2015 kent school district 415 instructional planning for ela draft 6/18/2014 2015 common core state...

KSD Instructional Planning for ELA Draft 6/18/2014

Common Core State Standards English Language Arts

Instructional Planning for Grade 3

Year At A Glance, Pacing Guides, Instructional Resources & Suggestions

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2014-2015

Kent School District 415

2014-15 Common Core State Standards for English Language Arts Planning Guides

Grade 3 KSD Instructional Planning for ELA Draft 6/18/2014

Table of Contents

Balanced Literacy Model

Year At A Glance

ELA Pacing Guides:

Reading, Writing, Speaking/Listening, Language Quarter 1




Differentiated Formative Assessment Options

Instructional Resources

Unpacked Standards & Question Stems SBAC Stems

Graphic Organizers

https://stafflink.kent.k12.wa.us/ILSTPub/CC%20ELA%20Elementary%20%20Instructional%20Planning/Gr3%20SBAC%20Stems-Reading.pdf

Kent School District Grades 3-6 Balanced Literacy Instructional Model

Grades 3-6 Balanced Literacy Instructional Block p. 1 KSD Instructional Planning for ELA Draft 6/18/2014

Return to Table of Contents

Content Standards

To Learners With Learners By Learners

I DO WE DO WE DO YOU DO

Demonstration Shared Demonstration Guided Practice Independent Practice

Re

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Key Ideas & Details

Craft & Structure

Integration of Knowledge & Ideas

Range of Reading & Level

of Text Complexity

Teacher: Provides direct instruction by defining, explaining concepts

or processes. Elaborates on key concepts with examples from text. Uses think aloud to model processes and metacognitive

thinking strategies. Reads aloud to model expressive and fluent reading. Models oral and written responses to questions about the

text. Student:

Actively engages in listening, thinking and responding.

Teacher: Facilitates whole group close reading, skill practice or

discussion, creating living documents of model thinking, including graphic organizers as appropriate.

Prompts students to respond to text-dependent questions or reading tasks in whole and small groups.

Prompts students’ written reflection in response to text in small groups.

Provides sentence frames or cues for students to use in responding in oral exchanges and/or in writing.

Leads choral and repeated reading strategies for fluency practice

Monitors progress and provides clear feedback related to success criteria, typically to the full group.

Student:

Reads selected portions of text chorally or in pairs. Collaboratively engages, responding orally or through

writing in whole, small, and paired groups. Makes annotations in the text using note-taking strategies

to support thinking about the text. Reflects on the success criteria with peers in whole group.

Han

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espo

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ty

Teacher: Facilitates students’ application of close reading strategies. Prompts students to respond to questions or reading tasks,

orally or in writing. Prompts students to reflect in writing in response to text. Uses observational/formative assessment data to plan and

implement small group instruction. (Guided reading) Scaffolds instruction to help students meet learning target

and or goals, includes pre-teaching vocabulary, pre-reading, re-teaching, revisiting the text.

Monitors progress and provides clear feedback to groups and individuals related to success criteria.

Student:

Reads selected portions of the text chorally or with guidance. Responds to cues and prompts about the text orally or in

writing, using sentence frames as needed for scaffolding. Refers to specific portions of the text to support thinking. Uses graphic organizers or annotations to organize thinking

about the text. Reflects on progress toward success criteria in small groups

and pairs.

Teacher: Creates structures, provides prompts for accountable

independent reading directly related to particular learning targets and goals.

Confers with students about their progress toward meeting the learning targets and goals.

Student: Independently practices reading strategies and skills related

to the learning targets and goals. Produces evidence through writing or speaking to

demonstrate understanding of the learning targets and goals.

Researches topics. Reads multiple texts on a common theme or message. Shares thinking about text with peers and or teacher using

discussion protocols. Reflects on individual progress toward success criteria.

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Text Types & Purposes

Production & Distribution of Writing

Research to Build & Present Knowledge

Range of Writing

Teachers: Explains and gives examples of writing forms, their

purposes, and their component parts. Explains and provides examples of topic-audience-purpose

considerations in the writing process. Models the writing process by creating an exemplar. Models short and extended research strategies, including

assessment of valid resources and the use of reference resources.

Uses think aloud to show the metacognitive thinking processes involved in the writing process, including the planning and revision stages.

Demonstrates the written use of grade level appropriate grammar, spelling, and vocabulary, and the use of technology in the writing process.

Student:

• Actively engages by listening, thinking and responding.

Teachers: Facilitates whole group written response to text. Facilitates whole and small group development of shared

writing or research, focusing on particular components, techniques, processes, or resources.

Provides sentence frames, cues, or graphic organizers for students to use for particular writing forms/purposes.

Engages students in analyzing exemplars and writing samples to understand success criteria.

Engages students in word work group activities. Monitors progress and provides clear feedback related to

success criteria, typically to the full group. Student:

Collaboratively contributes based on teacher prompts. Uses collaborative ideas to develop written responses. Reflects on the success criteria with peers in whole group.

Teachers: Prompts student small group and paired writing and research

in short and extended formats, for particular purposes. Scaffolds instruction with sentence frames, graphic

organizers, and exemplar texts to help students meet learning targets and goals.

Engages students in reflection on their own writing/research related to success criteria.

Confers with small groups and pairs to refine writing. Uses observational/formative assessment data to plan small

group instruction in grammar, punctuation or writing. Student:

Completes writing and research tasks. Uses sentence frames or cues to begin written response. Discusses with peers response to teacher prompts and

development of writing forms and techniques. Uses graphic organizers or annotations to plan writing. Participates in peer-editing to apply grade-level grammar,

spelling and vocabulary. Engages in revision conferences with peers during which

feedback about content and ideas is shared.

Teachers: Creates structures, provides prompts and assignments for

independent practice of grade-level writing forms, writing/research processes.

Confers with students about their progress toward meeting the learning targets and goals.

Student:

Writes for a specific purpose, with clear goals and a specific audience.

Understands and uses the recursive writing process. Applies and reflects on success criteria, including:

o Hooking the reader with a strong lead. o Maintaining a central idea or focus throughout the

piece. o Bringing the piece to closure at the ending

Uses editing process to correct grade level spelling, grammar, and punctuation.

Uses reference resources to check spelling and grammar. Publishes and presents writing to a specific audience.

INDEPENDENCE DEPENDENCE




Monday Tuesday Wednesday Thursday Friday

Word Work: Vocabulary

20 min

Word Work: Phonics 15 min


15 min

Word Work: Phonics 20 min


15 min

Interactive Read Aloud

20 min

Close Reading 40 min

Close Reading 45 min

Interactive Read Aloud

20 min Shared/Close

Reading 30 min

Accountable Independent Reading 20 min Guided

Reading 15 min

Accountable Independent Reading 20 min Guided

Reading 15 min

Writer’s Workshop 45 min


Accountable Independent Reading 35 min

Guided Reading

30 min



90 90 90 90 90



Content Standard

Level of Support

Description Time

Recommendations

Reading

“I DO” teacher demonstration

Interactive Read Aloud includes purposefully selected texts that clearly support learning objectives to provide access to increasingly

complex text.

2-3 times/wk (40-60 min/wk)

Teacher Student

Read aloud text above students’ independent reading level.

Model fluent and expressive reading

“Think Aloud” to model comprehension strategies (I do).

Pose planned questions that provide student time for strategy practice (We do).

Actively engage through listening, thinking, responding.

Engage in accountable talk or discussion related to text. (Think-Pair-Share, small group discussion)

Recommended Links:

Research Support for Interactive Read Aloud

Classroom Videos: Grades 3-5 Close Reading/Accountable Talk 3rd Grade Interactive Read Aloud 5th Grade Building Background Knowledge

Standards: RI/RL1-10, depending on reading strategy focus SL 1-3

Reading

“WE DO” Shared Teacher -Student Demonstration “WE DO” Guided Student Practice

Close Reading emphasizes engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically,

encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. (PARCC, 2011, p. 7)


Teacher Student

Model fluent and expressive reading.

Select portions of text that students may read independently.

Guide close reading process, including repeated readings of a text that focus on increasingly more complex thinking about the text.

Provides questions that lead students to thinking about text on multiple levels.

Revisit specific vocabulary and its impact on the meaning of the text.

Read selected portions of text chorally or independently.

Actively engage (reading, listening, thinking, responding orally or through writing)

Engage in accountable talk or discussion related to text (Think-Pair-Share, small group discussion).

Use evidence from the text to support their argument.

Make annotations in the text using note-taking strategies such as: post-its, organizers, highlighters, margin notations, etc.

Recommended Links: Close Reading: Introduction pp.27-33 Grade 3-5 Close Reading Resources Planning & Questions

Classroom Videos: 3-5 Text-based Debate 4th Grade Close Reading: Informational Text 5th Grade Close Reading: Literary 5th Grade Close Reading: Informational Text

Standards: RI/RL1-9, depending on reading strategy focus SL 1-3


Return to Balanced Literacy Model

BACK

http://www.fisherandfrey.com/wp-content/uploads/2010/01/rt-read-alouds.pdf

http://vimeo.com/album/2192388/video/56069187


https://www.teachingchannel.org/videos/gallery-walk

https://www.teachingchannel.org/videos/teaching-slavery

http://www.engageny.org/sites/default/files/resource/attachments/3m1.1.pdf

http://fpsclosereading.wikispaces.com/Short+Text+Resources


http://www.youtube.com/watch?v=a25v3jrvtf8

http://www.engageny.org/resource/common-core-instruction-making-a-claim-using-two-texts-with-similar-themes

http://www.engageny.org/resource/close-reading-strategies-with-informational-text-by-expeditionary-learning



Content Standard

Level of Support

Description Time

Recommendations

Reading

“YOU DO” independent student practice

Accountable Independent Reading provides time for students to silently read self-selected texts. Teacher provides guidance in

text selection in order to insure that the text promotes practice with the target reading strategy focus and appropriate level. This should occur simultaneously with guided reading.


Teacher Student

Promote a positive attitude toward reading

Check and track students’ self-selected texts

Independently practice of reading strategy modeled during interactive read aloud or close reading (You do)

Produce evidence demonstrating reading strategy practice by using reading logs, reader response (You do)

Recommended Links: Accountable Independent Reading Role in CCSS Ideas for Accountable Independent Reading pp.13-17

Standards: RI/RL 1-10, depending on reading strategy focus W 1,2,4,9



http://www.engageny.org/english-language-arts

http://www.engageny.org/sites/default/files/resource/attachments/independentreading3-5.pdf



Content Standard

Level of Support

Description Time

Recommendations

Language, Reading

(Vocabulary)


Word Work: Vocabulary instruction includes intentionally selected Academic vocabulary words or tier 2 words (based on Beck &

McKeown, 1985). Introduce the tier 2 word, present a student-friendly explanation, illustrate the word with examples/non-examples, and periodically, revisit vocabulary.

Teacher Student

Select Academic Vocabulary from text

Using explicit instruction, introduce the vocabulary by: o providing student friendly definitions o demonstrating the word in context

providing pictures, illustrations, and realia for the word o exploring related words, such as synonyms and

antonyms

Explain the meaning of similes, metaphors, and idioms that relate to the text

Revisit vocabulary words in whole group and small groups throughout the year by: o incorporating the vocabulary into classroom

vocabulary. (oral/written) o revisiting vocabulary when it appears in different

context to help students make connection

Discuss examples and non-examples of the word

Keep a record of the words using an organizer such as the Frayer Model, Venn diagram, Box and T chart, Cloud Cluster, etc. o Draw a sketch illustrating the meaning of the word o Use the word meaningfully in sentences

(oral/written) o Create concept maps that link new vocabulary to

known vocabulary


“WE DO” Guided Student Practice

Word Work: Vocabulary guided practice includes opportunities for students to discuss the terms with one another, activities that

help students add to their knowledge of vocabulary terms, and opportunities to play with the terms.

Teacher Student

Revisit vocabulary words in whole group and small groups throughout the year by: o incorporating the vocabulary into classroom vocabulary.

(oral/written) o revisiting vocabulary when it appears in different context

to help students make connections

Discuss examples and non-examples of the word

Keep a record of the words using an organizer such as the Frayer Model, Venn diagram, Box and T chart, Cloud Cluster, etc. o Draw a sketch illustrating the meaning of the word o Use the word meaningfully in sentences (oral/written) o Create concept maps that link new vocabulary to known

vocabulary

Recommend Links: Discussion about Academic Vocabulary in CCSS

Classroom Videos: 6th Grade Explicit Vocabulary Instruction Anita Archer

Standards: RI/L 4 L 4-6



http://explicitinstruction.org/?page_id=317



Content Standard

Level of Support

Description Time

Recommendations

Language, Reading &

Reading Foundations (Vocabulary,

Phonics, & Spelling)


Word Work: Explicit Phonics & Spelling Instruction includes explicit and guided instruction in whole or small groups

that target essential phonics and morphological skills to support students in developing independence in both reading foundational and language skills.

Teacher Student

Use explicit instruction to model the use of syllabication patterns and morphology (e.g., patterns, roots and affixes) to read and spell unfamiliar words (I do)

Plan guided practice for students to apply the concept

Actively engage by reading, listening, thinking, & responding

Practice applying the concept (We do)

Apply the concept independently while reading and writing (You do)

Recommended Links: Reading Foundations: Phonics Progressions Standards: RF 3, 4

2 times/wk (30-40 min/wk)


Language


Grammar instruction includes explicit and guided instruction in whole or small groups that target essential grammar and

convention skills to support student in developing writing proficiency.

Teacher Student

Use explicit instruction to model the use of grammar and conventions (e.g., grammar: nouns, adjectives, verb tenses; conventions: commas, quotation marks, etc.) to write fluently (I do)

Plan guided practice for students to apply the concept

Actively engage by listening, thinking, & responding

Practice applying the concept (We do)

Apply the concept independently while writing (You do)


Recommended Links: Language Progressions (pp 49-52)

Standards: L 1-2



http://vernonpublicschools.org/files/Curriculum-Guides-ELAC-Progressions/2-g-i%20Learning%20Progression%20for%20Reading%20Foundations.pdf

http://vernonpublicschools.org/files/Curriculum-Guides-ELAC-Progressions/2-g-i%20Learning%20Progression%20for%20Reading%20Foundations.pdf

http://turnonyourbrain.files.wordpress.com/2011/08/progression-charts.pdf



Content Standard

Level of Support Description Time

Recommendations

Writing Language

“I DO” Teacher demonstration

Modeled Writing provides explicit demonstrations and teaching by a proficient writer, and shows the:

• process of writing; • revision and crafting that can make writing better; • conventions that improve the writing for the reader; • preparation of a piece of writing for publication; • different kinds of writing for different purposes and audiences; • metacognitive process of reflecting on what was done well and how it was done.

Teacher Student

Plan questions and prompts related to target comprehension standards

Provides a protocol in which students discuss their responses to the questions and cite evidence from the text

Explicitly model the criteria for an effective response by exploring exemplar responses

Provide time for students to write responses independently or in guided groups depending on instructional need

Actively engage by reading, listening, thinking, responding

Discuss their responses using text based evidence

Use success criteria (specific to the type of prompt) to craft a response

Reflect on the success criteria as they revise response

Use knowledge of spelling, grammar, and punctuation to edit the response


Recommended Links: Modeled Writing (pp. 30-33)

Classroom Videos: 3rd Grade Shared Writing video 4th Grade Modeled & Shared Writing video 5th Grade Use of Sentence Frames video

Standards: W1-5,8-10 L 1-3 SL 1-3



http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_6_Writing.pdf

http://vimeo.com/65871182


https://www.teachingchannel.org/videos/jumpstart-student-writing




Content Standard


Recommendations

Writing & Language


Guided Writing enables the teacher to work with small, temporary groups of writers and provide explicit instruction based on

the students’ needs at a particular point in time. During the small group writing sessions the teacher:

discusses the key learning from the mini-lesson on writing;

guides, supports, and gives feedback to students in the group;

suggests and explains possibilities;

teaches the writer’s craft, strategies, and skills;

makes ongoing observations and assesses students’ progress.

Teacher Student

Select writing or grammatical instruction to support students’ needs

Guide students to become proficient writers by: o Modeling in small group the grammar or writing

concept o Providing scaffolded practice

Actively engage by reading, listening, thinking, & responding

Engage in accountable talk or discussion related to content (Think-Pair-Share, small group discussion)

Use evidence to support their oral and written responses

Apply new concept to independent writing.


Recommended Links: Guided Writing pp.34-35

Classroom Videos: 5th Grade Shared Reading Brainstorming

Standards: W1-5,8-10 L 1-3 SL 1-3

Writing, Speaking & Listening, &

Language


Sentence Frames or Sentence Stems provide students with the language tools (vocabulary and syntax) necessary to

discuss the topic using complete sentences. Sentence frames provide a scaffold for students to use and internalize academic language in useful context. Group and partner activities provide an opportunity for dialogue about the text.

Daily

Teacher Student

Plans sentence frames that provide support for students as they respond to questions about the text.

Models the use of the sentence frame.

Uses sentence frames as they speak and or write in response to the text.

Uses complete sentences with academic language in both speaking and writing to respond to text dependent questions.

Recommended Links: Research Support for Sentence Frames

Classroom Videos: 5th Grade Reading/Writing Lesson with Sentence Frames

Standards: W 1-4 SL 1-3

BACK




https://www.teachingchannel.org/videos/analyzing-text-brainstorming

http://kms.sdcoe.net/getvocal/77.html




Content Standard


Recommendations

Writing Language

“YOU DO” independent student practice

Independent Writing provides students time to do the writing themselves, drawing on the knowledge and skills learned

during the modeled, shared, and guided lessons, as well as from feedback received from the teacher. Independent Writing Process includes:

1. Brainstorming 2. Planning the draft 3. Revising to change the content and quality 4. Editing to improve grammar 5. Publishing the piece to share it with intended audience

Collaborative writing experience where the teacher and students negotiate what they want to write and they share the pen to construct the message.


Teacher Student

Model stages of the writing process in whole or small group, using the gradual release model

Use exemplar texts to demonstrate the criteria for a successful piece of writing

Provide genre-specific success criteria that will support students in their writing.

Provide students with feedback related to the success criteria

Write for a specific purpose, with clear goals, and specific audience

Think through a topic, focus, organization, and audience

Choose helpful tools (webs, t-charts, sketches, etc.)

Understand that a writer rereads and revises while drafting (recursive process)

Bring the piece to closure with an ending or final statement

Arouse reader interest with a strong lead

Create paragraphs that group related ideas

Maintain central idea or focus across paragraphs

Add and delete information to make the piece clearer or more interesting

Edit for spelling, punctuation, paragraphing, spacing, grammar, etc.

Use dictionary, thesaurus, spell check, grammar check as appropriate

Recommended Link: Guidelines for Independent Writing (pp. 35-36)

Classroom Videos: Grades 3-5 Peer Revision

Standards: W 4-7, 10 L 1-3 SL 1-3

*minimum time for ELA 90 minutes, preferred 120 minutes (+ 30 minutes intervention)





Week at a Glance: Sample 5th Grade ELA Lesson Plan



Word Work: Phonics, Spelling, and/or Vocabulary

Learning Target: Know/Use identified T2 words accurately

Vocabulary: Students create a cluster map with words associated with fire. Teach/add: embers, flammable, ignite, extinguishers, inferno

Word Work: Suffixes: Sitton Spelling pp. 38 Prefix is letter(s) added to beginning of word; Suffix is letter(s) added to end of word; both change meaning, i.e., Flame/flames/flamed/ flaming Ignite/ignites/ignited/ igniting

Vocabulary: Add words to cluster map

Teach for story: muck, generate, spewing, claustrophobia, consume

Vocabulary: Frayer Model Organizer Teach: launched, abandoned, consuming, ignite

Word Work: Prefixes vs Suffixes Sitton Spelling pp. 38 Practice adding prefixes/suffixes to root words—Post-Teaching Poster 2 pp.368 Students explain why adding suffix is more complex that adding prefix.

L 5.4 20 min

RF 5.3 15 min

L 5.4 15 min

L 5.4 20 min

RF 5.3 15 min

Interactive Read Aloud/ Shared Reading

Learning Target: Identify main idea and summarize using evidence both orally and in writing

Essential question for the week: How did the elements of fire interact in each event?

Interactive Read Aloud: Read aloud from Fire! by Masoff “Know the Enemy” pp. 8-9 Emphasize what a fire needs to live by creating the fire triangle Discuss essential question: How did the elements of fire interact in each event?

Shared Reading: Close reading of The Burning Town from Storyworks pp. 4-7 Read/reread for 1. ID areas of confusion/What is the text

mostly about so far? 2. Why do you think the author started

with the story of Todd Domboski? 3. Discuss the chronological text

structure.

Shared Reading: Close reading of The Burning Town, begin w/ “Heated Debate” pp. 7-9 Read/reread for 1. ID areas of confusion/What is this

part of the text about?

2. How do the text features enhance the

story?

3. What is the message the author is

trying to convey? What is the tone?

Interactive Read Aloud: Read aloud from Wildfires, p. 10-16. Summarize Yellowstone Fire. Discuss essential question: How did the elements of fire interact in each event?

Shared Reading: Close reading from “I’ve Got Fire!” by Gary Paulsen excerpt from Hatchet. Practice fluency. Read/reread for 1. What did you learn about Brian in the passage? What evidence do you have? 2. How would the story be different if another character was telling the story?

RI 5.1, 5.2, SL 5.1-2 20 min

RI 5.2, 5.5, 5.8, SL 5.1-2 35 min

RI 5.2, 5.5, 5.8, SL 5.1-2 30 min

RI 5.1, 5.2, SL 5.1 20 min

RL 5.1, 5.2, 5.6, SL 5.1-2 20 min



Week at a Glance: Sample 5th Grade ELA Lesson Plan





Reader’s Response/ Formative Assessment

Students will create a list of information about their natural disaster related to their key headings/questions.

1. Create a timeline of the Centralia Fire.

2. Answer Essential Question using text evidence.

Answer Essential Question using text evidence.

W 5.8 15 min

W 5.8 15 min

W 5.8 10 min

Guided Reading

Read lower lexile (630) story: The Burning Town from online StoryWorks 1st part

Read lower lexile (630) story: The Burning Town from online StoryWorks 2nd part

Work through WildFires, WB pp. 28, summarize and annotate 3 reasons fires can be helpful.

RI 5.1, 5.2 15 min

RI 5.1, 5.2 30 min

RI 5.1, 5.2 15 min

Accountable Independent Reading

Reproduce passages from Fire! for students to choose for independent reading. Share out main idea/ interesting fact.

Free choice independent reading from NF library/ classroom books on a natural disaster

WildFires, WB, pp. 28 Read for fluency, annotate 3 reasons fires can be helpful.

RI 5.1,5.2, RF 5.4 20 min

RI 5.1,5.2, RF 5.4 35 min

RF 5.4, RI 5.1,5.2, RF 5.4 20 min

Writer’s Workshop Learning Target: Plan, draft, and revise informative summaries with appropriate headings to examine a topic and convey ideas.

Writer’s Workshop: Informative Text: Study the headings used in the Fire! excerpt. Students will decide on a natural disaster to research and identify 4 key headings/ questions.

Writer’s Workshop: Informative Text: Model how to write a summary paragraph, Write Source, pp.333. Partners will write summary paragraphs for their identified headings/questions.

Writer’s Workshop: Informative Text: Examine the text structure of Burning Town. Students will continue to write their summary paragraphs.

Writer’s Workshop: Informative Text: Model revision, Students will continue to write summary paragraphs or begin revision.

W 5.2 30 min

W 5.2, 5.5, 5.7, 5.10 30 min

W 5.2, 5.5, 5.7, 5.10 30 min

W 5.2, 5.5, 5.7, 5.10 45 min


Planning Resources Year At A Glance, Pacing Guides


2014-15 English Language Arts Year At A Glance: Grade 3



First Quarter August 28-October 31, 2014

Second Quarter November 3, 2014- January 23, 2015

Third Quarter January 27- April 14, 2015

Fourth Quarter April 15- June 17, 2015

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Key Details (Claim 1: Targets 1/8)

Use of text evidence to show understanding RL3.1. RI3.1

Use information gained to tell, where, when, why, how. RI 3.7

Central Ideas (Claim 1: Targets 2/9)

Find main idea RL3.2, RI3.2

Summarize RL3.2 Vocabulary (Claim1: Targets 3/10)

Know meaning of words/phrases. RL 3.4, RI 3.4 Range of Reading

Read/comprehend at grades 2-3 band. RL 3.10, RI 3.10

Reasoning & Evidence (Claim1:Targets 4/11)

Know story elements. RL 3.3, RI 3.3 State point of view. RL 3.6, RI 3.6

Use information gained to tell where, when, why, how. RI 3.7

Know text structure—time, sequence, cause/effect. RI 3.8

Compare/contrast. RI 3.9 Range of Reading


Analysis Within/Across Texts (Claim 1: Target 5/12)

Know story elements RL3.3

Link events, ideas or steps. RI 3.3

Compare/contrast story elements. RL 3.9 Language Use (Claim 1: Targets 7/14)

Know meaning of words/phrases RL3.4, RI 3.4 Range of Reading



Refer to story, drama, and poetry structure. RL 3.5

Use of text features/search tools to locate info. RI 3.5

Range of Reading


Foundations

Know the meaning of most prefixes/ suffixes RF3.3a

Read grade level with purpose/ understanding RF3.4a

Foundations

Decode multisyllabic words RF3.3c

Use context to confirm/self-correct word recognition and understandings RF3.4c

Foundations

Read grade-level text, prose/poetry with accuracy, appropriate rate and expression RF3.4b

Foundations

Decode words with common Latin suffixes RF3.3b

Read grade level irregularly spelled words RF3.3d

Spe

akin

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List

en

ing

Comprehension and Collaboration

Participate in collaborative, on-going discussions w/peers. SL 3.1a-b

Presentation of Knowledge and Ideas

Report with appropriate facts, and details SL3.4



Ask related questions, stay on topic, and link comments SL3.1c

Explain own thinking related to discussion SL3.1d

Determine main idea from read aloud or other formats. SL 3.2


Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL 3.3


Create audio recording of stories/poems that demonstrate fluency. SL 3.5


Speak in complete sentences, during presentations. SL 3.6

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Compose Narrative Texts: (Claim 2: Target 1/2)

Develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. W 3.3

Production/Distribution: (Claim 2: Target 9)

With guidance/support, develop and strengthen writing as needed by planning, revising, and editing. W 3.5

Compose Informative/Expository Texts: (Claim 2: Target 3/4)

Write informative/explanatory texts to examine a topic & convey ideas/information clearly. W 3.2


With guidance/support, use technology to produce/publish writing, including in collaboration with peers. W 3.6

Compose Opinion Texts: (Claim 2: Target 6/7)

Write opinion pieces on topics or texts, supporting a point of view with reasons. W 3.1

Research to Build & Present Knowledge(Claim 4: Target 1)

Conduct short research projects that build knowledge about a topic. W 3.7

Recall info from experiences or gather information from print/digital sources; take brief notes on sources & sort evidence into provided categories.W.3.8

Type of Writing (Informative/Expository or Opinion)

Write informative/explanatory texts to examine a topic & convey ideas/information clearly. W 3.1, W 3.2

Research to Build & Present Knowledge(Claim4: Target 1)

Lan

guag

e

Conventions of Standard English

Understand parts of speech L3.1a

Use plural pronouns L3.1b

Use abstract nouns L3.1c

Capitalize in titles L3.2a

Use spelling patterns L3.2f

Recognize and name end punctuation. L 3.2b Vocabulary Acquisition/Use

Use sentence context clues L3.4a

Decide shades of meaning L3.5c

Use grade-level words and phrases L3.6


Use regular and irregular verbs L3.1d

Use simple verb tenses L3.1e

Use subject/verb and pronoun/ antecedent agreement L3.1f

Produce simple, compound and complex sentences L3.1i

Vocabulary Acquisition/Use

Know differences between spoken/written English L3.3b



Use adjectives/adverbs L3.1g

Use conjunctions L3.1h

Use commas in addresses L3.2b

Spell base word with suffixes L3.2e

Use spelling reference materials L3.2g Vocabulary Acquisition/Use

Know words by affixes L3.4b

Use root word for meaning L3.4c

Use glossaries for word meanings L3.4d Use grade-level words and phrases L3.6


Use commas and quotation marks in dialogue L3.2c

Form and use possessives L3.2d Vocabulary Acquisition/Use

Choose words/phrases for effect L3.3a

Know literal and nonliteral word meanings L3.5a

Know real-life connections between words and use L3.5b


2014-15 English Language Arts Pacing Guide: Grade 3

Pacing Guide Grade 3 Quarter 1 KSD Instructional Planning for ELA Draft 6/18/2014

Quarter 1 Standards

(Click on Standard for Questions) Academic Vocabulary Strategy/Lesson Suggestions Formative Assessment Suggestions

KSD Suggested Resources

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Key Details (Claim 1: Targets 1/8)

Use of text evidence to show understanding RL3.1. RI3.1

Use information gained to tell, where, when, why, how. RI 3.7

Central Ideas (Claim 1: Targets 2/9)

Find main idea RL3.2, RI3.2

Summarize RL3.2 Vocabulary (Claim1: Targets 3/10)

Know meaning of words/phrases. RL 3.4, RI 3.4

Range of Reading


RL, RI 3.1 question, demonstrate, understanding, text, answer, details, sequence RL 3.2 recount, fable, folktale, myth, diverse, culture, central message, lesson, moral, convey, key detail(s), text RI 3.2 determine, support RL 3.4 phrases, non-literal, literal, context clues, distinguish RI 3.4 Greek, Latin, prefixes, suffixes, dictionary, glossary, Google, multiple meanings, figurative language

Begin with Close Reading Protocol, Pose questions to set purpose for re-reading. Key Details: RL 3.1, RI 3.1 Use sentence frames or sentence starters for discussion groups. Central Ideas: RL 3.2, RI 3.2 Use Story Map 1, Story Map 2, or Mountain Map to organize ideas. Word Meaning: RL 3.4, RI 3.4 Teacher/students create words sorts encountered in text to share. Words consist of familiar parts of speech, synonyms, antonyms, homonyms, & figurative language, as appropriate.

Key Details: RL 3.1, RI 3.1, RI 3.7 Differentiation Options Students create Exit Slips to exchange with peers asking a key question about information from text. Central Ideas: RL 3.2, RI 3.2 After reading text, collect story maps or summaries of text. Word Meaning: RL 3.4, RI 3.4 Differentiation Options Students read a text w/ underlined vocabulary words, re-reading/ highlighting sections of text that provide info about word meaning, by strategies (literal definition, synonym, antonym, or non-literal approaches). Share out. Evaluate student responses.

Range of Reading RL3.10, RI 3.10 Take anecdotal notes on students’ ability to independently read grade-level text.

Making Meaning

Online Resources

Leveled Book Room

School Library

Foundations

Know the meaning of most prefixes/ suffixes RF3.3a

Read grade level with purpose/ understanding RF3.4a

RF 3.3 decode, multi-syllable, appropriate, irregular, Latin, analyze RF 3.4 selection, strategies, paragraph, fluently, expression, skimming, scanning, self-monitor

Fluency RF 3.4 Reader’s Theater/Poetry/Read Aloud/Choral/Partner Reading

Phonics and Word Recognition RF 3.3 Collect evidence of students using words correctly that have prefixes and suffixes. Have students describe how a prefix/suffix changes a word. Fluency RF 3.4 Students should be reading at 70+ wcpm.

Sitton Spelling Spiral Up

Bookroom Resources

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Compose Narrative Texts: (Claim 2: Target 1/2)

Develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. W 3.3


With guidance/support, develop and strengthen writing as needed by planning, revising, and editing. W 3.5

W 3.3 setting, major/minor character, problem, details, descriptive words, information, events, experience W 3.5 develop, plan, organize, purpose, editing, revising, proofreading, feedback W 3.6 technology, digital, word processing, copy & paste, PowerPoint, Google, search engine, toolbar, spellcheck

Compose Narrative Texts W 3.3 Use modeled/shared writing to show the writing process for narrative writing. Use Mountain Map to plan writing. Production/Distribution W 3.5 Teacher models/guides writing conference, demonstrating & guiding the use of questioning to improve student writing.

Compose Narrative Texts W 3.3 Differentiation Options Collect evidence from student-generated narratives from a prompt or independent writing that:

establishes a situation & introduces a narrator &/characters, organizes a natural sequence of events;

uses dialogue & description of actions/thoughts/feeling to develop experiences/events or character responses to situations;

uses temporal words/phrases to signal event order; and

provides a sense of closure.

Units of Study Write Source

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Report with appropriate facts, and details SL3.4

SL 3.1 discussion, conversation, group work, understanding, role, comments, suggestion SL 3.4 theme, pace, descriptive, relate, recount, recall, relevant

Comprehension & Collaboration SL 3.1a-b Provide a discussion protocol to use during discussions. Presentation of Knowledge & Ideas SL 3.4

Comprehension & Collaboration SL 3.1a-b Differentiation Options Take anecdotal notes on student-participation in discussions assessing: preparedness, following norms, asking appropriate questions & explaining

ideas/understandings related to discussion.

Presentation of Knowledge & Ideas SL 3.4 Differentiation Options Use tech integration resources to create recordings of students for student

self-reflection/teacher evaluation.

Making Meaning

Online Resources

Leveled Book Room

School Library

Lan

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Understand parts of speech L 3.1a

Use plural pronouns L 3.1b

Use abstract nouns L 3.1c

Capitalize in titles L 3.2a

Use spelling patterns L 3.2f

Recognize and name end punctuation. L 3.2b


Use sentence context clues L 3.4a

Decide shades of meaning L 3.5c


L 3.1 parts of speech, pronouns, comparative, superlative, specific, object, abstract, concrete L 3.2 analogies, generalization, dictionary, roots, affixes L 3.4 precise, multiple meaning, definition

Conventions of Standard English L 3.1, L 3.2 Use Gradual Release to support noun/pronoun usage and application in student speaking/writing. Vocabulary Acquisition/Use L 3.4

Conventions of Standard English L 3.1, L 3.2 Differentiation Options L 3.1 Use student speaking/writing to collect evidence of noun and verb usage. L 3.2 Use student writing to collect evidence of capitalization & punctuation usage. Vocabulary Acquisition/Use L 3.4 Use activities to collect evidence of understanding shades of meaning using grade level appropriate vocabulary.

Write Source Start Up


http://online.tarleton.edu/fdi/Documents/Burdick_Handout4.pdf



Quarter 2 Standards Click on Standard for Questions)

Academic Vocabulary Strategy/Lesson Suggestions Formative Assessment Suggestions KSD Suggested

Resources

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Reasoning & Evidence (Claim1:Targets 4/11)

Know story elements. RL 3.3, RI 3.3 State point of view. RL 3.6, RI 3.6

Use information gained to tell where, when, why, how. RI 3.7

Know text structure—time, sequence, cause/effect. RI 3.8

Compare/contrast. RI 3.9 Range of Reading


RL 3.3 describe, interpretation of characters, character traits, motivation, emotion (feelings), contribute, sequence of events, problem, resolution RI 3.3 relationship, events, concepts, technical, procedure, scientific, historical, cause/effect RL 3.6 distinguish, point of view, first person, third person, narrator RI 3.6 valid, information, provide, accounts RI 3.7 determine, convey, map key/legend, event, occur RI 3.8 author’s claim, author’s message, comparison, sequential order RI 3.9 compare, contrast, topics, similar, different, points

Begin with Close Reading Protocol, Pose questions to set purpose for re-reading. Reasoning & Evidence RL 3.3, RI 3.3, RL 3.6, Read aloud a fairy tale w/2-points of view. Students write paragraph supporting a character’s choices w/ evidence from text. Use Character Analysis Chart. RI 3.6 Students use reading response journals to track main idea, their opinion, & how ideas change based on additional readings. RI 3.7, RI 3.8 Use several sources w/text features that include photos/maps about same topic. Students compare/contrast using Box T-chart. RL 3.9, RI 3.9 Use Venn Diagram to compare 2 or more texts.

Reasoning & Evidence RL 3.3, RL 3.6, RL 3.9 Differentiation Options Students read a story written in first person, then create a T-chart w/ main character’s name on one side and their name on the other. Students list 3-5 significant events in the story w/the character’s response to them. On the other side of the chart, they list their reactions to those events. Evaluate students’ ability to present their own point of view on the story events. RI 3.3, RI 3.6, RI 3.7, RI 3.8, RI 3.9 Using a story about a famous person told in third person, have students rewrite the story from the point of view of a different character in the story. The student should support/defend choices w/facts from original story. Range of Reading RL 3.10, RI 3.10

Take anecdotal notes on students’ ability to independently read grade-level text

Making Meaning

Online Resources

Leveled Book Room

School Library

Foundations

Decode multisyllabic words RF3.3c

Use context to confirm/self-correct word recognition and understandings RF3.4c

Fluency RF 3.4 Reader’s Theater/Poetry/Read Aloud/Choral/Partner Reading

Phonics and Word Recognition RF3.3c Collect evidence of students using multisyllabic words correctly, demonstrating strategies to decode words & determine meanings. Fluency RF3.4c Students should be reading at 86+ wcpm by end of quarter.

Sitton Spelling Write Source

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Compose Informative/Expository Texts: (Claim 2: Target 3/4)

Write informative/explanatory texts to examine a topic & convey ideas/information clearly. W 3.2


With guidance/support, use technology to produce/publish writing, including in collaboration with peers. W 3.6

W 3.2 explain, topic sentence examples, definitions, quotations W 3.6 technology, digital, word processing

Compose Informative/Expository W 3.2 Use modeled/shared writing to show the writing process for informative/ explanatory writing. Use Graphic Organizer to plan writing.

Compose Informative/Expository W 3.2 Differentiation Option: Collect evidence from student-generated writing from a prompt or independent writing that:

introduces a topic and combines related info together;

develops the topic with facts/definitions/details;

uses linking words/phrases to connect ideas to categories of info.; and

provides a concluding statement. SBAC Perf Task Writing Rubric (grades 3-5) Writing Rubrics


Spe

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Ask related questions, stay on topic, and link comments SL3.1c

Explain own thinking related to discussion SL3.1d

Determine main idea from resources. SL 3.2

SL 3.1 discussion, conversation, understanding, role, comments, suggestion SL 3.2 oral, media, video, graphs, graphics, charts, supporting ideas, summarize

Comprehension & Collaboration SL3.1, 3.2 Provide a discussion protocol to use during text discussions.

Comprehension & Collaboration SL 3.1a-b , SL 3.2 Differentiation Options Take anecdotal notes on student participation during discussion group.

Making Meaning

Online Resources

Leveled Book Room

School Library

Lan

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Use regular and irregular verbs L 3.1d

Use simple verb tenses L 3.1e

Use subject/verb and pronoun/ antecedent agreement L 3.1f

Produce simple, compound and complex sentences L 3.1i


Know differences between spoken/written English L 3.3b

Use grade-level words and phrases L 3.6

L 3.1 comparative, superlative, specific, object, simple, compound, complex sentences L 3.3 purpose, presentation, audience, tone, style, grammar, precise, speech L 3.6 academic, specific, general emotions, actions, shades of meaning

Conventions of Standard English L 3.1 Use Gradual Release to support regular/irregular verbs, subject verb agreement, and the use of simple, compound, & complex sentences. Vocabulary Acquisition/Use L 3.3, L 3.6

Conventions of Standard English Differentiation Options L 3.1Use student speaking to collect anecdotal evidence of regular and irregular usage and subject/verb agreement. Vocabulary Acquisition/Use L 3.3 Use speaking/writing/reading to observe student ability to differentiate between spoken and written English.



https://stafflink.kent.k12.wa.us/ILSTPub/CC%20ELA%20Elementary%20%20Instructional%20Planning/Performance-Tasks-Writing-Rubrics3-5.pdf




Quarter 3

Standards Click on Standard for Questions)


Resources

Jan

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Know story elements RL 3.3

Link events, ideas or steps. RI 3.3

Compare/contrast story elements. RL 3.9 Language Use (Claim 1: Targets 7/14)

Know meaning of words/phrases RL3.4, RI 3.4

Range of Reading


RL 3.3 describe, interpretation of characters, character/character traits, motivation, emotion, contribute, sequence of events, problem, resolution RI 3.3 relationship, events, concepts, technical, procedure, scientific, historical, sequence, cause/effect RL 3.6 point of view, first person, third person, narrator RI 3.6 valid, information, text, authors, provide, accounts RL 3.4, RI 3.4 determine, phrases, non-literal, context clues, distinguish RL 3.9 theme, setting, plot, compare/contrast

Begin with Close Reading Protocol, Pose questions to set purpose for re-reading. Analysis Within or Across Texts RL 3.3, RI 3.3 RL 3.9 Use a Venn Diagram or Box T-Chart to organize information about a topic from 2 or more resources. Language Use RL 3.4, RI 3.4 Use word sorts such as: visual sorts, blind sorts, speed sorts. Use meaning or spelling features.

Analysis Within or Across Texts RI 3.3, RI 3.6 Differentiation Options After reading a historical selection, students list 3-5 key events on separate note cards, referring to the text. Exchange with a classmate who will organize the cards in sequential order, and then write a narrative summary using transition vocabulary. Language Use RL 3.4, RI 3.4 Differentiation Options Collect evidence from students-completed Frayer Model. Range of Reading RL 3.10, RI 3.10

Take anecdotal notes on students’ ability to independently read grade-level text

Making Meaning

Online Resources

Leveled Book Room

School Library

Foundations

Read grade-level text, prose/poetry with accuracy, appropriate rate and expression RF3.4b

Fluency RF 3.4 Reader’s Theater/Poetry/Read Aloud

Fluency RF3.4 Students should be reading at 90-100 wcpm by end of quarter.

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Compose Opinion Texts: (Claim 2: Target 6/7)

Write opinion pieces on topics or texts, supporting a point of view with reasons.

W 3.1 Research to Build & Present Knowledge (Claim 4: Target 1)

Conduct short research projects that build knowledge about a topic. W 3.7

Recall info from experiences or gather information from print/digital sources; take brief notes on sources & sort evidence into provided categories.W.3.8

W 3.1 fact/opinion, point of view, topic, introduction/ conclusion, support, organizational structure, linking words W 3.7 sources, key words, online, credit, cite, bibliography, citation page W 3.8 note-taking, paraphrasing, internet search, library sources

Compose Opinion Texts W 3.1 Use modeled/shared writing to show the writing process for opinion writing. Use Graphic Organizer to plan writing. Research to Build & Present Knowledge W 3.7, W.3.8 Students work together to research the answer to a question about a topic using both text & digital sources. Use 2-column Note-taking to record evidence.

Compose Opinion Texts W 3.1 Differentiation Options Collect evidence from student-generated opinion piece about a topic/text supporting a point of view with reasons that:

presents topic/text, opinion, & organizational structure, listing reasons;

provides reasons that support opinion;

uses linking words/phrases to connect opinion and reasons; and

provides conclusion. Research to Build & Present Knowledge W 3.7, W.3.8 Differentiation Options Students conduct short research project that:

builds knowledge about a topic; and

recalls info from experiences or gathers info from print/digital sources and uses notes on sources to sort evidence into categories.


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Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL 3.3


Create audio recording of stories/poems that demonstrate fluency. SL 3.5

SL 3.3 reasons, speaker, support, evidence, points, opinions, conclusions SL 3.5 presentation, display, visual, theme, enhance, emphasizing

Comprehension & Collaboration SL 3.3 Provide a discussion protocol to use during discussions. Presentation of Knowledge and Ideas Read poems/stories aloud and record.

Comprehension & Collaboration SL 3.3 Differentiation Options Take anecdotal notes on student participation during discussion group. Presentation of Knowledge and Ideas SL 3.5 Use audio recordings of poems/stories to assess students’ ability to present with fluency.

Making Meaning

Online Resources

Leveled Book Room

School Library

Lan

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Use adjectives/adverbs L 3.1g

Use conjunctions L 3.1h

Use commas in addresses L 3.2b

Spell base word with suffixes L 3.2e

Use spelling reference materials L 3.2g Vocabulary Acquisition/Use

Know words by affixes L 3.4b

Use root word for meaning L 3.4c

Use glossaries for word meanings L 3.4d


L3.1 commas, adjectives, conjunction L 3.2 commas, suffixes, roots, affixes L 3.4 multiple meaning, precise, definition

Conventions of Standard English L 3.1 Use Gradual Release to support usage of adjectives/adverbs, and conjunctions in student speaking/writing. Vocabulary Acquisition/Use L 3.4

Conventions of Standard English L 3.1 Differentiation Options Use student speaking/writing to collect evidence of adjective/adverb and conjunction usage. Vocabulary Acquisition/Use L 3.5 Use speaking/writing/reading to observe student using varied vocabulary that shows an understanding of the nuances of word meanings.






Quarter 4

Standards Click on Standard for Questions)


Resources

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Refer to story, drama, and poetry structure. RL 3.5

Use of text features/search tools to locate info. RI 3.5

Range of Reading


RL 3.5 refer, text, drama/play, stage directions, act/scene, cast, story, chapter, poem/poetry, verse, stanza RI 3.5 locate, key words, information, relevant, importance, organized

Begin with Close Reading Protocol, Pose questions to set purpose for re-reading. Integration of Knowledge & Ideas RL 3.5 Use Reading Response Journals for students to reflect about text structure and character development. RI 3.5 Use Text Feature Chart to track text features in informational texts. Have students determine the use and value of different text

Integration of Knowledge & Ideas RL 3.5, Students read from a long, grade appropriate poem, such as a Dr. Seuss poem, with different groups presenting different stanzas. They use theater and presentation to interpret the story, building on information from the previous group. Discussions between groups prior to the presentation will address how each stanza builds on the earlier sections, with both verbal and physical clues. RI 3.5 Students use sticky notes. Have them mark in their text what text features are found on the page and how they are useful. Range of Reading RL 3.10, RI 3.10

Take anecdotal notes on students’ ability to independently read grade-level text.

Making Meaning

Online Resources

Leveled Book Room

School Library

Foundations

Decode words with common Latin suffixes RF 3.3b

Read grade level irregularly spelled words RF 3.3d

Fluency RF 3.4 Reader’s Theater/Poetry/Read Aloud

Phonics and Word Recognition RF3.3 Collect evidence of students using multisyllabic words correctly. Have students demonstrate strategies for word recognition and new understanding: focus Latin suffixes. Fluency RF 3.4 Students should be reading at 100+ wcpm by end of quarter

Wri

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Type of Writing (Informative/Expository or Opinion)

Write informative/explanatory texts to examine a topic & convey ideas/information clearly. W 3.1, W 3.2

Research to Build & Present Knowledge(Claim4: Target 1)

W 3.1 fact/opinion, point of view, topic, introduction/conclusion statements, support, organizational structure W 3.2 topic, inform, explain, topic sentence, examples, details, quotations W 3.7 sources, cite, credit, bibliography

Compose Informative/Opinion Writing W 3.1, W 3.2 Use modeled writing to show the writing process for informative/explanatory & opinion writing. Use 4-Block, Essay Organizer, or Tree Map 1, Tree Map 2 to plan writing. Research to Build & Present Knowledge W 3.7, 3.8 Use 2-column Note-taking to record evidence.

Compose Informative/Opinion Writing W 3.1, W 3.2 Collect evidence from student-generated writing w/prompt or independent writing that:

introduces a topic or opinion with evidence/reasons;

develops the topic/opinion with facts/definitions/details/reasons;

uses linking words/phrases to connect ideas to categories of info; and

provides a concluding statement.. Research to Build & Present Knowledge W 3.7, W.3.8 Differentiation Options Students conduct short research project that:

builds knowledge about a topic; and

recalls info from experiences or gathers info from print/digital sources and uses notes on sources to sort evidence into categories.


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Speak in complete sentences, during presentations. SL 3.6

SL 3.6 audience, formal English, informal English, presentation, respond, specific vocabulary

Presentation of Knowledge & Ideas SL 3.6

Presentation of Knowledge & Ideas SL 3.6 Take anecdotal notes to collect evidence that students clearly express thoughts, feelings and ideas using complete sentences.

Making Meaning

Online Resources

Leveled Book Room

School Library

Lan

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Use commas and quotation marks in dialogue L 3.2c

Form and use possessives L 3.2d Vocabulary Acquisition/Use

Choose words/phrases for effect L 3.3a

Know literal and nonliteral word meanings L 3.5a

Know real-life connections between words and use L 3.5b


L 3.2 commas, quotations, possessive, L 3.5 literal, non-literal L 3.6 academic, specific, general, emotions, actions, precise, shades of meaning

Conventions of Standard English L 3.2 Use Gradual Release to support usage of commas with quotation marks and forming possessives. Vocabulary Acquisition/Use L 3.5, L 3.6

Conventions of Standard English L 3.2 Use student speaking/writing pieces to collect evidence of using commas with quotation marks and using possessives. Vocabulary Acquisition/Use L 3.5, L 3.6 Use reading to observe student understanding literal and non-literal meanings of words. Write Source

Start Up



Differentiated Assessments for English Language Learners


2014-15 English Language Arts Formative Assessment Suggestions: Grade 3

Grade 3 Differentiation pg. 1 KSD Instructional Planning for ELA Draft 6/18/2014

The following recommended differentiated Formative Assessment Strategies are based on the WA English Language Proficiency (ELP) Standards with Correspondences to K-12 Practices and Common Core State Standards for ELA. The level 1-5 descriptors, below, describe targets for ELL performance by the end of each ELP level at a particular point in time. However, students may demonstrate a range of abilities within each ELP level. By describing the end of each ELP level for ELP standard, the levels 1-5 descriptors reflect a linear progression across the proficiency level of an aligned set of knowledge, skills, and abilities. *Note: The new ELP descriptors correspond to current WELPA levels as follows:

Standards Suggested Differentiated Formative Assessment

ELL Levels Acceleration

ELP 3.1

RL 3.1, RI 3.1, RL 3.2, RI 3.2, RL 3.3, RI 3.3, RL 3.7, RI 3.7

Level 1 Level 2 Level 3 Level 4 Level 5 use a very limited set of strategies to: • identify a few key words and phrases from read-alouds, simple written texts, and oral presentations.

use an emerging set of strategies to: • identify some key words and phrases • identify the main topic or message/lesson from read-alouds, simple written texts, and oral presentations.

use a developing set of strategies to: • identify the main topic or message • answer questions • retell some key details from read-alouds, simple written texts, and oral presentations.

use an increasing range of strategies to: • determine the main idea or message • identify or answer questions about some key details that support the main idea/message • retell a variety of stories from read-alouds, written texts, and oral presentations.

use a wide range of strategies to: • determine the main idea or message • tell how key details support the main idea • retell a variety of stories from read-alouds, written texts, and oral communications.

Level 1 Level 2 Level 3 Level 4 Level 5 Acceleration

ELP 3.2

W 3.6

SL 3.1

listen to and occasionally participate in short conversations • respond to simple yes/no and some wh- questions about familiar topics. .

participate in short conversations, discussions, and written exchanges • take turns • respond to simple yes/no and wh- questions about familiar topics.

participate in short discussions and written exchanges • follow the rules for discussion • ask questions to gain information or clarify understanding • respond to the comments of others • contribute his/her own comments about familiar topics and texts.

participate in discussions, conversations, and written exchanges • follow the rules for discussion • ask and answer questions • build on the ideas of others • contribute his/her own ideas about a variety of topics and texts.

participate in extended discussions, conversations, and written exchanges • follow the rules for discussion • ask and answer questions • build on the ideas of others • express his/her own ideas about a variety of texts and topics.

Return to Table of Contents Return to Quarter 1, Quarter 2, Quarter 3, Quarter 4

ELP Descriptors Current WELPA Levels

Level 1 and Level 2 Level 1 (Newcomer + Advanced Beginner)

Level 3 Level 2

Level 4 Level 3

Level 5 Level 4






ELP 3.3

W 3.2 W 3.3

SL 3.4 SL 3.5

Level 1 Level 2 Level 3 Level 4 Level 5 communicate simple

information about familiar texts, topics, experiences, or events.

deliver simple oral presentations

compose written texts about familiar texts, topics, experiences, or events

deliver short oral presentations

compose written narratives

compose informational texts

about familiar texts, topics, experiences, or events.

deliver short oral presentations

compose written narratives

compose informational texts

about a variety of texts, topics, experiences, or events.

with some details, • deliver oral presentations • compose written narratives • compose informational texts about a variety of texts, topics, experiences, or events.

ELP 3.4

W 3.1

SL 3.6

Level 1 Level 2 Level 3 Level 4 Level 5 Acceleration express an opinion

about a familiar topic or story.

express an opinion • give one or more reasons

for the opinion about a familiar topic or story.

express an opinion

give one or more reasons for the opinion

about a familiar topic or story.

introduce a topic

express opinions

give several reasons for the opinions

about a variety of topics

introduce a topic • express opinions • give several reasons for the opinions • provide a concluding statement about a variety of topics.

ELP 3.5

W 3.7 W 3.8

SL 3.4 SL 3.5

Level 1 Level 2 Level 3 Level 4 Level 5 Acceleration with prompting and support, • carry out short individual or shared research projects • gather information from provided sources • label information

with prompting and support,

carry out short individual or shared research projects

recall information from experience

gather information from provided sources

record some information/observations in simple notes

with prompting and support, • carry out short

individual or shared research projects

• recall information from experience

• gather information from provided sources

record information/ observations in orderly notes

with prompting and support, • carry out short

individual or shared research projects,


gather information from multiple sources

with prompting and support, • carry out short individual

or shared research projects,


gather information from multiple sources




ELL Level Acceleration

ELP 3.6

RI 3.8

W 3.1

SL 3. 3

Level 1 Level 2 Level 3 Level 4 Level 5 with prompting and support, • use a few frequently

occurring words and phrases to identify a point an author or a speaker makes.

with prompting and support, • identify a reason an author or a speaker gives to support the main point.

• tell how one or two reasons support the main point an author or a speaker makes.

• tell how one or two reasons support the specific points an author or a speaker makes.

• describe how reasons support the specific points an author or a speaker makes.

ELP 3.7

W 3.5

SL 3.6

L 3.6

Level 1 Level 2 Level 3 Level 4 Level 5 Acceleration recognize the meaning

of some words learned through conversations, reading, and being read to.

• show increasing awareness of differences between informal “playground” speech and language appropriate to the classroom • use some words learned through conversations, reading, and being read to.

compare examples of the formal and informal use of English

• adapt language choices, as appropriate, to formal and informal contexts

• adapt language choices, as appropriate, to formal and informal contexts

ELP 3.8

RL 3.4 RI 3.4

SL 3.2

L 3.4 L 3.5

Level 1 Level 2 Level 3 Level 4 Level 5 Acceleration relying heavily on visual aids, context, and knowledge of morphology in his or her native language, • recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.

using context, visual aids, and knowledge of morphology in his or her native language, • ask and answer questions about the meaning of frequently occurring words, phrases, and expressions in simple oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.

using context, some visual aids, reference materials, and a developing knowledge of English morphology, • determine the meaning of less-frequently occurring words and phrases, content-specific words, and some idiomatic expressions in oral discourse, read-alouds, and written texts about familiar topics, experiences, or events.

using context, some visual aids, reference materials, and an increasing knowledge of morphology (root words, some prefixes), • determine the meaning of less-frequently occurring words and phrases and some idiomatic expressions • in oral discourse, read-alouds, and written texts about a variety of topics, experiences, or events.

using context, reference materials, and morphology (e.g., root words, simple inflectional endings such as -ed, -ing, and some common prefixes), • determine the meaning of less-frequently occurring words, phrases, some idiomatic expressions






ELP 3.9

W 3.2 W 3.3

SL 3.4 SL 3.6

Level 1 Level 2 Level 3 Level 4 Level 5 with support (including context and visual aids), and using non-verbal communication, • communicate simple information about an event or topic • use a narrow range of vocabulary and syntactically simple sentences with limited control.

with support (including visual aids and modeled sentences), • communicate simple information about a topic • recount two events in sequence • use frequently occurring linking words (e.g., and, then) with emerging control.

with support (including modeled sentences), • present a few pieces of information about a topic • recount a short sequence of events • use common linking words (e.g., and, but, next, after) to connect ideas or events with developing control.

with increasingly independent control, • introduce an informational topic • present facts about the topic • recount a sequence of events, using temporal words (before, after, soon) • use linking words (e.g., because, and, also) to connect ideas or events.

• introduce an informational topic • present facts about the topic • use temporal words to recount a coherent sequence of events, • use linking words (e.g., because, and, also) to connect ideas • provide a concluding statement.

ELP 3.10

L 3.1

Level 1 Level 2 Level 3 Level 4 Level 5 Acceleration with support (including context and visual aids), • understand and use a small number of frequently occurring nouns and verbs • respond to simple questions.

with support (including visual aids and modeled sentences), • recognize and use some frequently occurring collective nouns (e.g. group) • use frequently occurring verbs, adjectives, adverbs, and conjunctions • produce simple sentences in response to prompts.

with support (including modeled sentences), • use some collective nouns • use the past tense of some frequently occurring irregular verbs • use frequently occurring adjectives, adverbs, and conjunctions • produce and expand simple and some compound sentences.

• use collective nouns • use the past tense of frequently occurring irregular verbs • use an increasing number of adjectives, adverbs, and conjunctions • produce and expand simple, compound, and (at Grade 3) a few complex sentences.

• use collective and commonly occurring abstract nouns (e.g. childhood) • use the past tense of frequently occurring irregular verbs • use coordinating and commonly used subordinating conjunctions, adjectives, and adverbs • produce and expand simple, compound sentences.



Instructional Resources: Unpacked Standards & Question Stems


2014-15 English Language Arts Instructional Suggestions: Grade 3

Grade 3 Instructional Suggestions pg. 1 KSD Instructional Planning for ELA Draft 6/18/2014


Key Ideas and Details Determines Key Ideas and Details

College and Career Readiness Anchor Standards for Reading 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Q1 Q2 Q3 Q4 Common Core Standard—Reading Literature

X X X X RL 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

X X X X RL 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central

message, lesson, or moral and explain how it is conveyed through key details in the text.

X X X RL 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions

contribute to the sequence of events.

Unpacking: What does this standard mean that a student will know and be able to do?

Third grade students continue asking and answering questions to show they understand a text, and they are required to refer to the text to support their answers. The genre of myths is added at this level and students are asked to both retell and explain how key details communicate the message. They must be more specific in telling about characters concentrating on their traits, motivations, or feelings. The focus is on how characters influence plot development.

Q1 Q2 Q3 Q4 Common Core Standard—Reading Informational Text

X X X X RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the

basis for the answers.

X X X X RI 3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

X X X RI 3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in

technical procedures in a text, using language that pertains to time, sequence, and cause/effect.


Third grade students are required to refer to the text to support their answers. Students must identify the main idea and find the most important details that strengthen the main idea. At this level, students tell how historical events, scientific ideas or “how to” procedures are related in a text by analyzing the sequence of events and the cause and effect.



Key Ideas and Details

Common Core Standard—Reading Literature Common Core Standard—Reading Informational Text Use question stems and prompts such as: RL 3.1

Retell the story in sequential order.

Who were the major/minor characters?

What were the major/minor events?

What in the text leads you to that answer?

What details are the most important?

Where can you find ________? RL 3.2

What is the central message (lesson or moral) of the story?

How do you know what the moral of the story is?

How does the author convey the central message (lesson or moral)?

In what order was the story written?

How do you know this is a myth? A folktale? A fable?

Explain how the author uses details to convey the message (lesson or moral) of the story.

RL 3.3

Distinguish between major/minor characters in the story.

Describe the major/minor characters.

How do the character’s traits contribute to the story?

What were the characters’ motivations in finding a resolution to the problem?

How do the characters’ actions help move the plot along?

Use question stems and prompts such as: RI 3.1

Who, or what, is this text about?

Where in the text can you find that answer?

What in the text leads you to that answer?

Show me where the author says that.

Can you tell your partner who/what the text was about?

What are the main ideas in the reading?

Can you show me in the text, the basis for your answers? RI 3.2

What information does the author use to support the main idea?

Summarize the text for me orally.

Recount what detail you felt was most important.

What is the main idea?

Explain the key details.

How do the details of the text support the main idea? RI 3.3

What was the result of ___________?

How are __________ and _________ related?

What was the result of ____________’s idea?

What is the first thing that you would do to complete this procedure?

What would you expect the result to be at the end?

Tell your partner when this happened.

Work with your group to create a timeline of these events.

Create a flow map that shows the sequence of events.





Craft and Structure Understands Author’s Use of Language (Craft) and Structure

College and Career Readiness Anchor Standards for Reading 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.


X X X X RL 3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from

nonliteral language.

X a. RL 3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as

chapter, scene, and stanza; describe how each successive part builds on earlier sections.

X X X RL 3.6 Distinguish their own point of view from that of the narrator or those of the characters.

Unpacking: What does this standard mean that a student will know and be able to do? Third grade students are required to tell the meaning of words and phrases in a text, noting the differences between literal and nonliteral language. They continue to build on story structure when writing or speaking by describing how various parts build on one another not only in stories, but in dramas and poems. At this level, students are required not only to establish the point of view but tell how their own point of view is different from the narrator’s or the characters.

Q1 Q2 Q3 Q4 Common Core Standard— Reading Informational Text

X X X X RI 3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a

grade 3 topic or subject area.

X RI 3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a

given topic efficiently.

X X X RI 3.6 Distinguish their own point of view from that of the author of a text.


Third grade students continue to find the meanings of general vocabulary words specific to third grade topics or subjects. Students will continue to use the unique features and organization of informational text (text features and search tools) to find and manage information specific to the topic. Students in grade 3 must be able to compare their point of view with the author’s point of view.



Craft and Structure Common Core Standard—Reading Literature Common Core Standard—Reading Informational Text

Use question stems and prompts such as: RL 3.4

Can you tell me what this word or phrase means?

What do you think the author is trying to say when he/she uses that phrase?

What phrases are literal, or non-literal, in meaning?

Can you change this phrase from literal to non-literal, and non-literal (idiomatic expressions) to literal?

What clues can you find in the sentence or paragraph that can help you figure out the meaning of that word or phrase?

RL 3.5

Compare and contrast a story, poem, and a play.

In a play, what is the importance of having scenes?

In a book, what is the importance of having chapters?

In a poem, what is the importance of having stanzas?

The use of stage directions helps the reader ____________.

How does what the author said in an earlier paragraph help us understand what is happening now?

Can you restate that using the word chapter, stanza, or scene? RL 3.6

Who is telling the story in this selection?

Who is the narrator?

Is this selection written in first/third person? How do you know? What words give clues?

What do you think about what has happened so far?

Do you agree with the author’s message so far?

Can you put yourself in the character’s place?

How would you feel if this were you? Would you feel the same or differently?


What tools can you use to find the meaning of this word?

What does the word _______ mean in this sentence?

Can you read the sentences around the word to help you understand its meaning?

What does the phrase_____ mean?

Are there any parts of the word that you know? RI 3.5

What can you do if you don’t understand?

How is the information organized?

Can you locate key words?

Where can you locate ______?

Which information would you find more relevant?

If you were using the computer to search for your topics, which words would you use to start your search?

RI 3.6

Who is providing the information?

What is the author’s point of view?

Is the author relating information, or is he/she trying to convince you of an idea?

Do you agree, or disagree, with what the author has said so far?

Compare the accounts and how they were presented in the text.

Why do you think the authors describe the events, or experiences, differently?

Can you explain your thoughts about what you read? Do you agree with the author?

Why do you think the information is different?

What information do you feel is most valid?




Integration of Knowledge and Ideas Integrates Knowledge and Ideas

College and Career Readiness Anchor Standards for Reading 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


X X X RL 3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story

(e.g., create mood, emphasize aspects of a character or setting).

b. (RL 3.8 not applicable to literature)

X X X RL 3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the

same or similar characters (e.g., in books from a series

Unpacking: What does this standard mean that a student will know and be able to do? Third grade students must integrate pictures and written text to better understand different aspects of a story such as the mood, setting, and the characters. Students are required to find similarities and differences in books with the same author and characters.

Q1 Q2 Q3 Q4 Common Core Standard— Reading Informational Text

X X X RI 3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate

understanding of the text (e.g., where, when, why, and how key events occur).

X X X RI 3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,

cause/effect, first/second/third in a sequence).

X X X RI 3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

Unpacking: What does this standard mean that a student will know and be able to do? Third grade students must use various media (maps, diagrams, photos, audios) to understand specific information in the text. Third graders are required to make a clear link between sentences and paragraphs when reading informational text. At this level, students are asked to find similarities and differences about important details when reading about two texts that share the same topic.




Integration of Knowledge and Ideas Common Core Standard—Reading Literature Common Core Standard—Reading Informational Text Use question stems and prompts such as: RL 3.7

How does the illustration help tell the story?

What does the illustration convey to you about the character (mood, setting)?

What is the illustration’s contribution to the story?

What mood does the illustration portray? Did it help you understand the text?

What do the illustrations tell you about what the character is like?

How do the illustrations help you understand what is happening in the story?

RL 3.8 (not applicable for reading literature) RL 3.9

What is similar in Book A and Book B? What is different?

How is character X the same in Book A and Book B? How is he/she different?

How does the setting effect the character’s actions?

What is the theme of this story? How is it different from the other stories we have read about this character?

Is the setting for this story the same or different?


What is this text about?

What information can you obtain from the map?

Can you tell me what the “key/legend” of the map conveys?

Looking at the illustration, how does it relate to the text? Why is this important to help you understand?

Where and when did the event take place?

Why and how did the event occur? RI 3.8

What is the author’s message/ What does the author claim?

What details, or facts, support the author’s claim?

How was the text written? (comparison, cause/effect, or sequential order)

How does the author connect the ideas in each of the paragraphs to the topic of the text?

Can you tell me something else that you have read that was written this way?

How does this sentence connect with what we read earlier?

What organizational pattern was used to write this text?

Did the photographs help you understand the author’s meaning? How? RI 3.9

What are the key details in this text?

How will you keep track of the points the authors are making in each text?

What is this text about?

Which details does the author use to support his point?

Can you tell your partner what is the same/different about what you are reading?

Is there information in this text that was not included in the other text?

How are the ideas the same in both texts?




Range of Reading and Level of Text Complexity Reads and Comprehends a Range of Grade Level Texts

College and Career Readiness Anchor Standards for Reading 10. Read and comprehend complex literary and informational texts independently and proficiently.


X X X X RL 3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the

high end of the grades 2–3 text complexity band independently and proficiently.

Unpacking: What does this standard mean that a student will know and be able to do? Third grade students are capable of reading and understanding a variety of literature at the higher end of grades 2 and 3 instructional reading level independently. Students should encounter appropriately complex text at each grade level in order to develop the mature language skills and conceptual knowledge needed for success in school and life. Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students. “The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.” “Students also acquire the habit of reading independently and closely, which are essential to their future success.”

Q1 Q2 Q3 Q4 Common Core Standard—Reading Informational Text

X X X X

RI 3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Unpacking: What does this standard mean that a student will know and be able to do? Students are required to read and understand a wide range of informational texts, within the higher end of second to third grade text level efficiently, by the end of the year. Students should encounter appropriately complex text at each grade level in order to develop the mature language skills and conceptual knowledge needed for success in school and life. Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students. “Standard 10 defines a grade-by-grade “staircase‟ of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.” “Students also acquire the habit of reading independently and closely, which are essential to their future success.”




Range of Reading and Level of Text Complexity Common Core Standard—Reading Literature Common Core Standard—Reading Informational Text Use question stems and prompts such as: RL 3.10

What kind of book is this?

Ask yourself: Did I understand what the author is trying to say?

What is the main idea, or message, in the story, poem, or play?

Have you read a poem, play or chapter book lately? You might want to try reading something different.

What can you do if you don’t understand?

Did you go back and re-read?

What did you check out from the library?

You might try _________. It’s by the same author that you like.

What are you reading at home?

Have you completed your reading chart?


Do you have any questions about what you are reading?

If you don’t understand, who can you ask to help you?

Have you tried using the graphics to help you understand what you are reading about?

Have you tried reading this book?

What helps you understand as you are reading the history or science book?




Reading Foundational Skills Knows and Applies Phonics and Word Recognition

College and Career Readiness Anchor Standards for Reading Foundations Q1 Q2 Q3 Q4 Common Core Standard— Reading Foundations

X X X X RF 3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Identify and know the meaning of the most common prefixes and derivational suffixes.

X b. Decode words with common Latin suffixes.

X X X c. Decode multi-syllable words.

X d. Read grade-appropriate irregularly spelled words.

Unpacking: What does this standard mean that a student will know and be able to do? Students continue learning specific strategies for decoding words in texts. Learning prefixes and suffixes along with Latin suffixes enhances decoding, spelling ability, and vocabulary development. Q1 Q2 Q3 Q4 Common Core Standard—Reading Foundations

X X X X RF 3.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.

X X b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

X X X c. Use context to confirm or self-correct word recognition and understanding, re-reading as necessary.

Unpacking: What does this standard mean that a student will know and be able to do? Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage

still benefit from opportunities to read texts multiple times at an independent level. Common Core Standard— Reading Foundations

Use question stems and prompts such as: RF 4.3

Does that look right?

Does that make sense?

Look for chunks you know and say them.

RF 4.4

Make your reading sound like the characters are talking.

Go back and reread when it doesn’t sound or look like you think it should.


*This KSD support document is adapted from North Carolina DPI, Iredell-Statesville Schools and the Tulare County Office of Education.

http://www.ncpublicschools.org/acre/standards/common-core-tools/

http://iss.schoolwires.com/Page/38303

http://www.tcoe.org/ERS/CCSS/ELA/Bookmarks_03.pdf







Text Types and Purposes Writes Opinion Pieces, Informative Texts, and Narratives with Purpose

College and Career Readiness Anchor Standards for Writing 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Q1 Q2 Q3 Q4 Common Core Standard—Writing: Text Types and Purposes

X X

W 3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. A) Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. B) Provide reasons that support the opinion. C) Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. D) Provide a concluding statement or section.

X X X

W 3.2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. A) Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. B) Develop the topic with facts, definitions, and details. C) Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. D) Provide a concluding statement or section.

X X X X

W 3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. A) Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. B) Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. C) Use temporal words and phrases to signal event order. D) Provide a sense of closure.

Unpacking: What does this standard mean that a student will know and be able to do? Third grade students should write opinion pieces that clearly state their preferences and supply the reasoning for their thinking. In doing so, students need to understand how their reasoning supports their opinion and be able to share this thinking. Students also begin to build an argument by linking their ideas together.

Students need to engage in behaviors (turn and talk, small group discussion, and writing and speaking activities) that lead to the expression of ideas both verbally and in writing: Students will also need a purposeful focus on choice-making throughout ELA. For example, third grade students need to be able to choose facts, definitions, and details to use within their writing that clarify their thinking about a topic.

Third grade students are required to include both an introduction and a concluding statement or section in their writing. Students continue to build strategies for introducing concepts (such as beginning with a fact, dialogue, or question about the topic) and concluding their thoughts (learning to write summary statements) when writing. They use transitional words to show order of events and write with complex sentences to link the parts of their writing together.

Third grade students write informative/explanatory pieces as well. In order to do so, students need strategies for researching a topic (gathering data), selecting relevant information (note taking), grouping like ideas, and developing a way to present the ideas from beginning to end (format and organization of written presentation).

Third grade students write real and imaginative stories and students are expected to use description to show characters’ thoughts and feelings as well as the details of characters’ interaction through dialogue. As students develop characters and use dialogue, they will need to understand how to introduce characters and how to engage characters in conversation in their writing.




Text Types and Purposes

W 3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

Who is your audience?

What is your purpose for writing?

Have you stated an opinion or preference?

Did you let your reader know your opinion or preference?

How did you introduce your topic?

Is your writing organized in a way that makes sense to your reader?

Are you using cause and effect or sequence to help organize your writing?

Are any important details or reasons left out of your writing?

Do you use time-order words to help your reader understand when the events happened?

Does your conclusion sum up or restate your opinion or purpose?

From which point of view will you be writing?

What linking words could you use to help your reader follow your thinking? W 3.2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

Are you writing to inform or explain?

What is your topic?

Did you begin you writing with a topic sentence?

What example, definitions, and details will you use to explain your topic?

Talk to a partner about your topic. Can you get a quote from your partner for your writing?

Why did you choose this topic? W 3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Who is your story about?

Where does your story take place? (Setting)

Why was this setting important to your story?

Do you have major and minor characters?

What problem will the main character face?

Does the problem change the characters acts or thoughts?

Have you used details that will help your readers see and know the characters?

What events will lead up to your conclusion?

Where can you add more descriptive words and information to make your story more exciting?




Production and Distribution of Writing Uses a Writing Process for Publication

College and Career Readiness Anchor Standards for Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.


X X X X W 3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

X X X X W 3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning,

revising, and editing.

X X X W 3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding

skills) as well as to interact and collaborate with others

Unpacking: What does this standard mean that a student will know and be able to do? With assistance, third grade students are expected to produce writing that is clear and understandable to the reader. Task (type of writing assignment) and purpose (the writer’s designated reason for writing) should be reflected in the student’s organization and development of a topic. With assistance from adults and peers, students should develop revising and editing skills. In order to do so, students need to understand how to change word choice and sentence structure in their writing to strengthen their piece. They need assistance with planning for writing using graphic organizers (story frames, story mountains, story maps). They also need to develop the ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors with assistance (conferences, check sheets, peer editing). Students in third grade are developing strategies with peers and adults to use digital tools. At this grade level, they should not only use technology for producing and publishing writing, but also to collaborate with others. Third grade students are required to use keyboarding skills to publish their writing.




Production and Distribution of Writing

W 3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. What is the purpose for writing this piece?

How will you persuade your audience?

Why are you writing this piece?

Who will be reading your writing?


How will you organize your writing?

What information will you need to add to help your reader understand?

Where can you add more information to help the reader understand?

Are there any events, or details, you need to add so that your writing is organized well?

W 3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. What will you use to help you organize your ideas?

Can you create a graphic organizer/thinking maps to help you sequence your ideas and events?

Can you share with your partner what you plan to write?

Does your partner have ideas that you can use?

Have you completed your first draft?

Can you re-write this so that the ideas/details are clearer?

Is there a better way you could write your beginning?

What is your topic sentence?

Have you asked your partner to give you feedback about what you have written so far?

Have you used your editing/proofreading checklist to help you make any changes?

W 3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others

Have you and your group decided what you will write about?

How will you divide the work so that you all contribute to the project?

Where will you save your work until you are ready to print?

What program will you use to publish your work? Word? PowerPoint? etc.

What online resources can you use to help write your paper?




Research to Build and Present Knowledge College and Career Readiness Anchor Standards for Writing

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.


X X W 3.7 Conduct short research projects that build knowledge about a topic.

X X W 3.8 Recall information from experiences or gather information from print and digital sources; take brief notes

on sources and sort evidence into provided categories.

W 3.9 (begins in grade 4)

Unpacking: What does this standard mean that a student will know and be able to do? Third grade students are required to expand upon the shared research experience in grade 2 by researching a topic on their own. In grade 3, students learn how to locate information from print and digital sources as well as integrate information from their own experiences. They take notes and organize their information into categories provided by the teacher. At this level, students are gathering information from a variety of resources (words, pictures, digital sources) and using their own background knowledge to answer research questions and take notes. Third grade students need to know how to choose online sources and how to select the information they need from each source. They also need to know how to link the new information they learn online with offline sources. Items such as, graphic organizers, check sheets, lists of appropriate websites, and rubrics to evaluate technical tools will be helpful to students.




Research to Build and Present Knowledge

W 3.7 Conduct short research projects that build knowledge about a topic. What is the topic of your report?

Can you narrow your topic?

What sources will you use to find information?

What key words can you use to find your topic online?

Where can you go to find more information?

How will you give your sources credit?

What is the page called where you will list your sources?

W 3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

What sources did you use to find your information?

What sources did you find on an internet search?

What sources did you find in a library search?

How can you paraphrase this sentence?

Can you write this sentence using your own words?

Is this information important to your research?

Can you use an organizer to help you group your ideas?

W 3.9 (begins in 4th grade)




*This KSD support document is adapted from North Carolina DPI, Iredell-Statesville Schools and the Tulare County Office of Education. http://www.ncpublicschools.org/acre/standards/common-core-tools/



Range of Writing Writes Routinely Over Time for a Range of Tasks, Purposes, and Audiences

College and Career Readiness Anchor Standards for Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


X X X X W 3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Students are required to produce numerous pieces of writing over various time frames to develop skills in research and allow time for reflection and revision. Task (type of writing assignment), audience (the intended reader), and purpose (the writer’s designated reason for writing) should be reflected in the student’s development of a topic related to the content area for which they are writing about.

W 3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Write about . . . . . .

You will have ______ minutes to write about . . . .

What will you do to plan your writing?

Use your proofreading checklist when you are editing and revision.

Re-read your writing, or ask a partner to read it to see if there are additions your need to make.

As you plan your paper, think about who your audience is and why you are writing.

How is writing a report different from writing a narrative?






Comprehension and Collaboration Engages in Collaborative Discussions and Comprehends the Ideas of Others

College and Career Readiness Anchor Standards for Speaking and Listening 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others‟ ideas and

expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.


X X X X SL 3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

X X X SL 3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

X X X X SL 3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.


Students in grade three will engage in conversations about grade-appropriate topics and texts. In order to do so, students will need ample opportunities to take part in a variety of rich, structured conversations. Students actively engage as part of a whole class, in small groups, and with a partner, sharing the roles of participant, leader, and observer. Students at this level should engage in collaborative conversations (such as book groups, literature circles, buddy reading), and develop skills in active (close) listening and group discussion (looking at the speaker, turn taking, linking ideas to the speakers’ idea, sharing the floor, etc). Third grade students will also determine the main idea and supporting details of a text read aloud or information presented in multiple formats. At this level, students should also be able to listen carefully to what a speaker says and then ask questions to clarify what they heard. If something is not understood, students should be able to elaborate and provide details to build upon the speaker’s response.





SL 3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Have you done your reading?

Today you will be working in your teams . . .

Ask your partner__________________?

Tell your partner everything you learned about _____________.

Did you listen carefully to your partner?

Did you offer suggestions or comments when your partner was finished speaking? SL 3.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

What was the main idea of the video; share with your partner. How did you decide this was the main idea? Using your own words, summarize the video with your partner. Can you explain this graph? This chart explains _______________. Why is information put into charts or graphs? Can you think of any other information that could be graphed or charted?

SL 3.3 Identify the reasons and evidence a speaker or media source provides to support particular points. Why is the speaker trying to make these particular points?

What is the speaker trying to tell you?

What is the speaker doing to support what he/she is saying?

Do you believe what the speaker is saying? Why?

What reasons made you agree/ disagree with what you heard or saw?

Based on what you saw or heard, what conclusions did you come up with?




Presentation of Knowledge and Ideas Presents Knowledge and Ideas on a Topic, Text, or Opinion

College and Career Readiness Anchor Standards for Speaking and Listening

3. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


X X X X SL 3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

X X SL 3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

X SL 3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

Unpacking: What does this standard mean that a student will know and be able to do? Third graders move from describing and storytelling to reporting on a topic or a grade-appropriate text. This should be done orally and in coherent, spoken sentences at an appropriate and understandable pace. Students in the third grade should also be able to utilize digital media to make engaging audio recordings of stories or poems. Engaging might mean focusing on inflection and volume instead of just reading out loud. At this level, audio recordings should demonstrate fluid and well-paced reading. Visual displays should be added to illuminate chosen facts or details. Students will need to engage in behaviors (turn and talk, small group discussion, computer use, and writing and speaking learning activities) that lead to the expression of complete ideas both verbally and in writing. Students will also need a purposeful focus on choice-making throughout ELA. For example, third grade students need to be able to choose visual displays that add to and enhance their thinking about a topic. Students must be able to articulate their ideas in complete sentences.





SL 3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

What is the theme of your report or presentation?

Did you write or present facts that were relevant?

What descriptive words or language did you use?

When you related the events, did they have a beginning, middle, and an end? SL 3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

What is the theme of your presentation?

What visuals will you use to enhance your presentation?

Have you practiced your reading emphasizing important words or points?

How is your pacing?

Do your visuals support your presentation theme? SL 3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)


Would you use formal, or informal, English with this audience?

What is the specific vocabulary that relates to your topic?

When will you use this specific vocabulary?




http://commoncore.tcoe.org/content/public/doc/tcoe_bookmarks_grade_3.pdf



http://commoncore.tcoe.org/content/public/doc/tcoe_bookmarks_grade_3.pdf



Conventions of Standard English Applies Conventions of Standard English Grammar and Punctuation

College and Career Readiness Anchor Standards for Language 4. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 5. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.


X X X X L 3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

X X X X L 3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Unpacking: What does this standard mean that a student will know and be able to do? An understanding of language is essential for effective communication. “The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, knowledge of language, and vocabulary are unimportant to reading, writing, speaking, listening, and viewing; indeed, they are inseparable from such contexts.” Third grade students must have a command of the grammar and usage of spoken and written standard English. Standards that are related to conventions are appropriate to formal spoken English as they are to formal written English. At this level, emphasis expands to include subject-verb agreement, comparative and superlative adjectives and adverbs, and more complex sentences. With conventions, students are becoming more adept at ending punctuation, comma usage, appropriate use of capitalization, and are using spelling patterns and generalizations in writing.

L 3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. What are subjective pronouns? How do they differ from /are related to objective and possessive pronouns?

Listen as I read what you wrote. Did that sound right?

Read what you wrote slowly. Did you write what you just said?

How would you write that word when you are comparing two people or objects?

How would you write that word when you are comparing three or more people or objects? L 3.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

What words in this sentence should be capitalized?

How should this be written to show that someone is talking?

How would you make this a compound sentence?




Knowledge of Language Varies Language for Audience and Purpose in Writing, Speaking, Reading and Listening

College and Career Readiness Anchor Standards for Writing 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.


X X X L 3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Unpacking: What does this standard mean that a student will know and be able to do? Students in grade 3 will use what they know about HOW language works when they write, speak, read, and listen. Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English. In order to do so, students will need strategies for reading across various authors and genres to compare writing styles and effects of language usage.

L 3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Does the piece address the needs/interests of the audience?

Have you determined the purpose for your speech/writing/presentation?

Who will be your audience?

Is the tone or style appropriate to your audience?

Have you followed the rules of punctuation and grammar?

Did you practice your presentation with your group, and did they provide you with feedback?

In your group, did you talk about using precise language to convey your ideas?

Did you use a thesaurus to locate other ways to say ______?

Did you use quotes, questions, or exclamations to add to importance to your writing/presentation?




Vocabulary Acquisition and Use Builds Vocabulary and Use

College and Career Readiness Anchor Standards for Language 4. 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 strategies. 5. Demonstrate understanding of word relationships and nuances in word meanings. 6. 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).


X X X X L 3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

X X X X L 3.5 Demonstrate understanding of word relationships and nuances in word meanings.

X X X

L 3.6 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).

Unpacking: What does this standard mean that a student will know and be able to do? As students at this level focus on word acquisition and use, the intent of the CCSS is to introduce grammatical knowledge in basic ways that will be relearned in more sophisticated contexts in the upper grades. The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and speaking in order to communicate effectively in a wide range of print and digital texts. Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts and for different purposes. Learning words at this stage includes exploring different shades of meaning and literal and nonliteral meanings for words and phrases, growing vocabulary by using known word parts (affix, root) to acquire unknown words, and developing print and digital reference use (glossary and dictionary). “Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children.” “General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.” “Domain-specific vocabulary (Tier 3) words are specific to a domain or field of study and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature.”




Vocabulary Acquisition and Use

L 3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

What strategies have you tried to help you figure out what this word means?

Have you tried looking in the dictionary or glossary, to help you figure out that word’s meaning? Can you go online and search for the meaning of the word?

Have you read the sentences around the word to help you determine what the word means?

Did you check the thesaurus for other ways you can write ______________? L 3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

What real-life connections can you make?

In what other context could this word be used?

Without changing the meaning, what word could you add to make the sentence stronger?

What word would best describe this character?

What is the literal meaning of this sentence?

What is the purpose of writing with “non-literal” words or phrases?

L 3.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Without changing the meaning of the sentence, which word can best be used to replace the underlined part?

What word would best describe ________?

Can you restate this sentence using more precise words?

Can you replace a word in this sentence with another word that is more precise or specific?









Instructional Resources: Graphic Organizers


2014-15 English Language Arts Graphic Organizers: Grade 3

Grade 3 Graphic Organizers pg. 1 KSD Instructional Planning for ELA Draft 6/18/2014

Story Map RL 3.1, 3.2, 3.3, 3.5 W 3.3


Story Title

Resolution

Problem

Important Events

Setting Characters

Theme



Middle

Beginning

End

Characters

Setting

Story Mountain Map RL 3.1, 3.2, 3.5, 3.7 W 3.3




Character Analysis Pyramid RL 3.3


Character Trait

Feelings

Character's Name

Feelings

Behavior

Problems

Behavior

How did the character change?

Relationships



Tree Map RI 3.1, 3.2, 3.3, 3.5, 3.7 W 3.1, 3.2


Opinion/Topic

Reason/Detail Reason/Detail



Tree Map RI 3.1, 3.2, 3.3, 3.5, 3.7 W 3.1, 3.2


Topic

Key Detail

Key Detail Key Detail

Key Detail



Note-taking RL 3.1, 3.2, RI 3.1, 3.2, 3.5, 3.7, 3.8


Main Topic Supporting Details



Text Feature Use or Purpose in Text

Text Feature Map RL 3.3, 3.5




Venn Diagram RL 3.9, RI 3.3, 3.9


Subject 1 Subject 2



Comparison Graphic Organizer RL 3.9, RI 3.9


BOX & T-Chart

Sim

ilari

ties

Dif

fere

nce

s



Comparison Graphic Organizer RL 3.9, RI 3.9


Differences Similarities Differences



Informational/ Explanatory Essay Graphic Organizer W 3.1, 3.2


Bo

dy

Par

agra

ph

1

Introduction

Topic Sentence

Transition

Sup

po

rting D

etails

Topic Sentence

Transition

Bo

dy

Par

agra

ph

2

Sup

po

rting D

etails

Bo

dy

Par

agra

ph

3

Topic Sentence

Transition

Sup

po

rting D

etails

Conclusion



Frayer Model RL 3.4, RI 3.4, L 3.4, 3.5


Definitions

Characteristics

Word

Examples Non-examples



Four Block Map W 3.2, 3.3


First Key Idea: Details

Key Idea: Details

Topic Sentence:

Key Idea: Details

Conclusion: