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ELA21.3.22b

Explain how the characters’ actions and dialogue contribute to the meaning of the story.

Unpacked Content

Knowledge

  • The actions of characters in a story affect the events, or plot, of the story.
  • The dialogue, or spoken words, of characters in a story affect the plot of the story.

Skills

  • Explain how the actions of characters' contribute to the meaning of the story.
  • Explain how the dialogue between two or more characters contributes to the meaning of the story.

Understanding

  • Characters' actions and dialogue contribute to the meaning of a story.
  • Understanding the actions and dialogue of story characters improves overall comprehension of the text.

Vocabulary

  • Explain
  • Characters
  • Actions
  • Dialogue
  • Contribute
  • Meaning

ELA21.3.22c

Identify the central message, theme, or moral in a story, including myths, fables, and folktales, and explain the meaning conveyed in the passage.

Unpacked Content

Knowledge

  • Qualities of myths, fables, and folktales.
  • Many stories have a central message, theme, or moral.
  • A central message or moral is the lesson that is learned through the story or the one big idea of the story.
  • The central message, theme, or moral is conveyed through key details.

Skills

  • Identify the central message, theme, or moral of a story, including myths, fables, and folktales.
  • Explain the meaning of the central message, theme, or moral conveyed in the passage.

Understanding

  • Understanding the meaning of the central message, theme, or moral of a story will improve overall comprehension of the passage.
  • Myths, fables, and folktales are types of narrative stories that often include a moral.

Vocabulary

  • Central message
  • Theme
  • Moral
  • Myths
  • Fables
  • Folktales
  • Conveyed

ELA21.3.22d

Compare and contrast the themes, settings, and plots from two texts.

Unpacked Content

Knowledge

  • Compare means tell how things are alike or similar.
  • Contrast means tell how things are different.
  • Literary elements from different texts, like themes, settings, and plots, can be compared and contrasted.
  • 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).
  • Theme is the main, recurring idea in a text.

Skills

  • Compare and contrast literary elements, such as themes, settings, and plots, of two texts.

Understanding

  • Comparing and contrasting literary elements can improve their comprehension, or understanding, of both texts.

Vocabulary

  • Compare
  • Contrast
  • Theme
  • Setting
  • Plot
  • Stories

ELA21.3.23

Identify and use text features in informational passages to locate information.

COS Examples

Examples: headings, photographs, illustrations, labels, charts, graphs, legends

Unpacked Content

Knowledge

Students know:
  • Informational passages often include text features that can be used to locate information within the text.

Skills

Students are able to:
  • Identify text features in informational passages, such as headings, photographs, illustrations, labels, charts, graphs, legends.
  • Use text features to locate information within an informational passage.

Understanding

Students understand that:
  • Informational passages have predictable features that can be used to locate important information within the text.
  • Text features that are often used in informational text include headings, photographs, illustrations, labels, charts, graphs, and legends.
  • Using text features helps support their overall comprehension.

Vocabulary

  • Text features
  • Locate
  • Informational passage
  • Identify

ELA21.3.23a

Explain how text features support details in the text.

Unpacked Content

Knowledge

  • Text features can provide additional or clarifying information about details in a text.

Skills

  • Identify text features and explain how the text features supports details in a text.

Understanding

  • An author chooses to include text features to provide additional information, clarify information, or enhance ideas with in a text.
  • Using text features supports their comprehension of details in a text.

Vocabulary

  • Explain
  • Text features
  • Supporting details
  • Text

ELA21.3.23b

Explain how illustrations contribute to meaning in a story.

Unpacked Content

Knowledge

  • Illustrations included with a story can contribute to the story's meaning.

Skills

  • Identify an illustration and explain how it contributes to the meaning of the story.

Understanding

  • Authors and illustrators choose to include illustrations to enhance the meaning of the story provided in the text.

Vocabulary

  • Explain
  • Illustrations
  • Contribute
  • Meaning in a story

ELA21.3.23c

Interpret text features used in written and digital formats.

Unpacked Content

Knowledge

  • Text features can be used in printed (written) and digital text.

Skills

  • Interpret text features presented in a digital format.
  • Interpret text features presented in a written format.

Understanding

  • Text features are often included in written (printed) text and digital text.
  • In either format, text features can be used to locate information or enhance overall comprehension.

Vocabulary

  • Interpret
  • Text features
  • Written formats
  • Digital formats

ELA21.3.24

Identify the text structures within literary and informational texts.

Unpacked Content

Knowledge

Students know:
  • Literary and informational texts follow predictable structures.

Skills

Students are able to:
  • Identify the text structure of literary texts.
  • Identify the text structure of informational texts.

Understanding

Students understand that:
  • Identifying the text structure of literary and informational texts will set a purpose for their reading and improve their comprehension.

Vocabulary

  • Identify
  • Text structures
  • Literary text
  • Informational text

ELA21.3.24a

Explain how the structures, including comparison and contrast, sequence of events, problem and solution, and cause and effect, contribute to the meaning of the text, using textual evidence.

Unpacked Content

Knowledge

  • Compare means tell how things are similar, and contrast means tell how things are different.
  • Sequence of events is the chronological order of events within a text.
  • Problem and solution text structure describes a problem and how the problem was solved or could be solved.
  • Cause and effect text structure describes an event (the cause) and the consequence or result of the event (the effect).
  • They have to use quotations from the text to prove their answers.

Skills

  • Explain how text structures contribute to the meaning of the text.
  • Provide textual evidence to support their explanation.

Understanding

  • Texts follow a predictable structure that contributes to the overall meaning of the text.
  • They can demonstrate their comprehension of a text by using textual evidence to support their explanations.

Vocabulary

  • Text structures
  • Comparison and contrast
  • Sequence of events
  • Problem and solution
  • Cause and effect
  • Contribute
  • Textual evidence

ELA21.3.25

Identify statements in informational texts as facts or opinions.

Unpacked Content

Knowledge

Students know:
  • A fact is a statement that can be proven with evidence.
  • An opinion is a personal belief that cannot be proven true in every case.
  • Informational text can present both facts and opinions.

Skills

Students are able to:
  • Identify facts within an informational text.
  • Identify opinions within an informational text.

Understanding

Students understand that:
  • A fact is a thing that is known or proved to be true, and an opinion is a personal view or judgment about something.
  • To fully comprehend a text, they must distinguish between facts and opinions.

    Vocabulary

    • Identify
    • Statements
    • Informational text
    • Facts
    • Opinions

    ELA21.3.25a

    Use prior knowledge and/or details from the text to distinguish fact from opinion.

    Unpacked Content

    Knowledge

    • The difference between facts and opinions.
    • Prior knowledge and/or details from the text can be used to identify facts and opinions.

    Skills

    • Distinguish between facts and opinions using their prior knowledge.
    • Distinguish between facts and opinions using details from the text.

    Understanding

    • They can determine if a statement is a fact or an opinion using their current knowledge or by referencing details in a text.

    Vocabulary

    • Prior knowledge
    • Details
    • Distinguish
    • Fact
    • Opinion

    ELA21.3.25b

    Use information gathered from research to evaluate opinions.

    Unpacked Content

    Knowledge

    • Research happens when you look up information about a topic.
    • Opinions are what someone thinks or feels and cannot be proven true or false, but they can be evaluated based on evidence.

    Skills

    • Identify the opinions within a text.
    • Gather information from research about a particular statement.
    • Use the information gathered from research to determine if the opinion makes sense or contributes to the text.

    Understanding

    • They can evaluate, or make judgments about, opinions by using newly gained information from research.

    Vocabulary

    • Information
    • Research
    • Evaluate
    • Opinions

    ELA21.3.26

    Use text comparisons (text to text, text to self, and text to world) to make meaning.

    Unpacked Content

    Knowledge

    Students know:
    • Comparison is identifying similarities between two things.
    • Text to text comparison means to identify similarities between two texts.
    • Text to self comparison means to identify similarities between a text and a personal experience.
    • Text to world comparison means to identify similarities between a text and a current event or background knowledge.

    Skills

    Students are able to:
    • Compare two texts to make meaning of the information presented in the text.
    • Compare a text to their personal experiences to make meaning of the information presented in the text.
    • Compare a text to a current event or their background knowledge to make meaning of the information presented in the text.

    Understanding

    Students understand that:
    • Their comprehension will be enhanced by making multiple connections between texts, themselves, and the real world.

    Vocabulary

    • Text comparison
    • Text to text
    • Text to self
    • Text to world
    • Meaning

    ELA21.3.26a

    Use prior knowledge to determine similarities between texts they are reading and texts they have previously read.

    Unpacked Content

    Knowledge

    • Prior knowledge is what they already know.
    • Information gathered from texts they have previously read becomes part of their prior knowledge.

    Skills

    • Use prior knowledge to make comparisons between texts.
    • Determine similarities between a text they are currently reading and a text that have read in the past.

    Understanding

    • Their prior knowledge can help make connections between texts.
    • Each text they read increases their background knowledge, and they can make connections to new texts to improve their comprehension.

    Vocabulary

    • Prior knowledge
    • Determine
    • Similarities

    ELA21.3.26b

    Compare different versions of the same story.

    Unpacked Content

    Knowledge

    • Comparison is identifying similarities between two things.

    Skills

    • Identify similarities between different versions of the same story.

    Understanding

    • Different authors can produce different versions of the same story.
    • They can improve their comprehension by making connections between two similar texts.

    Vocabulary

    • Compare
    • Versions

    ELA21.3.27

    Read prose, poetry, and dramas, identifying the literary devices used by the author to convey meaning.

    COS Examples

    Examples: personification, imagery, alliteration, onomatopoeia, symbolism, metaphor, simile

    Unpacked Content

    Knowledge

    Students know:
    • Literary text often includes literary devices, such as personification, imagery, alliteration, onomatopoeia, symbolism, metaphor, and simile.
    • An author uses literary devices to convey meaning within the text.

    Skills

    Students are able to:
    • Identify the literary devices when reading prose, poetry, and dramas.

    Understanding

    Students understand that:
    • Literary devices are a special type of language that an author uses to convey meaning in literary text.
    • Literary devices are language that carries meaning other than the literal meaning of the words or phrases.

    Vocabulary

    • Prose
    • Poetry
    • Dramas
    • Identifying
    • Literary devices
    • Author
    • Convey meaning

    ELA21.3.28

    Identify the narration of a literary text as first person or third person.

    Unpacked Content

    Knowledge

    Students know:
    • Literary text can be narrated from a first person or third person point of view.
    • Pronouns used by the author can indicate the narrator's point of view.

    Skills

    Students are able to:
    • Identify the narration of a literary text as first person or third person.

    Understanding

    Students understand that:
    • In first person narration the narrator is a character in the story and is telling the story from their perspective. The pronouns I, me, we, or us are often used.
    • In third person narration, the narrator is not part of the story and the characters never acknowledge the narrator's presence. The pronouns he, she, it, or they are often used.

    Vocabulary

    • Identify
    • Narration
    • Literary text
    • First person
    • Third person

    ELA21.3.29

    Determine the main idea of a text read aloud or information presented in an audible format.

    Unpacked Content

    Knowledge

    Students know:
    • Active listening skills.
    • Strategies to determine the main ideas of a text.

    Skills

    Students are able to:
    • Demonstrate active listen skills.
    • Determine the main ideas of a text read aloud or information presented in an audible format.

    Understanding

    Students understand that:
    • To comprehend a text that is read aloud or presented in an audible format, they must use active listening skills.
    • Identifying the main idea of a text can contribute to their overall comprehension.

    Vocabulary

    • Determine
    • Main idea
    • Information
    • Audible format

    ELA21.3.30

    Manipulate words and/or phrases to create compound sentences, including coordinating conjunctions for, and, nor, but, or, yet, or so, and complex sentences to help build syntactic awareness and comprehension at the sentence level.

    Unpacked Content

    Knowledge

    Students know:
    • A complete compound sentence includes two subjects and two predicates and expresses two complete thoughts.
    • A complete compound sentence must include a coordinating conjunction to link the two complete thoughts.
    • A complex sentence expresses two thoughts, one complete thought and one incomplete thought, that are joined by a subordinating conjunction or relative pronoun.

    Skills

    Students are able to:
    • Manipulate words and/or phrases to create compound and complex sentences in their writing.
    • Use coordinating conjunctions to combine two simple sentences into a compound sentence in their writing.

    Understanding

    Students understand that:
    • They can improve their reading comprehension and build syntactic awareness by using different types of sentences in their writing.
    • They can join two simple sentences with a coordinating conjunction to form a compound sentence.
    • They can create a complex sentence by using a subordinate conjunction or relative pronoun.
    • Writers vary their sentence structure to engage their readers.

    Vocabulary

    • Manipulate
    • Phrases
    • Compound sentences
    • Coordinating conjunctions
    • Complex sentences
    • Syntactic awareness
    • Comprehension
    • Sentence level

    ELA21.3.31

    Write legibly in cursive with connected, correctly-formed letters and appropriate spacing between words.

    Unpacked Content

    Knowledge

    Students know:
    • Legible writing can be read by others.
    • Cursive writing strokes for all letters.
    • Cursive writing connects the letters within words.
    • Appropriate spacing should occur between words.

    Skills

    Students are able to:
    • Write legibly in cursive.
    • Connect and correctly form cursive letters.
    • Include appropriate spacing between words.

    Understanding

    Students understand that:
    • Cursive writing is a special type of writing that connects letters within words.
    • Appropriate spacing is important so that readers can tell where one cursive word ends and the next begins.

    Vocabulary

    • Legibly
    • Cursive
    • Connected letters
    • Correctly-formed letters
    • Appropriate spacing

    ELA21.3.32

    Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division rules, and spelling rules (or generalizations) to encode words accurately.

    Unpacked Content

    Knowledge

    Students know:
    • Grade-appropriate phoneme-grapheme correspondences.
    • Multisyllabic words are words that are composed of two or more syllables.
    • Syllable division principles.
    • Spelling rules (or generalizations).
    • To encode accurately means to spell a word correctly.

    Skills

    Students are able to:
    • Accurately encode (spell) single syllable and multisyllabic words using their knowledge of phoneme-grapheme correspondences, multisyllabic word construction, syllable division principles, and spelling generalization.
    • Accurately divide words into syllables to spell multisyllabic words correctly.

    Understanding

    Students understand that:
    • To spell (encode), they must accurately represent the letter symbols (graphemes) that correspond to the spoken sounds (phonemes).
    • They can use syllable division principles to break a word apart to make it easier to spell.
    • They can use their knowledge of the six syllable types to accurately encode words.
    • There are spelling rules, or generalizations, in the English language that can help them spell words accurately.

    Vocabulary

    • Knowledge
    • Grade-appropriate phoneme-grapheme correspondences
    • Multisyllabic word construction
    • Syllable division rules
    • Spelling rules
    • Generalizations
    • Encode
    • Accurately

    ELA21.3.32a

    Apply knowledge of multisyllabic word construction and syllable division principles to encode multisyllabic words.

    COS Examples

    Examples: VC/CV, V/CV, VC/V, CV/VC; com-mit-ment, e-vent, ev-er-y, po-et

    Unpacked Content

    Knowledge

    • Multisyllabic words can be constructed by combining syllables.
    • Syllable division principles help divide words into parts with one vowel sound based on predictable patterns.

    Skills

    • Encode multisyllabic words using knowledge of multisyllabic word construction and syllable division principles; for example, VC/CV, com-mit,ment; V/CV, e-vent; VC/V, ev-er-y; CV/VC, po-et.

    Understanding

    • Multisyllabic words are composed of more than one syllable.
    • They can write and spell words that are multisyllabic by dividing the word into syllables and spelling each syllable, then combining the individual syllables to construct complete word.

    Vocabulary

    • Apply
    • Knowledge
    • Multisyllabic word construction
    • Syllable division principles
    • Encode
    • Multisyllabic words

    ELA21.3.32b

    Encode multisyllabic words, using common syllable patterns: open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and odd or schwa syllables.

    Unpacked Content

    Knowledge

    • Accurate encoding of multisyllabic words requires knowledge of common syllable types.
    • Syllable patterns are principles that help divide words into parts with one vowel sound that can be easily spelled.

    Skills

    • Encode words with more than one syllable using their knowledge of common syllable types: open, closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, odd, and schwa.

    Understanding

    • They can encode (spell/write) multisyllabic words by dividing the words into syllables and applying their knowledge of syllable patterns.

    Vocabulary

    • Encode
    • Multisyllabic words
    • Common syllable patterns
    • Open syllable
    • Closed syllable
    • vowel-r syllable
    • Vowel-consonant-e syllable
    • Vowel team syllable
    • Consonant-le syllable
    • Odd syllable
    • Schwa syllable

    ELA21.3.32c

    Encode words with two and three letter blends and previously taught digraphs, trigraphs, combinations, diphthongs, quadrigraph eigh, vowel y, hard and soft c and g, silent letter combinations, and contractions.

    Unpacked Content

    Knowledge

    • Two letter blends are a combination of two consonants in which each represents a phoneme sound.
    • Three letter blends are a combination of three consonants in which each represents a phoneme sound.
    • Digraphs are two letter combination that represents a single phoneme sound in which neither letter represents its usual sound.
    • Trigraphs are three letter combinations that represents a single phoneme sound.
    • Combinations are two letters that frequently appear together and have an associated phoneme.
    • Diphthongs are two vowels that represent a single vowel phonemes that glide in the middle.
    • Quadrigraph eigh is a combination of four letters that represents a single phoneme sound.
    • The letter y can represent three different vowel sounds depending on the number of syllables in the words and its position in a word.
    • The spelling generalizations associated with hard and soft c and g.
    • Silent letter combinations are letter combinations in which one or more letters is silent (does not represent a phoneme), but another letter does represent the phoneme.
    • Contractions are words that are combined, or shortened, and an apostrophe represents the omitted letters.

    Skills

    • Accurately encode words with previously taught letter patterns, such as two letter blends, three letter blends, digraphs, trigraphs, combinations, diphthongs, quadrigraph eigh, vowel y, hard and soft c and g, silent letter combinations, and contractions.

    Understanding

    • Knowing the sound-symbol correspondences of common letter patterns will help them encode (spell/write) words accurately.

    Vocabulary

    • Encode
    • Two letter blends
    • Three letter blends
    • Digraphs
    • Trigraphs
    • Combinations
    • Diphthongs
    • Quadrigraph eigh
    • Hard and soft c
    • Hard and soft g
    • Silent letter combinations
    • Contractions

    ELA21.3.32d

    Encode words with less common prefixes, suffixes, and common Latin roots.

    COS Examples

    Examples: prefixes: fore-, pro-, intra-, inter-, trans-, non-, over-, sub-, super-, semi-, anti-, mid-, ex-, post-

    suffixes: -y, -ly, -ful, -ment, -hood, -less, -ness, -er, -or, -en;

    Latin roots: port, form, ject, spect, dict, tend, fer

    Unpacked Content

    Knowledge

    • Prefixes are word parts that can be added to the beginning of a word to change the meaning of the word.
    • Suffixes are word parts that can be added at the end of the word to change the meaning of the word.
    • The root word is the base word in which a prefix or suffix can be added, and many English words contain Latin root words.

    Skills

    • Encode words with less common prefixes, such as fore-, pro-, intra-, inter-, trans-, non-, over-, sub-, super-, semi-, anti-, mid-, ex-, post-.
    • Encode words with less common suffixes, such as -y, -ly, -ful, -ment, -hood, -less, -ness, -er, -or, -en.
    • Encode words with common Latin roots, such as port, form, ject, spect, dict, tend, fer.

    Understanding

    • Their knowledge of the different word parts (prefixes, suffixes, and roots) can help them read and spell most multisyllabic words if they divide them apart into smaller units.
    • Knowing less common prefixes and suffixes and common Latin roots strengthens their spelling skills.

    Vocabulary

    • Encode
    • Prefixes
    • Suffixes
    • Common Latin roots

    ELA21.3.32e

    Encode frequently confused homophones accurately, using context to determine correct spelling.

    COS Examples

    Examples: hear/here; night/knight; tacks/tax

    Unpacked Content

    Knowledge

    • Homophones have the same pronunciation, but different meanings, origins, and/or spellings.
    • Context clues must be used to determine the correct spelling of a homophone.

    Skills

    • Accurately encode homophones using context clues to determine the correct spelling; for example, hear/here, night/knight, tacks/tax.

    Understanding

    • Homophones are words that can be confused so it is important to pay attention to the word's meaning in context (whether in written text or oral conversation) to determine the correct spelling of the homophone.

    Vocabulary

    • Encode
    • Frequently confused homophones
    • Context

    ELA21.3.33

    Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

    Unpacked Content

    Knowledge

    Students know:
    • A narrative is a piece of writing that tells a story.
    • A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made up story.
    • A narrative story describes a sequence of events in a logical order (beginning, middle, end) and provides a sense of closure as an ending.
    • A narrative story describes the actions, thoughts, and feelings of the characters.
    • Narrative transitions indicate when and where the story is occurring.

    Skills

    Students are able to:
    • Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story.
    • Write a narrative with a logical sequence of events and details that describe how the characters feels, acts, and thinks.
    • Use appropriate transitions in narrative writing.
    • Write a narrative that ends with a sense of closure.

    Understanding

    Students understand that:
    • Narrative writing includes predictable elements, like a logical sequence of events and an ending that provides the reader with a sense of closure.
    • Because narrative writing describes a chronological sequence of events, it includes transitions that indicate the time and place in which the story is occurring.
    • Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.

    Vocabulary

    • Personal narrative
    • Fictional narrative
    • Logical plot
    • Sequence of events
    • Characters
    • Transitions
    • Closure

    ELA21.3.34

    Write informative or explanatory texts about a topic using sources, including an introduction, facts, relevant details with elaboration, and a conclusion.

    Unpacked Content

    Knowledge

    Students know:
    • Informative or explanatory text is a piece of writing that provides factual information that was gathered from research sources.
    • Informative or explanatory text begins by introducing the topic, provides facts and relevant details, and ends with a conclusion.
    • Elaboration means to supply additional information about a detail by using academic, content-specific vocabulary or by including text features.

    Skills

    Students are able to:
    • Gather information from sources.
    • Write an informative or explanatory text using information gathered from sources.
    • Write an informative or explanatory text that begins with introducing the topic, provides facts and details about the topic, and ends with a conclusion.
    • Elaborate on details included in the text.

    Understanding

    Students understand that:
    • Informative or explanatory writing follows a predictable text structure that includes introducing the topic, providing facts or additional details about the topic, and ends with a conclusion.
    • They must gather their facts about the topic from a research source.
    • Informative or explanatory writing can be used to tell facts about a topic.
    • Writers elaborate details included in the text by using academic, content-specific vocabulary and text features.

    Vocabulary

    • Informative text
    • Explanatory text
    • Sources
    • Topic
    • Introduction
    • Facts
    • Relevant details
    • Elaboration
    • Conclusion

    ELA21.3.35

    Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.

    Unpacked Content

    Knowledge

    Students know:
    • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
    • Argumentative writing includes an introduction, logical reasoning supported by evidence, and a concluding statement.
    • Evidence to support the argument must be collected from various sources.

    Skills

    Students are able to:
    • Write an argument to convince a reader to take action or adopt a position.
    • Include an introduction, logical reasoning supported by evidence, and a conclusion in argumentative writing.
    • Gather evidence from various sources to support a claim.

    Understanding

    Students understand that:
    • To persuade a reader to take action or adopt an opinion, they must present logical reasoning supported by evidence from various sources.

    Vocabulary

    • Argument
    • Take an action
    • Adopt a position
    • Introduction
    • Logical reasoning
    • Evidence
    • Sources
    • Conclusion

    ELA21.3.36

    Demonstrate knowledge of the rules of standard English grammar including punctuation, capitalization, sentence formation, and spelling appropriate for third grade.

    Unpacked Content

    Knowledge

    Students know:
    • Standard English grammar and spelling conventions.
    • Punctuation marks and their appropriate usage.
    • Capitalization rules for standard English.
    • Complete sentences have a subject and predicate and end with an ending punctuation mark.

    Skills

    Students are able to:
    • Demonstrate knowledge of the rules of standard English grammar.
    • Use appropriate punctuation.
    • Use correct capitalization.
    • Form sentences correctly.
    • Spell third grade level words correctly.

    Understanding

    Students understand that:
    • There are rules to forming grammatically correct sentences in standard English.
    • When writing, they must use punctuation correctly, capitalize appropriate words, form complete sentences with subject-verb agreement, and spell the words that are appropriate for third graders.

    Vocabulary

    • Demonstrate
    • Knowledge
    • Rules of standard English grammar
    • Punctuation
    • Capitalization
    • Sentence formation
    • Spelling

    ELA21.3.36a

    Use articles a, an, and the correctly.

    Unpacked Content

    Knowledge

    • The articles a, an, and the come before a noun to show if it's specific or general.
    • The is used to refer to specific or particular nouns.
    • A and an are used to refer to a non-specific, general noun.
    • A is generally used before nouns that start with a consonant sound.
    • An is generally used before nouns that start with a vowel sound.

    Skills

    • Correctly use the articles a, an, and the in writing.

    Understanding

    • Articles are a part of speech that can come before a noun to indicate if the noun is specific (Bring me the book) or general (Bring me a book.)
    • A is usually used before nouns that start with a consonant sound, while an is usually used before words that start with a vowel sound.

    Vocabulary

    • Articles
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