3.1A.i dropping the final "e" and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable)
3.1A.ii doubling final consonants when adding an ending (e.g., hop to hopping)
3.1A.iii changing the final "y" to "i" (e.g., baby to babies)
3.1C decode words applying knowledge of common spelling patterns
3.2A use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions
3.2B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text
3.2C establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud)
3.4B Use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs
3.4C Identify and use antonyms, synonyms, homographs, and homophones
3.4D Identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles)
3.4E Alphabetize a series of words to the third letter and use a dictionary or a glossary to
determine the meanings, syllabication, and pronunciation of unknown words
3.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
3.Fig19B Ask literal, interpretive, and evaluative questions of text
3.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions)
3.Fig19D Make inferences about text using textual evidence to support understanding
3.Fig19E Summarize information in text, maintaining meaning and logical order
3.Fig19F Make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence
3.12A Identify the topic and locate the author's stated purposes in writing the text
3.13B Draw conclusions from the facts presented in text and support those assertions with textual evidence
3.13C Identify explicit cause and effect relationships among ideas in texts
3.13D Use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text
3.16B Explain how various design techniques used in media influence the message (e.g., shape, color, sound)
3.17A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals)
3.17B Develop drafts by categorizing ideas and organizing them into paragraphs
3.17C Revise drafts for coherence, organization, use of simple and compound sentences, and
3.17D Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric
3.20A.i Create brief compositions that establish a central idea in a topic sentence
3.20A.ii Create brief compositions that include supporting sentences with simple facts, details, and explanations
3.20A.iii Create brief compositions that contain a concluding statement
3.20C Write responses to literary or expository texts that demonstrate an understanding of the text
3.22A.viii Use and understand the function of the following parts of speech in the context of reading, writing, and speaking time-order transition words and transitions that indicate a conclusion
3.23A Write legibly in cursive script with spacing between words in a sentence
3.23B.i Use capitalization for geographical names and places
3.23B.ii Use capitalization for historical periods
3.23D Use correct mechanics including paragraph indentations
3.24B.iv Spell words with more advanced orthographic patterns and rules: double consonants in middle of words
3.24B.vi Spell words with more advanced orthographic patterns and rules: abstract vowels (e.g., ou as in could, touch, through, bought)
3.24C Spell high-frequency and compound words from a commonly used list
3.24 D Spell words with common syllable constructions (e.g., closed, open, final stable syllable)
3.24E Spell single syllable homophones (e.g., bear/bare; week/weak; road/rode)
3.25A Generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic
3.25B Generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question
3.1(B) use common syllabication patterns to decode words including:
3.1(B.iii) final stable syllable (e.g., puz-zle, con-trac-tion);
3.1(B.iv) r-controlled vowels (e.g., fer-ment, car-pool); and
3.1(B.v) vowel digraphs and diphthongs (e.g., ei-ther);
3.1(E) monitor accuracy in decoding.
3.3(A) Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
3.11(A) Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).
3.17(E) publish written work for a specific audience.
3.22(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
3.24(A) use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell;
3.29(A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and
3.29(B) follow, restate, and give oral instructions that involve a series of related sequences of action.
3.30(A) Students are expected to speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.
3.31(A) Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.
See Instructional Focus Document (IFD) for TEK Specificity
Authors choose structures to organize information to construct meaning. Readers use strategies to support understanding of text. Readers create connections to make text personally relevant and useful. An extensive vocabulary supports the development of oral and written communication.
Homograph- a word that is spelled the same as another word, but has a different meaning. (read [present tense] and read [past tense])