Web Resources Supporting the Maryland Voluntary State CurriculumReading/English Language Arts - Grade 3Reading | Informational | Literary | Writing | Language | Listening | Speaking |
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READINGStandard 1.0 General Reading Processes |
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Topic B. Phonics |
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Indicator Objective a. Apply phonics skills Sample Assessments Assessment Limits
Indicator Objectives a. Sound out common word parts
c. Use word meanings and order in sentences to confirm decoding efforts |
Children learn the sounds of long and short vowels while listening and watching the Vowel Boot Camp song.(auditory, visual, reflective, global understanding) By listening to a song, children learn about the "w" sound. (auditory, visual, reflective, global understanding) Children learn about the "h" sound by listening and viewing a song. (auditory, visual, reflective) |
Topic C. Fluency |
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Indicator Objective a. Listen to models of fluent reading Indicator Objectives a. Reread and self-correct while reading d. Increase sight words read fluently Indicator Objectives a. Demonstrate appropriate use of phrasing
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Reading List for Elementary Children This is a link to the Strive for 25 web page that is provided by the Office of Library Sciences. Teachers are able to view literary works, the topics they cover and the suggested reading level. (visual) Teachers are able to view a list of worksheets that they can use in the classroom to increase the reading comprehension level of their students. (visual, reflective, global understaing, sequential) |
Topic |
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Indicator Objectives a. Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts Indicator Objectives a. Identify and sort common words into conceptual categories, such as general to specific, lesser to greater Indicator Objectives a. Use context to determine the meanings of words Sample Assessments Assessment limits:
b. Use word structure to determine the meaning of words Sample Assessments Assessment limits:
c. Use resources to determine the meanings of words Assessment Limit
d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression |
By selecting Short Circuit, students can test their knowledge of prefixes and suffixes. (auditory, visual, reflective, global understanding, tactile, active) |
Topic E. General Reading Comprehension |
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Indicator Objectives a. Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background Indicator Objectives a. Survey and preview the text by examining features, such as the title, pictures, illustrations, photographs, charts, and graphs d. Make connections to the text from prior knowledge and experiences Indicator Objectives a Reread the difficult parts slowly and carefully e. Make, confirm, or adjust predictions f. Periodically summarize while reading g. Periodically paraphrase important ideas or information h. Visualize what was read for deeper understanding i. Explain personal connections to the ideas or information in the text Indicator Objectives a. Identify and explain the main idea Sample Assessments Assessment limit: in the text or a portion of the text d. Draw conclusions based on the text and prior knowledge Assessment limit: Stated or implied information from the text f. Paraphrase the main idea Assessment limit: Complete text or a portion of the text g. Summarize Assessment limit: The text or a portion of the text h. Connect the text to prior knowledge or personal experience Sample Assessments Assessment limit: Prior knowledge or experience that clarifies, extends, or challenges the ideas and/or information in the text |
A read aloud story from the Reading is Fundamental web site. A young knight is bold and brave enough to help a sick dragon. See how the dragon repays Chris' kindness. Teachers can even pause the story so that children can make predictions and answer questions. (auditory, visual, global understanding, reflective, sequential) Children can view and listen to a story or they can select to play a spelling game. (auditory, visual, reflective, global understanding, active, sequential) Children the basics about selecting their own books. (visual, global understanding) Reading List for Elementary Children This is a link to the Strive for 25 web page that is provided by the Office of Library Sciences. Teachers are able to view literary works, the topics they cover and the suggested reading level. (visual) With the help of an adult, children can begin selecting their own books. (visual, reflective, global understanding) Before, during or after reading a work, children can read about about the characters and meanings in some of their favorite books. (visual, reflective, global understanding, sequential) This after reading activity for The Wizard of Oz gives children a chance to discover how people use symbols to represent the values of the environment in which they live and work. This link is provided by BCPS. This assignment is recommended for GT students. (visual, active, reflective, global understanding, tactile) This after reading activity for The Wreck of Ethie gives children a chance to research how dogs help people and how people help dogs. This link is provided by BCPS. This assignment is recommended for GT students. (visual, active, reflective, global understanding, tactile) This research assignment asks children to create a booktalk so they can "hook" other students. This link is provided by BCPS. (visual, active, reflective, global understanding, tactile) |
INFORMATIONALStandard 2.0 Comprehension of Informational Text |
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| Students will read, comprehend, interpret, analyze, and evaluate informational text. |
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Topic A. Comprehension of Informational Text |
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Indicator Objectives
a. Develop comprehension skills by reading a variety of self-selected and assigned informational texts Assessment limits:
b. Read, use, and identify the characteristics of functional documents Assessment Limits:
c. Select and read to gain information from personal interest materials, such as brochures, books, magazines, cookbooks, and web sites Indicator Objectives a. Use print features Seeds Assessment Limits:
b .Use graphic aids Seeds Assessment Limits:
c. Use informational aids Seeds Assessment Limits:
d. Use organizational aids Seeds Assessment Limits:
e. Use online features Seeds Assessment Limits:
f. Identify and explain the contributions of text features to meaning Seeds | Public Release Assessment Limits: Connections between text features and the main idea and/or the reader's understanding Indicator Objectives a. Identify and analyze the organization of texts Seeds Assessment Limits:
b. Identify and use words and phrases associated with common organizational patterns Seeds Assessment Limits:
Indicator Objectives a. Identify and explain the author's/text's purpose and intended audience Seeds Assessment Limits:
b. Identify and explain the author's opinion Seeds Assessment limit: Texts or portions of texts in which the author's opinion is evident c. State and support main ideas and messages Seeds Assessment limit: The whole text or a portion of the text d. Summarize or paraphrase Seeds Assessment limit: The text or a portion of the text e. Identify and explain information not related to the main idea Seeds Assessment limit: Information in the text that is peripheral to the main idea f. Identify and explain relationships between and among ideas Seeds Assessment Limits:
g. Draw conclusions and inferences and make generalizations and predictions from text Seeds | Sample Assessments | Public Release Assessment Limits:
h. Distinguish between a fact and an opinion Seeds | Public Release Assessment limit: In one or more texts i. Identify and explain how someone might use the text Seeds Assessment limit: Application of the text for personal use or content-specific use j. Connect the text to prior knowledge or experience Seeds Assessment limit: Prior knowledge that clarifies, extends, or challenges the ideas or information in the text or a portion of the text Indicator Objectives a. Identify and explain specific words or phrases that contribute to the meaning of a text Assessment Limits:
b. Identify and explain specific words and punctuation that create tone Assessment Limits:
c. Identify and explain the effect of repetition of words or phrases Assessment limit: Repetition for emphasis of ideas or information Indicator Objectives a. Explain whether the text fulfills the reading purpose Assessment limit: Connections between the content of the text and the purpose for reading b. Identify and explain additions or changes to format or features that would make the text easier to understand Assessment limit: Connections between effectiveness of format and text features in clarifying the main idea of the text c. Identify and explain what makes the text a reliable source of information Assessment limit: Fiction versus nonfiction texts (real versus fantasy) d. Explain whether or not the author's opinion is presented fairly Assessment limit: Evidence that the author has presented all sides of the issue or topic e. Identify and explain information not included in the text Public Release Assessment Limits:
f. Identify and explain words and other techniques that affect the reader's feelings Assessment limit: Significant words and phrases that have an emotional appeal |
Children can complete this self-directed activity in order to learn about the basic features of a news story. (visual, reflective, global understanding, sequential) Children will be able to view simple recipes that teachers may want to make with the children. (visual, reflective, sequential) Reading List for Elementary Children This is a link to the Strive for 25 web page that is provided by the Office of Library Sciences. Teachers are able to view literary works, the topics they cover and the suggested reading level. (visual) With the click of a mouse, children are able to navigate this web site in order to gain knowledge about various artists and learn new words. The children are also given the chance to answer a question about themselves before they reach the end of the lesson that teaches them how to use familiar word sounds to create new words. There is another site titled Musicians which uses provides a bit of information about famous composers. (auditory, visual, reflective, global understanding, kinesthetic, tactile, sequential) Tim and Moby explain how to read a newspaper. This site is provided by BrainPop. (auditory, visual, reflective, global understanding) |
LITERARYStandard 3.0 Comprehension of Literary Text |
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| Students will read, comprehend, interpret, analyze, and evaluate literary texts. |
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Topic |
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Indicator Objectives a. Listen to critically, read, and discuss a variety of literary texts representing diverse cultures, perspectives, ethnicities, and time periods Indicator Objectives a. Identify and explain how organizational aids contribute to meaning Assessment limit: Title of the book, story, poem, or play
c. Identify and explain how informational aids contribute to meaning Assessment Limits:
Indicator Objectives a. Identify and distinguish among types of narrative texts Assessment Limits:
b. Identify and explain the elements of a story Assessment limit: Narrative text with a main problem, sequence of chronology of events, and solution to the problem c. Identify and describe the setting and the mood Assessment limit: Stories that have settings with a distinct time and place d. Identify and analyze the characters Sample Assessments | Public Release Assessment Limits:
e. Identify and explain relationships between and among characters, setting, and events Assessment Limits:
Indicator Objectives a. Use structural features to identify poetry as a literary form Assessment Limits:
b. Identify and explain the meaning of words, lines, and stanzas Assessment limit: Specific meaning of words, lines and/or stanzas c. Identify and explain sound elements of poetry Assessment Limits:
d. Identify and explain other poetic elements, such as setting, mood, tone, etc. that contribute to meaning Indicator Objectives a. Use structural features to identify a play as a literary form Assessment Limits:
b. Identify and explain the action of a scene Assessment limit: Specific actions and events that occur in a scene c. Identify and explain stage directions that help to create character and movement Assessment limit: Connections between the stage directions and the physical movement of the characters d. Identify and explain stage directions and dialogue that help to create character Assessment limit: Connections among the stage directions, the character's lines, and how the character delivers those lines Indicator Objectives a. Identify and explain main ideas and universal themes Public Release Assessment Limits:
b. Identify and explain a similar idea or theme in more than one text Assessment Limits:
c. Retell the text Assessment limit: Restatement of the text or a portion of the text in student’s own words d. Summarize Public Release Assessment limit: The text or a portion of the text e. Identify and explain personal connections to the text Assessment limit: Connections between personal experiences and the theme or main ideas Indicator Objectives a. Identify and explain how the use of dialogue contributes to a story Assessment limit: Character and plot development advanced through dialogue b. Identify and explain specific words and phrases that contribute to meaning Assessment Limits:
c. Identify and explain words and punctuation that create tone Assessment Limits:
d. Identify and explain figurative language Assessment Limits:
e. Identify and explain language that appeals to the senses and feelings Assessment limit: Specific words and phrases that appeal to the senses f. Identify and explain repetition and exaggeration Assessment Limits:
Indicator Objectives a. Identify and explain the believability of the characters' actions and the story's events Assessment Limits:
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Children can learn about alliteration by listening to this whimsical song. (auditory, reflective, global understanding) Reading Strategies- Skimming and Scanning Children are able to learn how to effectively read text. (visual, reflective, active, sequential, tactile) With the help of pictures, children can read the story of Icarus. There are also links for unfamiliar words so students can learn the pronunciation, as well as other forms of the words.(auditory, visual, reflective, global understanding, kinesthetic, tactile, sequential) Myths and Legends of the Sioux A collection of Sioux tales and legends. (visual, reflective) Children are able to view, listen and read short stories, as well as a nonfiction work. (auditory, visual, reflective, global understanding) A large selection of fairy tales.(visual, reflective) Children can read, listen and watch a variety of folk tales come to life. (auditory, visual, reflective, global understanding) Children are able to read Aesop's fables. Some of the fables are read aloud. (auditory, visual, global understanding) Children can listen to these tongue twisters in order to hear and see rhyming words. (auditory, visual, reflective, global understanding, sequential) With the use of comics, children are able to determine the meaning of the text, as well as analyze the characters within the piece. ( visual, reflective, global understanding, sequential) A short introduction about plays. The children can then go to watch a series of mini plays while they learn new words. (auditory, visual, reflective, global understanding, kinesthetic, sequential) Children learn about the basic elements of a haiku, as well as view examples of haiku poetry. (visual, reflective, global understanding, tactile, active) Children are able to see and hear how specific words (verbs) contribute to meaning of a poem. (auditory, visual, active, reflective, global understanding, sequential, tactile) |
WRITINGStandard 4.0 Writing |
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| Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. |
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Topic A. Writing |
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Indicator
1.Compose texts using the prewriting and drafting strategies of effective writers and speakers Objectives
a. Generate topics based on discussion of common experiences using techniques, such as graphic organizers, journal writing, listing, webbing, and discussion of prior experiences
b. Plan and organize ideas for writing by using an appropriate organizational structure, such as chronological order, comparison and contrast
Indicator Objectives a. Compose to express personal ideas to develop fluency using a variety of forms, such as journals, narratives, letters, reports, and paragraphs d. Compose to persuade using significant reasons and relevant support
e. Use writing-to-learn strategies, such as journals, admit/exit slips, diagrams, drawings, graphic organizers, and "think-aloud's on paper" to connect ideas and thinking about lesson content f. Manage time and process when writing for a given purpose Indicator Objectives a. Revise texts for clarity, completeness, and effectiveness
b. Use suitable traditional and electronic resources to edit final copies of text for correctness in language usage and conventions, such as capitalization, punctuation, and spelling
c. Prepare the final product for presentation to an audience Indicator Objectives a. Select words appropriate for audience, situation or purpose b. Acquire and use new vocabulary c. Consider the effect of word choices on the audience Indicator Objectives a. Assess the effectiveness of choice of details and words/phrases that extend meaning in student's own composing b. Explain how specific words/phrases used by the writer affects reader response c. Examine and use basic transitions, such as "and," "but," "or," "first," "second," and "last" Indicator Objectives a. Revise own text for word choice Indicator Objectives a. Identify and use sources of information on a topic b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a topic c. Use note taking and organizational strategies to record and organize information
d. Use information to fulfill a given purpose |
PowerPoint that explains paragraphs. (visual, reflective, sequential, global understanding) Tim and Moby explain what a business letter is, as well as the purpose for a business letter and how to write a business letter. This link is provided by BrainPop. (auditory, visual, sequential, kinesthetic, global understating, reflective) Tim and Moby explain how to use basic transitions words in their writing. This link is provided by BrainPop. (auditory, visual, kinesthetic, active, reflective,sequential) A variety of graphic organizers to enhance the writing of the students. ( visual, reflective, global understanding, sequential) Children can go here and discover how to self edit their work. (,visual, reflective, global understanding, sequential) PowerPoint presentation about commas. (auditory, visual, reflective, global understanding, sequential, active) Teachers can lead their students to this page. It provides a variety of writing assignments. (visual, reflective, global understanding, sequential) An interactive site where children can edit text in the screen. ( visual, reflective, global understanding, sequential) Tim and Moby discuss sentence fragments. This link is provided by BrainPop. (auditory, visual, reflective, global understanding, tactile) |
LANGUAGEStandard 5.0 Controlling Language |
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| Students will control language by applying the conventions of Standard English in speaking and writing. | |
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Indicator Indicator Objectives a. Identify and use parts of speech, such as nouns, pronouns, verbs, adverbs, adjectives (including articles) b. Identify and incorporate subjects and verbs when composing simple sentences c. Compose complete and correct declarative, interrogative, imperative, and exclamatory sentences d. Identify and use verb forms, such as singular/ plural, regular/ irregular e. Identify and use verb tenses, such as present, past, and future |
Children can enhance their knowledge of adverbs,adjectives and pronouns. (visual, reflective, global understanding, sequential) PowerPoint that explains the basic parts of speech. (auditory, visual, reflective, sequential, global understanding) Teachers can print the words to the popular Schoolhouse Rock songs, so the children can follow along. (visual, active, global understanding) Teachers are able to instruct students about key concepts in grammar, such as concrete nouns, subordinate clauses, homophones, etc. This could be used in a variety of grace levels. (visual, tactile, reflective,global understanding, sequential) Students can test their knowledge of pronouns. There are other quizzes that can be completed for the same concept. (visual, reflective, global understanding, active) Children can apply their knowledge of grammar to create their own tales. There is also an option where children can receive Parts of Speech Help. (visual, reflective, global understanding, sequential) Tim and Moby discuss adjectives and adverbs. This kink is provided by BrainPop. (auditory, visual, global understanding, reflective,kinesthetic) Tim and Moby explain the different types of sentences. This link is provided by BrainPop. (auditory, visual, global understanding, reflective)
An interactive quiz that children can take. (visual, reflective, global understanding, kinesthetic, tactile, sequential) Learn the basic parts of speech with Tim and Moby. This link is located in BrainPop. (audio, visual, reflective, global understanding, sequential) |
Topic B. Usage |
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Indicator Indicator Objectives a. Use singular subjects with singular verbs and plural subjects with plural verbs b. Apply consistent and appropriate use of verb tenses, such as past, present, and future; pronouns, such as personal and possessive; and modifiers c. Recognize and correct common usage errors, such as homophones, contractions, and commonly confused words d. Use available resources to correct or confirm editorial choices e. Explain editorial choices |
Tim and Moby explain contractions. This link is provided by BrainPop. (auditory, visual, reflective, global understanding, tactile) Tim and Moby discuss common usage problems, such as they're, their and there. This link is provided by BrainPop. (auditory, visual, reflective, global understanding) Students can complete this interactive activity, or teachers can print the materials and use them in the classroom. (auditory, visual, global understanding, reflective, tactile) By selecting Super Match Game, students can test their knowledge of homophones. (auditory, visual, tactile, global understanding, reflective PowerPoint about apostrophes.(auditory, visual, reflective, global understanding) |
Topic C. Mechanics |
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Indicator Indicator Objectives a. Use correct end punctuation c. Use underlining for titles of books d. Use apostrophes in contractions and singular possessives e. Use quotation marks in simple dialogue f. Use capital letters to begin a sentence and identify a proper noun g. Indent for paragraphs Indicator |
Students can complete this interactive activity, or teachers can print the information for classroom use. (auditory, visual, reflective, global understanding, tactile, active) |
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Indicator Indicator Objectives a. Spell non-phonetic high frequency words b. Spell words with common prefixes and suffixes c. Modify spellings when adding inflectional endings and suffixes d. Spell words that follow regular spelling patterns in multi-syllabic words e. Spell previously studied contractions and possessives f. Access resources as a spelling aid, such as word wall, technology, dictionary Indicator |
This web site allows children a chance to enhance their spelling by locating words in an interactive word search program.(visual, reflective, global understanding, kinesthetic, tactile, sequential) |
Topic E. Handwriting |
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Indicator Objectives a. Use manuscript fluently when appropriate to the task b. Form upper and lower case letters using cursive writing c. Use connecting strokes to write continuous text for daily assignments d. Use cursive writing for independent assignments to build accuracy and automaticity e. Use word processing technology when appropriate |
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LISTENINGStandard 6.0 Listening |
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| Students will demonstrate effective listening to learn, process, and analyze information. |
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Topic A. Listening |
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Indicator
1.Demonstrate active listening strategies Objectives
a. Attend to the speaker b. Ask appropriate questions c. Respond appropriately to clarify and understand Indicator Objectives a. Determine whether a speaker's general purpose is to inform, to persuade, or to entertain d. Follow a set of multi-step directions f. Make judgments based on information from the speaker |
A fun read aloud story with animation. The sentences are highlighted as they are read. (auditory, visual, reflective, global understanding, sequential)
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SPEAKINGStandard 7.0 Speaking |
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| Student will communicate effectively in a variety of situations with different audiences, purposes, and formats. |
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Topic A. Speaking |
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Indicator
1. Use organization and delivery strategies at an appropriate level Objectives
a. Speak clearly enough to be heard and understood in a variety of situations for a variety of purposes b. Use appropriate non-verbal techniques to enhance communication
Indicator Objectives a. Speak in a variety of situations to inform and/or relate experiences, including retelling stories b. State a position and support it with reasons c. Participate in dramatic presentations d. Plan and deliver effective oral presentations e. Use props when appropriate |
Tim and Moby give advice about the proper techniques to use when speaking publicly. Students can also complete quizzes and other activities on this site. This site is provided by BrainPop. (auditory, visual, kinesthetic, reflective, global understanding, sequential) |