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North Carolina Essential Standards Draft 2.0English Language Arts—Third Grade

Note: C-Communication, L-Language and Meaning, T- Critical Thinking and R-ResearchExample: 3.C.1 = Grade 3, Communication, Essential Standard 1

Oral, Written and Listening Communication

Essential Standard Clarifying Objectives Assessment Prototypes

3.C.1 Use strategies to produce appropriate written communication for a variety of audiences, purpose and contexts.

3.C.1.1 Generate writing ideas for a variety of purposes and context.

Students will keep a journal of topics which will allow them to strategically plan pre-writing activities and will help them produce a final written piece.

3.C.1.2 Use the writing process to produce a written draft that conveys major ideas, maintains focus on topic, and shows awareness of an audience.

Students will write a short letter to a friend summarizing a book they are reading. Students will use a rubric which includes; major ideas, maintains focus on topic and shows an awareness of audience to help them move from one writing process to another writing process.

3.C.1.3 Produce a narrative passage based on personal experiences.

Students will think about a time that was very special to them. Write a personal reflection that describes that time. Use a rubric which includes: clarifying ideas, descriptive words and phrases, sequencing events and ideas, short and related sentences and strong word choices.

North Carolina Essential Standards Draft 2.0Advanced Functions and Modeling (AFM)


3.C.1.4 Produce a nonfiction passage which reflects other content areas based on knowledge gained in another content area.

Students will write a summary of the nonfiction passage that they just read. This summary should include a connection to another content area.

North Carolina Essential Standards Draft 2.0English Language Arts—Grades 3-5


3.C.2 Use strategies to produce appropriate oral communication for a variety of audiences, purpose and contexts.

3.C.2.1 Use an organized format to prepare, rehearse, and deliver an oral presentation.

Students will deliver a presentation to the class. Teachers will use a rubric which will include an understandable and organized format to assess the presentation.

3.C.2.2 Use appropriate phrasing, pitch, and stress when speaking.

Addressed in rubric 3.C.2.1

3.C.2.3 Use clear and precise vocabulary to communicate.

Addressed in rubric 3.C.2.1

3.C.2.4 Use questions asked and feedback provided by others to clarify or explain the content presented.

Students will have completed research on a topic and will be able to answer questions and conduct logical discussions posed by their audience. Students will be able to sustain conversation on their topic. Questions and feedback could lead to more research by the students.

3.C.3 Use strategies to produce appropriate listening communication for a variety of audiences, purpose and contexts.

3.C.3.1 Recognize key information or ideas shared by others.

Students will listen to reports by others and respond by summarizing what they heard. Use rubric designed by class.

3.C.3.2 Summarize main ideas of stories read aloud. Students will write a one paragraph summary about a story the teacher has read to them. Evaluate the paragraph based on the extent to which the summary captures the main idea of the story.


Language and Meaning


3.L.1 Use appropriate language and conventions in all forms of communication.

3.L.1.1 Identify grammatical errors within the writing task.

Students should identify and correct two grammatical errors in the sentence they have been given.

3.L.1.2 Use punctuation to clarify meaning of sentences.

Students should read the attached paragraph and apply these punctuation marks in appropriate places: quotation marks in dialogue, periods, question marks, and exclamation marks.

3.L.1.3 Use complete sentences in writing. Students should produce a writing that contain sentences that have subjects, verbs, and objects, as needed. Include subject-verb agreement.

3.L.1.4 Use conventions of Standard Written English consistently.

Students should produce a writing that contains capitalization, punctuation and spelling.

3.L.1.5 Produce writing that demonstrates a variety of sentence types.

Students should produce a writing that contains sentences that have subjects, verbs, and objects, as needed. Include subject-verb agreement.

3.L.1.6 Use technology to create a written product. Students will complete a written report on a content topic. Students must now take their written piece and incorporate it into a power point, movie, blog…



3.L.1.7 Use correct letter formation in cursive and manuscript writing.

Students must produce a handwritten piece which shows correct manuscript or cursive writing.

3.L.2 Use a variety of strategies to understand word meaning and to increase vocabulary.

3.L.2.1 Use vocabulary learned from literature and classroom experiences to comprehend unfamiliar texts.

Students, while reading unfamiliar text, use context clues, prefixes, suffixes, and root words to help them define new vocabulary words.. An unfamiliar text has been assigned with the same words in bold print. Through your reading and understanding, summarize the meaning of the words in bold print.

3.L.2.2 Use vocabulary appropriate for particular topics.

Margaret writes about drag racing, a wild new sport for girls and boys. Explain why the word “wild” is a good word to describe drag racing.

3.L.2.3 Use language to persuade, explain, and seek information.

Students will read the attached article, working with a partner and decide if the article uses language, which persuades, explains or seeks more information. Chart your ideas.

3.L.2.4 Use the connections between symbols and sounds to decode words.

Students are given a list of words that they must decode which will help with their understanding of the text they are reading.

3.L.2.5 Use structural analysis to decode words. Students are given a list of words, students will apply a known affix to the word and will be able to determine the meaning of the new word. i.e.agreeable/disagreeable

3.L.2.6 Use patterns, structural analysis, and memorization of high frequency words to develop knowledge of English spelling.

Based on text reading for third grade students, students will be able to read and comprehend text.



3.L.2.7 Use context clues to determine the meaning of words.

Students will be given a written passage. After reading the passage, students will answer multiple-choice questions about specific words within the passage.

3.L.3 Use strategies to comprehend literary text in all genres.

3.L.3.1 Determine the purpose of elements in texts. Students will read a variety of fiction and nonfiction texts. They will be able to identify and define text elements. i.e. subheadings

3.L.3.2 Summarize the main idea contained in texts. Students will read a passage and answer multiple choice questions as they relate to the main idea.

3.L.3.3 Identify cause/effect, fact/opinion in texts Students will read a passage and answer multiple choice questions as they relate to the cause/effect, fact/opinion.

3.L.3.4 Make predictions about texts before, during and after reading to construct meaning.

Students will read the title of the texts and make written predictions about the text. While they read the text they will write their predictions at specific places and at the end of the text will write a concluding prediction.

3.L.3.5 Summarize main points from fiction and nonfiction texts.

Students will read an invitation to a special party and then answer this question. Explain why the museum’s show is called “Amazing Collections.”

3.L.3.6 Analyze reading materials in terms of their appropriateness for current independent reading levels.

Students will keep a reading log of texts read. Students will be accountable for different genres read and a rubric will be developed.

3.L.3.7 Use strategies to monitor comprehension and accuracy when reading texts.

Students will keep a response journal for texts read. A rubric will be developed.


Critical Thinking


3.T.1 Analyze texts in visual, auditory and digital formats.

3.T.1.1 Differentiate between essential and nonessential information in text presented in visual, auditory and digital formats.

Students will gather and sort information which will help them decide between the essential and nonessential information that was presented visually, text they listened to and text presented on a website. Students will summarize the most essential information.

3.T.1.2 Compare information among texts and across subject areas in terms of how they contribute to communication.

Students will use a Venn Diagram to help them compare and contrast between the two ways we communicate.

3.T.1.3 Compare different media forms in terms of how they contribute to communication.

Students will compare a current newspaper and a current news website in terms of how they support the gathering of important news.

3.T.2 Analyze literature for themes of human experience and global perspectives, both historical and current.

3.T.2.1 Identify language and media to make connections between personal experiences.

Students will read the article “Varoooom.” They will write a list of words that make junior drag racing a sport they would like to try or watch.

3.T. 2.2 Analyze literature in terms of its relationship with literature previously read.

Students will compare and contrast the plots, setting and themes of various texts.


Research


3.R.1 Create oral, written and visual products focusing on self-selected and class selected research topics.

3.R.1.1 Use a variety of resources to locate information related to the selected questions and research topics.

Students will find a variety of resources for their research topics.

3.R.1.2 Organize the findings from research studies. Students will develop an outline that will help them organize findings from their study.

3.R.1.3 Create multi-modal products that reflect selected questions and research topics.

Students will apply their written research into another type of digital format.

3.R.1.4 Use appropriate methods to cite references in research.

Students will state authors and titles of resources used for research projects.

North Carolina Essential Standards Draft 2.0English Language Arts—Fourth Grade





4.C.1.1 Use the writing process to focus revisions on word choice and transitional words to improve written communication.

Students will link details together in several sentences by using words and phrases i.e. so, then, for instance, in addition..

4.C.1.2 Organize information about topics in preparation for writing a summary of the topics.

Students will use the organizational chart in the toolbox to organize information for written report.

4.C.1.3 Produce writing that is consistent with the ways in which people write in different content areas.

Students will summarize their science experiments, using an outline designed by the teacher.


4.C.2.1 Analyze research topics in terms of the major research questions that can guide studies about these topics.

Students will use the attached research questions which will guide their research.

4.C.2.2 Plan a formal presentation that is logically organized.

Students will deliver a presentation to their class. Use a rubric including an understandable format and organized format to assess the presentation


4.C.2.3 Use adequate volume, proper pacing, and clear enunciation to maintain audience interest.

Use rubric from 4C.2.2

4.C.2.4 Use feedback to questions provided by others to clarify content for audience.

Students will have completed a research topic and will be able to answer questions and conduct logical discussions posed by their audience. Students will be able to sustain conversation on their topic. Questions and feedback could lead to more research by the students.

4.C.3 Use strategies to produce appropriate listening communication for a variety of audiences, purposes and contexts.

4.C.3.1 Interpret information from a variety of speakers.

Students will respond in a written format to these two questions. How did this story make you feel? What words or phrases made you feel that way?

4.C.3.2 Use listening strategies to understand what is heard.

Students will listen to reports by other students and respond by summarizing what they heard.




4.L.1.1 Use grammar conventions in all forms of written language.

Students will use a rubric to assess their writing. Conventions would include; subject/verb agreement, pronouns, verb tense and subject.


4.L.1.2 Apply standard English mechanics in written English.

Students will be given an incomplete written work. They must apply standard mechanics as outlined in the toolbox to this written work.

4.L.1.3 Use complete sentences both simple and compound, in a variety of types of writing.

Students will compose a written work to include simple and compound sentences with transition words.

4.L.1.4 Produce a draft of writing which includes a topic sentence, specific relevant details, logical progression, elaboration and a concluding statement related to the context.

Students will use the draft to produce a completed writing for publishing.

4.L.1.5 Use technology to gather, organize and present information for written communication.

Students will become journalists and complete a report which is written and then orally communicated.

4.L.1.6 Produce readable documents through cursive handwriting appropriate for the purpose.

Students will complete a handwritten document in cursive writing.


4.L.2.1 Use vocabulary to support or clarify a message. Students will work in cooperative groups and will respond orally to a given topic.

4.L.2.2 Use language to persuade, explain, or seek information.

Students will research and debate a current event and present information in a clear and concise manner.

4.L.2.3 Use letter sound correspondence and structural analysis to decode words.

Students will use strategies to help them decode unfamiliar words.

4.L.2.4 Understand compound words, contractions, and common abbreviations.

Students will write sentences using a specific list of words.

4.L.2.5 Use knowledge of base words, structural analysis’ and spelling patterns to expand spelling competency.

Students will routinely spell high frequency words.


4.L.2.6 Use context clues to determine the meaning of unfamiliar words and multiple meaning words in text.

Students will read a passage and answer questions about the unfamiliar words and the meaning of those words.

4.L.3 Use strategies to comprehend literary texts in all genres.

4.L.3.1 Recognize examples of literary elements in stories.

Students will read a variety of fiction and nonfiction texts. They will be able to identify and define text elements. i.e. subheadings

4.L.3.2 Use appropriate strategies to determine cause-effect, draw conclusions, identify main ideas, and make inferences in literary texts in all genres.

Students will read the article “Brainy Birds” and answer the following question. What other title would show the main idea of this article?

4.L.3.3 Use predictions about texts before, during and after reading to construct meaning.

Students will read the title of the texts and make written predictions about the text. While they read the text they will write their predictions on post it notes at specific places which will help them think about the texts to construct meaning.

4.L.3.5 Choose reading materials appropriate for their independent reading level.

Students will keep a reading log of texts read. Students will be accountable for different genres read and a rubric will be developed.

Critical Thinking


4.T.1 4.T.1.1 Use graphic features as sources of information. Students will use illustrations to help them give a brief interpretation of the texts.


Analyze texts in visual, auditory and digital formats.

4.T.1.2 Use texts features as sources of information. Students will review a selected article and decide which information is most important to read first.


4.T.2.1 Use language and/or media to make connections between personal experiences and the experiences expressed in literature.

Students will read the attached article and make a list of a way that their experiences relate to the article.

4.T.2.2 Analyze literature in terms of its relationship with literature previously read.

Students will use a Venn Diagram compare and contrast two literature selections.

Research



4.R.1.1 Use a variety of resources to locate information related to research questions associated with selected topics.

Students will find a variety of resources for their research article.

4.R.1.2 Design a research plan in response to a given topic and question.

Students will develop an outline that will show their findings from their study.

4.R.1.3 Restate information from research that summarizes or paraphrases text.

Students will write an article for the class magazine using their research outline and resources.

4.R.1.4 Create multi-modal products that provide answers to questions asked about specific research topics.

Students will put the information from their class magazine article into a digital format.

4.R.1.5 Use appropriate conventions and citations guidelines consistently.

Students will reference articles, page numbers authors and titles used.

North Carolina Essential Standards Draft 2.0English Language Arts—Fifth Grade





5.C.1.1 Use revision strategies to improve the organization and development of content to improve written communication.

Students will rewrite their drafts after their teacher/student conferences to incorporate all suggested revisions.

5.C.1.2 Use formats and text structure that are appropriate for specified purposes of writing.

Students will write and publish a written work.

5.C.1.3 Produce stories with multiple paragraphs that develop a situation, plot, setting and an ending.

Students will write and publish a written work.

5.C.1.4 Analyze the author’s voice in various genres in terms of form and structure.

Students will read multiple texts and discuss author’s voice. Students will use one author as a mentor when writing. Students will research this author and read extensive works by this author.

North Carolina Essential Standards Draft 2.0English Language Arts, Grades 3-5



5.C.2.1 Plan logical formal presentations with precise language for a variety of audiences.

Students will make a presentation to younger students. Use a rubric including the logic of the presentation and the level of precision of the language relative to the age of the students in the audience.

5.C.2.2 Summarize the positions taken by speakers making speeches on a variety of topics.

Students will use a summary sheet to record what they hear as they listen to speeches given by other students.

5.C.2.3 Use strategies to produce original and creative oral presentations.

Students will use a rubric to assess their oral presentation skills.

5.C.2.4 Organize feedback from others to clarify positions on content of oral presentation.

Students will use a rubric to defend stated positions.

5.C.3 Use strategies to produce appropriate listening communication for a variety of audiences, purpose and contexts.

5.C.3.1 Evaluate the effectiveness of speeches intended to persuade.

Students will use a rubric to assess persuasive speeches.

5.C.3.2 Use responses to a story, interview, or oral presentation to engage in active listening

Students will relate their similar experiences to the characters that were in the stories.

5.C.3.3 Make inferences from the information included in an oral report or presentation.

Students will summarize and draw conclusions from oral presentations.





5.L.1.1 Use elements of grammar to express ideas clearly.

Students will make a specified sentence correct so that their readers can understand what they are trying to say.

5.L.1.2 Identify phrases, clauses, and complete sentences.

Students will be given a list of phrases, clauses and complete sentences. They will identify the characteristics of each type.

5.L.1.3 Use conventions of Standard Written English consistently.

Students will apply punctuation commas, periods, quotation marks in dialogue.

5.L.1.4 Create multiple-paragraphs, which effectively communicate.

Students will write paragraphs to include a central idea with supporting details and complex sentences.

5.L.1.5 Use technology to gather, organize and present information for written communication.

Students will use the Internet to research a given topic.

5.L.1.6 Produce readable documents through cursive handwriting appropriate for the purpose.

Students will complete a handwritten document in cursive.


5.L.2.1 Explain the effect of language choices on the way people think about a variety of texts.

Students will use a Venn Diagram to compare and contrast the language in different texts.

5.L.2.2 Use a variety of texts to develop vocabulary. Students will read different genres and keep a response journal with a vocabulary building section.

5.L.2.3 Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode words.

Students will be given passages to read and multiple-choice questions to answer about unfamiliar words.

5.L.2.4 Use Standard English conventions to expand spelling competency.

Students will learn spelling rules and apply to unknown words.



5.L.3 Use strategies to comprehend literary text in all genres.

5.L.3.1 Analyze the purpose of elements of texts. Students will be able to identify different uses of text elements that help them comprehend different genres.

5.L.3.2 Analyze stories in terms of literary elements, including setting, character, plot, and mood.

Students will read the story “The River.” They will explain how the author’s use of words and phrases helps the reader understand the setting.

5.L.3.3 Analyze before, during and after reading to construct meaning from text.

Students will read a given text and make predictions about the texts, before, during and after reading.

5.L.3.4 Apply reading strategies appropriate to the purpose of the genre.

Students will be given a wide variety of genres to read which will allow them to practice different strategies and then answer multiple choice questions on those genres.

5.L.3.5 Differentiate between major and minor details in the context of stories and information text.

Students will read different articles and stories in order to categorize the importance of details.

5.L.3.6 Develop comprehension skills by reading a variety of self-selected text at the independent level.

Students will keep reading response journals on their self-selected texts.


Critical Thinking


5.T.1 Analyze texts in visual, auditory and digital formats.

5.T.1.1 Analyze texts presented in different media in terms of the central themes, main ideas, and supporting details.

Students will chart the characteristics of different media in reference to information.

5.T.1.2 Design a product using technology to disseminate information and resources.

Students will design a webpage that would support their school as being one of the best in the system.


5.T.2.1 Analyze literature in terms of the connections between the text and personal experiences.

Students will explain what course of action they would take if they were in a similar situation.

5.T.2.2 Analyze literature in terms of the connections between the text, current events and global issues in society.

Students will explain the connections between texts and current events.

5.T.2.3 Analyze literature in terms of connections between the current text and previously read texts.

Students will explain the connections between current and previously read texts.


Research



5.R.1.1 Design a research plan in response to specific questions about designated topics.

Students will respond to the essential questions which will be presented in their final document.

5.R.1.2 Use a variety of resources to locate information related to questions asked about selected research topics

Students will begin to find resources and outline essential questions to be answered in their final document.

5.R.1.3 Organize information by taking notes, outlining ideas, and/or making charts.

Students will develop an outline that will show their findings from their research study.

5.R.1.4 Draw conclusions from information gathered from multiple sources.

Students will create a research project using their resources and essential questions.

5.R.1.5 Use appropriate conventions and citations when writing and publishing research papers

Students will cite references used by author, title, article, specific quotations, page numbers.

5.R.1.6 Create multi-modal products that address selected questions about specified topics.

Students will use different digital formats to present their research reports/projects.

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Business

use strategies

use punctuation

use questions

use vocabulary

use appropriate language

written students

use clear

use technology