MSAD #55
English/Language
Arts
English/Language
Art Skills
Grade
3
11-14-05
A. Students will use the skills and strategies of the reading process to comprehend, interpret, evaluate, and appreciate what they have read. Students will be able to:
1. Determine
the meaning of unknown words by using a dictionary, glossary, or other
reference source.
q
a. Students will be able to choose and
use the appropriate resources:
dictionary, thesaurus.
(Ex.
Use a thesaurus to look up a synonym, not the dictionary.)
2. Adjust
reading speed to suit the purpose and difficulty of the material.
3. Recognize
when a text is primarily intended to persuade.
q
a. Identify a persuasive text.
4. Select
texts for enjoyment
q
a. Selects material for DEAR, RAH,
Read Aloud or Story time, reading groups.
5. Fluently
read a variety of narrative and information texts.
q
a. Fluently reads a variety of
narrative material.
q
b. Fluently reads a variety of
narrative material.
q
c. Develop and apply reading
strategies and skills
B. Students will use reading, listening, and viewing strategies to experience, understand, and appreciate literature and culture. Students will be able to:
1. Demonstrate
awareness of the culture and geography pertinent to the texts they read.
q
a. Identify the setting of books.
q
b. Demonstrate an awareness of culture
in literature.
2. Use
literary pieces to better understand and appreciate the actions of others.
q
a. Identify character actions.
q
b. Compare characters, and their
actions, in different books.
3. Respond
to speakers in a variety of ways (e.g., listening attentively, responding
politely).
q
a. Participate in peer editing and
review.
4. Share
responses to quality literature with peers to create questions and make
comparisons to the reading and to life experiences.
q
a. Participate in book talks.
q
b. Complete appropriate literature
extension activities.
q c. Make connections between a bookÕs events and events in their own life.
5.
Identify
several important characters in quality works.
q
a. Discuss and compare important
characters at book talks, reading groups, story time, or read aloud.
6. Make
and justify conclusions about the motives of characters and the consequences of
their actions.
q
a. Identify a characterÕs motives.
q
b. Discuss how a characterÕs motives
and choices influence the story.
7. Identify
and explain how characters and situations found in various materials are like
people and events in their own lives or in other works.
q
a. Compare and contrast their own life
to that of a major literary characters.
q
b. Compare and contrast characters in
various literary pieces.
8. Understand
how dialogue relates and contributes to a story or text.
q
a. Begin to use dialogue in their
writing.
q
b. Discuss how dialogue relates and
contributes to the story or text.
9. Recognize
basic elements of plot and recount events, ideas, and important details from
materials read, heard, or viewed.
q
a. Retell the story with beginning,
middle, and end.
q
b. Identify key events in the
material.
10.
Apply
effective strategies to the reading and interpretation of fiction (e.g.,
fantasies, fables, myths, mysteries, realistic and historical fiction,
adventures, humorous tales) that is appropriately complex in terms of character,
plot, theme, and dialogue, and appropriately sophisticated in style, point of
view, and use of literary devices.
q
a.
Apply strategies to the reading of a variety of fictional genres.
11. Apply
effective strategies to the reading and use of nonfiction (e.g., reference
sources, articles, histories, biographies, autobiographies, diaries, letters)
using texts with an appropriate complexity of content and sophistication of
style.
q
a.
Apply strategies to the reading of
a variety of nonfiction genres.
12. Demonstrate
understanding of enduring themes of literature (e.g., heroism, friendship,
survival).
q
a. Begin to discuss literature themes
at book talks and teacher read alouds.
C. Students will demonstrate an understanding of how words and images communicate. Students will be able to:
1.
Identify
and evaluate how language use varies according to personal situations and
settings (e.g. school, home, community).
q
a. Participates in discussions about
how culture and environment shape language.
2.
Identify
different social situations and appropriate language for these situations.
q
a.
Discus appropriate language for
different social situations.
3. Identify
the use of nonverbal cues in conversations.
q
a. Discus nonverbal cues.
4. Make
observations about the use of language and graphic symbols encountered in
various real-life situations.
q
a. Identify and discuss various
graphic symbols found in texts and real-life situations.
5. Investigate
the language of other cultures and compare/contrast them to English.
q
a. Compare some everyday
terms/vocabulary from another culture with English.
6. Make
observations about specific uses and idioms of language.
q a. Recognize an idiom and know what it means.
D. Students will apply reading, listening, and viewing strategies to informational texts across all areas of curriculum. Students will be able to:
1. Use
information contained in chapter and section headings, topic sentences, and
summary sentences to construct the main idea.
q
a. Identify section headings, topic
sentences, and summary sentences.
q
b. Identify the main idea
2. Use
of various informational parts of a text (e.g., index, table of contents,
glossary, appendices).
q
a. Explore and identify the
informational parts of a text.
q
b. Practice using table of contents,
glossary, and index.
3. Read
for a variety of purposes (e.g. to answer specific questions, to form an
opinion, to skim for information).
q
a. Identify and discuss various
purposes for reading.
q
b. Read to answer specific questions.
q
c. Skim for information.
4. Summarize
informational texts (e.g. identify the main idea or concept and the supporting
detail).
q
a. Recognize the main idea and
supporting details.
5. Recognize
when a text is primarily intended to instruct or persuade.
q
a. Identify a persuasive text.
q
b. Identify an informational text.
6. Understand
common technical terms used in instructional and informational texts.
q
a. Identify common technical terms in
a text (Scholastic News, Social Studies, and other informational texts.
7. Recognize
when and how new information in a text connects to prior knowledge.
q
a. Recall and brainstorm prior
knowledge to build bridges and connect old to new information.
8.
Seek
appropriate assistance when attempting to comprehend a challenging text.
q
a. Recognize when to ask and refer
to other peers, teacher, and various reference materials when confronted with challenging text.
q
b. Identify available resources.
q
c. Identify when a text is
challenging.
E. Students will demonstrate the ability to use the skills and strategies of the writing process. Students will be able to:
1. Identify
strengths and weaknesses in their own writing and seek effective help.
q
a. Participate in peer and teacher
conferences.
q
b. Set personal writing goals