ELA Grade 3 SPEAKING

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Grade 3
Aligned Lessons

ELA: Grade 3 - SPEAKING
Standard One Standard Two Standard Three Standard Four Literary Competencies Top
Standard 1: Students will read, write, listen, and speak for information and understanding.
	3.1.S.1	Provide directions
	3.1.S.2	Ask questions	All About Our Town: Using Brochures to Teach Informational Writing
	3.1.S.3	Summarize, with assistance	Strategic Reading and Writing: Summarizing Antislavery Biographies
	3.1.S.4	Describe a problem and suggest one or more solutions	Modeling Multiplication with Rows and Columns
	3.1.S.5	State a main idea with supporting details
	3.1.S.6	Present a short oral report, using at least two sources of information, such as a person, book, magazine article, or electronic text speak loudly enough to be heard by the audience	Creating Family Timelines: Graphing Family Memories and Significant Events My Family Traditions: A Class Book and a Potluck Lunch A Taste of Exploratopia Great American Inventors: Using Nonfiction to Learn About Technology Inventions
	3.1.S.7	Use complete sentences, using age- and content-appropriate vocabulary	A Schema-Building Study with Patricia Polacco
	3.1.S.8	Use logical order in presentations	Great American Inventors: Using Nonfiction to Learn About Technology Inventions
Standard One Standard Two Standard Three Standard Four Literary Competencies Top
Standard 2: Students will read, write, listen, and speak for literary response and expression.
	3.2.S.1	Present original works, such as stories, poems, and plays, to classmates	Writing Poetry Like Pros Leading to Great Places in the Elementary Classroom Gabbing About Garfield: Conversing About Texts With Comic Creator Planning Story Characters Using Interactive Trading Cards Zines for Kids: Multigenre Texts About Media Icons A Race with Grace: Sports Poetry in Motion Engaging Students in a Collaborative Exploration of the Gettysburg Address Integrating Literacy Into the Study of the Earth's Surface Is Superman Really All That Super? Critically Exploring Superheroes Sharing Favorite Books Using Interactive Character Trading Cards Imagining Abraham Lincoln
	3.2.S.2	Give book reviews, with assistance	Daily Book Boost Females in the Spotlight: Strong Characters in Picture Books Is Superman Really All That Super? Critically Exploring Superheroes
	3.2.S.3	Describe characters and plot	Exploring the Subtext Strategy: Thinking Beyond the Text Planning Story Characters Using Interactive Trading Cards Story Elements Alive! Summer Blockbusters Females in the Spotlight: Strong Characters in Picture Books Inferring How and Why Characters Change Is Superman Really All That Super? Critically Exploring Superheroes Sharing Favorite Books Using Interactive Character Trading Cards
	3.2.S.4	Make inferences	Imagining Abraham Lincoln
	3.2.S.5	Compare literary texts and performances to personal experiences and prior knowledge
	3.2.S.6	Explain cultural and ethnic features in literary texts, with assistance	My Family Traditions: A Class Book and a Potluck Lunch Escaping Slavery: "Sweet Clara and the Freedom Quilt"
	3.2.S.7	Ask questions to clarify and interpret literary texts and performance	No Teachers Allowed: Student-Led Book Clubs Using QAR Females in the Spotlight: Strong Characters in Picture Books Down at the Shore
	3.2.S.8	Discuss themes of literary texts, with assistance
	3.2.S.9	Use complete sentences, correct verb tense, age-appropriate vocabulary, and logical order in oral presentation	Identifying and Classifying Verbs in Context
Standard One Standard Two Standard Three Standard Four Literary Competencies Top
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
	3.3.S.1	Explain the reasons for a character�s actions, considering both the situation and motivation of the character	Developing Students' Critical Thinking Skills Through Whole-Class Dialogue Story Elements Alive! Females in the Spotlight: Strong Characters in Picture Books Inferring How and Why Characters Change Sharing Favorite Books Using Interactive Character Trading Cards Imagining Abraham Lincoln
	3.3.S.2	Express an opinion or judgment about a character, setting, and plot in a variety of works	Leading to Great Places in the Elementary Classroom Inferring How and Why Characters Change Sharing Favorite Books Using Interactive Character Trading Cards Imagining Abraham Lincoln
	3.3.S.3	Discuss the impact of format, illustrations, and titles in evaluating ideas, information, and experiences	Gabbing About Garfield: Conversing About Texts With Comic Creator
	3.3.S.4	Express an opinion about school and community issues
	3.3.S.5	Analyze and evaluate new ideas by using personal experiences and knowledge
	3.3.S.6	Express an opinion, supporting it with text, about the accuracy of the content of literary works	Ancient Flood Stories Talking About Books to Improve Comprehension Developing a Living Definition of Reading in the Elementary Classroom
	3.3.S.7	Communicate an interpretation of real or imaginary people or events through role play	Guided Comprehension: Evaluating Using the Meeting of the Minds Technique Using Writing and Role-Play to Engage the Reluctant Writer Vocabulary With Franklin: Helping Students Become Word Wizards
	3.3.S.8	Use appropriate eye contact and gestures in presentations and responses
	3.3.S.9	Speak with appropriate rate and volume for the audience	My Family Traditions: A Class Book and a Potluck Lunch
	3.3.S.10	Take turns speaking in a group	No Teachers Allowed: Student-Led Book Clubs Using QAR Storytelling in the Social Studies Classroom Females in the Spotlight: Strong Characters in Picture Books
Standard One Standard Two Standard Three Standard Four Literary Competencies Top
Standard 4: Students will read, write, listen, and speak for social interaction.
	3.4.S.1	Respect the age, gender, social position, and cultural traditions of the listener when speaking
	3.4.S.2	Discuss the content of friendly notes, cards, letters, and personal narrative, with a partner or small group, in order to get to know the writer and each other	Book Buddy Biographies: Intermediate and Primary Students Working Together
	3.4.S.3	Use the rules of conversation, such as avoid interrupting and respond respectfully	Developing Students' Critical Thinking Skills Through Whole-Class Dialogue No Teachers Allowed: Student-Led Book Clubs Using QAR Females in the Spotlight: Strong Characters in Picture Books Talking About Books to Improve Comprehension
Standard One Standard Two Standard Three Standard Four Literary Competencies Top
Literacy Competencies
	3.LC.S.1	Speaking Speak in response to the reading of imaginative and informational texts	Voting! What's It All About? Developing Students' Critical Thinking Skills Through Whole-Class Dialogue Daily Book Boost Nature Reflections: Interactive Language Practice for English-Language Learners
	3.LC.S.2	Speaking Use grade-level vocabulary to communicate orally ideas, emotions, or experiences for different purposes (e.g., share ideas about personal experience, books, or writing)	Daily Book Boost Using Word Storms to Explore Vocabulary and Encourage Critical Thinking
	3.LC.S.3	Speaking Use conventional grammar
	3.LC.S.4	Speaking Recognize what is relevant and irrelevant for a particular audience
	3.LC.S.5	Speaking Communicate ideas in an organized and cohesive manner
	3.LC.S.6	Speaking Vary formality of language according to purpose (e.g., conversation with peers, presentation to adults)
	3.LC.S.7	Speaking Speak with expression, volume, pace, and facial or body gestures appropriate to the purpose of communication, topic, and audience	Writing Poetry Like Pros Poetry: A Feast to Form Fluent Readers
	3.LC.S.8	Speaking Take turns in conversation and respond respectfully when speaking in a group
	3.LC.S.9	Speaking Participate in group discussions	Developing Students' Critical Thinking Skills Through Whole-Class Dialogue
	3.LC.S.10	Speaking Offer feedback to others during conferences


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