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Literacy
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.
Samples: drop one l in all final. drop le then add ly. prefix fin. Look, Cover, Write - Rule: 'g says j'.
Literacy
SL.3.6 – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
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.
SL.3.1.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).
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
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).
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
L.3.4 – 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.
L.3.4.a – Use sentence-level context as a clue to the meaning of a word or phrase.
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
L.3.4.d – Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
L.3.5 – Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.3.5.b – Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
Literacy
L.3.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1.i – Produce simple, compound, and complex sentences.
Samples: Full Stops and Question Marks. Simple sentences. Parts of a sentence. Clauses: subject and verb.
L.3.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2.a – Capitalize appropriate words in titles.
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
L.3.2.e – Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
L.3.2.f – Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
L.3.2.g – Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Samples: drop one l in all final. drop le then add ly. prefix fin. Look, Cover, Write - Rule: 'g says j'.
Literacy
L.3.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3.b – Recognize and observe differences between the conventions of spoken and written standard English.
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
Literacy
RF.3.3 – Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3.c – Decode multisyllable words.
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
RF.3.3.d – Read grade-appropriate irregularly spelled words.
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
Literacy
L.4.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1.e – Form and use prepositional phrases.
Samples: Prepositional phrases. Prepositions. drop one l in all final. drop le then add ly. prefix fin.
Expressing and developing ideas
ACELA1779 – Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters
Samples: drop one l in all final. drop le then add ly. prefix fin. Look, Cover, Write - Rule: 'g says j'.
They draw on knowledge and skills that include:
Y4.R.1 – Automatically reading all high-frequency words
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
Y4.R.2 – Automatically selecting an appropriate decoding strategy when they encounter unknown words
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
Y4.R.5 – Recognising the features and purposes of some common text types and using this knowledge to navigate and understand texts
Samples: Homonyms. Homonyms. Homonyms. Adjectives : Terrain. Adjectives Taste. Adjectives: Describing comments.
They draw on knowledge and skills that include:
Y4.W.2 – Using vocabulary (in particular, nouns, verbs, adjectives, and adverbs) that clearly conveys ideas, experiences, or information
Samples: Contractions. Verb types. Action verbs. Sentence beginnings. Clauses with action verbs. Tense with verbs. Modal verbs.
Y4.W.6 – Using mainly simple and compound sentences, along with some complex sentences, that vary in their beginnings, structures, and lengths and are mostly correct grammatically
Samples: Compound sentences - Simple use of conjunctions. Past tense. Sentence beginnings. Clauses with action verbs.
Y4.W.8 – Using capital letters, full stops, question marks, and exclamation marks correctly and using speech marks, commas for lists, and apostrophes for contractions correctly most of the time.
Samples: Using capital letters in names: activity 1. Capital Letters. Full Stops and Question Marks. Using commas in lists.
Y4.W.3 – Encoding (spelling) by:
Y4.W.3.a – Using their knowledge of diverse phoneme-grapheme relationships (e.g.,ship, chef, ocean, station, special), of the meaning and spelling of morphemes (e.g., root words and affixes), and of common, reliable spelling rules and conventions
Samples: drop one l in all final. drop le then add ly. prefix fin. Look, Cover, Write - Rule: 'g says j'.
Y4.W.3.b – Using their visual memory to help them spell personal vocabulary and high-frequency words correctly (the high-frequency words include most words from essential lists 1-4 and many from essential lists 5-71)
Samples: Contractions. Verb types. Action verbs. Clauses with action verbs. Tense with verbs. Modal verbs.
You can go to an overview of all the curricula here.
