Literacy 3 - 4 - 5
Curriculum
| Grade 3 | Grade 4 | Grade 5 |
| LISTENING •Respect the rights of others to be heard •Use context clues to understand unfamiliar words •Recognize listening as a source of information •Listen to information presented orally and retell in proper sequence •Detect evidence indicating whether a story is true or make-believe •Follow directions accurately |
LISTENING •Respect the rights of others to be heard •Use context clues to understand unfamiliar words •Recognize listening as a source of information •Listen to information presented orally and retell in proper sequence •Recognize the multiple meaning of some words •Listen and correctly convey information to a third party •Relate new material to previously known information •Identify clues which indicate whether a statement is fact or opinion •Follow increasingly complex directions accurately |
LISTENING •Respect the rights of others to be heard •Use context clues to understand unfamiliar words •Recognize listening as a source of information •Listen to information presented orally and retell in proper sequence •Recognize the multiple meaning of some words •Listen and correctly convey information to a third party •Relate new material to previously known information •Distinguish fact from opinion, logical from illogical •Take notes during oral presentation •Follow increasingly complex directions accurately |
| SPEAKING •Explain a familiar task •Monitor voice volume •Pronounce, enunciate, emphasize intonate clearly •Develop awareness of importance of reactions from listeners and attend to thier reactions |
SPEAKING •Explain a familiar task •Monitor voice volume •Pronounce, enunciate, emphasize, intonate clearly using increasingly descriptive language •Ask questions to clarify understanding •Adhere to topic during discussion •Develop awareness of importance of reactions from listeners and attend to thier reactions •Use techniques and strategies to gain attention and develop interest of audience |
SPEAKING •Explain a familiar task using more complex language •Monitor voice volume •Pronounce, enunciate, emphasize, intonate clearly using increasingly descriptive language •Ask questions to clarify understanding •Adhere to topic during discussion/presentation •Develop awareness of importance of reactions from listeners and attend to thier reactions •Use techniques and strategies to gain attention and develop interest of audience •Realize need for adequate supporting material to influence audience |
| READING •Use reading to gain knowledge •Compare stories for similarities and differences •Identify purposes for reading •Identify problems and solutions in stories •Use integrated strategies to decode unfamiliar words •Access prior knowledge before beginning to read 3-4-5 •Preview reading selections and make predictions 3-4-5 |
READING •Use reading to gain knowledge •Compare stories for similarities and differences •Identify purposes for reading •Identify problems and solutions in stories •Use integrated strategies to decode unfamiliar words •Access prior knowledge before beginning to read 3-4-5 •Preview reading selections and make predictions 3-4-5 |
READING •Use reading to gain knowledge •Compare stories for similarities and differences •Identify purposes for reading •Identify problems and solutions in stories •Use integrated strategies to decode unfamiliar words •Access prior knowledge before beginning to read 3-4-5 •Preview reading selections and make predictions 3-4-5 |
| READING •Recognize parts of words: roots, prefixes, and suffixes •Decode unfamiliar vocabulary •Demonstrate sustained independent reading for pleasure and information •Monitor own comprehension •Increase reading level •Attends to grammatical information to determine meaning e.g. endings, punctuation •Identify words by uses in sentences |
READING •Read orally with fluency, expression, and attention to punctuation •Decode unfamiliar vocabulary •Demonstrate sustained independent reading for pleasure and information •Monitor own comprehension •Increase reading level •Attend to grammatical info to determine meaning; tense, quotations, etc. •Use prefix-suffix knowledge to assist in identification of work meaning in context •Apply decoding skills flexibly |
READING •Read orally with fluency, expression, and attention to punctuation •Decode unfamiliar vocabulary •Demonstrate sustained independent reading for pleasure and information •Demonstrate sustained independent reading for pleasure and information •Analyze elements of a story e.g., characters, setting, plot •Preview reading selections for types of information, organization and structure •Select a variety of materials appropriate to reading purpose •Use library and reference skills •Adjust reading rate and strategies to material and purpose •Monitor own comprehension •Increase reading level •Attends to grammatical info to determine meaning; tense, quotations, etc. •Apply decoding skills flexibility |
| WRITING •Write from a plan •Use literature as a model for writing •Stay with one topic throughout a piece of writing •Demonstrate a sense of story structure •Use phonetic, transitional or conventional spelling •Seek and/or give help on a piece of writing •Copy material with increasing accuracy •Use published and/or electronic dictionary to find spelling and/or meaning of words •Use writing process with guidance •Use planning strategies in writing •Seek feedback from peer and adults •Edit own and others’ writings for: capitals, ending punctuation, commas, apostrophes, quotation marks, spelling, paragraphs •Use new words to write stories •Share thoughts and feelings about material read in writing •Organize information for written research project Schoolwide discussion: Develops speed and accuracy in keyboarding? Uses word processor to edit and clarify? |
WRITING •Write from a plan •Use literature as a model for writing •Stay with one topic throughout a piece of writing •Demonstrate a sense of story structure •Use transitional or conventional spelling •Seek and/or give help on a piece of writing •Copy material with increasing accuracy •Use published and/or electronic dictionary to find spelling and/or meaning of words •Use writing process •Use planning strategies in writing •Seek and incorporate feedback from peer and adults •Edit own and others’ writings for : capitals, ending punctuation, commas, apostrophes, quotation marks, spelling, paragraphs •Use new words in a variety of context •Share thoughts and feelings about material read in writing •Demonstrate comprehension by writing summaries •Organize increasingly complex information •Organize information for written research project Schoolwide discussion: Develops speed and accuracy in keyboarding? Uses word processor to edit and clarify? |
WRITING •Use literature as a model for writing •Stay with one topic throughout a piece of writing •Demonstrate a sense of story structure •Seek and/or give help on a piece of writing •Copy material with increasing accuracy •Use published and/or electronic dictionary to find spelling and/or meaning of words •Use writing process •Use planning strategies in writing •Seek and incorporate feedback from peer and adults •Edit own and others’ writings for : capitals, ending punctuation, commas, apostrophes, quotation marks, spelling, paragraphs •Uses transitional or conventional spelling •Use increasingly complex vocabulary and sentence structure •Use topic sentences and concluding sentences for paragraphs that incorporate main ideas and supporting details •Begin to write with an awareness of a specific audience •Share thoughts and feelings about material read in writing •Organize increasingly complex information for written research project Schoolwide discussion: Develops speed and accuracy in keyboarding? Uses word processor to edit and clarify? |
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Last updated: April 23, 2001