Oklahoma Academic Standards for
English Language Arts |Grade Level Objective Analysis
Standard 2: Reading and Writing Process
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Students will use a variety of recursive reading and writing processes.
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Reading
Students will read and comprehend increasingly complex literary and informational texts.
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Writing
Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.
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READING: Students will read and comprehend increasingly complex literary and informational texts. |
Student Actions
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Teacher Actions
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3.2.R.1 Students will locate the main idea and key supporting details of a text or section of text.
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- Students will define the main idea.
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- Students will locate the main idea in a text or section of text.
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- Students will define key supporting details.
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- Students will locate key supporting details in a text or section of text.
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Teachers model how to find key supporting details in a text or section of text.
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Teachers provide opportunities for students to locate key supporting details in a text or section of text.
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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).
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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.).
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- Students will identify key characteristics of various genres.
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- Students will explain the differences between genres using key characteristics of the text.
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Teachers model explaining the differences between genres using key characteristics from the text.
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Teachers provide opportunities for students to explain the differences between genres.
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Teachers monitor and provide opportunities for students to receive feedback regarding their explanations of the differences between genres.
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- Students will explain the similarities between genres using key characteristics of the text.
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Teachers model explaining the similarities between genres using key characteristics from the text.
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Teachers provide opportunities for students to explain similarities between genres.
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Teachers provide feedback to students regarding their explanations of the similarities between genres.
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3.2.R.3 Students will summarize events or plots (i.e., beginning, middle, end, and conflict) of a story or text.
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- Students will summarize a story or text using the events or plot.
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Teachers identify events or the plot to be used for summarizing.
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Teachers define what it means to summarize.
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Teachers model how to summarize a story or text.
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Teachers provide opportunities for students to summarize stories or texts in whole group, small group, and individually.
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Teachers check for student understanding and provide feedback about student summaries.
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WRITING: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing. |
Student Actions
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Teacher Actions
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3.2.W.1 Students will develop drafts by categorizing ideas and organizing them into paragraphs using correct paragraph indentations.
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- Students will categorize and organize ideas into paragraphs in the draft.
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- Students will indent paragraphs.
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Teachers explain the reason for indentation.
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Teachers show examples of indented paragraphs in model texts.
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Teachers demonstrate how to indent a paragraph.
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Teachers provide opportunities for students to indent paragraphs in writing.
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3.2.W.2 Students will edit drafts and revise for clarity and organization.
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- Students will edit drafts.
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Teachers provide criteria to consider when editing (e.g., paragraph indentation, punctuation, capitalization, etc).
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Teachers model how to edit a draft including self-editing and peer-editing.
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Teachers provide time and opportunities for students to apply editing criteria to their work.
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Teachers monitor and provide opportunities for students to receive feedback regarding edited drafts.
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- Students will revise drafts to improve organization and to clarify writing.
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Teachers provide criteria to consider when revising drafts (e.g., organization and clarity of ideas).
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Teachers model how to revise a draft including self-revision and peer-revision.
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Teachers provide time and opportunities for students to apply revision criteria to their work.
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Teachers monitor and provide opportunities for students to receive feedback regarding revised drafts.
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3.2.W.3 Students will correctly spell grade-appropriate words while editing.
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- Students will edit to ensure that grade-appropriate words are spelled correctly.
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Teachers include correctly spelled grade appropriate words in editing criteria.
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Teachers model how to edit a draft for spelling including self-editing and peer-editing.
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Teachers provide time and opportunities for students to apply editing criteria, including spelling, to their work.
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Teachers monitor and provide opportunities for students to receive feedback about grade appropriate spelling in edited drafts.
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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.
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Teachers identify resources available for students to find correct spellings (e.g. word wall, vocabulary notebook, print and electronic dictionaries).
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Teachers model how to appropriately use available resources.
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Teachers provide opportunities for students to use available resources to find correct spellings.
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3rd Grade ELA Standards