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3rd Grade Objective Analysis Standard 2: RdgWtgProc

Page history last edited by Tashe Harris 2 years, 11 months ago

 Oklahoma Academic Standards for

 English Language Arts |Grade Level Objective Analysis

 

Standard 2: Reading and Writing Process

Students will use a variety of recursive reading and writing processes.

Reading

Students will read and comprehend increasingly complex literary and informational texts.

Writing

Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

 

READING: Students will read and comprehend increasingly complex literary and informational texts.

Student Actions 

Teacher Actions 

3.2.R.1 Students will locate the main idea and key supporting details of a text or section of text.

  • Students will define the main idea. 

 

 

  • Teachers explain what the main idea is in a text.

  • Teachers provide opportunities for students to define the term main idea.

  • Students will locate the main idea in a text or section of text. 

 

 

 

  • Teachers demonstrate how to find the main idea in a text or section of text.

  • Teachers provide opportunities for students to locate the main idea in a text or section of text.

  • Students will define key supporting details. 
  • Teachers explain what key supporting details are in a text.

  • Teachers provide opportunities for students to demonstrate the understanding of key supporting details.

  • Students will locate key supporting details in a text or section of text. 
  • Teachers model how to find key supporting details in a text or section of text.

  • Teachers provide opportunities for students to locate key supporting details in a text or section of text.

  • Teachers monitor and provide opportunities for students to receive feedback regarding their understanding of main idea and key details (e.g. whole group, small group or individual discussion, formative assessment).

3.2.R.2 Students will compare and contrast details (e.g., plots or events, settings, and characters) to discriminate genres.

For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents.). 

  • Students will identify key characteristics of various genres.
  • Teachers explain key characteristics of various genres.

  • Teachers provide opportunities for students to identify key characteristics within a text.

  • Students will explain the differences between genres using key characteristics of the text.

 

 

 

 

  • Teachers model explaining the differences between genres using key characteristics from the text.

  • Teachers provide opportunities for students to explain the differences between genres.

  • Teachers monitor and provide opportunities for students to receive feedback regarding their explanations of the differences between genres.

  • Students will explain the similarities between genres using key characteristics of the text.
  • Teachers model explaining the similarities between genres using key characteristics from the text.

  • Teachers provide opportunities for students to explain similarities between genres.

  • Teachers provide feedback to students regarding their explanations of the similarities between genres.

3.2.R.3 Students will summarize events or plots (i.e., beginning, middle, end, and conflict) of a story or text.

  • Students will summarize a story or text using the events or plot.

 

 

 

  • Teachers identify events or the plot to be used for summarizing.

  • Teachers define what it means to summarize.

  • Teachers model how to summarize a story or text.

  • Teachers provide opportunities for students to summarize stories or texts in whole group, small group, and individually.

  • Teachers check for student understanding and provide feedback about student summaries.

 

WRITING: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing. 

Student Actions 

Teacher Actions 

3.2.W.1 Students will develop drafts by categorizing ideas and organizing them into paragraphs using correct paragraph indentations.

  • Students will categorize and organize ideas into paragraphs in the draft.

 

 

 

 

  • Teachers model how to categorize and organize ideas in preparation for writing.
  • Teachers provide opportunities for students to categorize and organize ideas into paragraphs.

  • Teachers monitor and provide opportunities for students to receive feedback regarding drafts.

  • Students will indent paragraphs.
  • Teachers explain the reason for indentation.

  • Teachers show examples of indented paragraphs in model texts.

  • Teachers demonstrate how to indent a paragraph.

  • Teachers provide opportunities for students to indent paragraphs in writing.

3.2.W.2 Students will edit drafts and revise for clarity and organization.

  • Students will edit drafts.

 

 

 

 

 

  • Teachers provide criteria to consider when editing (e.g., paragraph indentation, punctuation, capitalization, etc).

  • Teachers model how to edit a draft including self-editing and peer-editing.

  • Teachers provide time and opportunities for students to apply editing criteria to their work.

  • Teachers monitor and provide opportunities for students to receive feedback regarding edited drafts.

  • Students will revise drafts to improve organization and to clarify writing.
  • Teachers provide criteria to consider when revising drafts (e.g., organization and clarity of ideas).

  • Teachers model how to revise a draft including self-revision and peer-revision.

  • Teachers provide time and opportunities for students to apply revision criteria to their work.

  • Teachers monitor and provide opportunities for students to receive feedback regarding revised drafts.

3.2.W.3 Students will correctly spell grade-appropriate words while editing.

  • Students will edit to ensure that grade-appropriate words are spelled correctly.

 

 

  • Teachers include correctly spelled grade appropriate words in editing criteria.

  • Teachers model how to edit a draft for spelling including self-editing and peer-editing.

  • Teachers provide time and opportunities for students to apply editing criteria, including spelling, to their work.

  • Teachers monitor and provide opportunities for students to receive feedback about grade appropriate spelling in edited drafts.

3.2.W.4 Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries).
  • Students will use available resources to find correct spellings of words.
  • Teachers identify resources available for students to find correct spellings (e.g. word wall, vocabulary notebook, print and electronic dictionaries).

  • Teachers model how to appropriately use available resources.

  • Teachers provide opportunities for students to use available resources to find correct spellings.

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3rd Grade ELA Standards

 

 

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