Language Standards:
ELACC3L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
b. Form and use regular and irregular plural nouns.
c. Use abstract nouns (e.g., childhood).
d. Form and use regular and irregular verbs.
e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
f. Ensure subject-verb and pronoun-antecedent agreement.*
g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
h. Use coordinating and subordinating conjunctions.
i. Produce simple, compound, and complex sentences.
j. Writes legibly in cursive.
ELACC3L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
ELACC3L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.
b. Recognize and observe differences between the conventions of spoken and written standard English.
ELACC3L4: 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.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. 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).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
ELACC3L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).
b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
ELACC3L6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific vocabulary, including words and phrases that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
b. Form and use regular and irregular plural nouns.
c. Use abstract nouns (e.g., childhood).
d. Form and use regular and irregular verbs.
e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
f. Ensure subject-verb and pronoun-antecedent agreement.*
g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
h. Use coordinating and subordinating conjunctions.
i. Produce simple, compound, and complex sentences.
j. Writes legibly in cursive.
ELACC3L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
ELACC3L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.
b. Recognize and observe differences between the conventions of spoken and written standard English.
ELACC3L4: 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.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. 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).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
ELACC3L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).
b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
ELACC3L6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific vocabulary, including words and phrases that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Spelling Homework:
New spelling words will be introduced every week either on Monday or Tuesday. Spelling homework will be assigned usually on Tuesday or Wednesday night. This assignment is given to allow the students a chance to familiarize themselves with the words in a fun and creative way. Students are to complete an activity from the spelling choice board in their spelling journals. Some activities only require a parent signature or a picture---this should also be in the journal. Below is a copy of the spelling choice board. This paper should glued into the Spelling Spiral. A copy of the spelling sort can be found below or can be found in the ELA divider in the Agenda Binder. Students will also be doing various activities with the spelling words in class throughout the week. Students should study/review their spelling words again on Thursday night in preparation for their weekly spelling quiz or spelling classwork on Friday.
spelling_activity_choice_list.docx | |
File Size: | 14 kb |
File Type: | docx |
Spelling City
Spelling City is an interactive spelling website for students to practice their weekly spelling sorts. This website can be accessed at home or at school. The site address is: http://www.spellingcity.com/harringtons/
Please open the parent letter below for more information on spelling city.
Please open the parent letter below for more information on spelling city.
spelling_city_parent_letter.pdf | |
File Size: | 388 kb |
File Type: |
Orange Group Spelling Sorts (1st Nine Weeks):
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Purple Group Spelling Sorts (1st Nine Weeks):
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Grammar Videos and Songs!!
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