mississippi language arts framework 2000...homonym chart editing a paragraph with homonyms...

Level 3

English/Language Artscorrelated to the

Common CoreState Standards Initiative2010

Grade 3 Shurley Instructional Materials, Inc. page 1

Common Core Standards 2010 English/Language Arts

Shurley English Grade 3

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

442

446, 450, 455

Discussion Questions

Discuss It

Reference 185

Reference 187, 189, 191

2. 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.

None

3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

None

4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

441

446

Reference 184

Reference 187, Discuss It

Simile, metaphor, and personification

Listening and speaking

5. 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.

None



6. Distinguish their own point of view from that of the narrator or those of the characters.

None

7. 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).

None

8. (Not applicable to literature)

9. 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).

None

10. 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.

None



1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

28, 58, 125, 179, 212, 244, 270 Oral Review Questions Student Responses

2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

102, 166, 224, 282, 337, 406

442

446

450

454

Discovery Time Read It; Christina Rossetti; Discussion Questions for Analyzing “What is Pink?” Read It: Robert Louis Stevenson; Discuss It: Analyzing “My Shadow” Read It: Edna St. Vincent Millay, Discuss It: Analyzing “Travel” Read It: Laura E. Richards, Discuss It: Analyzing “Some Families of My Acquaintance”

Some of many citations dispersed throughout the curriculum. For a complete list, see page 503. Reference 185 Reference 187 Reference 189 Reference 191

3. 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.

464

Across the Curriculum

Science Connection

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

13-498 References 10-218 Jingles 2-23 All material is grammar and writing specific



5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

22, 29, 35, 155, 213

23, 59, 162, 278

8, 20, 96, 206, 324

Jingle Time

Vocabulary Analogy Time

Student Tip

6. Distinguish their own point of view from that of the author of a text.

458-459 Fact and Opinion, Propaganda References 193-194

7. 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).

519-520 Study Skills Reading Maps, Charts, and Graphs

8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

None

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

None

10. 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.

102, 195, 282, 340

346-347

348-349

Discovery Time

Writing a Book Review for a Nonfiction Book

WA 27, Reading Time

Enrichment

Reference 159



3. Know and apply grade-level phonics and word analysis skills in decoding words.

None

a. Identify and know the meaning of the most common prefixes and derivational suffixes.

505

505

Resource Tool: Prefixes Resource Tool: Suffixes and Suffix Spelling Check

b. Decode words with common Latin suffixes.

None

c. Decode multisyllable words. None

d. Read grade-appropriate irregularly spelled words.

186-187

187-188

190-191

218

275

276

191, 220, 228

Homonym Chart Editing a Paragraph with Homonyms Contraction Chart Verb Chart Rules for Making Nouns Plural, Discuss It (bottom of page) Student Activity Classroom Practice

Reference 104 Reference 105 Reference 107; See Student Tip Reference 118 Reference 137 See Exercises 2-5



4. Read with sufficient accuracy and fluency to support comprehension.

30, 31, 129, 213, 271, 299

63, 70, 132, 136, 274, 369

34, 68, 131, 138, 277, 332

Question and Answer Flow: Pattern 1, Introductory Sentences Question and Answer Flow: Pattern 1, Practice Sentences

Classroom Practice

References 24 and 25-*Practiced daily and repeated systematically. These are samples of multiple correlates. References 24 and 25-*Practiced daily and repeated systematically. These are samples of multiple correlates.

*Practiced daily and repeated systematically. These are samples of multiple correlates

a. Read on-level text with purpose and understanding.

20, 98, 239, 293, 459, 476

78, 150, 208, 241, 267, 294, 325,353, 376-377, 431, 435, 488

442, 443, 446, 447, 450, 451, 454,455

Reference Sections 15, 65, 125, 141, 194, 202 Sample Writing Pieces Reference Sections 185, 186, 187, 188, 189, 190, 191, 192

These are some of many citations dispersed throughout the curriculum. *See pages 500-502 for a complete list of References. References 52, 88, 142, 152, 179, and 216. These are some of many citations dispersed throughout the curriculum.



b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

442

443

445

446-447

447, 449

450-451

451, 453

454-455

456-457

Read It: Writing Assignment (WA) 38 #3 Share It; WA 38 #1 Read It:, WA 40 #3 Share It; WA 40 #1 Read It ;WA 42 #3 WA 42 #1; Share It Read it WA 44 #3, Share It: WA 44 #1, Across the Curriculum Activity

Reference 184, 185, and 186-Poetry References 187 & 188-Parts of Speech Poem References 189 & 190-Acrostic Poem References 191 & 192-Couplet, Triplet, and Quatrain Poems

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

None



1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

206-208

209, 236, 241, 264, 320, 348

238-241

258

319

346-347

Persuasive Writing Writing Assignment The Persuasive Paragraph & Essay Homework Writing a Book Review for a Fiction Book Writing a Book Review for a Nonfiction Book

References110, 111, 112, & 113 References 123, 124, 125, & 126 Home Connection Activity Reference 151 Reference 159

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

81-83

206

206-207

209, 236, 241, 264

238

239-240

Learn It sections, Prewriting Map Example, Discuss It section, Sentence Outline Learn It section(bottom of pages 206) Writing the Introduction for a Persuasive Paragraph and Writing the Body for a Persuasive Paragraph. Writing Assignment Outlines for the Persuasive Paragraph Essay Learn It sections, Writing the Introduction for a Three-Paragraph Persuasive Essay, Writing the Body for a Three-Paragraph Persuasive Essay.

Reference 55, Sentence Outline can be used for Persuasive Writing Format. Reference 110-Persuasive Writing References 111 and 112 *Information applied to all Persuasive Writing pieces. See Writing Topics, Special Instructions 1 & 2 Reference 123 References 124 and 125 *Information applied to all Persuasive Writing pieces.

b. Provide reasons that support the opinion.

207

239-240

346

Writing the Body for a Persuasive Paragraph Writing the Body for a Three-Paragraph Persuasive Essay. Writing a Book Review for a Nonfiction Book

Reference 112 *Information applied to all Persuasive Writing pieces. Reference 125 *Information applied to all Persuasive Writing pieces. Reference 159: #4



c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

111, 495

120, 130, 147, 158, 159, 206, 238, & 376

120

122

125

129-131, 496

145

151

158-159

159-160

131, 161, 164, 167

170

173

176

430

The Transition Word Jingle Student Tip Different Writing Forms WA 4 & 5 #6 Oral Review Questions #’s 8 & 9 The Conjunction Sound-Off Jingle, Coordinate Conjunctions, Classroom Practice 22: Ex. 3 WA 7 #3 WA 8 #3 Coordinate Conjunctions, The Compound Sentence Identifying and Correcting Run-on Sentences

Classroom Practice Ex. 3 & 4 Chapter Checkup: Ex. 3 & 4 WA 10 #3 WA 11 #4

Writing a Comparison-Contrast Essay

Jingle 12 (Jingle reviewed & concept applied to writing throughout the text) Transition words/conjunctions (blue-colored box/rectangle dispersed throughout textbook) Reference 75: #2 (using time-order form) Jingle 16, Reference 80 (Practiced throughout the text on several Classroom Practice worksheets.) (using time-order form) (using time-order form) Reference 91 and Reference 92 References 93-95

(using time-order form) (using time-order form)

Reference 179-The two sentences that read: ”The transitional words and phrases…,” located after the first paragraph, indicate these words and phrases.



d. Provide a concluding statement or section.

208

240-241

Reference 113-Learn It section, Writing the Conclusion for a Persuasive Paragraph Learn It section, Writing the Conclusion for a Three-Paragraph Persuasive Essay

*Information applied to all Persuasive Writing pieces. *Information applied to all Persuasive Writing pieces.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

82, 145,176, 204, 232, 261, 287

102, 108, 134, 137, 163, 166, 192

444, 448, 452, 456

WA Discovery Time Activity Home Writing Assignment

These are some of many dispersed throughout the curriculum. One sample of many Discovery Time Activities. For a complete list, see Pg. 503.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

67-69

75-77

79-83

147-150

432-434

474-476

508

Learn It Sections, , Classroom Practice 14, Homework 1 Learn It sections, Expository Writing and the Three-Point Format Discuss It #’s 1 & 2, Learn It sections, Prewriting Map, & Sentence Outline for an Expository Paragraph Learn It sections, Three-Paragraph Expository Essay Five-Paragraph Expository Essay Report Writing (using a five-paragraph format) Resource Tool

Reference 45 and 46 References 48, 49, and 50 See References 53, 54, and 55 See References 85, 86, 87, and 88 References 180, 181, and 182 References 20 0, 201, 202, and 203 Illustration column 1-3, page 508



b. Develop the topic with facts, definitions, and details.

76-77, 79

148-149

432-434

480-484

References 49, 50, & 53 References 85, 86, & 87 References 180, 181, & 182 Take Notes, Organize Note Cards, Write an Outline

(See Supporting Sentences on each Reference.) (See Supporting Sentences on each Reference.) (See Supporting Sentences on each Reference.) References 207, 208, 209, 210, and 211

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

111, 495

120, 130, 147, 158, 159, 206, 238, 376

120

122

125

129-130, 496

145

151

158-159

159-161

131, 161, 164, 167

170

The Transition Word Jingle Student Tip Different Writing Forms #2, Student Tip WA 4 & 5 #6 Oral Review Questions #’s 8 & 9 The Conjunction Sound-Off Jingle, Coordinate Conjunctions WA 7 #3 WA 8 #3 Coordinate Conjunctions, The Compound Sentence Identifying and Correcting Run-on Sentences Classroom Practice Chapter Checkup: Ex. 3 & 4

Jingle 12 Transition words/conjunctions Reference 75 (using time-order form) Jingle 16, Reference 80 (using time-order form) (using time-order form) References 91 and 92 References 93-95 See Exercises 3 and 4 .



Continued

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

173

176

430

WA 10 #3 WA 11 #4 Writing a Comparison-Contrast Essay

(using time-order form) (using time-order form) Reference 179 The two sentences that read: ”The transitional words and phrases…” located after the first paragraph indicate these words and phrases

d. Provide a concluding statement or section.

77-79

147-148, 150

432

435

480-486

Learn It section (bottom of Pg 77), Writing the Conclusion for a Three-Point Expository Paragraph Learn It sections, Writing the Conclusions for a Three-Paragraph Expository Essay Outlines for the Three-Paragraph Essay & the Five-Paragraph Essay (Conclusion) Learn It section, Writing the Conclusions for a Five-Paragraph Expository Essay Take Notes, Discuss It section, Conclusion

Reference 51 and 53 Reference 85 and 88 Reference 180 Reference 207: #3, Reference 208 cards #11 & 12, Reference 209 #7, Reference 210 #7, Reference 211-Conclusion, Reference 212-Paragraph 5

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

324-325

326, 351, 353, 375, 377

342

352-353

374

376-377

Story Elements with Dialogue, Learn It & Review It paragraphs (middle of Pg 325)

WA Homework Story Elements without Dialogue Across the Curriculum Learn It section, Writing a Tall Tale

Reference 152

Home Connection Activity -Narrative Writing Reference 160 See #’s 2 and 4 Reference 165



a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

324-325

326, 353, 375, 377

342

352-353

374

376-377

Story Elements with Dialogue, Learn It & Review It paragraphs (middle of Page 325) WA 26 Homework Story Elements without Dialogue Across the Curriculum Activity Learn It section, Writing a Tall Tale

Reference 152: #’s 1and 4 Writing Topics Home Connection Activity Reference 160: #’s 1-4 See #’s 3 and 4 Reference 165: 1-5

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

300-301

324-325

326, 377

374

Skill Time-Compare It, Learn It, Rules for Punctuating Beginning Quotes Story Elements with Dialogue, Learn It & Review It paragraphs (middle of Page 325) WA

Across the Curriculum Activity

Reference 143 Reference 152 See #3 on page 377

See #4

c. Use temporal words and phrases to signal event order.

111, 495

122

125

145

151

173

176

120, 147, 175, 206, 238, 376

The Transition Word Jingle, Different Writing Forms

WA 4 & 5 #6 Oral Review Questions #’s 8 & 9 WA 7 #3 WA 8 #3 WA 10 #3 WA 11 #4 Student Tip-transition words

Jingle 12 (Jingle reviewed & concept applied to writing throughout the text.) Reference 75: #2

(using time-order form) (using time-order form) (using time-order form) (using time-order form) (using time-order form) Blue-colored box throughout textbook.



d. Provide a sense of closure.

324-325

352-353

374

Story Elements with Dialogue Story Elements without Dialogue Across the Curriculum Activity

Reference 152: # 5 Reference 160: #5 See #3

4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

41-42

55-56

72-74

75-79

87, 90, 92

114, 142, 171, 200, 232, 261, 287,321, 349, 372, 393

206-211

293-295

209, 295, 326, 351, 353

Learn It-The Practice Sentence, Practice Sentence Activity Using Labels, Practice It Section Learn It- A Revised Sentence, Independent Practice and Revised Sentences Grammar & Writing Connection-Practice and Revised Sentences, Classroom Practice 16-Practice and Revised Sentence Organizer Learn It: Expository Writing and the Three-Point Format, Prewriting Map, Sentence Outline, & Writing Evaluation Guide Learn It-The Revising and Editing Schedule

Conference Time (Teacher/Student)

Writing Time/Learn It: Persuasive Writing,

Writing Time/Learn It: Descriptive Writing, Writing a Descriptive Paragraph

Writing Assignment

Reference 31-(Teacher Guided) Activity practiced as new Grammar labels are introduced throughout the textbook. Reference 36, Note: Apply It section (2

nd paragraph states instructions)

Reference 37 will assist in creating the Practice Sentence. References 55- Process used throughout the textbook. Reference 62- Special Instructions for Revising and Editing.

Refer to Reference 58, Pg. 87, & Reference 60, Pg. 90, for Revising & Editing Checklists, page 92

Reference 110- 3rd

paragraph, References 111, 112, 113 show organizational structure.

References 141 and 142



5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)

41-42

75-79

92

92, 123, 152, 268, 378

95, 153, 211, 355, 439

206-211

234, 263, 289 , 374, 457

Learn It, Practice Sentence , Practice It Section Learn It: Expository Writing and the Three-Point Format, Prewriting Map, Sentence Outline, & Writing Evaluation Guide Learn It-The Revising and Editing Schedule, Student Tip Writing Evaluation Guide Writing Time/Learn It-Persuasive Writing Across the Curriculum Activity

Reference 31- (Teacher /Student led) Activity practiced as new Grammar labels are introduced throughout the textbook References 55 Additional Maps and Outlines are found on the TEACHER RESOURCE CD Reference 62-Special Instructions for Revising and Editing, (Refer to Reference 58, page. 87, & Reference 60, page 90, for Revising & Editing Checklists.) (Found on the Revising & Editing Schedule pages throughout the textbook.) Used in the Writing Process, with all genres, throughout the curriculum Reference 110- 3

rd paragraph,

References 111, 112, 113 show organizational structure. See items1 & 3 on page 374.



6. 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.

102

115

443, 447, 451

444, 448, 452, 456

507-508

522-525

Discovery Time: #1 Computer resources Publishing Checklist for Step 6 in the Writing Process WA Home Writing Assignment Resource Tool: Video Presentations

Resource Tool: Technology- On-line Searches, E-mail, Computer Terms, Word Processing Terms, Internet Terms

One of many citations dispersed throughout the curriculum. For a complete list, see page 503. Reference 72: #’s 5, 9, 12 -Used with all Writing Assignments throughout curriculum. Special Instructions #1 Special Instruction #3

7. Conduct short research projects that build knowledge about a topic.

102

444, 448, 452, 456

474-478

475

476

480-481

482

483-484

Discovery Time: #1 Computer resources

Home Writing Assignments

Steps for Writing a Research Report, Learn It sections The Topic Guide Select and Narrow a Topic, Select the Main Points Take Notes, Sample Note Cards Organize Note Cards

Learn It section, Write an Outline, Discuss It section, Example of an Outline

One sample of many dispersed throughout the curriculum. For a complete list, see page 503.

See Special Instruction #3

References 200-217, Reference 200- Steps 1, 2, 3, 5, & 7 Reference 201 References 202 and 203 References 207 and 208 Reference 209

References 210 and 211



8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

12

82

114

118

287

346-348

480-481

482

483-484

Journal Writing WA 1 Part 1, Prewriting Map, Sentence Outline for an Expository Paragraph WA 2-Writing Topic #2 WA 3-Writing Topics #1 WA 21- Writing Topics# 1-3 Writing a Book Review for a Nonfiction Book, WA 27 Take Notes, Sample Note Cards Organize Note Cards Learn It section, Write an Outline, Discuss It section, Example of an Outline

Reference 9-Assignments are dispersed throughout each chapter. See Special Instructions #1 Reference 159 References 207 and 208 Reference 209 References 210 and 211

9. (Begins in grade 4)



10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

12

55-56

102, 108, 134, 137, 143

209

210-211

212

232

233

209, 233

236

474-488

490

Journal Writing Learn It & Apply It sections, Independent Practice and Revised Sentences Discovery Time introduction, Topics, Discovery Share Time Assign WA 14- Follow “Special Instructions” (Prewriting through Rough Draft) Writing Time- Revise, Edit, and Write a Final Paper for WA 14 HAND IN WA 14 for grading Conference Time for WA 14, Write a Creative Writing piece for WA 15 Publish It: WA 14 Note: The Writing Process is applied in WA 14 Student Note Steps for Writing a Research Report Schedule for an Independent Research Report

Reference 9-Assignments are dispersed throughout each chapter. References 36 and 37 (One sample of many Discovery Time activities. For a complete list, see Pg. 503) (Lesson 11 Side Bar) First bullet under “You Will….”hand in for grading. Reference 72 Student Note states that some of the students’ writing pieces will be selected for revision/editing later in the year. References 200-217 Reference 218



1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

92, 123, 152, 177, 210, 242, 268, 296, 327, 354

142, 171, 232, 321, 349, 372, 393

69, 110, 139, 168, 197, 229, 258, 284, 314, 368, 408, 423

28, 58, 125, 154, 179, 212, 244,

270, 298, 329, 342, 356, 380

36, 40, 45, 79, 81, 87-91, 130, 273,275, 294, 360, 463

234, 263, 289, 374, 457, 464

276, 372, 451

224

506, 511, 515, 517, 518, 521

Revising & Editing Schedule and Writing a Final Paper, Student Tip Conference Time Homework: Home Connection Oral Review Questions Discuss It Across The Curriculum Student Activity Student Tip: Verb Tense Game Hands-On Activity

Reference 62, See #’s 2 & 3 on Writing a Final Paper. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum where the student will meet with the teacher to discuss the WA. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum. Item 7 on page 276

a. 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.

25, 58, 125, 179, 212, 244

40, 81, 130, 215, 360, 463

442, 446, 450, 455

202, 464

Oral Review Questions Discuss It Questions Discuss It Questions-Poetry Across the Curriculum

Students will have read through Reference pages prior to discussion. These are some of many citations dispersed throughout the curriculum. #2 on page 202



b. 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).

116, 395

115, 172, 201, 233, 288, 373

Share Time Guidelines Reference 72-Publishing Checklist

See #2 These are some of many citations dispersed throughout the curriculum.

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

28, 58, 125, 179, 212, 244

116, 395

Oral Review Questions Share Time Guidelines

These are some of many citations dispersed throughout the curriculum. See Audience Response #8

d. Explain their own ideas and understanding in light of the discussion.

28, 329, 356, 380

92, 123, 152, 177, 268, 327

374, 457

363

294, 442

258, 368

Oral Review Questions Reference 62-Revising & Editing Schedule Across the Curriculum Discovery Share Time Discuss It Questions Home Connection

See #5 on page 329, #8 on page 356 See # 2 & # 3 See #2 & #3 on page 374 See #2 on page 363 See #3 on page 294, #5 on page 329 Family Activity-the first two sentences on page 368.

2. 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.

506

507

508

519

519

519-520

Resource Tool: Interviews Resource Tool: Video Presentations Resource Tool: Guidelines for Evaluating Video Presentations Resource Tool: Maps Resource Tool: Charts

Resource Tool: Graphs

See Line Graph, Pie Graph, and Bar Graph



3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

506

507

508

399

395

Resource Tool: Interviews

Resource Tool: Video Presentations

Resource Tool: Guidelines for Evaluating Video Presentations

WA 32: #2

Share Time Guidelines: #8

See #7 under Guidelines.

Activity will illicit elaboration.

Reference 73-One of several opportunities for audience response.

4. 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.

102, 143, 202, 263, 323, 394

151, 261, 287, 377, 456

202, 374

258

Discovery Time

WA

Across the Curriculum

Home Connection

See #2-Discovery Share Time. Listed are some of many citations dispersed throughout the curriculum.

Refer to Reference 72 & 73, pages 115-116, for publishing each WA. Listed are some of many citations dispersed throughout the curriculum.

See #2, on page 202. See #’s 1, 3, and 4 on page 374.

5. 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.

None

6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

None



1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

21, 62, 103, 161, 225, 383

54, 71, 113, 170, 231, 392

30-31, 35, 97-98, 155, 245, 271

32, 59, 169, 255, 311, 391

33, 41, 55-56, 74, 117, 203, 290

Classroom Practice: Editing Exercise Chapter Checkup: Editing Exercise The Question and Answer Flow-Introductory Sentences The Question and Answer Flow-Practice Sentences Practice and Revised Sentences

Students will refer to References 10-15 (Capitalization & Punctuation Rules and Editing Guide.) Some of many citations dispersed throughout curriculum. Students will refer to References 10-15 (Capitalization & Punctuation Rules and Editing Guide.) Some of many citations dispersed throughout curriculum. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum. These are some of many citations dispersed throughout the curriculum.

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

29, 35, 39, 97, 126, 180

61, 99, 215, 273, 357-358

30, 36, 40, 45, 99, 127, 181,

Jingles Noun Job Charts References for language arts concepts

See pages 491-498 for a complete list of jingles. See pages 500-502 for a complete list of References.



b. Form and use regular and irregular plural nouns.

60

175

275

277, 280, 283

284

285-286

289

360

Singular and Plural Nouns Changing Plural Categories to Singular Points Rules for Making Nouns Plural Classroom Practice Homework Chapter Checkup Across the Curriculum Rules for Making Nouns Possessive

See Reference 39 Reference 100 Reference 137 Exercise 3 Exercise 3 Last sentence in #1. Reference 162

c. Use abstract nouns (e.g., childhood).

None

Shurley English does not use the term abstract, but we do teach the noun as a person, place, thing, or idea.

d. Form and use regular and irregular verbs.

216

217

218

250

220, 225, 228, 248, 251, 254, 257

229, 258

231, 260

30-31, 70, 100, 213, 274, 315

Simple Verb Tenses Regular and Irregular Verbs Verb Chart Changing Mixed Tenses in a Paragraph Classroom Practice Homework Chapter Checkup Question and Answer Flow

Reference 116 Reference 117 Reference 118 Reference 129 See SKILLS section See SKILLS section Some of many citations dispersed throughout curriculum.



e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

216

218

223

220, 225, 228, 248, 251, 254, 257

229, 258

231, 260

217, 224

234

250

Simple Verb Tenses Verb Chart Tenses of Helping Verbs Classroom Practice Homework Chapter Checkup Student Tip Across the Curriculum Changing Mixed Tenses in a Paragraph

Reference 116 Reference 118 Reference 120 See SKILLS section See SKILLS section See last sentence in paragraph. Reference 129

f. Ensure subject-verb and pronoun-antecedent agreement.*

101-102

102

103, 106, 109

110

113

30-31, 63, 112, 213, 311, 381

33, 41, 117, 144, 235, 290

Subject-Verb Agreement Rules Student Note/Tip Classroom Practice Homework Chapter Checkup Question and Answer Flow Practice and Revised Sentences

Reference 68 Dark blue boxes See SKILLS section See SKILLS section *Correct Subject-Verb Agreement is emphasized, each time, with this activity. Some of many citations dispersed throughout the curriculum. *Correct Subject-Verb Agreement is emphasized, each time, with this activity. Some of many citations dispersed throughout the curriculum.



Continued

f. Ensure subject-verb and pronoun-antecedent agreement.*

34, 38, 43, 48, 161, 225

54, 71, 113, 170, 231, 367

Classroom Practice

Chapter Checkup

Grammar: Exercise 1 Some of many citations dispersed throughout the curriculum. Grammar: Exercise 1 Some of many citations dispersed throughout the curriculum.

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

382

383, 386, 389

390

392

Degrees of Comparison of Adjectives

Classroom Practice

Homework

Chapter Checkup

Reference 166

See SKILLS section.

See SKILLS section.

See SKILLS section.

h. Use coordinating and subordinating conjunctions.

129-130

144

158

159

159

130, 158, 159

160

160

146, 161, 164, 167, 188, 193, 196

168

170, 199

Simple Sentences, Coordinate Conjunctions, and Compound Parts Practice and Revised Sentences Coordinate Conjunctions The Compound Sentence Identifying and Correcting Run-on Sentences Student Tip Using Compound Sentences to Correct Run-on Sentences Indentifying S, F, SCS, SCV, and CD Classroom Practice Homework Chapter Checkup

Reference 80 Reference 84 Reference 91 Reference 92 Reference 93 Blue boxes Reference 94 Reference 95 #5 and #6 See SKILLS section See exercise #’s 2 and 3 On page 170, see Exercises 3 and 4. See Exercise 4 on page 199.



i. Produce simple, compound, and complex sentences.

129-130

133-134

144

158

159

159

130, 158, 159

160

160

131, 135, 138, 146, 161, 164, 167,188, 193, 196

139, 168

185

141, 170, 199

Simple Sentences, Coordinate Conjunctions, and Compound Parts Sentence Fragments and Run-on Sentences Practice and Revised Sentences Coordinate Conjunctions The Compound Sentence Identifying and Correcting Run-on Sentences Student Tip Using Compound Sentences to Correct Run-on Sentences Indentifying S, F, SCS, SCV, and CD Classroom Practice Homework A Review of the Types of Sentences Chapter Checkup

Reference 80 Reference 82 Reference 84 Reference 91 Reference 92 Reference 93 Blue boxes Reference 94 Reference 95 See SKILLS section Reference 103 See SKILLS section

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

13-14

14

16, 21, 38, 43, 103, 193, 344

17-19

The Importance of Capitalization and Punctuation Using Capitalization Rules Classroom Practice Punctuation Rules

References 10 and 11 Reference 12 Editing exercises on page 38, 43, 103, 193, and 344. Some of many citations dispersed throughout curriculum. References 13 and 14



Continued

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

20

92, 152, 210, 242, 296, 378

95, 153, 211, 243, 297, 379

Capitalization & Punctuation Rules and the Editing Guide Revising & Editing Schedule and Writing a Final Paper Writing Evaluation Guide

Reference 15 Reference 62-Student will use the Writing Evaluation Guide to complete this activity. Some of many citations dispersed throughout curriculum. See Reference 63: #8 on page 93. Students will refer to the Writing Evaluation Guide during the writing process. Some of many citations dispersed throughout curriculum.

a. Capitalize appropriate words in titles.

13

14

404

16, 21, 34, 260, 420, 422,, 427

423

Capitalization Rules Using Capitalization Rules Commonly Used Abbreviations Classroom Practice Homework

Reference 11-Section 2: #9 Reference 12: Sentence 2 on page 14, Reference 174: “Titles” Column Some of many citations dispersed throughout curriculum.

b. Use commas in addresses.

17

418

419

21, 24, 52, 71, 405, 410, 422, 425

Punctuation Rules The Six Parts of a Business Letter Parts Of A Business Envelope Classroom Practice

Reference 13-Section 3: Commas to Separate Location Words Reference 177 Reference 178 Some of many citations dispersed throughout curriculum.



c. Use commas and quotation marks in dialogue.

19

300

301

303, 306, 310, 313, 341, 367, 392

314

316

324-325

326, 351, 377

Punctuation Rules Skill Time Rules for Punctuating Beginning Quotes Classroom Practice Homework Chapter Checkup Story Elements for a Narrative with Dialogue Writing Assignment

Reference 13-Section 9: Quotations; #24-#30 Reference 143 See SKILLS & EDITING sections. Some of many citations dispersed throughout curriculum. See SKILLS & EDITING sections. Reference 152 See Special Instructions: #3

d. Form and use possessives.

126

127

180

181

182

129, 136, 180, 194, 198, 216, 365

131, 138, 188, 199, 220, 361, 367

197, 368

Possessive Pronoun Jingle Possessive Pronouns The Possessive Noun Jingle Possessive Nouns Skill Builder Question and Answer Flow Classroom Practice Homework

Jingle 15 Reference 79 Jingle 19 Reference 102 Some of many citations dispersed throughout curriculum. See Exercise 1. Some of many citations dispersed throughout curriculum.



Continued

d. Form and use possessives.

203, 235-237

360

141, 199, 231, 260, 370

Practice and Revised Sentences

Rules for Making Nouns Possessive

Chapter Checkup

Reference 109; students will use Classroom Practice worksheet on page 205 to complete activity.

Reference 162

See Exercise 1. Some of many citations dispersed throughout curriculum.

e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

186

187

188, 193, 196, 225, 251, 277, 280

190-191

191

197, 284

199, 231, 260, 286

202

275

276

505

505

Homonym Chart

Editing a Paragraph with Homonyms

Classroom Practice Contraction Chart Student Tip Homework Chapter Checkup Across the Curriculum Rules for Making Nouns Plural Student Activity Resource Tool: Suffixes Resource Tool: Suffix Spelling Check

Reference 104

Reference 105

See SKILLS and EDITING sections. Reference 107 Reference 137

f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

None



g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

13-14

22, 72, 99, 144, 203, 219, 235

513-514

Capitalization Rules Student Tip Resource Tool: The Dictionary/Thesaurus

Reference 11 Some of many citations dispersed throughout curriculum.

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening

31, 214, 272

32, 136, 221, 245, 281, 304

99, 144, 159, 302, 324, 377

41, 117-119, 144-146, 235-237,290-292

95, 124, 243, 297, 379, 439

442, 446, 450, 454

506

Sentence Patterns Question and Answer Flow Student Tip Practice and Revised Sentences Writing Evaluation Guide Sample Poems

Resource Tool: Interviews

References 25, 114, and 135. Some of many citations dispersed throughout curriculum. Some of many citations dispersed throughout curriculum. Some of many citations dispersed throughout curriculum. Students will refer to the Writing Evaluation Guide during the writing process. Some of many citations dispersed throughout curriculum. Poems show correct use of conventions.

a. Choose words and phrases for effect.*

25-26

59, 107, 165, 221, 278, 339

117-119, 144-146, 235-237

441

Word Analogies Vocabulary & Analogy Words Practice and Revised Sentences Poetry

Reference 20 Some of many citations dispersed throughout curriculum. Reference 184: See items 1. Simile; 2. Metaphor.



b. Recognize and observe differences between the conventions of spoken and written standard English.

None

4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a

range of strategies.

None

a. Use sentence-level context as a clue to the meaning of a word or phrase.

None

b. 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).

505

505

Resource Tool: Prefixes Resource Tool: Suffixes

See un & pre. See able & less.

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

None

d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

22, 72, 144, 203, 219, 235

513-514

Student Note Resource Tool: Dictionary/Thesaurus

Some of many citations dispersed throughout curriculum.



5. Demonstrate understanding of word relationships and nuances in word meanings.

23

25-26

25, 63, 162, 189, 226, 307

22

67

101-102

105

175

186

187

190-191

34, 68, 103, 109, 193, 277

275

69, 110, 197, 229, 284

Vocabulary Words Word Analogies Vocabulary and Analogy Words Synonym and Antonyms Topics and Paragraphs Subject-Verb Agreement Rules A/An Changing Plural Categories to Singular Points Homonym Chart Editing a Paragraph with Homonyms Contraction Chart Classroom Practice Rules for Making Nouns Plural Homework

Reference 17; See Reference 18, also. Reference 20; See Reference 21, also. Reference 19; Some of many citations dispersed throughout curriculum. Reference 16; Students will learn synonyms and antonyms during Vocabulary and Analogy Time. (See Student Note.) Reference 45 and Reference 46 Reference 68; See Student Tip/Note. Reference 70 Reference 100 Reference 104 Reference 105 Reference 107; See Student Tip. Some of many citations dispersed throughout curriculum. Reference 137



a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

441

442

446

Poetry

Discuss It

Discuss It

Reference 184

Poetry

Analyzing “My Shadow”

b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

None

c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

None

6. 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).

None

mississippi language arts framework 2000...homonym chart editing a paragraph with homonyms...

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