: Working with cohesive devices is a scaffold to building comprehension at both sentence and paragraph levels.
Unpacked Content
Knowledge
Students know:
- Words and sentences can be joined together with certain words, phrases, or references.
Skills
Students are able to:
- Identify cohesive devices that link together words and sentences within a text, such as pronoun references, word substitution using synonyms, and conjunctions.
- Interpret cohesive devices to build comprehension at the sentence and paragraph levels.
Understanding
Students understand that:
- Cohesive devices, like pronoun references, word substitution, and conjunctions, can link words and sentences together within the larger body of text.
- To fully comprehend a text, they must understand the meaning of the cohesive devices.
Vocabulary
- Identify
- Interpret
- Cohesive devices
- Link
ELA21.3.22
Describe literary elements within a story, including setting, plot, characters, and themes.
Describe literary elements within a story, including setting, plot, characters, and themes.
Unpacked Content
Knowledge
Students know:
- Literary elements within a story include the setting, plot, characters, and themes.
- Setting is when and where a story takes place.
- Plot is the main events of a story (often referred to as the beginning, middle, and end of a story).
- Characters are any person, animal, or figure that affect the plot.
- Theme is the main, recurring idea in a text.
Skills
Students are able to:
- Identify and describe the literary elements, including setting, plot, characters, and theme, within the text.
Understanding
Students understand that:
- Identifying and describing literary elements within a story will help in comprehending the text.
Vocabulary
- Describe
- Literary elements
- Story
- Setting
- Plot
- Characters
- Themes
ELA21.3.22a
Describe in detail the characters’ behavior, emotions, and traits and explain how their actions influence events in the story.
Describe in detail the characters’ behavior, emotions, and traits and explain how their actions influence events in the story.
Unpacked Content
Knowledge
- A story author provides descriptions of the characters' behavior, emotions, and traits.
- The actions of characters in a story affect the events, or plot, of the story.
Skills
- Provide a detailed description of story characters' behavior, emotions, and traits.
- Explain how story characters' actions affect the events of the story.
Understanding
- Understanding each character's behavior, emotions, and traits will help them better understand a story's plot.
- Characters in a story drive the plot by engaging in different actions.
Vocabulary
- Describe
- Character
- Behaviors
- Emotions
- Traits
- Actions
- Influence
- Events
