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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.
SL.3.6 – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
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).
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).
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.
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.
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).
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.
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).
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.
L.3.2.g – Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
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.
RF.3.3 – Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3.c – Decode multisyllable words.
RF.3.3.d – Read grade-appropriate irregularly spelled words.
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
They draw on knowledge and skills that include:
Y4.R.1 – Automatically reading all high-frequency words
Y4.R.2 – Automatically selecting an appropriate decoding strategy when they encounter unknown words
Y4.R.5 – Recognising the features and purposes of some common text types and using this knowledge to navigate and understand texts
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
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.