Grade 03 ELA - Standard: CC.1.1.3.E
Grade 03 ELA - Standard: CC.1.1.3.E
Continuum of Activities
The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.
This continuum of activities offers:
- Instructional activities designed to be integrated into planned lessons
- Questions/activities that grow in complexity
- Opportunities for differentiation for each student’s level of performance
Related Academic Standards / Eligible Content
Activities
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What is the author’s purpose for writing this passage?
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Pronounce the following word.
- Use context clues to determine what the underlined word says.
- Describe what a good reader sounds like.
- Reread the following passage. Describe how rereading helped to improve your ability to read and understand the story.
- Read the following passage. Analyze the passage for times in which you would use different voices to make the story more interesting.
Answer Key/Rubric
- Students should tell the purpose of the passage. They should recognize whether the passage is meant to entertain, inform, explain, or persuade.
- Students should use strategies to pronounce multi-syllabic words at the third grade level. They should demonstrate chunking, recognize prefixes and suffixes and work to sound out words.
- Students will explain how using context clues helped them to read a difficult word. They should explain what parts of the sentence/paragraph helped them to know the underlined word. There should be a connection between the underlined word and the clues named by the student.
- Students should explain that a good reader sounds like they are speaking to a friend when they read. They should discuss characteristics such as reading at a good speed, pausing at punctuation marks, reading with expression, and accurate pronunciation of words.
- Students should explain that from the first read, they knew what the passage was about and knew what to expect. They should have worked out difficult words the first time, and not had to stop for them the second read. They should discuss how they knew the tone of the words based on the characters’ actions and feelings, as well as the punctuation marks.
- Students should recognize the characters’ actions and feelings throughout the story. Voices would need to adjust to these actions and feelings. They should identify the author’s word choices, such as exclaimed or whispered, when writing dialogue. Finally, students should recognize punctuation marks. There should be a clear difference when reading statements, questions, and exclamations.
