1 CONNECTICUT STATE CONTENT STANDARD 1: Reading and Responding: Students read, comprehend and respond in individual, literal, critical, and evaluative ways to literary, informational and persuasive texts in both print and multimedia formats. Enduring Understanding: We understand what we read by using a variety of strategies and skills. Essential Question: How do students develop as readers? A. Performance Expectation Students use appropriate strategies before, during, and after reading in order to construct meaning. (Comprehension Strategies) 1. Choose "just-right" books using a variety of strategies for independent reading. 2. Adjust method and rate of reading to the purpose of the assignment or material (e.g., reading a fiction selection quickly and paying attention to the plot details, reading a nonfiction article more slowly and noting critical concepts). 3. Monitor and self-correct comprehension during the reading of fiction, nonfiction, and poetry selections. 4. Generate literal and inferential questions before, during, and after reading or listening to nonfiction texts. 5. Predict outcomes and actions in fiction and nonfiction selections, support predictions with evidence from the text, and analyze the accuracy of those predictions. (CMT) 6. Infer information not stated directly in fiction, nonfiction, and poetry selections and support inferences with references to the text. (CMT) 7. Summarize the text of fiction, nonfiction, and poetry selections. (CMT) 8. Discuss and respond to texts by making text-to-self, text-to-text, and text-to-world connections. 1. Differentiate between retelling and summarizing. 2. Construct graphic aids (e.g., story maps, graphic organizers, sequence charts, Venn diagrams) and draw pictures to interpret information in fiction, nonfiction, and poetry selections. (CMT) 3. Use appropriate strategies to record information (e.g. notes, log entries, journal entries). 4. Select the best definition and locate information in a glossary or dictionary. 5. Use study strategies to learn and recall important information from nonfiction texts (e.g., chapter headings, section headings, table of contents, tables, charts, graphs, and special typefaces such as bold and italics). (CMT) Revised: July
2 B. Performance Expectation Students interpret, analyze, and evaluate text in order to extend understanding and appreciation. (Comprehension Skills) 1. Analyze the feelings, actions, and personality traits of characters in fiction selections. (CMT) 2. Compare and contrast aspects of character in fiction selections (e.g. problems they face, solutions they choose). (CMT) 3. Identify changing and unchanging relationships among several major and/or minor characters in fiction selections. (CMT) 4. Explain the meaning of titles of fiction, nonfiction, and poetry selections. (CMT) 5. Express opinions about the literary elements of fiction, nonfiction, and poetry selections (e.g. plot, characters, setting, rhythm, rhyme) and support those opinions with references to the text. (CMT) 6. Recognize the point of view (i.e., first person) in a given selection. 7. Identify the theme (the underlying meaning) of fiction and poetry selections (e.g. the importance of friendship in E.B. White s Charlotte s Web). (CMT) 8. Link cause and effect in fiction and nonfiction selections. (CMT) 9. Identify supporting details in nonfiction selections. (CMT) 10. Identify facts and opinions in nonfiction selections. (CMT) 11. Restate the stated or implied main idea in nonfiction selections. (CMT) 12. Identify the author s purpose (e.g., to entertain, to teach a lesson, to inform). 13. Use predictable patterns to understand fiction, nonfiction, and poetry selections (problem and solution, sequence of events, comparison and contrast, description, cause and effect, rhyme and rhythm patterns in verses of poems). (CMT) 14. Draw logical conclusions from nonfiction and fiction selections and support them with examples from the text. (CMT) 15. Identify the sequence of events in fiction selections. (CMT) C. Performance Expectation Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text. (Word Recognition and Vocabulary) 1. Use phonetic, contextual, syntactic, and structural analysis strategies to decode and to understand the meaning of unfamiliar words. (CMT) 2. Identify and interpret vocabulary words and phrases in context that are critical to the meaning of fiction, nonfiction, and poetry selections. (CMT) 3. Determine the meaning of words with the prefixes de, inter, non, and suffixes less, ment, or, tion, and spell the words correctly. (CMT) 4. Use grade appropriate structures to decode and encode (e.g. syllabication, prefixes, suffixes, vowel/consonant patterns). Revised: July
3 D. Performance Expectation Students communicate with others to create interpretations of written, oral, and visual texts. (Interpretation of Texts) 1. Recognize that there can be different interpretations of fiction and poetry selections. (CMT) 1. Recommend books to others, (name several authors and poets whose work student enjoys and tell why). Revised: July
4 CONNECTICUT STATE CONTENT STANDARD 2: Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods. Enduring Understanding: Literature enriches our lives. Essential Question: How does literature make our lives more meaningful? A. Performance Expectation Students recognize how literary devices and conventions engage the reader.(story Elements) 1. Identify ways in which the author informs the reader about a character (e.g., through the character s physical description, the character s own words, the words of the author about the character, the reactions of other characters) in fiction selections. (CMT) 2. Explain the significance of the setting (time and place) in fiction selections. (CMT) 3. Identify the plot elements (i.e., problem, conflict, resolution) in fiction selections. (CMT) 4. Explain why an author includes given details in fiction selections. (CMT) 5. Recognize how the use of sound devices (e.g. rhythm, rhyme, alliteration, onomatopoeia) and the use of figurative language contribute to our understanding and enjoyment of poetry. B. Performance Expectation Students explore multiple responses to literature. (Reader s Response) 1. Express opinions about the literary elements of fiction and poetry selections (e.g. plot, characters, setting, rhythm, rhyme) and support opinions with references to the text. (CMT) 2. Respond to interpretive questions about fiction, poetry, or nonfiction selections. (CMT) 3. Develop a critical stance and cite evidence to support the stance. (CMT) 4. Compare and contrast a variety of texts and genres (e.g., textbook chapters, news articles, and fairy tales). (CMT) C. Performance Expectation Students recognize and appreciate that contemporary and classical literature has shaped human thought. (Making Connections) 1. Make connections between characters lives and the real world. (CMT) 2. Listen to, read, and respond to texts about and from many cultures and times. 3. Compare and respond to texts about multicultural experiences. Revised: July 2006
5 D. Performance Expectation: Students recognize that readers and authors are influenced by individual, social, cultural, and historical contexts. (Multicultural Experiences) 1. Discuss the impact of the historical period, culture, and personal experiences of various authors of fiction, non-fiction, and poetry. 2. Analyze significant elements of classic and contemporary literature in a variety of cultures. (CMT) Revised: July 2006
6 Revised: July 2006 LANGUAGE ARTS CONNECTICUT STATE CONTENT STANDARD 3: Communicating with Others: Students produce written, oral and visual texts to express, develop, and substantiate ideas and experiences. Enduring Understanding: Effective communication requires a variety of strategies and skills. Essential Question: How do we write, speak, and present our ideas and experiences effectively? A. Performance Expectation: Students use descriptive, narrative, expository, persuasive and poetic modes. (Writing Genres) 1. Use oral and written language with clarity and voice to communicate a message. 2. Listen to or read a variety of genres to use as models for writing in different modes. 3. Write personal narratives. (CMT) 4. Write in a clear and direct manner on a given topic (e.g., to a narrative prompt). 5. Write a fictional narrative that contains a problem and a resolution; include a sequence of events that take place over time; and use action, description, and dialogue effectively. (CMT) 6. Write friendly letters, using proper form, capitalization, and punctuation. (CMT) 7. Write in a variety of modes (e.g. narrative, explanatory, expository, poetry). B. Performance Expectation: Students prepare, publish, and/or present work appropriate to audience, purpose, and task. (Writing Process) 1. Use personal experiences and literature as sources of ideas for writing, including retelling, personal anecdotes as an oral rehearsal for writing. 2. Use a variety of prewriting techniques (e.g., constructing graphic organizers, listing key thoughts). 3. Write a cohesive paragraph including a topic sentence and supporting details. 4. Use complete sentences, including those with interesting, elaborated subjects, in writing. 5. Use logical order in writing (e.g., chronological, spatial). (CMT) 6. Maintain the focus throughout a piece of writing. (CMT) 7. Use elements of description in various types of writing (e.g., describing the main event of a story, describing details of a process in an explanatory piece of writing). (CMT) 8. Use action, description, and dialogue in narrative pieces. (CMT) 9. Use appropriate transitional words and phrases between sentences in writing. (CMT) 10. Revise first drafts: by adding details and ideas, using a variety of word choices, and combining sentences and sentence parts. (CMT) 11. Edit writing for spelling of grade-level words, including homophones, contractions, compound words, and words with prefixes, suffixes, and inflectional endings. (CMT) 12. Proofread and edit final drafts for effective language usage and syntax, for conventional punctuation and capitalization, for legibility, and for proper manuscript form. (CMT) 13. Publish selected pieces of writing for various audiences. 14. Evaluate published pieces to judge their success (e.g. how well a piece achieves its purpose, how identifiable the voice is, how suitable the form is for the audience and to set new writing goals).
7 CONNECTICUT STATE CONTENT STANDARD 4: English Language Conventions: Students apply the conventions of Standard English in oral and written communication. 1. Select and refine writing topics that are of interest to a recognized audience, including self. 2. Participate constructively in conferences with peers about own writing and the writing of others. Enduring Understanding: The conventions of Standard English allow us to speak and write appropriately. Essential Question: How do we use the English language appropriately to speak and write? A. Performance Expectation: Students use knowledge of their language and culture to improve competency in English by applying the conventions of English to their own writing and speaking. (Language Patterns) 1. Read, listen to, and tell stories from a variety of cultures and identify the similarities and differences in the way language is used. 2. Recognize and understand variations between language patterns. 3. Use grade-level homophones in sentences and spell them correctly, including to-too-two, they re-theirthere, know-no. (CMT) 4. Identify common idioms and acronyms. 1. Complete analogies when words have the relationship of homophones, synonyms, antonyms, and rhyming. 2. Spell words related to concepts being learned in other subject fields. B. Performance Expectation: Students speak and write using standard language structures and diction appropriate to audience and task. (Language Patterns) 1. Focus attention on the speaker and the topic during class discussions and when speakers address the school or class. 2. Ask and respond to a speaker s questions with appropriate verbal and nonverbal responses (e.g. using complete sentences, not using slang, raising hand). 3. Stay focused on the topic of an oral report. 4. Follow multi-step oral directions appropriate for third graders (four or more steps). 5. Summarize a short oral presentation or story after listening to it. 6. Use new vocabulary words in speaking and writing. 7. Identify synonyms and antonyms in context for grade-level words (e.g. grateful and thankful, calm and peaceful, accept and refuse, ashamed and proud). 8. Use grade-level homographs in sentences (e.g. record, conduct, present, hand, head). 9. Choose the most accurate word to use in a sentence. 10. Make the pronoun agree with the noun to which it refers in a sentence. (CMT) 11. Identify and use possessive adjectives in sentences: my, your, his, her, its, our, and their. (*3.1) 12. Make verbs agree with singular and plural subjects. (CMT) 13. Use the present, past, and future verb tenses appropriately in speaking and writing. (CMT) Revised: July 2006
8 14. Use reflexive and possessive pronouns correctly: myself, yourself, himself, herself, itself, ourselves, yourselves, and themselves / mine, yours, his, hers, ours, and theirs. 15. Recognize that verbs can describe a state of being (e.g. I am, she is, he was, they were). 16. Identify and use helping verbs in sentences: has and have. 17. Identify and use adverbs in a sentence. 1. Participate in dramatic activities (taking part in a play). 2. Recite a well-known poem from memory. C. Performance Expectation: Students use Standard English for composing and revising written text. (Editing and Spelling) 1. Differentiate between complete sentences and sentence fragments. (CMT) 2. Recognize and revise run-on sentences and sentence fragments. 3. Capitalize the names of streets, cities, countries, states, and continents. (CMT) 4. Put a comma between the city and state or the city and country. (CMT) 5. Use appropriate capitalization and punctuation when writing a friendly letter. (CMT) 6. Identify the parts of a friendly letter (heading, greeting, body, and closing). (CMT) 7. Combine two sentences to form a compound sentence by using a comma followed by and, but, or. (CMT) 8. Use commas to separate words or phrases in a series, including before the final and/or. 9. Understand that punctuation enhances and clarifies the meaning of text. 10. Spell a wide range of grade-level words, including commonly misspelled words, in writing. (CMT) 11. Write lower-case and upper-case cursive letters legibly and neatly. 12. Write two or more pages, using legible and neat cursive writing with appropriate spacing between words. 13. Understand the importance of writing in cursive legibly and neatly. 1. Indent the first line of a paragraph. Revised: July 2006