3rd Grade
language
Standards
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Essential Questions
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CC.3.L.1.a Conventions of Standard English: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
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Why are nouns, pronouns, verbs, adjectives and adverbs important to sentences? How are nouns, pronouns, verbs, adjectives, and adverbs used to clearly communicate?
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CC.3.L.1.b Conventions of Standard English: Form and use regular and irregular plural nouns
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I can remember common irregular plural nouns and use them correctly (for example, cacti, mice)
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CC.3.L.1.c Conventions of Standard Engligh: Use abstract nouns (e.g., childhood).
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What is the difference between a concrete and an abstract noun? Why is it helpful to understand the difference between concrete and abstract nouns?
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CC.3.L.1.d Conventions of Standard English: Form and use regular and irregular verbs.
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How do irregular verbs different from regular verbs? Why is it necessary to know the difference between regular and irregular verbs?
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CC.3.L.1.e Conventions of Standard English: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
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How do verbs change in different tenses? How do verb tenses impact communication?
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CC.3.L.1.f Conventions of Standard English: Ensure subject-verb and pronoun-antecedent agreement.*
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What is an antecedent? Can you identify which antecedents agree with the pronoun in the sentence?
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CC.3.L.1.g Conventions of Standard English: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
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Define, provide examples and accurately use comparative and superlative adjectives and adverbs.
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CC.3.L.1.h Conventions of Standard English: Use coordinating and subordinating conjunctions.
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Write simple, compound and complex sentences using coordinating and subordinating conjunctions.
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CC.3.L.1.i Conventions of Standard English: Produce simple, compound, and complex sentences.
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Write simple, compound and complex sentences using coordinating and subordinating conjunctions.
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CC.3.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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CC.3.L.2.a Conventions of Standard English: Capitalize appropriate words in titles.
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Why are certain words in a title capitalized?
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CC.3.L.2.b Conventions of Standard English: Use commas in addresses.
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Where are commas used in an address and what do they tell us?
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CC.3.L.2.c Conventions of Standard English: Use commas and quotation marks in dialogue.
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How are commas and quotation marks used in dialogue?
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CC.3.L.2.d Conventions of Standard English: Form and use possessives.
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How are possessive nouns used correctly? What do possessive nouns show?
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CC.3.L.2.e Conventions of Standard English: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
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Why is it important to know and use spelling patterns when writing? What resources are available to assist with spelling?
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CC.3.L.2.f Conventions of Standard English: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
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Why is it important to know and use spelling patterns when writing? What resources are available to assist with spelling?
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CC.3.L.2.g Conventions of Standard English: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
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Which resources are available to assist with spelling and how do I use them?
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CC.3.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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CC.3.L.3.a Knowledge of Language: Choose words and phrases for effect.*
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How can I use specific words and phrases to bring a story to life for my audience?
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CC.3.L.3.b Knowledge of Language: Recognize and observe differences between the conventions of spoken and written standard English.
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Why are there different rules and patterns if I am speaking rather than writing?
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CC.3.L.4 Vocabulary Acquisition and Use: 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.
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CC.3.L.4.a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase.
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Use context clues in a sentence to determine the meaning of an unfamiliar word or phrase.
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CC.3.L.4.b Vocabulary Acquisition and Use: 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).
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Why does knowing affixes and word roots help us become better readers? How does knowing affixes and word roots impact the understanding of modified known words?
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CC.3.L.4.c Vocabulary Acquisition and Use: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
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How does knowing and using root words help understanding of unknown words with the same root? Company/companion
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CC.3.L.4.d Vocabulary Acquisition and Use: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
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Use a reference material to determine the definition of a word or phrase.
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CC.3.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of word relationships and nuances in word meanings.
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CC.3.L.5.a Vocabulary Acquisition and Use: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
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What is the difference between literal (actual) and non-literal (figurative) meanings of words and phrases in sentences.
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CC.3.L.5.b Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
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Provide real-world examples related to words I learn (such as describe people who are friendly).
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CC.3.L.5.c Vocabulary Acquisition and Use: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
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Recognize words that have similar meaning and choose the word that best describes the mood or state of mind.
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CC.3.L.6 Vocabulary Acquisition and Use: 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).
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Learn and use vocabulary words that describe how people, places, and things are organized in a setting and a certain time period.
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