Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)     O verview Once we understand how text is constructed, what is next? We look at how characters act in a story and how their actions contribute to the sequence of events. We also must consider informational texts and how historical events or scientific ideas use language that pertains to time, sequence, and cause and effect. In Unit 1, we looked at how information was logically connected and sequenced. Now we delve deeper into text to understand how characters, events, or concepts impact the different texts’ sequence and we gain a deeper connection to the overall meaning of the texts. In this unit, students will read stories in the genres of adventure, fantasy, and/or realistic fiction. Students will also spend an equal amount of time reading informational text, such as books about history, social studies, science, and/or the arts, not excluding technical texts (i.e. directions and information displayed in graphs, charts, or maps). The reading should focus on how characters’ traits, motivations, or feelings explain their actions and how their actions contribute to the sequence of events. Likewise, informational texts should focus on how events, ideas, concepts, or steps pertain to time, sequence, and cause and effect. Additionally, students will use texts’ illustrations/tables to explain what is conveyed by the words (i.e. create mood, emphasize aspects of character or setting, or where, when, why, and how key events occur). Students will continue to utilize their understanding of phonics to develop fluency in their reading. Students will write narratives to develop real or imagined experiences or events using descriptive detail, adjectives and adverbs, and clear sequence of events. Dialogue will be included with the correct use of commas and quotation marks. Students should also have experiences taking brief notes on sources, sorting evidence into provided categories, and recalling or gathering information from print and/or digital sources. Students will continue to present their writing orally, as well as in the form of audio recordings. The standards in this unit are conceptually connected because they are centered on how the characters in a story or the historical events/scientific ideas contribute to how text is sequenced. In their writing, students will continue demonstrate an ability to correctly use nouns and verbs, produce a simple sentence ensuring subject-verb agreement, capitalize a title, and use conventional spelling and spelling patterns to help them spell high-frequency and other studied words. In this unit, their writing will also include using adjectives and adverbs.

ACADEMIC VOCABULARY

(To be explicitly taught throughout the course of the unit.) TIER 2 (Academic) Describe Traits Motivations Sequence of Events Cause/Effect Contribute Relationship Series Concepts Technical Procedures Occur Descriptive Words Experience Situations Dialogue Closure Categories Elaboration Detail Engaging Visual Displays Evidence Literal/Nonliteral Publish

TIER 3 (Domain Specific) Character Mood Setting Map/Key/Legend Transition Words Adjectives Adverbs Irregular Plural Nouns Commas Quotations Affixes Root Words Base Words Multiple Meaning

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   As with all units aligned to the Common Core State Standards, students should support their ideas in reading and writing with evidence from the texts they read. Students should also be using a variety of vocabulary strategies (i.e. root words, known affixes, context clues) to aid in developing meaning from texts.

READING STANDARDS: FOUNDATIONAL SKILLS - RF These standards will be assessed periodically based on student need or as identified by the school phonics/fluency program. Those students who need extra practice with these skills should receive the support they need in small-group instruction or pull-out/push-in intervention. RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multisyllable words. d. Read grade-appropriate irregularly spelled words. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

FOCUS STANDARDS Standards taught in conjunction with Focus Standards These are the standards that are the FOCUS of the unit. These standards will be guaranteed: *These standards will be assessed along with the Focus taught, assessed, and re-taught if necessary. Depth of Knowledge essence is included (DOK). Standards. READING STANDARDS FOR LITERATURE -RL RL.3.3. Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (DOK 1-3) RL.3.7. 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). (DOK 2-3) READING STANDARDS FOR INFORMATIONAL TEXT - RI RI.3.3. Describe the relationship between a series of historical events, scientific ideas

*RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

*RI.3.1

Ask and answer questions to demonstrate

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (DOK 2-3) RI.3.7. 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). (DOK 2-3) WRITING STANDARDS -W W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (DOK 3-4) a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. W.3.6. 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. (DOK 1-2) W.3.8. Recall information from experiences (DOK 1-2) SPEAKING & LISTENING STANDARDS -SL SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (DOK 1-2) SL.3.5. Create engaging audio recordings; add visual displays when appropriate to emphasize or enhance certain facts or details. (DOK 2-3)

understanding of a text, referring explicitly to the text as the basis for the answers

W.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.) W.3.5 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.)

SL.3.1 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. 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. 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). c. Ask questions to check understanding of information

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. LANGUAGE STANDARDS -L (Although this unit and this grade have specific instructional foci for skills in grammar, punctuation, and language use, students should nevertheless be held accountable to skills learned in previous units and/or grades. Students may need reinforcement of skills that were taught and learned in previous units and years.) L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (DOK 1-2) a. Explain the function of nouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement. * i. Produce simple sentences. L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (DOK 1) a. Capitalize appropriate words in titles. c. Use commas and quotation marks in dialogue. e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g. sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (DOK 2) a. Choose words and phrases for effect. * b. Recognize and observe differences between the conventions of spoken and written standard English.

VOCABULARY: RL.3.4, RI.3.4, L.3.4, L.3.5 These standards focus on building the academic vocabulary students need to access grade-level complex-texts. RL.3.4.Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (DOK 1-3) RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (DOK 1-3) L.3.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   flexibly from a range of strategies. (DOK 1-3) a. Use sentence-level context as a clue to the meaning of a word or phrase. 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). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5. Demonstrate understanding of word relationships and nuances in word meanings. (DOK 1-3) a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

EMBEDDED STANDARDS RL.3.10 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. RI.3.10 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. W.3.10 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. SL.3.6 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.) L.3.6 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).

ENDURING UNDERSTANDNGS and ESSENTIAL QUESTIONS Essential Questions are questions based on the Enduring Understandings that we use to guide or drive instruction and assessment. Enduring Understandings are those concepts we want students to remember ten years from now. They are the important concepts underlying the content. The goal is that after instruction, students should be able to independently answer the Essential Question with a grade-appropriate version of the Enduring Understanding. Activities should be designed to allow the student to discover the Enduring Understanding. Analyzing how and why individuals, events, and ideas develop and interact over the course of a text helps students form a deeper understanding of what they read and write. (RL3.3, RI3.3, W3.3, W3.6, W3.8)

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   What are the characters’ traits, motivations, and feelings in a story? • How do characters’ actions contribute to the sequence of events? • What are the relationships between events, ideas, concepts, or steps in a nonfiction text? How can you use time, sequence, and cause and effect to explain these relationships? • How do you structure a narrative? • How do you use technology to share your information clearly? Using and/or explaining information gained from the illustrations in a text/digital media helps students develop a deeper meaning and understanding of the text or source. (RL3.7, RI3.7,) • How do illustrations in a story create mood and help with the understanding of characters and setting? • How do illustrations and words in nonfiction text help answer the questions of where, when, why, and how key events occur? Using grammar and conventions correctly helps writers make their meaning clear to readers. (L3.1, L3.2, L3.3) • What happens for the reader when language conventions (e.g. nouns, verbs, simple verb tenses, subject-verb agreement, simple sentence structure, etc.) are not used correctly? • What happens for the listener when language conventions are not used correctly? Building academic vocabulary helps students understand complex texts. (RL3.4, RI3.4, L3.4, L3.5) • What is the literal meaning of words and phrases in a text? • What is the purpose of the use of “non-literal” words or phrases? • What is the meaning of the academic and domain-specific words and phrases in the text? • How will you use context clues, affixes, and reference materials to determine the meaning of unknown and multiple meaning words and phrases in a text? Evaluating a speaker’s presentation helps students develop critical thinking skills and form educated opinions. (SL3.3) • What questions can you ask to help speakers improve their presentations? • What questions can you ask to help you improve your understanding of a presentation? Creating captivating presentations helps the audience stay engaged and interested. (SL3.5) • How will you make use of visual displays in your presentation? At what point will you incorporate them in your presentation? • How will you articulate and project your voice so that the audience can understand you? • How will you make your presentation unique or special?

     

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)  

CHAPTERS  OF  LEARNING    

Chapter: 1 of 4 Approximate Length: 7-9 Days 1) Standards: RL.3.3, RL.3.7, SL.3.3, W.3.3, W.3.8, L.3.1a (adjectives), L.3.2 e, f, g, RL.3.4, L.3.4, L.3.5 2) Enduring Understandings: • •

   

• • •

Analyzing how and why individuals, events, and ideas develop and interact over the course of a text helps students form a deeper understanding of what they read and write. Using and/or explaining information gained from the illustrations in a text/digital media helps students develop a deeper meaning and understanding of the text or source. Using grammar and conventions correctly helps writers make their meaning clear to readers. Building academic vocabulary helps students understand complex texts. Evaluating a speaker’s presentation helps students develop critical thinking skills and form educated opinions.

3) Writing or speech that students will produce: Students will begin orally practicing personal narratives. Students will discuss character traits and motivations.

4) Types of assessment recommended: Constructed response; Performance task: oral personal narrative (see attached speaking and listening rubric at the end of the unit

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)  

Learning Objectives (with Standard name)1

Criteria for Success2

Essential Questions3

RL.3.3. S t u d e n t s w i l l d escribe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (DOK 1-3)

After reading a fictional story, students will use adjectives (oral or written) to correctly describe characters. Students will explain how these traits affect the plot.

•

RL.3.7. S t u d e n t s w i l l e xplain 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). (DOK 2-3)

Students will look at illustrations in a story and be able to explain (orally or in writing) how they help in understanding the plot.

•

                                                                                                                 

•

What are the characters’ traits, motivations, and feelings in a story? How do characters’ actions contribute to the sequence of events? How do illustrations in a story create mood and help with the understanding of characters and setting?

Corresponding ELD Standards and EL Considerations

ELD Standards: 1B6, 1B7

1B6

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)  

W.3.3. Students will write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (DOK 3-4) SL.3.3. Students will ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (DOK 1-2) W.3.8 Students will recall information from experiences. (DOK 1-2)

With the help of sentence frames students will orally produce a personal narrative using time order/sequence words. eg. First, next, last

RL.3.4.Students will determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral

Expressed meaning of words or phrases is reasonable based on how they are used in the text.

•

How do you structure a narrative?

*See the speaking and listening rubric attached at the end of the unit.

1C10, 2A1, 2A2, 2C6, 2C7

1B5, 1B6, 1B7, 1B8

1C10

•

What is the literal meaning of words and phrases in a text?

•

What is the

1B6, 1B7, 1B8

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   language. (DOK 1-3) L3.5. Students will demonstrate understanding of word relationships and nuances in word meanings. (DOK 1-3)

After reading a fictional story, students will correctly complete sentence stems with the teacher chosen vocabulary words.

L.3.4. Students will use sentence-level context clues to determine or clarify the meaning of unknown and multiplemeaning words and phrases. Students will determine the meaning of new words when a known affix is used. Students will also use glossaries or beginning dictionaries to determine or clarify the meaning of key words. (DOK 1-3) L.3.1. Students will explain the function of adjectives.

When describing character traits and actions, students will

purpose of the use of “non-literal” words or phrases? 1B7, 1B8, 1C11, 1C12 •

How will you use context clues, affixes, and reference materials to determine the meaning of unknown and multiple meaning words and phrases in a text?

What happens for the reader when language conventions are not used

1B6, 1B7, 1B8, 1C11

1A1, 1A2, 1A3, 1A4, 1C10, 1C11, 1C12, 2A2, 2B3, 2B4, 2B5, 2C6, 2C7

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   (DOK 1-2) L3.2. Students will use conventional spelling, spelling patterns and generalizations, and consult reference materials to check for correct spelling. (DOK 1)

correctly use adjectives. Students will also use strategies and reference materials to ensure correct spelling.

correctly? What happens for the listener when language conventions are not used correctly?

1C10, 1C11, 1C12

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)  

Chapter 1 Resource Overview Reading & Vocabulary • “The Garden of Abdul Gasazi” Houghton-Mifflin Reading (guided reading) • The Miraculous Journey of Edward Tulane by Kate diCamillo (read aloud) • http://achievethecore.org/page/525/basal-alignment-project-lessons-grade-3 • http://www.teacherspayteachers.com/Browse/Search:analyzing%20character%20traits $ • Teacher created vocabulary activities based on Bringing Words to Life by Isabel Beck • Kaplan’s Icons Details graphic organizer • Common Core Standards Plus Reading Literature Lessons 9 – 12 and Evaluation 3 (may also be used in Chapter 3) • Common Core Standards Plus Vocabulary Acquisition and Use Lessons 5 – 8 and Evaluation 2 (may be used throughout unit) Grammar • Explain the function of adjectives -­‐‑ Promethean Planet – All About Adjectives by Kristy Harris -­‐‑ Many Luscious Lollipops by Ruth Heller -­‐‑ Brainpop – Adjectives –Helping You Describe Stuff http://www.brainpop.com/english/grammar/adjectives/preview.weml -­‐‑ Grammar Rock Adjective song http://www.youtube.com/watch?v=yVKCof9me3Y -­‐‑ iPad App – Grammaropolis -­‐‑ iPad App Mad Libs -­‐‑ Grammar Gallery http://www.grammargallery.org/ -­‐‑ HM: Practice Book, Workbook Plus, Reteaching Workbook -­‐‑ Harcourt Family Learning: Complete Curriculum, Grade 3 -­‐‑ Evan-Moor: Grammar and Punctuation, Grade 3

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   -­‐‑

Evan-Moor: Daily Language Practice, Grade 3

Spelling •

Words their Way -­‐‑ Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th edition) and PDToolkit by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston -­‐‑ Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction (2nd edition) by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston -­‐‑ Words Their Way: Word Sorts for Letter-Name-Alphabetic Spellers by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston -­‐‑ Words Their Way: Word Sorts for Within Word Pattern Spellers by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston -­‐‑ Words Their Way: Word Sorts for Syllables and Affixes Spellers by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston

Writing • Personal Narrative -­‐‑ Step Up to Writing Primary by Maureen Auman Tools 7-1 – 7 (to be used throughout unit)

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)  

Chapter: 2 of 4

Approximate Length: 7-9 Days

1) Standards: RI.3.3, RI.3.4, RI.3.7, W.3.3, L.3.1a (adverbs), L.3.2 e, f, g, L.3.3, L.3.4, L.3.5 2) Enduring Understandings: • • • •

Analyzing how and why individuals, events, and ideas develop and interact over the course of a text helps students form a deeper understanding of what they read and write. Using and/or explaining information gained from the illustrations in text or digital media helps students develop a deeper meaning and understanding of the text or source. Using grammar and conventions correctly helps writers make their meaning clear to readers. Building academic vocabulary helps students understand complex texts.

3) Writing or speech that students will produce: Students will begin writing their personal narratives. Students will complete time, sequence, and cause and effect graphic organizers.

4) Type of assessment recommended: Constructed response (graphic organizers)

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)  

Learning Objectives (with Standard name)

Criteria for Success

RI.3.3. Students will 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. (DOK 2-3)

Students will correctly complete time, sequence, and cause and effect graphic organizers.

RI.3.7. Students will 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

Students will look at illustrations in a nonfiction text and be able to explain (orally or in writing) how they help in understanding the information.

Essential Questions

•

What are the relationships between events, ideas, concepts, or steps in a nonfiction text?

•

How can you use time, sequence, and cause and effect to explain these relationships?

•

How do illustrations and words in nonfiction text help answer the questions of where, when, why, and how key events occur?

Corresponding ELD Standards and EL Considerations

ELD Standards: 1B6, 1B7

1B6

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   events occur). (DOK 2-3) W.3.3. Students will write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (DOK 3-4) L.3.1. Students will explain the function of adverbs. (DOK 1-2) L3.2. Students will use conventional spelling, spelling patterns and generalizations, and consult reference materials to check for correct spelling. (DOK 1) L.3.3. Students will use knowledge of language and its conventions when writing, speaking,

Students will begin writing their personal narratives. By the end of this chapter, students will produce writing that includes an introduction, beginning, middle, end, and conclusion. They will also use descriptive words and correct spelling. *See attached writing rubric at the end of the unit

•

How do you structure a narrative?

•

What happens for the reader when language conventions are not used correctly?

•

What happens for the listener when language conventions are not used correctly?

1C10, 2A1, 2A2, 2C6, 2C7

1A1, 1A2, 1A3, 1A4, 1C10, 1C11, 1C12, 2A2, 2B3, 2B4, 2B5, 2C6, 2C7

1C10, 1C11, 1C12

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   reading, or listening. (DOK 1-3) RI.3.4. Students will determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (DOK 1-3) L.3.4. Students will use sentence-level context clues to determine or clarify the meaning of unknown and multiplemeaning words and phrases. Students will determine the meaning of new words when a known affix is used. Students will also use glossaries or beginning dictionaries to determine or clarify the meaning of key words. (DOK 1-3) L.3.5. Students will demonstrate

Expressed meaning of words or phrases is reasonable based on how they are used in the text. After reading a nonfiction text, students will correctly complete sentence stems with the teacher chosen vocabulary words.

•

•

How will you use context clues, affixes, and reference materials to determine the meaning of unknown and multiple meaning words and phrases in a text?

1B6, 1B8

1B6, 1B7, 1B8, 1C11

What is the meaning of the academic and domain-specific words and phrases in the text?

1B7, 1B8, 1C11, 1C12

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   understanding of word relationships and nuances in word meanings. (DOK 1-3)

Chapter 2 Resource Overview Reading & Vocabulary • Houghton-Mifflin California Science Unit A, Chapter 2 (guided reading) • Houghton-Mifflin Science Unit Resource Folder pages 37 and 45 (cause and effect graphic organizers) • Houghton-Mifflin Science Study Guide pages 14 and 15 • Read and Succeed by Debra J. Housel pages 108-109 (may also be used in Chapter 4) • The Miraculous Journey of Edward Tulane by Kate diCamillo (read aloud) • Teacher created vocabulary activities based on Bringing Words to Life by Isabel Beck • Common Core Standards Plus Reading Informational Text Lessons 1 - 4 and Evaluation 1 (may also be used in Chapter 4) Grammar • Explain the function of adverbs -­‐‑ Promethean Planet – All About Adjectives by Kristy Harris -­‐‑ Many Luscious Lollipops by Ruth Heller -­‐‑ Brainpop – Adjectives –Helping You Describe Stuff http://www.brainpop.com/english/grammar/adjectives/preview.weml -­‐‑ Grammar Rock Adjective song http://www.youtube.com/watch?v=yVKCof9me3Y -­‐‑ iPad App – Grammaropolis

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   -­‐‑ -­‐‑ -­‐‑ -­‐‑ -­‐‑ -­‐‑

iPad App Mad Libs Grammar Gallery http://www.grammargallery.org/ HM: Practice Book, Workbook Plus, Reteaching Workbook Harcourt Family Learning: Complete Curriculum, Grade 3 Evan-Moor: Grammar and Punctuation, Grade 3 Evan-Moor: Daily Language Practice, Grade 3

Spelling •

Words their Way -­‐‑ Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th edition) and PDToolkit by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston -­‐‑ Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction (2nd edition) by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston -­‐‑ Words Their Way: Word Sorts for Letter-Name-Alphabetic Spellers by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston -­‐‑ Words Their Way: Word Sorts for Within Word Pattern Spellers by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston -­‐‑ Words Their Way: Word Sorts for Syllables and Affixes Spellers by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston

Writing • Personal Narrative -­‐‑ Step Up to Writing Primary by Maureen Auman Tools 7-1 – 7

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)  

Chapter 3 of 4 Approximate Length: 7-9 Days   1) Standards: RL.3.3, RL.3.7, W.3.3, L.3.1 e, f, i L.3.2 c, e, f L.3.3, RL.3.4, L.3.4 a, b, d L.3.5   2) Enduring Understandings: • • • •

Analyzing how and why individuals, events, and ideas develop and interact over the course of a text helps students form a deeper understanding of what they read and write. Using and/or explaining information gained from the illustrations in a text/digital media helps students develop a deeper meaning and understanding of the text or source. Using grammar and conventions correctly helps writers make their meaning clear to readers. Building academic vocabulary helps students understand complex texts.

3)  Writing or speech that students will produce:   Character trait graphic organizer, text dependent questions, continue work on personal narrative

4) Types of assessment recommended: Constructed response: cause and effect template and character trait graphic organizer

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)  

Learning Objectives (with Standard name)

Criteria for Success

RL.3.3. S t u d e n t s w i l l d escribe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (DOK 1-3)

After reading a fictional story, students will use adjectives (oral or written) to correctly describe characters. Students will explain how these traits affect the plot. They will correctly complete a character trait graphic organizer and a cause/effect chart using the fictional story. Students will look at illustrations in a story and be able to explain (orally or in writing) how they help in understanding the plot.

RL.3.7. S t u d e n t s w i l l e xplain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize

Essential Questions

•

What are the characters’ traits, motivations, and feelings in a story?

•

How do characters’ actions contribute to the sequence of events?

•

How do illustrations in a story create mood and help with the understanding of characters and setting?

Corresponding ELD Standards and EL Considerations

ELD Standards: 1B6, 1B7

1B6

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   aspects of a character or setting). (DOK 2-3) W.3.3. Students will write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (DOK 3-4) L.3.1. Students will demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (DOK 1-2) L.3.2. Students will demonstrate command of the conventions of standard English capitalization, punctuation (including correct usage of commas and quotation

Students will begin editing and revising their personal narratives. Students will check that their writing includes an introduction, beginning, middle, end, and conclusion. They will also check that they used descriptive words and correct spelling. In their narratives, students will include dialogue using commas and quotation marks correctly.

•

How do you structure a narrative?

•

What happens for the reader when language conventions are not used correctly?

•

What happens for the listener when language conventions are not used correctly?

1C10, 2A1, 2A2, 2C6, 2C7

1A1, 1A2, 1A3, 1A4, 1C10, 1C11, 1C12, 2A2, 2B3, 2B4, 2B5, 2C6, 2C7

1C10, 1C11, 1C12

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   marks in dialogue), and spelling when writing. (DOK 1) L.3.3. Students will use knowledge of language and its conventions when writing, speaking, reading, or listening. (DOK 1-3)

RL.3.4.Students will determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (DOK 1-3) L3.5. Students will demonstrate understanding of word relationships and nuances in word meanings. (DOK 1-3) L.3.4. Students will use

1B5, 1B6, 1B7, 1B8, 1C9, 1C10, 1C11, 1C12, 2A2, 2B3, 2B4, 2B5,

Expressed meaning of words or phrases is reasonable based on how they are used in the text. After reading a fictional story, students will correctly complete sentence stems with the teacher chosen vocabulary words.

•

What is the literal meaning of words and phrases in a text?

•

What is the purpose of the use of “non-literal” words or phrases?

•

How will you use context clues, affixes, and reference materials to determine the meaning of

1B6, 1B7, 1B8

1B7, 1B8, 1C11, 1C12

1B6, 1B7, 1B8, 1C11

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   sentence-level context clues to determine or clarify the meaning of unknown and multiplemeaning words and phrases. Students will determine the meaning of new words when a known affix is used. Students will also use glossaries or beginning dictionaries to determine or clarify the meaning of key words. (DOK 1-3)

unknown and multiple meaning words and phrases in a text?

Chapter 3 Resource Overview

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   Reading & Vocabulary • Amos and Boris (guided reading) • The Miraculous Journey of Edward Tulane by Kate diCamillo (read aloud) • https://commoncore.org/maps/documents/03.02.RL.Amos_and_Boris_FINAL.pdf • http://www.teacherspayteachers.com/Browse/Search:analyzing%20character%20traits $ • Teacher created vocabulary activities based on Bringing Words to Life by Isabel Beck • Kaplan’s Icons Details graphic organizer • Teacher created graphic organizers • Common Core Standards Plus Reading Literature Lessons 9 – 12 and Evaluation 3 (may also be used in Chapter 1) • Common Core Standards Plus Vocabulary Acquisition and Use Lessons 5 – 8 and Evaluation 2 (may be used throughout unit) Grammar • Use commas and quotation marks in dialogue -­‐‑ -­‐‑ -­‐‑ -­‐‑ -­‐‑ -­‐‑ -­‐‑ Spelling

iPad App – Grammaropolis “Quotation Marks Song” by The Grammarheads http://www.youtube.com/watch?v=OLB1IUNdoSE Common Core Standards Plus Punctuation Lessons 5 – 8 and Evaluation 2 HM: Practice Book, Workbook Plus, Reteaching Workbook Harcourt Family Learning: Complete Curriculum, Grade 3 Evan-Moor: Grammar and Punctuation, Grade 3 Evan-Moor: Daily Language Practice, Grade 3

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   •

Words their Way -­‐‑ Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th edition) and PDToolkit by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston -­‐‑ Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction (2nd edition) by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston -­‐‑ Words Their Way: Word Sorts for Letter-Name-Alphabetic Spellers by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston -­‐‑ Words Their Way: Word Sorts for Within Word Pattern Spellers by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston -­‐‑ Words Their Way: Word Sorts for Syllables and Affixes Spellers by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston

Writing • Personal Narrative -­‐‑ Step Up to Writing Primary by Maureen Auman Tools 7-1 – 7 (to be used throughout unit)

 

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)  

Chapter 4 of 4 Approximate Length: 7-9 Days   1) Standards: RI.3.3, RI.3.4, RI.3.7, W.3.3, W.3.6, L.3.1b (irregular plural nouns), L.3.2 a, e, f, g, L.3.3, L.3.4, L.3.5   2) Enduring Understandings: • • • •

Analyzing how and why individuals, events, and ideas develop and interact over the course of a text helps students form a deeper understanding of what they read and write. Using and/or explaining information gained from the illustrations in a text/digital media helps students develop a deeper meaning and understanding of the text or source. Using grammar and conventions correctly helps writers make their meaning clear to readers. Building academic vocabulary helps students understand complex texts.

3) Writing or speech that students will produce: Published personal narrative, Cause/effect graphic organizer

4) Types of assessment recommended: Constructed response (cause/effect graphic organizer), personal narrative (see attached rubric at the end of the unit)

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)  

Learning Objectives (with Standard name)

Criteria for Success

RI.3.3. Students will 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. (DOK 2-3)

Students will correctly complete time, sequence, and cause and effect graphic organizers.

RI.3.7. Students will 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,

Students will look at illustrations in a nonfiction text and be able to explain (orally or in writing) how they help in understanding the information.

Essential Questions

•

What are the relationships between events, ideas, concepts, or steps in a nonfiction text?

•

How can you use time, sequence, and cause and effect to explain these relationships?

•

How do illustrations and words in nonfiction text help answer the questions of where, when, why, and how key

Corresponding ELD Standards and EL Considerations

ELD Standards: 1B6, 1B7

1B6

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   why, and how key events occur). (DOK 2-3) W.3.3. Students will write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (DOK 3-4) W.3.6 Students will use technology to produce and publish writing and to interact and collaborate with others. (DOK 1-2) L.3.1. Students will demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (DOK 1-2) L.3.2. Students will

events occur?

Students will publish their personal narratives. Students will check that their writing includes an introduction, beginning, middle, end, and conclusion. They will also check that they used descriptive words and correct spelling. In their narratives, students will include dialogue using commas and quotation marks correctly. Students will also use irregular plural nouns correctly. *See attached writing rubric at the end of the unit.

•

How do you structure a narrative?

•

How do you use technology to share your information clearly?

•

What happens for the reader when language conventions (e.g. nouns, verbs, simple verb tenses, subjectverb agreement, simple sentence structure, etc.) are not used correctly?

•

What happens for the listener when language conventions are

1C10, 2A1, 2A2, 2C6, 2C7

1A2, 1C9,

1A1, 1A2, 1A3, 1A4, 1C10, 1C11, 1C12, 2A2, 2B3, 2B4, 2B5, 2C6, 2C7

1C10, 1C11, 1C12

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (DOK 1) L.3.3. Students will use knowledge of language and its conventions when writing, speaking, reading, or listening. (DOK 2) RI.3.4. Students will determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (DOK 1-3) L.3.4. Students will use sentence-level context clues to determine or clarify the meaning of unknown and multiplemeaning words and phrases. Students will determine the meaning

not used correctly?

1B5, 1B6, 1B7, 1B8, 1C9, 1C10, 1C11, 1C12, 2A2, 2B3, 2B4, 2B5,

Expressed meaning of words or phrases is reasonable based on how they are used in the text. After reading a nonfiction text, students will correctly complete sentence stems with the teacher chosen vocabulary words.

•

•

How will you use context clues, affixes, and reference materials to determine the meaning of unknown and multiple meaning words and phrases in a text? What is the meaning of the academic and domain-specific words and

1B6, 1B8

1B6, 1B7, 1B8, 1C11

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   of new words when a known affix is used. Students will also use glossaries or beginning dictionaries to determine or clarify the meaning of key words. (DOK 1-3) L.3.5. Students will demonstrate understanding of word relationships and nuances in word meanings. (DOK 1-3)

phrases in the text?

1B7, 1B8, 1C11, 1C12

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)  

Chapter 4 Resource Overview Reading & Vocabulary • Houghton-Mifflin California Science Unit A, Chapter 3 (guided reading) • Houghton-Mifflin Science Study Guide pages 22, 26, and 31 • Read and Succeed by Debra J. Housel pages 108-109 (may also be used in Chapter 2) • The Miraculous Journey of Edward Tulane by Kate diCamillo (read aloud) • Teacher created vocabulary activities based on Bringing Words to Life by Isabel Beck • Common Core Standards Plus Reading Informational Text Lessons 1 - 4 and Evaluation 1 (may also be used in Chapter 2) Grammar • Use irregular plural nouns -­‐‑ iPad App – Grammaropolis -­‐‑ iPad App Mad Libs -­‐‑ Grammar Gallery http://www.grammargallery.org/ -­‐‑ HM: Practice Book, Workbook Plus, Reteaching Workbook -­‐‑ Harcourt Family Learning: Complete Curriculum, Grade 3 -­‐‑ Evan-Moor: Grammar and Punctuation, Grade 3 -­‐‑ Evan-Moor: Daily Language Practice, Grade 3 Spelling •

Words their Way -­‐‑ Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th edition) and PDToolkit by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   -­‐‑ -­‐‑ -­‐‑ -­‐‑

Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction (2nd edition) by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston Words Their Way: Word Sorts for Letter-Name-Alphabetic Spellers by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston Words Their Way: Word Sorts for Within Word Pattern Spellers by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston Words Their Way: Word Sorts for Syllables and Affixes Spellers by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston

Writing • Personal Narrative -­‐‑ Step Up to Writing Primary by Maureen Auman Tools 7-1 – 7

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   Third Grade Speaking & Listening Rubric Presentation of Knowledge & Ideas Name ________________________ Date___________________________ Standard SL.3.4 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 Score

SL.3.6 Speak in complete sentence when appropriate to task and situation in order to provide requested detail or clarfification Score

4 points

3 points

____ clear relevant facts ____ descriptive details ___ speaks in clear, understandable pace

____ facts are mostly relevant ____ details are mostly descriptive ____mostly speaks in understandable pace

4 points

____ answers questions ____ clarifies details when requested

3 points

____ answers most questions ____mostly clarifies details when requested

2 points

1 point

____ some relevant facts ____ some descriptive details ___ tends to rush or mumble some of his words 2 points

____ little to no relevant facts ____ little to no details

___ answers some of the questions ___ clarifies some of the requested details

____ struggles with answering questions ____ struggles with providing clarification

____ very hard to understand 1 point

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)   Third Grade Speaking & Listening Rubric Presentation of Knowledge & Ideas Name ________________________ Date___________________________ Standard SL.3.4 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 Score

SL.3.6 Speak in complete sentence when appropriate to task and situation in order to provide requested detail or clarfification Score

4 points

3 points

____ clear relevant facts ____ descriptive details ___ speaks in clear, understandable pace

____ facts are mostly relevant ____ details are mostly descriptive ____mostly speaks in understandable pace

4 points

____ answers questions ____ clarifies details when requested

3 points

____ answers most questions ____mostly clarifies details when requested

2 points

1 point

____ some relevant facts ____ some descriptive details ___ tends to rush or mumble some of his words 2 points

____ little to no relevant facts ____ little to no details

___ answers some of the questions ___ clarifies some of the requested details

____ struggles with answering questions ____ struggles with providing clarification

____ very hard to understand 1 point

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)  

  Focus/   Opinion   CCSS*:    W  –  1a    W  –  1  b    W  –  4       Organization   CCSS:    W  –  1a    W  –  1c    W  –  1d    W  –  4    

   EGUSD  –  Opinion/Argument  Rubric,  Grade  __3___     4   3   2   (Above  Grade  Level)   (At  Grade  Level)   (Approaching  Grade  Level)   • Responds  skillfully  to  all  parts   • Responds  to  all  parts  of  the   • Responds  to  most  parts  of  the   of  the  prompt     prompt   prompt   • States  an  opinion  that   • States  an  opinion  that   • States  an  opinion  that   demonstrates  an  insightful   demonstrates  an   demonstrates  limited   understanding  of  topic/text   understanding  of  topic/text     understanding  of  topic/text  

• Organizes  ideas  and   information  into  logical,   coherent  paragraphs  that  are   clear  to  the  reader   • Uses  linking  words  and   phrases  skillfully  to  connect   reasons  to  opinion  

  Support/   Evidence     CCSS:    RIT  –  1        W  –  1b  

• Organizes  ideas  and   information  using  a  clear   topic  sentence,  details,   explanation,  and  concluding   sentence   • Uses  linking  words  and   phrases  to  connect  reasons  to   opinion   • Supports  opinion  skillfully   • Supports  opinion  with   with  substantial  and  relevant   relevant  reasons       facts,  details,  and/or  reasons         • Provides  explanation/analysis   • Provides  clear  explanation  of   of  how  evidence  supports   how  reasons  support  opinion   opinion          

  Language     CCSS:  

• Uses  purposeful  and  varied   sentence  structures   • Demonstrates  creativity  and   flexibility  when  using  

• Uses  correct  and  varied   sentence  structures   • Demonstrates  grade  level   appropriate  conventions;  

• Organizes  ideas  and   information  in  an  incomplete   paragraph  structure  (e.g.,   missing  conclusion)   • Uses  some  linking  words  to   connect  reasons  to  opinion   but  simplistically  or   ineffectively   • Supports  opinion  with   minimal  and/or  irrelevant   reasons     • Provides  some  explanation  of   how  reasons  support  opinion       • Uses  some  correct  but   repetitive  sentence  structures   • Demonstrates  some  grade   level  appropriate  conventions,  

• •

•

•

•

•

1   (Below  Grade  Level)   Responds  to  some  or  no   parts  of  the  prompt   Does  not  state  an   opinion  and/or   demonstrates  little  to  no   understanding  of   topic/text   Organizes  with  no   evidence  of  paragraph   structure     Uses  no  linking  words    

Does  not  support   opinion  with  reasons       Provides  no  or   inaccurate  explanation   of  how  reasons  support   opinion  

  • Uses  little  to  no  correct   sentence  structure   • Demonstrates  limited   understanding  of  grade  

Hueneme Elementary School District Grade 3: ELA/Literacy Unit 2 Dissecting Text: Literature and Information (Number of Instructional Days: @ 35)    L  –  1    L  –  2        

conventions  (grammar,   punctuation,  capitalization,   and  spelling)  to  enhance   meaning   • Uses  precise  and   sophisticated  academic  and   domain-­‐specific  vocabulary   appropriate  for  the  audience   and  purpose  

errors  are  minor  and  do  not   obscure  meaning       • Uses  academic  and  domain-­‐ specific  vocabulary   appropriate  for  the  audience   and  purpose  

but  errors  may  obscure   meaning         • Uses  limited  academic  and/or   domain-­‐specific  vocabulary   for  the  audience  and  purpose  

level  appropriate   conventions,  and  errors   interfere  with  the   meaning   • Uses  no  academic  or   domain-­‐specific   vocabulary