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CKLA Grade 3 Skills: Unit 9--The Age of Exploration

Grade Level Grade 3
Attributes
Standards Alignment
Common Core State Standards

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Focus: In Unit 9, students continue to build skills in spelling, grammar, and morphology. Through their Reader, The Age of Exploration, students learn about navigation, early notions of the location of continents, and  journeys to new lands. The explorers studied include Christopher Columbus, Francisco Vasquez de Coronado, John Cabot, Henry Hudson, and Samuel de Champlain.

Number of Lessons: 15

Lesson Time: 50–80 minutes each. Each lesson may be divided into shorter segments.

Individual Resources: Teacher Guide, Student Workbook, Student Reader, Vocabulary Cards, Vocabulary Image Cards

Standards

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
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).
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.
Know and apply grade-level phonics and word analysis skills in decoding words.
Identify and know the meaning of the most common prefixes and derivational suffixes.
Read grade-appropriate irregularly spelled words.
Read with sufficient accuracy and fluency to support comprehension.
Read grade-level text with purpose and understanding.
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Develop the topic with facts, definitions, and details.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
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.
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.
Explain their own ideas and understanding in light of the discussion.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Produce simple, compound, and complex sentences.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
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).
Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

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