3.13(D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.
3.16(B) explain how various design techniques used in media influence the message (e.g., shape, color, sound); and
3.17(A) 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);
3.17(B) develop drafts by categorizing ideas and organizing them into paragraphs;
3.17(C) revise drafts for coherence, organization, use of simple and compound sentences, and audience;
3.17(D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and
3.20(A) create brief compositions that:
3.20(A.i) establish a central idea in a topic sentence;
3.20(A.ii) include supporting sentences with simple facts, details, and explanations; and
3.20(A.iii) contain a concluding statement;
3.20(C) write responses to literary or expository texts that demonstrate an understanding of the text.
3.23(C.ii) commas in series and dates; and
3.23(D) use correct mechanics including paragraph indentations.
3.24(B) spell words with more advanced orthographic patterns and rules:
3.24(B.iv) double consonants in middle of words;
3.24(B.vi) abstract vowels (e.g., ou as in could, touch, through, bought);
3.24(C) 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);
3.24(E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode);
3.24(F) spell complex contractions (e.g., should've, won't); and
3.25(A) 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; and
3.25(B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.
3.26(A) follow the research plan to collect information from multiple sources of information, both oral and written, including:
3.26(A.i) student-initiated surveys, on-site inspections, and interviews;
3.26(A.ii) data from experts, reference texts, and online searches; and
3.26(A.iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate;
3.17(E) publish written work for a specific audience.
3.24(B.ii) dropping final "e" when endings are added (e.g., -ing, -ed);
See Instructional Focus Document (IFD) for TEK Specificity
Authors choose structures to organize information to construct meaning. The ability to decode patterns supports the development of word reading, fluency, and comprehension, An extensive vocabulary supports the development of oral and written communication, 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])