SBS:Literacy Level 03 v4

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Literacy Level 03 Capacity Matrices

Literacy Level 03 Vocabulary

Literacy Level 03 High Use Spelling Words


Oral Expression and Listening

Measurement Topic: LI.03.311 Oral communication is used both informally and formally Capacity Matrix LI.03.311

LI.03.311.01.04 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (CAS: 3.1.1.a) (CCSS: SL.3.4)

LI.03.311.02.04 Distinguish different levels of formality (CAS: 3.1.1.b)

LI.03.311.03.04 Speak clearly, using appropriate volume and pitch for the purpose and audience (CAS: 3.1.1.c)

LI.03.311.04.04 Select and organize ideas sequentially or around major points of information that relate to the formality of the audience (CAS: 3.1.1.d)

LI.03.311.05.04 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. (CAS: 3.3.1.e) (CCSS: SL.3.5)

LI.03.311.06.04 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (CAS: 3.1.1.f) (CCSS: SL.3.6)

LI.03.311.07.04 Use grammatically correct language for the audience and specific vocabulary to communicate ideas and supporting details (CAS: 3.1.1.g)

Measurement Topic: LI.03.312 Successful group activities need the cooperation of everyone Capacity Matrix LI.03.312

LI.03.312.01.04 Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (CAS: 3.1.2.a.i) (CCSS: SL.3.1a)

LI.03.312.02.04 Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CAS: 3.1.2.a.ii) (CCSS: SL.3.1b)

LI.03.312.03.04 Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (CAS: 3.1.2.a.iii) (CCSS: SL.3.1c)

LI.03.312.04.04 Explain their own ideas and understanding in light of the discussion. (CAS: 3.1.2.a.iv) (CCSS: SL.3.1d)

LI.03.312.05.04 Use eye contact, volume, and tone appropriate to audience and purpose (CAS: 3.1.2.a.v)

LI.03.312.06.04 Use different types of complete sentences to share information, give directions, or request information (CAS:

LI.03.312.07.04 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (CAS: 3.1.2.b) (CCSS: SL 3.2)

LI.03.312.08.04 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (CAS: 3.1.2.c) (CCSS: SL 3.3)

Reading for All Purposes

Measurement Topic: LI.03.321 Strategies are needed to make meaning of various types of literary genres Capacity Matrix LI.03.321

LI.03.321.01.04 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CAS: 3.2.1.a.i) (CCSS: RL.3.1)

LI.03.321.02.04 Use a variety of comprehension strategies to interpret text (attending, searching, predicting, checking, and self-correcting) (CAS: 3.2.1.a.ii)

LI.03.321.03.04 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (CAS: 3.2.1.a.iii) (CCSS: RL.3.2)

LI.03.321.04.04 Describe and draw inferences about the elements of plot, character, and setting in literary pieces, poems, and plays (CAS: 3.2.1.a.iv)

LI.03.321.05.04 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (CAS: 3.2.1.a.v) (CCSS: RL.3.3)

LI.03.321.06.04 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (CAS: 3.2.1.b.i) (CCSS: RL.3.4)

LI.03.321.07.04 Use signal words (such as before, after, next) and text structure (narrative, chronology) to determine the sequence of major events (CAS: 3.2.1.b.ii)

LI.03.321.08.04 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (CAS: 3.2.1.b.iii) (CCSS: RL.3.5)

LI.03.321.09.04 Distinguish their own point of view from that of the narrator or those of the characters. (CAS: 3.2.1.b.iv) (CCSS: RL.3.6)

LI.03.321.10.04 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). (CAS: 3.2.1.c.i) (CCSS: RL.3.7)

LI.03.321.11.04 Summarize central ideas and important details from literary text (CAS: 3.2.1.c.ii)

LI.03.321.12.04 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). (CAS: 3.2.1.c.iii) (CCSS: RL.3.9)

LI.03.321.13.04 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. (CAS: 3.2.1.d.i) (CCSS: RL.3.10)

LI.03.321.14.04 Read grade level text accurately and fluently, attending to phrasing, intonation, and punctuation (CAS: 3.2.1.e)

Measurement Topic: LI.03.322 Comprehension strategies are necessary when reading informational or persuasive text Capacity Matrix LI.03.322

LI.03.322.01.04 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CAS: 3.2.2.a.i) (CCSS: RI.3.1)

LI.03.322.02.04 Determine the main idea of a text; recount the key details and explain how they support the main idea. (CAS: 3.2.2.a.ii) (CCSS: RI.3.2)

LI.03.322.03.04 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (CAS: 3.2.2.a.iii) (CCSS: RI.3.3)

LI.03.322.04.04 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (CAS: 3.2.2.b.i) (CCSS: RI.3.4)

LI.03.322.05.04 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (CAS: 3.2.2.b.ii) (CCSS: RI.3.5)

LI.03.322.06.04 Distinguish their own point of view from that of the author of a text. (CAS: 3.2.2.b.iii) (CCSS: RI.3.6)

LI.03.322.07.04 Use semantic cues and signal words (because, although) to identify cause/effect and compare/contrast relationships (CAS: 3.2.2.b.iv)

LI.03.322.08.04 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (CAS: 3.2.2.c.i) (CCSS: RI.3.7)

LI.03.322.09.04 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (CAS: 3.2.2.c.ii) (CCSS: RI.3.8)

LI.03.322.10.04 Compare and contrast the most important points and key details presented in two texts on the same topic. (CAS: 3.2.2.c.iii) (CCSS: RI.3.9)

LI.03.322.11.04 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. (CAS: 3.2.2.d.i) (CCSS: RI.3.10)

LI.03.322.12.04 Adjust reading rate according to type of text and purpose for reading. (CAS: 3.2.2.d.ii)

Measurement Topic: LI.03.323 Increasing word understanding, word use, and word relationships increases vocabulary Capacity Matrix LI.03.323

LI.03.323.01.04 Identify and know the meaning of the most common prefixes and derivational suffixes. (CAS: 3.2.3.a.i) (CCSS: RF.3.3a)

LI.03.323.02.04 Decode words with common Latin suffixes. (CAS: 3.2.3.a.ii) (CCSS: RF.3.3b)

LI.03.323.03.04 Decode multisyllable words. (CAS: 3.2.3.a.iii) (CCSS: RF.3.3c)

LI.03.323.04.04 Read grade-appropriate irregularly spelled words. (CAS: 3.2.3.a.iv) (CCSS: RF.3.3d)

LI.03.323.05.04 Read grade-level text with purpose and understanding. (CAS: 3.2.3.b.i) (CCSS: RF.3.4a)

LI.03.323.06.04 Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CAS: 3.2.3.b.ii) (CCSS: RF.3.4b)

LI.03.323.07.04 Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CAS: 3.2.3.b.iii) (CCSS: RF.3.4c)

LI.03.323.08.04 Use sentence-level context as a clue to the meaning of a word or phrase. (CAS: 3.2.3.c.i) (CCSS: L.3.4a)

LI.03.323.09.04 Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). (CAS: 3.2.3.c.ii) (CCSS: L.3.4b)

LI.03.323.10.04 Use knowledge of word relationships to identify antonyms or synonyms to clarify meaning. (CAS: 3.2.3.c.iii)

LI.03.323.11.04 Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (CAS: 3.2.3.c.iv) (CCSS: L.3.4c)

LI.03.323.12.04 Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. (CAS: 3.2.3.c.v) (CCSS: L.3.4d)

LI.03.323.13.04 Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (CAS: 3.2.3.d.i) (CCSS: L.3.5a)

LI.03.323.14.04 Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). (CAS: 3.2.3.d.ii) (CCSS: L.3.5b)

LI.03.323.15.04 Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). (CAS: 3.2.3.d.iii) (CCSS: L.3.5c)

LI.03.323.16.04 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). (CAS: 3.2.3.e) (CCSS: L.3.6)

Writing and Composition

Measurement Topic: LI.03.331 A writing process is used to plan, draft, and write a variety of literary genres Capacity Matrix LI.03.331

LI.03.331.01.04 Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (CAS: 3.3.1.a.i) (CCSS: W.3.1a)

LI.03.331.02.04 Provide reasons that support the opinion. (CAS: 3.3.1.a.ii) (CCSS: W.3.1b)

LI.03.331.03.04 Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. (CAS: 3.3.1.a.iii) (CCSS: W.3.1c)

LI.03.331.04.04 Provide a concluding statement or section. (CAS: 3.3.1.a.iv) (CCSS: W.3.1d)

LI.03.331.05.04 Brainstorm ideas for writing (CAS: 3.3.1.a.v)

LI.03.331.06.04 Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (CAS: 3.3.1.b.i) (CCSS: W.3.3a)

LI.03.331.07.04 Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. (CAS: 3.3.1.b.ii) (CCSS: W.3.3b)

LI.03.331.08.04 Use temporal words and phrases to signal event order. (CAS: 3.3.1.b.iii) (CCSS: W.3c)

LI.03.331.09.04 Provide a sense of closure. (CAS: 3.3.1.b.iv) (CCSS: W.3.3d)

LI.03.331.10.04 Write descriptive poems using figurative language (CAS: 3.3.1.c)

Measurement Topic: LI.03.332 A writing process is used to plan, draft, and write a variety of informational texts Capacity Matrix LI.03.332

LI.03.332.01.04 Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (CAS: 3.3.2.a.i) (CCSS: W.3.2a)

LI.03.332.02.04 State main ideas and include sufficient details or facts for appropriate depth of information (naming, describing, explaining, comparing, use of visual images) (CAS: 3.3.2.a.ii)

LI.03.332.03.04 Develop the topic with facts, definitions, and details. (CAS: 3.3.2.a.iii) (CCSS: W.3.2b)

LI.03.332.04.04 Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. (CAS: 3.3.2.a.iv) (CCSS: W.3.2c)

LI.03.332.05.04 Provide a concluding statement or section. (CAS: 3.3.2.a.v) (CCSS: W.3.2d)

Measurement Topic: LI.03.333 Correct grammar, capitalization, punctuation, and spelling are used when writing Capacity Matrix LI.03.333

LI.03.333.01.04 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (CAS: 3.3.3.a) (CCSS: W.3.4)

LI.03.333.02.04 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CAS: 3.3.3.b) (CCSS: W.3.5)

LI.03.333.03.04 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (CAS: 3.3.3.c) (CCSS: W.3.6)

LI.03.333.04.04 Choose words and phrases for effect. (CAS: 3.3.3.d.i) (CCSS: L.3.3a)

LI.03.333.05.04 Recognize and observe differences between the conventions of spoken and written standard English. (CAS: 3.3.3.d.ii) (CCSS: L.3.3b)

LI.03.333.06.04 Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (CAS: 3.3.3.e.i) (CCSS: L.3.1a)

LI.03.333.07.04 Form and use regular and irregular plural nouns. (CAS: 3.3.3.e.ii) (CCSS: L.3.1b)

LI.03.333.08.04 Use abstract nouns (e.g., childhood). (CAS: 3.3.3.e.iii) (CCSS: L.3.1c)

LI.03.333.09.04 Form and use regular and irregular verbs. (CAS: 3.3.3.e.iv) (CCSS: L.3.1d)

LI.03.333.10.04 Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (CAS: 3.3.3.e.v) (CCSS: L.3.1e)

LI.03.333.11.04 Ensure subject-verb and pronoun-antecedent agreement. (CAS: (CCSS: L.3.1f)

LI.03.333.12.04 Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (CAS: 3.3.3.e.vii) (CCSS: L.3.1g)

LI.03.333.13.04 Use coordinating and subordinating conjunctions. (CAS: 3.3.3.e.viii) (CCSS: L.3.1h)

LI.03.333.14.04 Produce simple, compound, and complex sentences. (CAS: 3.3.3.e.ix) (CCSS: L.3.1i)

LI.03.333.15.04 Vary sentence beginnings, and use long and short sentences to create sentence fluency in longer texts (CAS: 3.3.3.e.x)

LI.03.333.16.04 Capitalize appropriate words in titles. (CAS: 3.3.3.f.i) (CCSS: L.3.2a)

LI.03.333.17.04 Use commas in addresses. (CAS: 3.3.3.f.ii) (CCSS: L.3.2b)

LI.03.333.18.04 Use commas and quotation marks in dialogue. (CAS: 3.3.3.f.iii) (CCSS: L.3.2c)

LI.03.333.19.04 Form and use possessives. (CAS: 3.3.3.f.iv) (CCSS: L.3.2d)

LI.03.333.20.04 Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). (CAS: 3.3.3.f.v) (CCSS: L.3.2e)

LI.03.333.21.04 Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (CAS: (CCSS: L.3.2f)

LI.03.333.22.04 Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (CAS: 3.3.3.f.vii) (CCSS: L.3.2g)

Research and Reasoning

Measurement Topic: LI.03.341 Researching a topic and sharing findings are often done with others Capacity Matrix LI.03.341

LI.03.341.01.04 Conduct short research projects that build knowledge about a topic. (CAS: 3.4.1.a) (CCSS: W.3.7)

LI.03.341.02.04 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (CAS: 3.4.1.b) (CCSS: W.3.8)

LI.03.341.03.04 Interpret and communicate the information learned by developing a brief summary with supporting details (CAS: 3.4.1.c)

LI.03.341.04.04 Develop supporting visual information (charts, maps, illustrations, models) (CAS: 3.4.1.d)

LI.03.341.05.04 Present a brief report of the research findings to an audience (CAS: 3.4.1.e)

Measurement Topic: LI.03.342 Inferences and points of view exist Capacity Matrix LI.03.342

LI.03.342.01.04 Recognize that different sources may have different points of view (CAS: 3.4.2.a)

LI.03.342.02.04 Assess points of view using fairness, relevance, and breadth (CAS:3.4.2.b)

LI.03.342.03.04 Determine the clarity, relevance, and accuracy of information (CAS: 3.4.3.c)

LI.03.342.04.04 Recognize that all thinking contains inferences from which we draw conclusions and give meaning to data and situations (CAS: 3.4.3.d)

LI.03.342.05.04 Assess inferences for accuracy and fairness (CAS: 3.4.3.e)

LI.03.342.06.04 Recognize what they know and don’t know (intellectual humility) (CAS: 3.4.3.f)