standard 3-2 the student will read and comprehend a...

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Standard 3-2 The student will read and comprehend a variety of informational texts in print and nonprint formats.

Students in grade three read informational

(expository/persuasive/argumentative) texts of the following types: essays,

historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, book reviews, journals, and speeches. They also read directions, maps, time lines, graphs,

tables, charts, schedules, recipes, and photos embedded in informational texts.

Teachers should continue to address earlier indicators as they apply to more difficult text.

Indicator 3-2.3 Distinguish between facts and opinions in informational text.

Definition of Revised Bloom’s Verb Distinguish: Distinguishing relevant from irrelevant parts or important from

unimportant parts of presented material.

Explanation of Indicator A fact is what is actually known. It can be researched and proven to be true or

false. For example, South Carolina is a southern state on the east coast in the United States of America. To prove this statement to be true, students can look up South Carolina in an encyclopedia or find South Carolina on a map.

An opinion cannot be proven true or false. It is what a person thinks or feels about

something. It is a personal opinion. Not everyone will share the same opinion. For example, this statement is an opinion: “South Carolina has the most beautiful beaches in the USA.” People living in South Carolina may feel the beaches here are

the most beautiful. However, those living in Florida or other states with coastlines may feel their beaches are the most beautiful. The example cannot be proven true

by consulting a reference book. As with opinions, beauty is in the eye of the beholder.

Instructional Progression The level of difficulty of the text increases at each grade level. Additionally, some

areas of focus for facts differ at each grade level.

What do students need to know before they can understand the

difference between fact and opinion in an informational text? Students may be familiar with listening to stories read aloud.

However, some students may have more experience with print than others.

By first grade, students should be familiar with the purpose of a

fictional text and the purpose of a nonfiction text.

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Students may vary in beginning reading skills that support reading comprehension such as fluency, phonemic awareness,

phonics, and vocabulary. Students should know the definition of a fact and be able to

provide an example. Students may have many opinions, but they are knowledgeable

that these thoughts are opinions.

Third grade students should be able to analyze a text for details, be familiar with contextual clues, and be able to critically think about

these details. Within fact and opinion, what have students been taught and

what will they be taught learn in the future? The words in bold indicate a change from grade to grade.

K-2.3 Exemplify facts in texts read aloud. 1-2.3 Understand the difference between facts and opinions. 2-2.3 Distinguish between facts and opinions in informational

texts. 3-2.3 Distinguish between facts and opinions in informational texts.

4-2.3 Analyze informational texts to locate and identify facts and opinions.

5-2.3 Analyze a given text to detect author bias by locating indicators such as unsupported opinions.

6-2.3 Understand indicators of an author’s bias such as the

omission of relevant facts and statements of unsupported opinions.

When teaching fact and opinion, what connections, links, or ties can be made to other indicators?

3-2.1 Summarize evidence that supports the central idea of a given informational text.

3-2.2 Analyze informational texts to draw conclusions and make inferences.

3-2.3 Distinguish between facts and opinions in informational texts.

3-2.4 Create responses to informational texts through a variety of methods such as drawings, written works, and oral

presentations. 3-2.5 Carry out independent reading for extended periods of time to

gain information.

3-2.6 Understand that headings, subheadings, print styles, captions, and chapter headings provide information to the reader.

3-2.7 Use graphic features such as illustrations, graphs, charts, maps, diagrams, and graphic organizers as sources of information.

3-2.8 Use functional text features (including tables of contents, glossaries, and indexes).

3-2.9 Analyze informational texts to identify cause-and-effect relationships.

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3-5.1 Create written communications such as friendly letters that include a greeting, body, closing, and signature and invitations

that include the time, date, and place of the event. 3-5.2 Create narratives that include characters and setting and

follow a logical sequence. 3-5.3 Create written descriptions about people, places, or events

such as those important to South Carolina history.

3-5.4 Create written pieces such as riddles or jokes to entertain others.

3-6.1 Generate a topic for inquiry. 3-6.2 Use print sources such as books, magazines, charts, graphs,

diagrams, dictionaries, encyclopedias, atlases, and thesauri

and nonprint media to access information. 3-6.3 Organize information by classifying or sequencing.

3-6.4 Paraphrase research information accurately and meaningfully. 3-6.5 Use the Internet as a source of information. 3-6.6 Use vocabulary (including Standard American English) that is

appropriate for the particular audience or purpose. 3-6.7 Use appropriate visual aids such as pictures, objects, and

charts to support oral presentations.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “distinguish.” In grade 3, fact and opinion may be assessed

during one-on-one reading conferences, during small group discussions, or as a written assessment. When it is time for assessment, students should be asked to

show what they have learned in the same way they were taught, using cold text (text the students have not previously experienced). For example, students may read an informational text about Francis Marion. The text may contain facts and

opinions about the Revolutionary War hero. Students should be able to read the text for the specific purpose of locating important facts or opinions mentioned in the

article. For example, the following statement is an example of a fact: “Francis Marion’s nickname was ‘The Swamp Fox’.” Or students may explain why this statement is an opinion: “Francis Marion was the greatest Revolutionary War hero

from South Carolina.” While Marion was a hero, other South Carolinians were heroic in this war.

Students’ understanding of fact and opinion may also be assessed within their writing. Third grade students can write a variety of texts containing facts and

opinions. Students may be asked to respond to a text or discussion about a given topic. The teacher may ask students to provide facts or opinions, depending on the

purpose of writing. Students should be able to read a text and separate the important details from the non-essential details. Students must then be able to see how the facts and opinions relate to the overall meaning of the text.

The primary focus of assessment for fact and opinion is to determine if students can

read a text and distinguish the factual statement from the author’s opinions. Using worksheets that ask students to read the statement and classify the item as a fact

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or an opinion is not suggested. Students’ reading and comprehension could be assessed using a sample informational text, cold text, with multiple choice or

constructed response questions.

Suggested Instructional Resources Professional Texts Harvey, Stephanie, and Anne Goudvis. Strategies That Work. Portland, ME:

Stenhouse, 2007.

Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons. New York:

Stenhouse, 2001.

Nonprint Materials http://streaming.discoveryeducation.com

Discovering Language Arts: Nonfiction (Grades 3-5).

http://streaming.discoveryeducation.com Discovering Language Arts: Fiction (Grades 6-8).

For additional Internet sources, use the following search terms:

fact and opinion

teaching fact and opinion how do you teach fact and opinion?

http://streaming.discoveryeducation.com/http://streaming.discoveryeducation.com/

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Standard 3-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.

Students in grade three read four major types of literary texts: fiction, literary

nonfiction, poetry, and drama. In the category of fiction, they read the

following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, picture books, folktales, legends, fables, tall tales, myths, and fantasy. In the category of literary nonfiction, they read

personal essays, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems,

and free verse. The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Indicator 3-1.5 Understand the effect of the author’s craft, such as word choice

and sentence structure, on the meaning of a given literary text.

Definition of Revised Bloom’s Verb

Understand: Construct meaning from instructional messages, including oral, written, and graphic communication

Explanation of Indicator Author’s craft refers to the specific techniques that an author chooses to relay an

intended message (e.g., figurative language, flashback, imagery, irony, word choice, and dialogue). Author’s craft is best taught in the context of guided

literature conversations, shared reading discussions, and reading aloud time. Example: Conferences about structure help students to decide how they will write their piece or how they will refine their piece they are working on. Students may

ask themselves the following types of questions: Will my beginning and end match? Will I write it as a diary entry? Will I use dialogue? This type of conference will help

students envision more than one kind of text possibility for their various reasons to write.

Instructional Progression of Indicator The level of difficulty of the text increases at each grade level. Additionally, some

areas of focus for the author’s craft differ at each grade level. What do students need to know before they can understand

author’s craft? Students need to know that pictures are sources of information

that give us clues to words. Students need to know that the meaning of a story and the text

will make sense and have structure (sounds right).

Students need to understand that print conveys meaning.

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Students need to know that pictures, subheadings, and headings usually support the text and that activating their

schema to a storyline will give clues to the meaning of words. Students need to know that authors use a certain craft to make

their reading and writing more interesting. Within author’s craft, what have students been taught and

what will they be taught in the future? The words in bold indicate a change from grade to grade.

K-1.5 Understand how the author’s choice of words affects the meaning of the text.

1-1.5 Understand how elements of the author’s craft such as word

choice affect the meaning of a given literary text. 2-1.5 Understand the effect of the author’s craft, such as word

choice and the use of repetition, on the meaning of a given literary text.

3-1.5 Understand the effect of the author’s craft, such as word

choice and sentence structure, on the meaning of a given literary text.

4-1.5 Understand the effect of an author’s craft—such as word choice, sentence structure, the use of figurative language,

and the use of dialogue—on the meaning of literary texts. 5-1.5 Understand the effect of an author’s craft—such as tone and

the use of figurative language, dialogue, and imagery—on the

meaning of literary texts.

When teaching author’s craft, what connections, links, or ties can be made to other indicators and/or content areas? 3-1.1 Analyze a given literary text to make, revise, and confirm

predictions and draw conclusions. 3-1.3 Exemplify devices of figurative language (including simile,

metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

3-2.5 Carry out independent reading for extended periods of time to

gain information. 3-2.6 Understand that headings, subheadings, print styles, captions,

and chapter headings provide information to the reader. 3-2.7 Use graphic features such as illustrations, graphs, charts,

maps, diagrams, and graphic organizers as sources of

information. 3-3.1 Generate the meaning of unfamiliar and multiple-meaning

words by using context clues such as those that provide an example.

3-4.3 Create paragraphs that include a topic sentence with

supporting details and logical transitions. 3-5.1 Create written communications such as friendly letters that

include a greeting, body, closing, and signature and invitations that include the time, date, and place of the event.

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3-5.2 Create narratives that include characters and setting and follow a logical sequence.

3-5.3 Create written descriptions about people, places, or events such as those important to South Carolina history.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “understanding.” Students should be challenged to construct

meaning from author’s craft and to demonstrate how the author’s craft contributes to the overall meaning of the text. When it’s time for assessment, students should

be asked to show what they have learned in the same way they were taught, using cold text (text the students have not previously experienced).

The primary focus of assessment for author’s craft is to determine if students understand the effect of author’s craft on reading and writing and if they can

transfer that knowledge to their own reading and writing. Sample assessments may include

teacher observations,

classroom discussions during read alouds, reading and writing conferences,

literature discussions, and shared reading discussions.

In order to be consistent with the indicator, the expectation on any assessment strategy is that students must demonstrate they can understand the author’s craft

when reading and writing.

Suggested Instructional Resources Professional Texts Fletcher, Ralph and Joann Portalupi. Craft Lessons Teaching Writing K-8. Portland,

ME: Stenhouse, 1998.

---. Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann, 2001.

Pinell, Gay Su and Patricia L. Scharer. Guided Reading. New York: Scholastic, 2003.

Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons: Teaching Information

Writing K-8. Portland, ME: Stenhouse, 2001.

Ray, Katie Wood. Wondrous Words. Urbana, Illinois: National Council of Teachers of

English, 1999.

Taberski, Sharon. On Solid Ground, Strategies for Teaching Reading K-3.

Portsmouth, NH: Heinemann, 2000.

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Nonprint Materials http://www.readwritethink.org

Reading Rainbow

This program explores reading for children. It is available through SC Educational Television. Refer to the book list and correlate it to the Program Title.

http://www.unitedstreaming.com

For additional Internet sources, use the following search terms: author’s craft grade 3

http://www.readwritethink.org/http://www.unitedstreaming.com/

10/7/2011 1

Standard 3-2 The student will read and comprehend a variety of informational texts in print and nonprint formats.

Students in grade three read informational

(expository/persuasive/argumentative) texts of the following types: essays,

historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, book reviews, journals, and speeches. They also read directions, maps, time lines, graphs,

tables, charts, schedules, recipes, and photos embedded in informational texts.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicator 3-2.2 Analyze informational texts to draw conclusions and make

inferences. Definition of Revised Bloom’s Verb

Analyze: Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. Other

verb terminology that speaks to the notion of analyzing might be differentiating, organizing, and attributing.

Explanation of Indicator Making inferences is the act or process of drawing a conclusion or making a

prediction based on what one already knows either from prior knowledge, observations, or evidence found in the text. When making an inference, ideas and

facts are implied or suggested rather than stated outright. Instructional Progression

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for drawing conclusions and making inferences differ at each grade

level. What do students need to know before they can understand

drawing conclusions and making inferences? Students should understand the meaning of “reading between the

lines” and that sometimes readers have to make educated guesses in order to make meaning from the text. Students should know that these educated guesses should be based on evidence that comes from

their prior knowledge, observations, and the text itself.

Within drawing conclusions and making inferences, what have students previously learned and what will they learn in the future?

The words in bold indicate a change from grade to grade. K-2.2 Analyze texts during classroom discussions to make inferences.

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1-2.2 Analyze informational texts to draw conclusions and make inferences during classroom discussions.

2-2.2 Analyze informational texts to draw conclusions and make inferences during classroom discussions.


4-2.2 Analyze informational texts to draw conclusions and make

inferences. 5-2.2 Analyze informational texts to draw conclusions and make

inferences. 6-2.2 Analyze informational texts to draw conclusions and make

inferences.

7-2.2 Analyze information within and across texts to draw conclusions and make inferences.

8-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences.

When teaching drawing conclusions and making inferences, what connections, links, or ties can be made to other

indicators? 3-1.2 Analyze a given literary text to make, revise, and confirm

predictions and draw conclusions. 3-1.7 Create responses to literary texts through a variety of

methods (for example, writing, creative dramatics, and the

visual and performing arts). 3-2.4 Create responses to informational texts through a variety of

methods (for example, drawings, written works, and oral presentations).

3-2.6 Use graphic features (including illustrations, graphs, charts,

maps, diagrams, and graphic organizers) as sources of information.


3-5.3 Create written descriptions about people, places, or events.

3-5.4 Create written pieces (for example, riddles and jokes) to entertain others.

Classroom Assessment Students should be assessed in the same ways they are taught. During instruction

and assessment, students should make inferences from informational text. Assessments may include but are not limited to teacher observations, classroom

discussions, reading and writing conferences, and student artifacts. Suggested Instructional Resources

Professional Texts Cunningham, Andie and Ruth Shagoury. Starting With Comprehension: Reading

Strategies for the Youngest Learners. Portland, ME: Stenhouse, 2005.

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Harvey, Stephanie and Anne Goudis. Strategies That Work: Teaching

Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2007.

Keene, Ellin and Susan Zimmerman. Mosaic of Thought, Second Edition.


Keene, Ellin. To Understand: New Horizons in Reading Comprehension. Portsmouth,

NH: Heinemann, 2008.

Miller, Debbie. Reading With Meaning: Teaching Comprehension in the Primary

Grades. Portland, ME: Stenhouse, 2002.

Owocki, Gretchen. Comprehension: Strategic Instruction for K-3 Students.


Student Texts

There are many titles that teachers and students may select to better understand drawing conclusions and making inferences. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the

South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should

collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these

titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for

the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards. Magic School Bus series by Joanna Cole Books by Seymour Simon

Nonprint Materials

http://www.readwritethink.org http://www.readwritethink.org/lessons/lessonview.asp?id=326

http://eduscapes.com http://eduscapes.com/sessions/pilot/pilotinference.htm

http://www.myetv.org

http://www.myetv.org/education/streamlinesc/index.cfm (38:23)

Discovering Language Arts: Nonfiction (Grades 3-5)

http://www.education-world.com http://www.education-world.com/a_tsl/archives/00-1/lesson0077.shtml

http://scasl.pbwiki.com/ELA%20Standardshttp://www.readwritethink.org/http://www.readwritethink.org/lessons/lessonview.asp?id=326http://eduscapes.com/http://eduscapes.com/sessions/pilot/pilotinference.htmhttp://www.myetv.org/http://www.myetv.org/education/streamlinesc/index.cfmhttp://www.education-world.com/http://www.education-world.com/a_tsl/archives/00-1/lesson0077.shtml

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Best Practices

http://ed.sc.gov/agency/offices/cso/standards/ela/index.html

http://ed.sc.gov/agency/offices/cso/standards/ela/index.html

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nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical

fiction, contemporary realistic fiction, picture books, folktales, legends, fables, tall tales, myths, and fantasy. In the category of literary nonfiction, they read personal essays, autobiographical and biographical sketches, and speeches. In the

category of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse.


Indicator 3-1.4 Distinguish among devices of figurative language (including

simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

Definition of Revised Bloom’s Verb Distinguish synonyms: differentiate, discriminate, select

Finding specific examples or illustrations of the various forms of figurative language to demonstrate their differences.

Explanation of Indicator Figurative Language refers to language that is enriched by word meanings, figures

of speech, and sound devices such as onomatopoeia, alliteration, simile, metaphor, personification, and hyperbole. It refers to writing or speech that is not meant to be

taken literally. Writers use figurative language to state ideas in vivid and imaginative ways. Onomatopoeia is the use of words whose sounds suggest their meaning. Examples of onomatopoeias are “grr,” “hiss,” or “buzz.” Alliteration is the

repetition of the initial sounds or stressed syllables in neighboring words. An example of alliteration is “We went to Wal-Mart to win a watermelon.” Simile is a

device of figurative language that is a stated comparison between two unlike things using the word “like” or “as.” Examples of a simile are in the story “The Stories

Julian Tells,” by Ann Cameron: -The tail jerked heavily like a long white snake. -We drew the string in more and more until, like a tired bird, the kite fell at

our feet. Metaphor is a device of figurative language that compares two unlike things. In the

following lines, a flower is being compared to a soda shop for a bee. -A flower is a soda shop to a bee. (It sips sweet nectar (soda pop) through a curled straw (its proboscis.

Personification is a figurative device in which nonhumans (animals, objects, and abstractions) are represented as being human or as having human attributes. An

example of personification is “The ocean crashed angrily during the storm.”

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Hyperbole is an overstatement; the figure of speech that is a conscious exaggeration for the purpose of making a point. An example of a hyperbole is found

in the poem “No Differences” by Shel Silverstein. Small as a peanut,

Big as a giant, We’re all the same size When we turn out the light.

Instructional Progression

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the study of figurative language differ at each grade level.

What do students need to know before they can understand figurative language?

Students need to know that authors use sound devices intentionally to make reading and writing more interesting.

Figurative language is used to create vivid pictures in the

reader’s mind in order to make writing emotionally intense. It is also used to state ideas in new and unusual ways to satisfy

the reader’s imagination. The teacher can provide a variety of experiences in reading

(sports pages in newspaper), writing (poetry), listening (music), and speaking (recitation of poetry) that demonstrate to students that they already are familiar with many elements of figurative

language. Begin reviewing the figurative language that students have been

taught in previous grades by having students identify and explain examples from literary text.

Within figurative language, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade. K-1.4 Find examples of sound devices (including onomatopoeia and

alliteration) in texts read aloud.

1-1.4 Find an example of sound devices (including onomatopoeia and alliteration) in texts read aloud.

2-1.4 Find examples of devices of figurative language (including simile) and sound devices (including onomatopoeia and alliteration).

3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and

sound devices (including onomatopoeia and alliteration). 4-1.4 Distinguish among devices of figurative language (including

simile, metaphor, personification, and hyperbole) and sound

devices (including onomatopoeia and alliteration). 5-1.3 Interpret devices of figurative language (including simile,

metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

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6-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices

(including onomatopoeia and alliteration). 7-1.3 Interpret devices of figurative language (including extended

metaphor and oxymoron). 8-1.3 Interpret devices of figurative language (including extended

metaphor, oxymoron, and paradox).

When teaching figurative language, what connections, links, or

ties can be made to other indicators? Students in grade three will use figurative language as they interact with other indicators such as:

3-1.6 Analyze the effect of the author’s craft (for example, word choice and sentence structure) on the meaning of a given

literary text. 3-1.7 Create responses to literary texts through a variety of methods

(for example, writing, creative dramatics, and the visual and

performing arts). 3-2.4 Create responses to informational texts through a variety of

methods (for example, drawings, written works, and oral presentations).

3-5.1 Create written communications (for example, friendly letters that include a greeting, body, closing, and signature and invitations that include the time, date, and place of the event).


3-5.3 Create written descriptions about people, places, or events. 3-5.4 Create written pieces (for example, riddles and jokes) to

entertain others.

Classroom Assessment

Students should be taught and assessed using similar methods. For example, the verb is “distinguish.” Students should be challenged to construct meaning from figurative language and to demonstrate how the figurative language contributes to

the overall meaning of the text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught. For

example, in either the learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to demonstrate exemplifying. Students learn the different types of figurative

language when they use them, not when they are required to memorize definitions out of context.

The primary focus of assessment for figurative language should be to determine if students understand the effect of figurative language on reading and writing and if

they can transfer that knowledge to their own reading and writing. Sample assessments may include

teacher observations/anecdotal records, classroom discussions during,

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reading and writing conferences, and student writing samples.

In order to be consistent with the indicator, the expectation on any assessment

strategy is that students must demonstrate they can distinguish between various devices of figurative language.

Suggested Instructional Resources Professional Texts

Daniels, Harvey and Marilyn Bizar. Teaching The Best Practice Way, Methods That

Matter, K-12. Portland ME: Stenhouse, 2005.

Fountas, Irene C. and Gay Su Pinnell. Guided Reading. Portsmouth, NH:

Heinemann, 1996.

Harvey, Stephanie and Anne Goudvis. Strategies That Work. Portland, ME:

Stenhouse, 2007.

Hindley, Joanne. In The Company of Children. Portland, ME: Stenhouse, 1996.

Routman, Regie. Reading Essentials. Portsmouth, NH: Heinemann, 2003.

Student Texts

There are many titles that teachers and students may select to better understand figurative language. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department

of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library

media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the

needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts

http://scasl.pbwiki.com/ELA%20Standards. Figurative Language/Word Play

Chocolate Mouse for Dinner by Fred Gwyune Double Trouble in Walla Walla by Andrew Clements

Feathers and Fools by Mem Fox I Love You the Purplest by Barbara Joosee King Who Rained by Fred Gwyune

Possum Magic by Mem Fox Storm Boy by Paul Owen Lewis

The Lotus Seed by Tatsura Kiuchi The Old Man and His Door by Gary Soto

http://scasl.pbwiki.com/ELA%20Standards

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The Old Woman Who Named Things by Cynthia Rylant The Storm by Marc Harshman

Wilman Unlimited: How Wilma Rudolph Became the World’s Fastest Woman by Kathleen Krull

Yo! Yes? By Chris Raschka

Simile

Black Cat by Christopher Myers Hide and Seek Fog by Alvin Tresselt

Little Island by Golden MacDonald Monster Mama by Liz Rosenberg Nettie’s Trip South by Ann Turner

Owl Moon by Jane Yolen The Girl Who Loved Horses by Paul Gobel

White Snow, Bright Snow by Alvin Tresselt

Onomatopoeia

Double Trouble in Walla Walla by Andrew Clements Froggy Goes to Bed by Jonathan London

Froggy Goes to School by Jonathan London Little Red Cowboy Hat by Susan Lowell

Mama and Me and Model T. by Faye Gibbons Old Devil Wind by Bill Martin One Duck by Hazel Hutchins

The Grumpy Morning by Pamela Duncan Edwards The Little Engine That Could by Watty Piper

Personification

Bill Pickett: Rodeo-Riding Cowboy by Andrea Davis Pinkney

Flossie and the Fox by Patricia C. McKissack Sierra by Diane Siebert

The Talking Eggs by Robert D. Souci

Alliteration

Alligator Arrived with Apples: A Potluck Alphabet Feast by Crescent Dragonwagon

Dia’s Story Cloth: The Hmong People’s Journey of Freedom by Cha, Dia Feathers and Fools by Mem Fox

Metaphor Black Cat by Christopher Myers

Dragon Scales and Willow Leaves by Howard Kaplan Faraway Home by Jane Kirtz Goodbye, Geese by Nancy Carlstrom

Harlem: a Poem by Walter Dean Myers Switch on the Night by Ray Bradbury

The Lonely Scarecrow by Tim Preston The Stone Dancers by Nora Martin

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Hyperbole

Alice Nizzy Nazzy, the Witch of Sante Fe by Tony Johnston Big Jabe by Jerdine Nolen

Come On, Rain! by Karen Hesse Little Red Cowboy Hat by Susan Lowell Mama and Me and Model T. by Faye Gibbons

Scarlette Beane by Karen Wallace Simply Delicious by Margaret Mahy

Trouble on Thunder Mountain by Russell Hoban What! Cried Granny: An Almost Bedtime Story by Kate Lum

Poetry Books A light In the Attic by Shel Silverstein

Something Big Has Been Here by Jack Prelutsky There’s A New Kid On The Block by Jack Prelutsky It’s Raining Pigs & Noodles by Jack Prelutsky

Where The Sidewalk Ends by Shel Silverstein

Nonprint Materials http://www.missspott.com/figlangquiz.html

http://www.missspott.com/Alliteration.html .

http://www.missspott.com/hyperbole.html

http://www.missspott.com/Metaphors.html http://www.missspott.com/personification.html

http://www.missspott.com/similies.html

http://www.readwritethink.org

Reading Rainbow This program explores reading for children. It is available through SC Educational

Television. Refer to the book list and correlate it to the Program Title. http://www.scetv.org/education/streamlinesc/index.cfm

Discovering Language Arts: Fiction (Grades 3-5) Total length 47:23 Topics covered: Understanding genre; plot of a story; character development; character

traits; figurative language; making connections Discovering Language Arts: Style, Structure, and tone (Grades 3-5) Total length

21:30 Figurative language; powerful paragraphs, sentence structure, sentences

Best Practices http://ed.sc.gov/agency/offices/cso/english_la/elabestpractice.html

http://www.missspott.com/figlangquiz.htmlhttp://www.missspott.com/Alliteration.htmlhttp://www.missspott.com/hyperbole.htmlhttp://www.missspott.com/Metaphors.htmlhttp://www.missspott.com/personification.htmlhttp://www.missspott.com/similies.htmlhttp://www.readwritethink.org/http://www.scetv.org/education/streamlinesc/index.cfmhttp://ed.sc.gov/agency/offices/cso/english_la/elabestpractice.htmlhttp://ed.sc.gov/agency/offices/cso/english_la/elabestpractice.html

10/10/2011 1

Standard 3-3 The student will use word analysis and vocabulary strategies to read fluently.

The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Instructional appendixes are provided as the baseline expectations for instruction

and are not intended to be all-inclusive documents.

Indicator 3-3.3 Interpret the meaning of idioms encountered in texts.

Explanation of Revised Bloom’s Verb Interpret Changing from one form of representation to another by clarifying,

paraphrasing, representing, and translating Explanation of Indicator

Idioms are common phrases that use words that cannot be understood by their literal or ordinary meanings. They are a type of figurative language.

The English language is full of idiomatic expressions. If students don’t understand the culture behind the idiom, they may be baffled by the idiom. This is why

foreigners find the English language difficult to master. Fluent English speakers use idioms in everyday conversation. For example, if it is raining very hard outside, we

may say, “It is raining cats and dogs outside!” Now, cats and dogs are not falling from the sky. The expression simply means it is raining very hard outside. If someone says “Henry just kicked the bucket,” Henry did not walk into a room and

kick a bucket with his foot. This expression is used to explain that Henry has died. Some other familiar idioms are

“I smell a rat!” (Meaning the speaker is convinced that something is wrong or

not right.)

“You are pulling my leg!” (Meaning someone must be joking or fooling the speaker.)

“I got it straight from the horse’s mouth!” (Meaning the speaker heard the information from the main source.)

English language learners may have a difficult time learning idioms. An idiom isn’t like other types of figurative language because the meaning of the expression can not be determined through guessing. ESL students may need an in depth explanation of the idiom. Using idioms during conversation may have a positive

impact on understanding an idiom in a text.


areas of focus for the idioms differ at each grade level.

10/10/2011 2

What do students need to know before they can interpret the meaning of idioms encountered in texts?

Students should understand that language can have meaning beyond the literal.

Within idioms, what have students been taught and what they will be taught in the future?

K-3.3 Use vocabulary acquired from a variety of sources (including conversations, texts read-aloud, and the media).

1-3.3 Use vocabulary acquired from a variety of sources (including conversations, texts read-aloud, and the media).

2-3.4 Identify idioms in context.

3-3.3 Interpret the meaning of idioms encountered in texts. 4-3.3 Interpret the meaning of idioms encountered in texts.

5-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.

When teaching idioms, what connections, links, or ties can be made to other indicators?

3-1.2 Analyze a given literary text to make, revise, and confirm predictions and draw conclusions.

3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

3-1.6 Analyze the effect of the author’s craft (for example, word choice and sentence structure) on the meaning of a given

literary text. 3-1.7 Create responses to literary texts through a variety of

methods (for example, writing, creative dramatics, and the

visual and performing arts). 3-1.9 Recognize the characteristics of poetry (including stanza,

rhyme, and repetition). 3-1.11 Read independently for extended periods of time for pleasure. 3-3.1 Generate the meaning of unfamiliar and multiple-meaning

words by using context clues. 3-4.5 Revise the organization and development of content and the

quality of voice in written works. (See Instructional Appendix: Composite Writing Matrix.)

3-5.3 Create written descriptions about people, places, or events.

3-5.4 Create written pieces (for example, riddles and jokes) to entertain other.

Classroom Assessment Students should be assessed in the same ways they are taught. Students learn

idioms when they use them, not when they are required to memorize definitions out of context. If students have the opportunity to read and write with an

expectation of understanding, analyzing, interpreting, and using idioms, then assessment should also focus on these levels of thinking.

10/10/2011 3

In order to be consistent with the indicator, the expectation on any assessment

strategy is that students must demonstrate they can interpret idioms. In grade 3, encourage class discussions when encountering idioms within a text. The teacher

should model the thought process for interpreting the idiom. When the teacher thinks aloud, students witness the critical thinking needed to decipher the idiom. Students should then be given an idiom and with a partner or alone be asked to

decipher what the expression means.

The primary focus of assessment for idioms should be to determine if students understand the effect of them on reading and writing and if they can transfer that knowledge to their own reading and writing. Sample assessments may include

teacher observations/anecdotal records, classroom discussions during read alouds,

reading and writing conferences, and student writing samples.


Cunningham, Patricia M. Phonics They Use. Boston, MA: Allyn & Bacon, 2004.

Diller, Debbie. Literacy Work Stations Making Centers Work. Portland, ME:

Stenhouse, 2003.

Fletcher, Ralph. Craft Lessons. New York: Steinhouse, 2002.

Harvey, Stephanie, and Anne Goudvis. Strategies That Work. Portland, ME:

Stenhouse, 2007.

Ray, Katie Wood. Wondrous Words. Urbana, IL: National Council of Teachers of

English, 1999.

Routman, Regie. Invitations Changing as Teachers and Learners K-12. Portsmouth,

NH: Heinemann, 1991.

Routman, Regie. Conversations. Portsmouth, NH: Heinemann, 2000.

Although these are student books, these two books are outstanding to find examples of idioms:

Terban, Marvin. In a Pickle. New York, Boston: MA Clarion Books, 2007.

Terban, Marvin. Scholastic Dictionary of Idioms. Reed Business Information, 1998.

10/10/2011 4

Student Texts There are many titles that teachers and students may select to better understand

using vocabulary from a variety of sources. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the

South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be

used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not

meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials http://www.idiomsbykids.com/

http://www.englishdaily626.com

http://www.englishdaily626.com/idioms.php

http://scasl.pbwiki.com/ELA+Standardshttp://www.idiomsbykids.com/http://www.englishdaily626.com/http://www.englishdaily626.com/idioms.php

January 28, 2009 1



difficult texts.



Indicator 3-3.2 Use base words and affixes to determine the

meanings of words.


Use: Apply a procedure to a familiar task Explanation of Indicator

A study of base words and affixes offers an effective tool for teachers to nurture students’ vocabulary development. Base words and affixes provide students with an

understanding of word parts. Students then can use that understanding to determine the meanings of unfamiliar words. Instruction should foster an interest in word exploration. The study of word parts should not be done merely as an exercise

in memorization but as an opportunity to connect known words and word parts to other words to further develop vocabulary. Teachers should immerse students in

rich oral and written language to promote effective word study. Students can then connect their knowledge of words to the world. The purpose of vocabulary instruction is to strengthen students as readers and writers.

A review of the affixes learned in previous grades is essential before teachers begin

the teaching of the new affixes. An effective way to do this is through mini-lessons based upon what students are reading and writing.

Instructional Progression of the Indicator The level of difficulty of the text increases at each grade level. Additionally, some

areas of focus for the study of Prefixes and Suffixes differ at each grade level

What do students need to know before they can understand prefixes and suffixes? Students must have knowledge of inflectional endings.

Students must have knowledge of word structure including the relationship between base words and affixes.

Students need to understand that prefixes, base words, and suffixes each have meaning and when joined together they create new words.

Students should understand that prefixes come at the beginning of words and suffixes at the end of words.

Students should begin to understand that meanings of words are often grounded in history.

January 28, 2009 2

Within prefixes and suffixes, what have students been taught

and what will they be taught in the future?

In kindergarten through grade four, students analyze to determine the meaning of words by using their knowledge of base words and affixes. In grades five through English 4, students expand their study of words

to include Greek and Latin roots and affixes.

The words in bold indicate a change from grade to grade. K-3.2 Create a different form of a familiar word by adding an –s or –

ing ending.

1-3.2 Identify base words and their inflectional endings (including -s, -es, -ing, -ed, -er, and -est).

2-3.2 Construct meaning through a knowledge of base words, prefixes (including un-, re-, pre-, bi-, mis-, dis-) and suffixes (including -er,-est, -ful) in context.

4-3.2 Use base words and affixes to determine the meanings of words.

5-3.2 Use base words and affixes to determine the meanings of words within texts see Instructional Appendix: Greek

and Latin Roots and Affixes). When teaching prefixes and suffixes, what connections,

links, or ties can be made to other indicators and/or content areas?

3-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues.

3-3.7 Spell correctly

words that have blends, contractions,

compound words, orthographic patterns (for example, qu, consonant

doubling,

changing the ending of a word from y to ies when forming the plural), and

common homonyms.

Vocabulary development should transfer to student writing and link to

Standards 4 and 5.

January 28, 2009 3

Classroom Assessment Students should be taught and assessed using similar methods. Students need

multiple opportunities and ways to demonstrate their knowledge of words. If vocabulary instruction is to be rich and authentic then the way in which we assess

vocabulary must also change. Ideally, teachers will observe students using vocabulary strategies in authentic contexts (including writing and reading conferences related to independent, shared or guided reading) to unlock the

meaning of unfamiliar words.

If vocabulary words are simply assigned for students to match or complete the definitions, the level of instruction necessary will not be provided. In order to address the definition of the verb “use,” opportunities for demonstration of

knowledge should be drawn from material the student is not likely to have had contact with or be presented from a different perspective.


Allen, Janet. Words, Words, Words. Portland, ME: Stenhouse, 1999.

---. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Bear, Donald, et al. Words Their Way. Upper Saddle River, NJ: Merrill, 2000.

Beck, Isabelle, Margaret McKeown, and Linda Kucan. Bringing Words to Life: Robust

Vocabulary Instruction. New York: Gilford, 2002.

Beers, Kylene. When Kids Can’t Read What Teachers Can Do. Portsmouth, NH:

Heinemann, 2003.

Newton, Rick and Evangeline Newton. A Little Latin and A Lot of English. Adolescent

Literacy in Perspective. The Ohio Resource Center, 2005.

Rasinski, Tim, Nancy Padak, Rick Newton, and Evangeline Newton. Building

Vocabulary from Word Roots. Huntington Beach, CA: Beach City Press, 2007

Student Texts

There are many titles that teachers and students may select to better understand affixes and Greek and Latin roots. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina

Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their

library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list

January 28, 2009 4

has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the

texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards

Nonprint Materials http://teachers.net/lessons/posts/4159.html

http://www.resourceroom.net/comprehension/idavocab2004.asp

http://www.tasaliteracy.com/rpe/instruction/vocab.html#teachprefixes

http://www.adlit.org/article/19692

http://www.localschooldirectory.com/include/teachers/lesson_plan.php/lesson_plan_id/12 http://www.collaborativelearning.org/suffixconnect4.pdf

http://www.tv411.org/lessons/cfm/vocabulary.cfm?str=vocabulary&num=10&act=1

http://books.google.com/books?id=Fzqb3c59VOgC&pg=PA96&lpg=PA96&dq=teachi

ng+affixes+to+elementary+children&source=web&ots=dUD2E7DVMP&sig=6W8eI9KS2Ba57hBw4Un-566g24E&hl=en

http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.html

http://www.geocities.com/CapeCanaveral/Hangar/7594/roots.html http://www.espindle.org/roots.html#up

http://www.factmonster.com/ipka/A0907017.html

http://www.quia.com/jg/65969.html

http://scasl.pbwiki.com/ELA+Standardshttp://teachers.net/lessons/posts/4159.htmlhttp://www.resourceroom.net/comprehension/idavocab2004.asphttp://www.tasaliteracy.com/rpe/instruction/vocab.html#teachprefixeshttp://www.adlit.org/article/19692http://www.localschooldirectory.com/include/teachers/lesson_plan.php/lesson_plan_id/12http://www.collaborativelearning.org/suffixconnect4.pdfhttp://www.tv411.org/lessons/cfm/vocabulary.cfm?str=vocabulary&num=10&act=1http://books.google.com/books?id=Fzqb3c59VOgC&pg=PA96&lpg=PA96&dq=teaching+affixes+to+elementary+children&source=web&ots=dUD2E7DVMP&sig=6W8eI9KS2Ba57hBw4Un-566g24E&hl=enhttp://books.google.com/books?id=Fzqb3c59VOgC&pg=PA96&lpg=PA96&dq=teaching+affixes+to+elementary+children&source=web&ots=dUD2E7DVMP&sig=6W8eI9KS2Ba57hBw4Un-566g24E&hl=enhttp://books.google.com/books?id=Fzqb3c59VOgC&pg=PA96&lpg=PA96&dq=teaching+affixes+to+elementary+children&source=web&ots=dUD2E7DVMP&sig=6W8eI9KS2Ba57hBw4Un-566g24E&hl=enhttp://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.htmlhttp://www.geocities.com/CapeCanaveral/Hangar/7594/roots.htmlhttp://www.espindle.org/roots.html#uphttp://www.factmonster.com/ipka/A0907017.htmlhttp://www.quia.com/jg/65969.html

10/10/2011 1

Standard 3-5 The student will write for a variety of purposes and audiences.

Students in grade three write for various audiences to inform, to describe, and to

entertain. Students in third grade plan, draft, revise, and edit narrative and informational writing. Students pay attention to the content and development, the organization, the quality of voice, the correct use of Standard American

English in their written works.

Teachers should continue to address earlier indicators as they apply to more difficult text.

Indicator 3-5.1 Create written communications (for example, friendly

letters that include a greeting, body, closing, and signature and invitations that include the time, date, and place of the event).


Create: Put elements together to form a coherent or functional whole

Explanation of Indicator Creating informational pieces of writing requires a different approach to composing.

This type of writing is more authentic, is about knowledge that the writer has to share, gives information to explain realities or ideas, has a purpose that is related

to a real-life situation, and is written for a specific audience. Various techniques can be used to convey information. For example, a friendly letter sent from the North Pole can contain a picture of ice and snow as well as providing a written description

of what they see or experience at the North Pole. A friendly letter should also include a greeting, body, closing and signature as outlined in the indicator. An

invitation might include artwork to convey information as well as the time, date, and place of the event. As an example, students can create an invitation for school administrators and board members to attend a class function.


The level of difficulty of the writing increases at each grade level. Additionally, some areas of focus differ at each grade level.

What do students need to know before they can create informational pieces?

Students need to be familiar with different types of writing. Some students may have more experience than others.

By third grade, students should be familiar with creating a variety

of written communications for specific audiences. Students should know the definition of informational writing.

10/10/2011 2

Students need to know that there are different types of writing for different purposes.

Within informational writing, what have students been taught

and what will they be taught learn in the future? The words in bold indicate a change from grade to grade. K-5.1 Use symbols (drawings, letters, and words) to create

written communications (for example, notes, messages, and lists) to inform a specific audience.

1-5.1 Create written communications (for example, thank you notes) for a specific audience.

2-5.1 Create written communications (for example,

directions and instructions) to inform a specific audience

3-5.1 Create written communications (for example, friendly letters that include a greeting, body, closing, and signature and invitations that include the time, date, and

place of the event). 4-5.1 Create informational pieces (for example, postcards,

flyers, letters, and e-mails) that use language appropriate for the specific audience.

5-5.1 Create informational pieces (for example, book reviews and newsletter articles) that use language appropriate for the specific audience.

When teaching informational writing, what connections, links,

or ties can be made to other indicators? 3-1.7 Create responses to literary texts through a variety of methods

(for example, writing, creative dramatics, and the visual and performing arts).

3-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

3-2.5 Use headings, subheadings, print styles, captions, and chapter headings to gain information.

3-3.6 Spell high-frequency words. (See Instructional Appendix: High-Frequency Words.)

3-3.7 Spell correctly

words that have blends, contractions,

compound words, orthographic patterns (for example, qu, consonant doubling,

changing the ending of a word from -y to -ies when forming the

plural), and common homonyms.

10/10/2011 3

3-4.1 Generate and organize ideas for writing using prewriting techniques (for example, creating lists, having discussions, and

examining literary models). 3-4.2 Use complete sentences (including compound sentences) in

writing. 3-4.3 Create paragraphs that include a topic sentence with supporting

details and logical transitions.

3-4.4 Use grammatical conventions of written Standard American English, including

• comparative and superlative adjectives, • prepositions and prepositional phrases, • conjunctions (because, since, yet, until), and

• nominative and objective case pronouns. (See Instructional Appendix: Composite Writing Matrix.)

3-4.5 Revise the organization and development of content and the quality of voice in written works. (See Instructional Appendix: Composite Writing Matrix.)

3-4.6 Edit for the correct use of written Standard American English, including

• capitalization – geographic names,

– holidays, and – historical and special events;

• punctuation

– commas in addresses, – commas in the greeting and closing of letters,

– commas in compound sentences, – apostrophes in contractions and possessive nouns, – periods in abbreviations, and

– indentation of paragraphs; and

• spelling – misused homonyms, – high-frequency multisyllabic words,

– words that have blends, – contractions,

– compound words, and – orthographic patterns (for example, qu, consonant

doubling, changing the ending of a word from -y to -ies

when forming the plural). (See Instructional Appendix: Composite Writing Matrix.)

3-4.7 Use correct letter formation when using manuscript and cursive writing.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this

indicator, the verb is “create.” In third grade, written communications may be assessed during one-on-one writing conferences, during small group discussions, or

10/10/2011 4

as a written assessment. When students are assessed, they should be asked to show what they have learned in the same way they were taught.

10/10/2011 5

Students’ understanding of written communications may also be assessed within

their writing. Third grade students can write a variety of texts containing information. Students may be asked to respond to a text or discussion about a

given topic. The teacher may ask students to create a friendly letter or invitation in response to the reading or discussion. Students should be able to include important details in their writing. The primary focus of assessment for informational writing is

to determine if students can create a particular type of informational writing.

Classroom assessment should be based on the domains and descriptors in the South Carolina Extended Response Scoring Rubric found on the SCDE Web page under the Office of Assessment PASS Writing section.

Suggested Instructional Resources

Professional Texts Harvey, Stephanie, and Anne Goudvis. Strategies That Work. Portland, ME:

Stenhouse, 2007.

Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons. New York:

Stenhouse, 2001.

Student Texts

There are many titles that teachers and students may select to better understand informational writing. Library Media Specialists from the South Carolina Association

of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media

specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read

and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts

http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials http://www.teachersdesk.org/news.html This site provides ideas on using newspapers in the classroom.

http://www.pbs.org/wgbh/globalconnections/multimedia/strategies.html

http://readwritethink.org

http://www.teachersfirst.com

http://streaming.discoveryeducation.com Discovering Language Arts: Nonfiction (Grades 3-5).

http://scasl.pbwiki.com/ELA+Standardshttp://www.teachersdesk.org/news.htmlhttp://www.pbs.org/wgbh/globalconnections/multimedia/strategies.htmlhttp://readwritethink.org/http://www.teachersfirst.com/http://streaming.discoveryeducation.com/

January 29, 2009 1

Standard 3-6 The student will access and use information from a variety of sources.


difficult texts.

Indicator 3-6.1 Generate a topic for inquiry.

Definition of Revised Bloom’s Verb Generate: Coming up with alternative hypotheses based on criteria

Explanation of Indicator

Before any formal research process can begin, students must understand the concept of inquiry or wondering about something. Students begin this process by learning how to develop and ask questions about something that interests them.

The next step in the process is for students to carefully consider determining a specific topic about which information can be gathered.

A topic is the subject matter that requires the student to access and use information. Based on the topic, the student may need to restate the topic by narrowing or broadening its scope.


The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for generating a topic for inquiry differ at each grade level.

What do students need to know before they can understand generating a topic for inquiry?

Students must know how to generate how and why questions

about a topic of interest.

Students need to understand that questions provide information. Students need to experience selecting topics of interest.

Within generating a topic for inquiry, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade.

K-6.1 Generate how and why questions about a topic of interest.

1-6.1 Generate how and why questions about a topic of

interest. 2-6.1 Generate how and why questions about a topic of

interest. 3-6.1 Generate a topic for inquiry.

4-6.1 Clarify and refine a research topic.

January 29, 2009 2

5-6.1 Clarify and refine a research topic. 6-6.1 Clarify and refine a research topic.

7-6.1 Clarify and refine a research topic. 8-6.1 Clarify and refine a research topic.

When teaching generating a topic for inquiry, what connections, links, or ties can be made to other indicators?

3-1.1 Analyze the details that support the expression of the main idea in a given literary text.

3-1.2 Analyze a given literary text to make, revise, and confirm predictions and draw conclusions.

3-1.6 Analyze the effect of the author’s craft (for example, word

choice and sentence structure) on the meaning of a given literary text.

3-1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).

3-2.1 Summarize evidence that supports the central idea of a given informational text.


3-2.3 Distinguish between facts and opinions in informational texts.

3-2.5 Use headings, subheadings, print styles, captions, and

chapter headings to gain information. 3-2.6 Use graphic features (including illustrations, graphs,

charts, maps, diagrams, and graphic organizers) as sources of information.

3-2.7 Use functional text features (including tables of contents,

glossaries, and indexes) as sources of information. 3-2.9 Read independently for extended periods of time to gain

information. 3-4.4 Use grammatical conventions of written Standard

American English, including

• comparative and superlative adjectives, • prepositions and prepositional phrases,

• conjunctions (because, since, yet, until), and • nominative and objective case pronouns.

(See Instructional Appendix: Composite Writing Matrix.)

3-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases,

and thesauri) and nonprint sources (for example, pictures, photographs, video, and television) to access information.

3-6.4 Paraphrase research information accurately and meaningfully.

3-6.5 Use the Internet as a source of information.

January 29, 2009 3

3-6.6 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “generate” This indicator addresses one part of a larger whole

in which students will ultimately participate. At this grade level, students should only be assessed based upon that what the indicator is asking of them, in this case

generating a topic for inquiry. The topics students choose to inquire about should become more complex. Students must learn and expand upon the foundational components of the research process before demonstrating their knowledge of the

total process in later grades. Conferencing with students is an excellent way to assess understanding of this indicator.

Suggested Instructional Resources Research is not taught in isolation. Students need to know how they can find out

about things they don’t know, and they need to know how to share what they’ve learned with others. Suggested texts are listed below; however, what is used

depends on the topics of interest. When students select topics for inquiry that interest them, they become more engaged learners in the total research process.

Professional Texts

Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships for

K-6. Worthington, OH: Linworth Publishing Co., 2007.

Johnson, Doug. Learning Right From Wrong in the Digital Age: An Ethics Guide for

Parents, Teachers, Librarians, and Others Who Care About Computer-Using

Young People. Worthington, OH: Linworth Publishing Co., 2003.

Koechlin, Carol, and Sandi Zwaan. Build Your Own Information Literate School. Salt

Lake City: Hi Willow Research and Publishing, 2003.

Koechlin, Carol, and Sandi Zwaan. Info Tasks for Successful Learning. Portland, ME:

Pembroke Publishers, 2001.

Loertscher, David V., and Blanche Wools. Information Literacy. 2nd ed. San Jose,

CA: Hi Willow Research and Publishing, 2002.

January 29, 2009 4

Loertscher, David V., Carol Koechlin, and Sandi Zwaan. Ban Those Bird Units: 15

Models for Teaching and Learning in Information-Rich and Technology-Rich

Environments. Salt Lake City: Hi Willow Research & Publishing, 2005.

Ryan, Jenny, and Steph Capra. Information Literacy Toolkit. Chicago: American

Library Association, 2001.

Thompson, Helen M, and Susan A. Henley. Fostering Information Literacy:

Connecting National Standards, Goals 2000, and the SCANS Report.

Englewood, CO: Libraries Unlimited, Inc., 2000.

Valenza, Joyce Kasman. Power Research Tools: Learning Activities and Posters.

Chicago: American Library Association, 2003.

Whitley, Peggy, Catherine Olson, and Susan Goodwin. 98 Jumpstarts to Research:

Topic Guidelines for Finding Information on Current Issues. Englewood, CO:

Libraries Unlimited, 2001.

Student Texts There are many titles that teachers and students may select to better understand

clarifying and refining a research topic. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South

Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be

used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not

meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards

Nonprint Materials

Alewine, Martha. “The Simple Four: An Information Problem-Solving Model.”

School Library Media Services, South Carolina Department of Education,

9 Sept 2007.

http://scasl.pbwiki.com/ELA%20Standards

January 29, 2009 5

http://martha.alewine.googlepages.com/thesimplefour

Baker, Frank. “Media Literacy Clearinghouse.” 28 Sept. 2007.

http://www.frankwbaker.com/

DISCUS. 2007. South Carolina State Library. 28 Sept. 2007.

http://www.scdiscus.org/databases/discus-kids/

Reading Rainbow This program explores reading for children. It is available through SC

Educational Television. Refer to the book list and correlate it to the Program Title.

http://www.itv.scetv.org/

StreamlineSC. 2007. ETV. Sept. 28.

http://www.myetv.org/education/streamlinesc/index.cfm

"The Four Phases of Instruction in an I-Search Unit: Phase 1: Becoming

Immersed in a Topic and Generating a Question, Literacy Matters. 23

Aug.2007. Education Development Center, Inc.

http://martha.alewine.googlepages.com/thesimplefourhttp://www.frankwbaker.com/http://www.scdiscus.org/databases/discus-kids/http://www.itv.scetv.org/http://www.myetv.org/education/streamlinesc/index.cfm

January 30, 2009 1



difficult texts.



Indicator 3-3.1 Generate the meaning of unfamiliar and multiple-meaning words

by using context clues.


Use Applying a procedure to an unfamiliar task Explanation of Indicator

Context clues provide students multiple ways of understanding the meanings of new and unknown words they may encounter in texts. When good readers come

across unknown or multiple-meaning words, they use the words or sentences around unknown words (the context) to predict word meanings.


areas of focus for context clues differ at each grade level. What do students need to know before they can understand

context clues? Students need to know that it is not unusual to encounter words

that we do not know when reading. Students need to know that when good readers get “stuck” on a

problem during reading, they stop and figure out how to fix the

problem. Students need to know that, when good readers find unfamiliar or

multiple meaning words, they use the surrounding words or sentences (the context) to predict the word meanings.

Students need to know that some words have different meanings depending on the context in which they are used.

Within context clues, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade. K-3.1 Use pictures and context to construct the meaning of unfamiliar

words in texts read aloud.

1-3.1 Use pictures, context, and letter-sound relationships to read unfamiliar words.

2-3.1 Use context clues to determine the meaning of unfamiliar words.

January 30, 2009 2


4-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, those that

provide an example or a definition). 5-3.1 Use context clues (for example, those that provide an

example, a definition, or a restatement) to generate the

meanings of unfamiliar and multiple-meaning words.

When teaching context clues, what connections, links, or ties can be made to other indicators? Students in grade 3 will use context clues as they interact with other

indicators such as:


3-3.2 Use base words and affixes to determine the meanings of words.

(See Instructional Appendix: Prefixes and Suffixes.) 3-3.3 Interpret the meaning of idioms encountered in texts.

3-3.4 Read high-frequency words in texts. (See Instructional Appendix: High-Frequency Words.)

3-3.5 Use context clues to determine the relationship between two or more words (including synonyms, antonyms, and homonyms).

3-3.6 Spell high-frequency words. (See Instructional Appendix: High-

Frequency Words.) 3-3.7 Spell correctly

words that have blends, contractions, compound words,

orthographic patterns (for example, qu, consonant doubling, changing the ending of a word from -y to -ies when forming the

plural), and common homonyms.

Classroom Assessment Students should be taught and assessed using similar methods. In this indicator,

the verb is “use”; students should be challenged to construct meaning from using context clues and to demonstrate how that process contributes to the understanding of text and to determine the meaning of unknown or multiple-

meaning words. When students are assessed, they should be asked to show what they have learned in the same way they were taught. In either the learning or the

assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to use context.

Students learn the different types of context clues as they use them, not when they are asked to memorize definitions out of context. If students have the opportunity

to read and write with an expectation of understanding, analyzing, interpreting, and using context clues, then assessment should also focus on these levels of thinking.

January 30, 2009 3

In order to be consistent with the indicator, the expectation of any assessment

strategy is that students must demonstrate their use of context clues to generate meanings for unfamiliar and multiple-meaning words. In grade 3, student

responses to a text in writing or in conversations will demonstrate understandings of words within the text. Reading and writing conferences and teacher observations about the ways students read, discuss, and problem-solve texts are effective ways

to teach and assess the use of context clues for determining meanings of unfamiliar words.

Examples of strategies to assist students with using context clues and to observe their understandings include:

Search pictures for information beyond what is presented in texts. Search pictures for specific information about the text.

Stop during read-alouds or shared readings to talk about what is known, so far, about the context of the story, or stop at the end of each page to summarize the clues given in that part of text. Refer to that information as

the reading continues and unfamiliar words are encountered. Reread the sentence before or after the unknown word to listen for hints

about the word’s meaning. Use post-it notes to mark words that are identified as unknown or difficult.

After one reading, return to the post-its to use the information from the reading to problem-solve the word meanings.

Use the CLOZE method to read text up to the unfamiliar word to predict what

kinds of words would make sense within the given context. For words with multiple meanings, try alternate meanings or synonyms

within the text to determine the meaning that fits the context. Suggested Instructional Resources

Professional Texts Harvey, Stephanie and Anne Goudvis. Strategies That Work. Portland, ME, 2000.

Keene, Ellin Oliver. To Understand. Portsmouth, NH: Heinemann, 2008.

Miller, Debbie. Reading With Meaning. Portland, ME: Stenhouse, 2002.

Pinnell, Gay Su and Patricia L. Scharer. Teaching for Comprehension in Reading. Grades K-2. New York, NY: Scholastic Professional Books.

Rasinski, Timothy and Nancy Padak. Effective Reading Strategies. Upper Saddle River, NJ: Pearson/ Merrill Prentice Hall, 2004.

Routman, Regie. Invitations. Portsmouth, NH: Heinemann, 1991.

Taberski, Sharon. On Solid Ground. Portsmouth, NH: Heinemann, 2000.

January 30, 2009 4

Student Texts

There are many titles that teachers and students may select to better understand the use of context clues. Library Media Specialists from the South Carolina

Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their

library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list

has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested

texts http://scasl.pbwiki.com/ELA%20Standards.

Reading a wide range of books of different genres, topics, and purposes will give students opportunities to learn to use context clues in many different kinds of settings and situations, all for the ultimate purpose of more clearly understanding

an author’s message.

Nonprint Materials http://www.readwritethink.org

http://www.literacymatters.org/content/readandwrite/vocab.htm

http://www.learnnc.org/search?area=&phrase=context+clues

http://www.manatee.k12.fl.us/sites/elementary/samoset/Resources/contextclues.pdf

http://vclass.mtsac.edu:920/readroom/context.htm

http://www.clintweb.net/ctw/Context_Clues.ppt#4

http://pbskids.org/read/

http://scasl.pbwiki.com/ELA%20Standardshttp://www.readwritethink.org/http://www.learnnc.org/search?area=&phrase=context+clueshttp://www.manatee.k12.fl.us/sites/elementary/samoset/Resources/contextclues.pdfhttp://www.manatee.k12.fl.us/sites/elementary/samoset/Resources/contextclues.pdfhttp://vclass.mtsac.edu:920/readroom/context.htmhttp://www.clintweb.net/ctw/Context_Clues.ppt#4

February 2, 2009 1



nonfiction, poetry, and drama. In the category of fiction, they read the following

specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, picture books, folktales, legends, fables, tall tales, myths, and fantasy. In the category of literary nonfiction, they read personal

essays, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse.


Indicator 3-1.1 Analyze the details that support the expression of the main idea in a given literary text.

Definition of Revised Bloom’s Verb Analyze Break material into its constituent parts and determine how the

parts relate to one another and to an overall structure or purpose. Other verb terminology that speaks to the notion of analyzing

might be differentiating, organizing, and attributing. Explanation of Indicator

Details are the individual bits of information about a subject or topic. Main idea is the major topic of a passage or work that may be stated directly or

inferred. Finding the Main Idea

Teaching the strategy of how to find the main idea is important. Once the subject of the paragraph is discovered, the main idea (what the author wants the reader to

remember) will be determined by analyzing the details.

Subject

+ What the author says about the subject Main Idea

Stated Main Idea Locating important details in a passage is an important key in the process of isolating

the main idea or the main point the author wants his readers to understand. The main idea may be found anywhere is a passage but is often stated in the first

sentence followed by the details or in the last sentence after the author has given an explanation of the details.

February 2, 2009 2

Implied Main Idea If the main idea is not directly stated by the author, the reader must think about how

the details in the sentences connect to support the main subject or topic and decide what the author wants his readers to remember most. Establishing a plan of action is

important for a successful analysis of the details in a passage. Separating important details from non-essential details is another critical skill. Asking the question, “What do the details tell me about the subject?’ and/or including an organizer is part of the

process. These steps will enable students to better analyze details to arrive at the main idea.


areas of focus for main idea and details differ at each grade level.

What do students need to know before they can understand main idea and details in a literary text?

Students should understand that main idea is the “big idea” of a

single paragraph or an entire work. It is what the author wants the reader to remember most.

Details provide specific information the reader will analyze.

Within the study of main idea and details, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade.

K-1.1 Summarize the main idea and details from literary texts read aloud.

1-1.1 Summarize the main idea and supporting evidence in literary text during classroom discussion.

2-1.1 Analyze the details that support the expression of the main idea in a

given literary text. 3-1.1 Analyze the details that support the expression of the main idea in a

given literary text. 4-1.1 Analyze the details that support the expression of the main idea in a

given literary text.

5-1.6 Analyze the details that support the expression of the main idea in a given literary text.

6-1.6 Compare/contrast main ideas within and across literary texts.

When teaching main idea and details, what connections, links, or

ties can be made to other indicators?

3-1.7 Create responses to literary texts through a variety of methods (for

example, writing, creative dramatics, and the visual and performing arts).

3-1.11 Read independently for extend

standard 3-2 the student will read and comprehend a...

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