Virginia
Skills available for Virginia third-grade language arts standards
Click on the name of a skill to practice that skill.
Virginia Curriculum Framework: Reading
- 2.2.5 The student will use phonetic strategies when reading and spelling. a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words. b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words. c) Decode regular multisyllabic words.
- 2.2.5.A understand the need to apply phonetic strategies to decode and spell words.
- 2.2.5.1 apply knowledge of consonants and consonant blends to decode and spell words.
- 2.2.5.2 apply knowledge of consonant digraphs (sh, wh, ch, th) to decode and spell words.
- 2.2.5.3 distinguish long and short vowels when reading one-syllable regularly spelled words.
- 2.2.5.4 apply knowledge of the consonant-vowel patterns, such as CV (e.g., go), VC (e.g., in), CVC (e.g., pin), CVCE (e.g., take), CVVC (e.g., wait), and CVCC (e.g., wind), to decode and spell words.
- 2.2.5.5 apply knowledge of r-controlled vowel patterns to decode and spell words.
- 2.2.5.6 read regularly spelled one-and two-syllable words automatically.
- 2.2.5.7 decode regular multisyllabic words.
- 2.2.5.8 use phonetic strategies and context to self-correct for comprehension.
- 2.2.5.9 decode words with common prefixes and suffixes.
- 3.3.3 The student will apply word-analysis skills when reading. a) Use knowledge of regular and irregular vowel patterns. b) Decode regular multisyllabic words.
- 3.3.3.A understand the need to apply word-analysis skills to decode words.
- 3.3.3.1 apply knowledge of regular and irregular vowel patterns to decode words.
- 3.3.3.2 apply knowledge of ambiguous vowel patterns (e.g., ou/ow, oi/oy, oo, aw) to decode words.
- 3.3.3.3 apply knowledge of the change in tense (-ed), number (-s), and degree (-er and -est) signified by inflected endings to decode words.
- 3.3.3.4 decode regular multisyllabic words in order to read fluently.
- 3.3.4 The student will expand vocabulary when reading. a) Use knowledge of homophones. b) Use knowledge of roots, affixes, synonyms, and antonyms. c) Apply meaning clues, language structure, and phonetic strategies. d) Use context to clarify meaning of unfamiliar words. e) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. f) Use vocabulary from other content areas. g) Use word reference resources including the glossary, dictionary, and thesaurus.
» R.01: Vocabulary Enhancement - Assessment 1
» R.02: Vocabulary Enhancement - Assessment 2
» R.03: Vocabulary Enhancement - Assessment 3
» R.04: Vocabulary Enhancement - Assessment 4
» R.05: Vocabulary Enhancement - Assessment 5
» K.01: Synonyms: Introduction 1
» K.02: Synonyms: Introduction 2
» K.03: Synonyms: Introduction 3
» K.04: Synonyms 4
» K.05: Synonyms 5
» K.06: Synonyms 6
» K.07: Antonyms: Introduction 1
» K.08: Antonyms: Introduction 2
» K.09: Antonyms: Introduction 3
» K.10: Antonyms 4
» K.11: Antonyms 5
» K.12: Antonyms 6
- 3.3.4.A use meaning clues, language structure, phonetic strategies, text structure, and surface features of text to read.
- 3.3.4.B use reference resources to learn word meanings.
- 3.3.4.1 use knowledge of homophones (e.g., be/bee, hear/here, and sea/see) to understand unfamiliar words.
- 3.3.4.2 apply knowledge of roots to decode unknown words with the same root (e.g., company, companion).
- 3.3.4.3 apply knowledge of affixes, (e.g., prefixes such as ex-, dis-, un-, re-, mis-, non-, pre-; suffixes such as -ly, -ful, -less, -able, -tion, -ness, and ment) to decode words.
- 3.3.4.4 determine the meaning of new words formed when a known affix is added to the known word (e.g., care/careless, heat/reheat).
- 3.3.4.5 use knowledge of synonyms (e.g., big/large, mad/angry, ache/pain).
- 3.3.4.6 use knowledge of antonyms, (e.g., asleep/awake, smile/frown, start/finish).
- 3.3.4.7 use context clues to verify meaning of unfamiliar words and determine appropriate homophone usage.
- 3.3.4.8 using context clues, such as a restatement, a synonym, an example, or a direct description or definition included in the sentence or paragraph, to clarify the meaning of unfamiliar words.
- 3.3.4.9 apply understanding of language structure to make meaning from text by
- 3.3.4.9.a using transition words of time sequence (e.g., first, second, next, later, after, and finally);
- 3.3.4.9.b using transition words of compare-contrast (e.g., like, unlike, different, and same); and
- 3.3.4.9.c using transition words of cause-effect (e.g., because, if
then, when
then).
- 3.3.4.9.d using vocabulary from history and social science, mathematics, and science; and
- 3.3.4.9.e using the glossary, dictionary, and thesaurus as reference resources to learn word meanings.
- 3.3.5 The student will read and demonstrate comprehension of fictional text and poetry. a) Set a purpose for reading. b) Make connections between previous experiences and reading selections. c) Make, confirm, or revise predictions. d) Compare and contrast settings, characters, and events. e) Identify the authors purpose. f) Ask and answer questions about what is read. g) Draw conclusions about text. h) Identify the problem and solution. i) Identify the main idea. j) Identify supporting details. k) Use reading strategies to monitor comprehension throughout the reading process. l) Differentiate between fiction and nonfiction. m) Read with fluency and accuracy.
» 3.01: Johnny's Big Brother
» 3.02: Visiting The Museum
» 3.03: Going To The Library
» 3.04: Butterflies
» 3.05: Grandpa's Tractor
» 3.07: Andrew's New Scooter
» 3.08: Nelson's New Room
» 3.09: The Smiths Move
» 3.16: Lena Takes Art Classes
» 3.17: The Jones Family Vacation
» 3.19: Happy Mother's Day
» 3.20: Cooking With Grandma
» 3.24: Joey's New Bike
» 3.25: Painting With Susie
» 3.27: A Day At The Beach
» 3.28: A Hiking Adventure
» 3.30: Driving In Dad's Big Truck
» 3.31: Going To Town
» 3.32: My New Neighbors
» 3.33: Hannah's Piano Lesson
» 3.34: George Joins The School Band
» 3.36: Going For A Walk
» 3.37: The Park Playground
» 3.38: The Talent Show
» 3.80: Olivia's New Dress
» 3.81: Joe's New Soccer Ball
» 3.83: Andrew's Motorized Car
» 3.85: Lorna And Her Pet Fish
» 3.87: Dane's Remote Control Airplane
» 3.89: Tony's Glider
» 3.91: Susie's New Bunny
» 3.93: Peter's New Friend
» 3.98: Ryan's Dodgeball Adventure
» 3.101: Stonehenge
» 3.103: Leonardo Da Vinci
» 3.104: Nick Learns To Juggle
» 3.107: Kevin's Hiking Day
» My Cat
- 3.3.5.A develop a variety of comprehension strategies that can be applied to make meaning from fictional text and poetry.
- 3.3.5.B develop an increased understanding of the essential elements and characteristics of fictional text and poetry.
- 3.3.5.C develop the ability to use key supporting details to determine the lessons or morals from fictional text and poetry.
- 3.3.5.1 read for a specific purpose by:
- 3.3.5.1.a locating specific information in a reading selection;
- 3.3.5.1.b identifying details that support a stated main idea; and
- 3.3.5.1.c expressing a stated main idea in their own words.
- 3.3.5.2 make a variety of connections with the text, such as:
- 3.3.5.2.a connections between their own personal experiences and what is happening in the text;
- 3.3.5.2.b connections between the text they are reading and other texts they have read, such as identifying a similar plot or character; and
- 3.3.5.2.c connections between what they already know about the topic and what they find in the reading that is new to them.
- 3.3.5.3 use specific details to make, justify, and modify predictions by:
- 3.3.5.3.a identifying details from their own experiences and knowledge that supports their predictions;
- 3.3.5.3.b identifying information from the text that supports or contradicts a prediction; and
- 3.3.5.3.c revising predictions based on new understandings.
- 3.3.5.4 gain meaning before, during, and after reading by:
- 3.3.5.4.a asking and answering questions about what is read to clarify meaning;
- 3.3.5.4.b asking and answering questions to predict what will happen next;
- 3.3.5.4.c understanding that sometimes two or more pieces of information need to be put together to answer a question;
- 3.3.5.4.d understanding that some questions are answered directly in the text;
- 3.3.5.4.e understanding that the answers to some questions must be inferred from the readers background experiences and knowledge; and
- 3.3.5.4.f understanding the basic lessons or morals of fairy tales, myths, folktales, legends, and fables from diverse cultures.
- 3.3.5.5 apply knowledge of characterization by
- 3.3.5.5.a describing a characters attributes (traits, motivations or feelings);
- 3.3.5.5.b using evidence from the text to support generalizations about the character;
- 3.3.5.5.c comparing and contrasting characters within a selection or between/among two or more selections; and
- 3.3.5.5.d explaining how the actions of characters contribute to the sequence of events.
- 3.3.5.6 make generalizations about a character based on that characters response to a problem, the characters goal, and what the character says or thinks.
» 3.06: Ladybugs
» 3.10: Praying Mantis
» 3.11: The Big Dipper
» 3.12: Carolyn Keene And Nancy Drew
» 3.13: Teddy Bears
» 3.14: Walt Disney
» 3.15: Fairytales
» 3.18: Shel Silverstein - Poet
» 3.22: Mary Pope Osborne And The Magic Treehouse Series
» 3.23: Sharks
» 3.40: Plays
» 3.42: Lucy's Playdate With Tara
» 3.44: The Wishing Fountain
» 3.45: Poetry
» 3.46: The Wright Brothers
» 3.47: Mount Everest
» 3.48: Windmills
» 3.51: Fiction
» 3.57: Non-Fiction
» 3.64: Fishing Day
» 3.65: Frogs
» 3.75: Bats
» 3.78: Beethoven
» 3.79: Deep Sea Vents
» 3.82: Mozart
» 3.84: The Hoover Dam
» 3.86: The Great Wall Of China
» 3.88: The Panama Canal
» 3.90: Frank Sinatra
» 3.94: Magellan
» 3.95:The Grand Canyon
» 3.96: The Great Barrier Reef
» 3.97: Marco Polo
» 3.99: Cape Horn
» 3.100: Maria Cooks Tacos
» 3.102: Anna's Haircut
» 3.105: Aztec Pyramids
» 3.106: English Chunnel
» 3.108: Michelangelo
- 3.3.5.7 apply knowledge of setting by:
- 3.3.5.7.a identifying the time and place of a story, using supporting details from the text; and
- 3.3.5.7.b identifying the details that make two settings similar or different.
- 3.3.5.8 compare and contrast settings, characters, and events.
- 3.3.5.9 identify the authors purpose (e.g., entertain, perform, persuade).
- 3.3.5.10 ask and answer questions about the text to demonstrate understanding.
- 3.3.5.11 draw conclusions about text to make meaning.
- 3.3.5.12 identify the problem (conflict) and solution, main idea or theme, and supporting details.
- 3.3.5.13 use reading strategies to monitor comprehension throughout the reading process by:
- 3.3.5.13.a previewing and making predictions before reading;
- 3.3.5.13.b asking questions to confirm or refute predictions during reading;
- 3.3.5.13.c using context to confirm or self-correct word recognition and understanding, rereading as necessary;
- 3.3.5.13.d becoming aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty); and
- 3.3.5.13.e discussing the story or poem and/or writing a summary after reading.
- 3.3.5.14 learn to differentiate between fiction and nonfiction by distinguishing realism from fantasy, and fact from opinion.
- 3.3.5.15 read with sufficient accuracy and fluency to support comprehension.
- 3.3.5.16 practice reading and rereading familiar text that is on their independent reading level to develop fluency, accuracy, and prosody.
- 3.3.6 The student will continue to read and demonstrate comprehension of nonfiction texts. a) Identify the authors purpose. b) Use prior and background knowledge as context for new learning. c) Preview and use text features. d) Ask and answer questions about what is read. e) Draw conclusions based on text. f) Summarize major points found in nonfiction texts. g) Identify the main idea. h) Identify supporting details. i) Compare and contrast the characteristics of biographies and autobiographies. j) Use reading strategies to monitor comprehension throughout the reading process. k) Identify new information gained from reading. l) Read with fluency and accuracy.
- 3.3.6.A demonstrate comprehension of nonfiction.
- 3.3.6.B understand that text formats can be used to set a purpose for reading.
- 3.3.6.C demonstrate an understanding of the characteristics of biography and autobiography.
- 3.3.6.1 identify the authors purpose (e.g., entertain, inform, persuade).
- 3.3.6.2 use prior and background knowledge as context for new learning by:
- 3.3.6.2.a recognizing similarities between their own personal experiences and the text;
- 3.3.6.2.b recognizing similarities between the text they are reading and other texts they have read; and
- 3.3.6.2.c recognizing similarities between what they already know about the topic and what they find in the reading that is new to them.
- 3.3.6.3 use text formats such as the following to preview, set a purpose for reading, and locate information relevant to a given topic efficiently:
- 3.3.6.3.a content text features, such as headings and chapter layout by topic;
- 3.3.6.3.b functional formats, such as advertisements, flyers, and directions;
- 3.3.6.3.c specialized type, such as bold face and italics; and
- 3.3.6.3.d visually and graphically represented information, such as charts, graphs, graphic organizers, pictures, and photographs.
- 3.3.6.4 apply understanding of text structure to guide reading by:
- 3.3.6.4.a making predictions based on knowledge of text form types, such as narrative, informational, graphic, and functional;
- 3.3.6.4.b making predictions based on knowledge of literary forms, such as biography and autobiography; and
- 3.3.6.4.c identifying sequence and cause-effect relationships of information in functional texts, such as recipes and other sets of directions.
- 3.3.6.5 gain meaning before, during, and after reading by:
- 3.3.6.5.a asking and answering questions to clarify meaning;
- 3.3.6.5.b understanding that sometimes two or more pieces of information need to be put together to answer a question; and
- 3.3.6.5.c understanding that some questions are answered directly in the text.
- 3.3.6.6 draw conclusions about what they have read.
- 3.3.6.7 summarize major points in a selection.
- 3.3.6.8 identify details that support the main idea of a nonfiction selection.
- 3.3.6.9 state in their own words the main idea of a nonfiction selection.
- 3.3.6.10 compare and contrast the characteristics of biographies and autobiographies.
- 3.3.6.11 monitor their comprehension throughout the reading process by:
- 3.3.6.11.a becoming aware of when they do not understand;
- 3.3.6.11.b identifying exactly what is causing them difficulty; and
- 3.3.6.11.c generating their own questions to help integrate units of meaning.
- 3.3.6.12 use text features to make meaning by:
- 3.3.6.12.a applying phonetic strategies;
- 3.3.6.12.b using punctuation indicators, such as commas, periods, exclamation points, question marks, and apostrophes showing contraction and possession;
- 3.3.6.12.c applying knowledge of simple and compound sentence structures;
- 3.3.6.12.d knowing when meaning breaks down and then rereading to self-correct; and
- 3.3.6.12.e using illustrations to gain information (e.g., maps, photographs).
- 3.3.6.13 identify new information gained from reading.
- 3.3.6.14 practice reading and rereading familiar nonfiction texts with fluency and accuracy.
- 3.3.7 The student will demonstrate comprehension of information from a variety of print and electronic resources. a) Use encyclopedias and other reference books, including online reference materials. b) Use table of contents, indices, and charts.
- 3.3.7.A understand ways to select the best resource for gathering information on a given topic.
- 3.3.7.1 make decisions about which resource is best for locating a given type of information.
- 3.3.7.2 locate selected information in encyclopedias, atlases, and other print and online reference materials.
- 3.3.7.3 retrieve information from electronic sources.
- 3.3.7.4 use the Internet to find information on a given topic.
Virginia Curriculum Framework: Writing
- 3.3.8 The student will write legibly in cursive.
- 3.3.8.A understand that neat, legible cursive handwriting is an important tool of written communication.
- 3.3.8.1 use correct letter formation.
- 3.3.8.2 practice appropriate handwriting habits, including proper posture, position of paper, and pencil grip.
- 3.3.8.3 learn to write legibly in cursive.
- 3.3.9 The student will write for a variety of purposes. a) Identify the intended audience. b) Use a variety of prewriting strategies. c) Write a clear topic sentence focusing on the main idea. d) Write a paragraph on the same topic. e) Use strategies for organization of information and elaboration according to the type of writing. f) Include details that elaborate the main idea. g) Revise writing for clarity of content using specific vocabulary and information.
- 3.3.9.A understand how to plan and compose a paragraph on the same topic.
- 3.3.9.B understand how to plan and compose written pieces for a variety of purposes.
- 3.3.9.1 use a variety of pre-writing strategies by:
- 3.3.9.1.a identifying the intended audience;
- 3.3.9.1.b using ideas from class brainstorming activities;
- 3.3.9.1.c making lists of information;
- 3.3.9.1.d talking to classmates about what to write;
- 3.3.9.1.e reading texts by peer and professional authors;
- 3.3.9.1.f using graphic organizers; and
- 3.3.9.1.g selecting an appropriate writing form for nonfiction writing (e.g., explanation, directions, simple report), expressive writing (e.g., narrative, reflection, and letter), and creative writing (e.g., fiction and poetry).
- 3.3.9.2 write a clear topic sentence that focuses on the main idea.
- 3.3.9.3 keep their written paragraphs on one topic.
- 3.3.9.4 follow the organization of particular forms of writing for:
- 3.3.9.4.a letters date, greeting, body, and closing;
- 3.3.9.4.b informative/explanatory purposes
- 3.3.9.4.b.1 introduce a topic and group related information in paragraph form
- 3.3.9.4.b.2 use facts, definitions, opinions, quotations, details, or other examples and information to develop the topic
- 3.3.9.4.b.3 use specific vocabulary to inform and explain the topic
- 3.3.9.4.b.4 provide a concluding statement or section
- 3.3.9.4.c narratives
- 3.3.9.4.c.1 sequence events
- 3.3.9.4.c.2 use transition words and phrases for sentence variety and to manage the sequence of events
- 3.3.9.4.c.3 use specific vocabulary to convey experiences and events
- 3.3.9.4.c.4 provide a conclusion
- 3.3.9.5 incorporate transitional words that clarify sequence (e.g., first, next, and last).
- 3.3.9.6 use linking words (e.g., also, another, and, more) and linking phrases (e.g., in order to, because of this, for example) to connect ideas within categories of information.
- 3.3.9.7 apply knowledge of the writing domains of composing, written expression, and usage/mechanics.
- 3.3.9.8 read their own writing orally to check for sentence rhythm (sentence variety).
- 3.3.9.9 add specific details that further elaborate the main idea.
- 3.3.9.10 use examples from their reading as models to imitate in their writing.
- 3.3.9.11 use precise nouns, verbs, and adjectives.
- 3.3.9.12 use strategies for organization of information and elaboration relevant to the type of writing.
- 3.3.9.13 clarify writing when revising by including specific vocabulary and information.
- 3.3.10 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. a) Use complete sentences. b) Use transition words to vary sentence structure. c) Use the word I in compound subjects. d) Use past and present verb tense. e) Use singular possessives. f) Use commas in a simple series. g) Use simple abbreviations. h) Use apostrophes in contractions with pronouns and in possessives. i) Use the articles a, an, and the correctly. j) Use correct spelling for frequently used sight words, including irregular plurals.
- 3.3.10.A understand that grammatically correct language and mechanics contribute to the meaning of writing.
- 3.3.10.1 use complete sentences.
- 3.3.10.2 use transition words to vary sentence structure.
- 3.3.10.3 use the word I in compound subjects.
- 3.3.10.4 use past and present verb tenses.
- 3.3.10.5 use singular possessives.
- 3.3.10.6 punctuate correctly:
- 3.3.10.7 use simple abbreviations.
- 3.3.10.8 use articles a, an and the correctly.
- 3.3.10.9 use correct spelling for frequently used words, including irregular plurals (e.g., men, children).
- 3.3.10.10 use correct spelling for frequently used sight words, including irregular plurals.
- 3.3.11 The student will write a short report. a) Construct questions about the topic. b) Identify appropriate resources. c) Collect and organize information about the topic into a short report. d) Understand the difference between plagiarism and using own words.
- 3.3.11.A understand how information should be collected, analyzed and organized as a part of the process of writing a short report.
- 3.3.11.B understand the difference between plagiarism and using their own words in their writing.
- 3.3.11.1 focus on a central topic.
- 3.3.11.2 develop a list of questions pertaining to a specific topic.
- 3.3.11.3 identify and use appropriate resources.
- 3.3.11.4 follow the organization of particular forms of writing for short reports (e.g., opening, grouping of like information into clear paragraphs, ordering of paragraphs so that there is a logical flow of information, and closing).
- 3.3.11.5 review their written drafts so that the language and/or thoughts of another author are given proper credit.
- 3.3.12 The student will use available technology for reading and writing.
- 3.3.12.A understand that reading and writing skills can be adapted for use with available technology.
- 3.3.12.1 use available technology for reading and writing.
- 3.3.12.2 read electronic media to gather specific information, to gain knowledge, and for enjoyment.
- 3.3.12.3 use available technology to compose, edit and share writing as well as to interact and collaborate with others.
- 3.3.12.4 ask and respond to questions about material presented through various media formats.
Virginia Standards of Learning: Writing
- 3.3.8 The student will write legibly in cursive.
- 3.3.9 The student will write for a variety of purposes.
- 3.3.9.a Identify the intended audience.
- 3.3.9.b Use a variety of prewriting strategies.
- 3.3.9.c Write a clear topic sentence focusing on the main idea.
- 3.3.9.d Write a paragraph on the same topic.
- 3.3.9.e Use strategies for organization of information and elaboration according to the type of writing.
- 3.3.9.f Include details that elaborate the main idea.
- 3.3.9.g Revise writing for clarity of content using specific vocabulary and information.
- 3.3.10 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.
» A.02: Nouns: Introduction 2 - Singular And Plural
» A.04: Nouns: Ruby's Birthday - Proper, Common, Singular, Plural, Possessive
» A.05: Nouns: Building With Daddy - Proper, Common, Singular, Plural, Possessive
» A.06: Nouns: At The Zoo - Proper, Common, Singular, Plural, Possessive
» A.07: Nouns: Bugs - Proper, Common, Singular, Plural, Possessive
» A.08: Nouns: Birds - Proper, Common, Singular, Plural, Possessive
» A.09: Nouns: At The Grocery Store - Proper, Common, Singular, Plural, Possessive
» A.10: Nouns: Sports - Proper, Common, Singular, Plural, Possessive
» A.11: Nouns: Gardening - Proper, Common, Singular, Plural, Possessive
» A.12: Nouns: Traffic - Proper, Common, Singular, Plural, Possessive
» B.01: Verbs: Introduction 1 - Action Verbs
» B.02: Verbs: Introduction 2 - Linking And Helping Verbs
» B.04: Verbs: Entertainment - Action, Linking, Helping And Irregular Verbs
» B.05: Verbs: Soccer - Action, Linking, Helping And Irregular Verbs
» B.06: Verbs: Fishing - Action, Linking, Helping And Irregular Verbs
» B.07: Verbs: Rugby - Action, Linking, Helping And Irregular Verbs
» B.08: Verbs: Volleyball - Action, Linking, Helping And Irregular Verbs
» B.09: Verbs: Tennis - Action, Linking, Helping And Irregular Verbs
» B.12: Verbs: The Performance - Action, Linking, Helping And Irregular Verbs
» C.01: Introduction To Pronouns
» C.02: Introduction 2 - Possessive Pronouns
» C.03: Pronouns: Introduction 3 - Object And Subject Pronouns
» C.04: Pronouns: Tina's Trip To Russia
» C.05: Pronouns: Dad's New Book
» C.06: Pronouns: Lucy's Lost Bag
» C.07: Pronouns: Joe's Kitten
» C.08: Pronouns: Andy's Trip To Spain
» C.09: Pronouns: Sally's Day At School
» C.10: Pronouns: Elaine's Volleyball Practice
» D.01: Adjectives: Assessment 1 - What Kind Is It?
» D.02: Adjectives: Assessment 2 - How Many Are There?
» D.03: Adjectives: Assessment 3 - Which One Is It?
» D.06: Find The Missing Adjective
» D.07: Identify Two Or More Adjectives In A Sentence
» D.08: Identify The Adjective
» D.10: Identify The Adjective-Noun Pair - Assessment 2
» F.01: Articles: Introduction 1 - The, A, An
» F.07: Articles: Planets
» F.08: Articles: Toolkit
» F.09: Articles: Fairytales
» F.11: Articles: A Day At The Orchard
» F.12: Articles: Rivers Of The World
» G.01: Capitalization: Proper Nouns
» G.02: Capitalization: Entertainment Titles
» G.03: Capitalization: Mr./ Mrs./ Ms.
» J.03: Spelling: Animals 1
» J.04: Spelling: Animals 2
» J.05: Spelling: School
» J.06: Spelling: Traffic
» J.07: Spelling: Plants
» J.08: Spelling: My House
» J.09: Spelling: Food
» J.10: Spelling: My Brother's Room
» J.11: Spelling: Sports
» J.12: Spelling: Fairytales
» L.03: Punctuation: Review Periods
» L.05: Punctuation: Quotations 2
» L.06: Punctuation: Quotations 3
» L.07: Punctuation: Question Marks - Assessment 1
» L.08: Punctuation: Question Marks - Assessment 2
» L.09: Punctuation: Review Question Marks
» M.01: Punctuation: Introduction - Commas 1
» M.10: Punctuation: Commas - Assessment 10
» M.11: Punctuation: Commas - Assessment 11
» M.12: Punctuation: Commas - Assessment 12
» P.02: Sentences - Assessment 1
» P.05: Sentences - Assessment 4
» P.06: Sentences: Field Trip To A Museum
» P.07: Sentences: Swimming Lessons
» P.08: Sentences: Watching Aunt Lucy Cook
» P.09: Sentences: Writing Thank You Cards
» P.10: Sentences: Sonya's Birthday
» P.11: Sentences: Walking In The Woods With Grandpa
» P.12: Sentences: Review Kinds Of Sentences
- 3.3.10.a Use complete sentences.
- 3.3.10.b Use transition words to vary sentence structure.
- 3.3.10.c Use the word I in compound subjects.
- 3.3.10.d Use past and present verb tense.
- 3.3.10.e Use singular possessives.
- 3.3.10.f Use commas in a simple series.
- 3.3.10.g Use simple abbreviations.
- 3.3.10.h Use apostrophes in contractions with pronouns and in possessives.
- 3.3.10.i Use the articles a, an, and the correctly.
- 3.3.10.j Use correct spelling for frequently used sight words, including irregular plurals.
- 3.3.11 The student will write a short report.
- 3.3.11.a Construct questions about the topic.
- 3.3.11.b Identify appropriate resources.
- 3.3.11.c Collect and organize information about the topic into a short report.
- 3.3.11.d Understand the difference between plagiarism and using own words.
- 3.3.12 The student will use available technology for reading and writing.
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