3.12 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: -R
(A) identify the topic and locate the author’s stated purposes in writing the text.
3.14 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:
(A) identify what the author is trying to persuade the reader to think or do.
3.16 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: -S
(A) understand how communication changes when moving from one genre of media to another;
(B) explain how various design techniques used in media influence the message (e.g., shape, color, sound);
(C) compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article).
3.20 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(B) write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); and
3.21 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to:
(A) write persuasive essays for appropriate audiences that establish a position and use supporting details.
As connected to 3.21A
3.25 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
(A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and
(B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.
3.26 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
(A) follow the research plan to collect information from multiple sources of information, both oral and written, including:
(i) student-initiated surveys, on-site inspections, and interviews;
(ii) data from experts, reference texts, and online searches; and
(iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate;
(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics);
(C) take simple notes and sort evidence into provided categories or an organizer;
(D) identify the author, title, publisher, and publication year of sources; and
(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.
3.27 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
(A) improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic).
3.28 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to:
(A) draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used.
Beginning Reading Skills
3.1 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:
(A) decode multi-syllabic words in context and independent of context by applying common spelling patterns including:
(iii) changing the final “y” to “i” (e.g., baby to babies);
(D) identify and read contractions (e.g., I’d, won’t);
Social Studies Focus
3.8E identify individuals, past and present, including Henry Ford and other entrepreneurs in the community such as Mary Kay Ash, Wallace Amos, Milton Hershey, and Sam Walton, who have started new businesses.
3.16A identify scientists and inventors, including Jonas Salk, Maria Mitchell, and others who have discovered scientific breakthroughs or created or invented new technology such as Cyrus McCormick, Bill Gates, and Louis Pasteur
3.16B identify the impact of scientific breakthroughs and new technology in computers, pasteurization, and medical vaccines on various communities
Oral & Written Conventions
3.22 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
(vii) coordinating conjunctions (e.g., and, or, but);
(viii) time-order transition words and transitions that indicate a conclusion;
(C) use complete simple and compound sentences with correct subject-verb agreement.
3.23 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
(B) use capitalization for:
(iii) official titles of people
(C) recognize and use punctuation marks including:
(i) apostrophes in contractions and possessives; and
3.24 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(B) spell words with more advanced orthographic patterns and rules:
(iii) changing y to i before adding an ending;
(v) complex consonants (e.g., scr-, -dge, -tch); and
(vi) abstract vowels (e.g., ou as in could, touch, through, bought);
(F) spell complex contractions (e.g., should’ve, won’t);