Grade 3 ELA

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade Three ELA
Scope and Sequence

Students will be actively involved in learning experiences focused on:

Reading
read fluently with expression, phrasing and intonation.
connect the content of books they read to other books, to themselves, and to the world at large.
choose appropriate leveled books for their own enjoyment.
Recognize when it is appropriate to use a dictionary, thesaurus, or glossary.
master the use of the dictionary, thesaurus, and glossary. (spelling)
respond to comprehension questions with grammatically correct sentences that paraphrase the question within the response.
recognize and respond to two part comprehension questions.
read a variety of text. (informational, realistic fiction, historical fiction, mystery, biography, fantasy, poetry, drama, short story)
predict the cultural/geographical significance of books through observations of the front cover, back summary, and pictures.
show understanding of the culture and geography that relate to the books being read. (text dialect, character names, setting, historical situations, and political events)
discuss and respond to comprehension questions that relate a book character’s moral dilemma to the student’s own life.
share responses to literature through book shares, literature circles, reading group discussions, or read aloud discussions.
identify main characters in stories that contain several characters.
explain character actions/motives through comprehension questions, book shares, discussions, skill books, or Venn diagrams.
identify the main characters, setting, problem, and solution of stories.
begin to understand the concept of theme through small group and whole class book discussions.
understand the layout of a non-fiction, informational picture book. (e.g., how topics are organized, use of bold and italicized words to show importance)
know to skim a non-fiction text when searching for information.
recognize the difference between facts/opinions within a text.
recognize when an author is writing to persuade.
use informational parts of a text. (e.g., index, table of contents, glossary, appendices).
complete a research project to practice reading for a variety of purposes. (looking for specific info., forming opinions, skimming for info.
summarize informational text and identify supporting ideas.
recognize how language and graphic symbols are effectively used on poster displays, maps, newspapers, magazines, informational text, and computer displays.

Writing
discuss the style and literary elements of various children’s authors (i.e., author study).
use what they have learned from author studies to develop their own writing.
use the writing process to complete writing pieces: planning, drafting, revising, editing, final draft.
understand that revising means changing the content/structure of piece.
revise their work (after thoughtful reflection) to improve content/structure/style.
understand that editing means correcting grammatical/spelling errors.
edit to locate their own errors, recognize accurate parts of words, and use references to correct mistakes.
listen to other writers and offer specific, purposeful suggestions.
identify and use nouns, adjectives, verbs, and adverbs.
develop writing that contains few significant errors in frequently spelled words.
develop writing that contains no significant errors with ending punctuation.
master the use of capitalization at the beginning of sentences and with proper nouns.
master the use of commas.
write stories that are organized through a beginning, middle, and end.
write paragraphs that include a topic sentence, supporting details, and a concluding sentence.
choose words effectively (descriptive, exact/precise, vivid words, exciting verbs).
recognize less effective words in their writing (trite/overused words, clichés)
recognize and apply understanding of sentence fluency. (Writing will show varying sentence structure and length.)
write to a specific audience, using appropriate language and tone.
recognize voice in writing pieces written by both peers and professional authors.
develop writing pieces using ‘voice.’ (e.g., friendly letter)
write a research report using a variety of sources. (internet, encyclopedia, dictionary, almanac, people, indexes)
write a research report that includes various forms of information (maps, charts, photos, illustrations).
gain exposure to citing sources for a research report.
write an organized, clear, detailed, “How-To” paper.

Speaking
practice speaking in front of groups (e.g., informally at morning meeting, formally in oral presentations).
practice and be assessed for: eye contact, addressing the entire audience, posture, hands at side, speaking clearly, speaking with volume.
give an oral presentation that includes various forms of information (maps, charts, photos, illustrations).

Listening
listen attentively to speakers.
ask questions in a respectful manner.
learn to brainstorm questions prior to guest speaker.
listen for and determine the purpose of the speaker.
respond to a speaker by retelling what was heard
respond to a speaker by contributing relevant information.

  • YORK SCHOOL DEPARTMENT
    CURRICULUM ALIGNMENT

    SUBJECT AREA: ELA GRADE: 3 

    Content Standards
    Performance Indicators
    Instructional Practice
    Assessment Tools
    Reporting Tools
    A. READING: Students read to comprehend, interpret, analyze, evaluate, and appreciate literary and expository texts by using a variety of strategies.  They connect essential ideas, evaluate arguments, and analyze the various perspectives and ideas presented in a variety of literary and expository texts.
    A.1. Interconnected Elements:  Comprehension, Vocabulary, Alphabetics, Fluency
    Students read and draw conclusions from texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
    a. Use a range of strategies as they read including constant monitoring, searching, connecting, and inferring to deepen their understanding of text(s).
    Use various comprehension strategies to understand:
    • Guided Reading
    • Read aloud
    • Literature Circles
    • SSR Reading Response
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • community performances/displays
    b. Demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts and for different purposes.
    Develop increased vocabulary ownership using Word Work.
     
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    c. Determine the meaning of unknown words by using a variety of strategies including using the context of the text, word connections, and a dictionary.
    Define unknown words through:
    • Independent reading (DEAR)
    • Writing reports
    • Spelling activities
    • Reading vocabulary activities
    • Library time
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    d. Use phonics including syllable types, word parts, word families and common prefixes and suffixes to read fluently and build meaning as they read.
    Evaluate the social context of conversations through:
    • Morning meeting and individual
    •          interaction
    • "I" messages
    • Topic discussions
    • Role Playing
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    e. Fluently and accurately read text, within a grade appropriate span of text complexity, using appropriate pacing, phrasing, intonation and expression.
    Independently and fluently read:
    • Narratives - various genres
    • Informational texts - reporting, research, projects relating to social studies, science, and math
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    f. Demonstrate comprehension of text(s) by stating connections or inferences made.
    A.2. Literary Texts
    Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity.
    a.  Identify and describe what characters are like based on what they say or do and by how the author or illustrator portrays them.
    Understand and appreciate the actions of others through:
    • Biographies
    • Responsive Classroom
    • Teacher selected literature
    Selected readings related to:
    • Holidays (Columbus Day, Veterans
        Day), Speakers, Videos, and Plays
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    b.  Explain the basic plots of various texts (realistic fiction, historical fiction, classic fairy tales, myths, folktales, legends, or fables) by identifying the problem and solution in relation to the other story elements.
    Recount plot and important details through:
    • Oral discussion
    •  Book reports
    •  Sequencing activities
    •  Comprehension activities
    •  Story maps
    • Note taking
    • Literature circles
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    c.  Identify the speaker in a selection to aid comprehension.
    Read and interpret appropriately complex fiction through:
    • Book reports
    • Literary outline of components
    • Storyboards
    • Literature circles
    • Oral discussion
    • Reading responses
    Read and interpret appropriately complex nonfiction through:
    • Book reports
    • Research projects
    • Discussion of literary components
    • Readers Theater
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    d.  Identify and explain literary devices, including similes and exaggeration, to understand the text.
    Read and interpret appropriately complex fiction through:
    • Literary outline of components
    • Storyboards
    • Literature circles
    • Oral discussion
    • Reading responses
    Read and interpret appropriately complex nonfiction through:
    • Discussion of literary components
    • Readers Theater
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    e.  Recognize theme(s) that are explicitly stated in text(s) to aid comprehension.
    Demonstrate understanding of enduring themes of literature through:
    • Discussion of examples of varied literature highlighting these themes, reading responses, story maps or webs.
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    f.  Explain how poems are different from other kinds of fiction and demonstrate understanding by stating what a poem is about.
    Explain how dialog affects the text by:
    • Discussion of Dialect
           (geographical location)
    • Answering comprehension
           questions
    • Discussing inferences
    • Discussing read alouds
    • Discussing trade books in small
             groups
    • Participating in readers theater
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    g. Identify the main purpose of a passage or a particular part of a passage to aid comprehension.
    A.3. Informational Texts
    Students read and summarize informational texts, within a grade appropriate span of text complexity, for different purposes.
    a.  Generate questions, with support, that can be answered using text features and information found within the text.
     
    b.  Use organizational text features including titles, tables of contents, chapter headings, a glossary, an index, illustrations, and maps to locate information or to aid comprehension.
    Skim for main ideas within:
    • Research projects
    • Nonfiction books used in reading
            groups (e.g., biographies,
            historical novels, science)
    • Scholastic News
    • Skill books
    • Library activities
    Demonstrate the use of various informational parts of the text through:
    • Encyclopedias
    • Map skills
    • Content area resource books
    • Library activities
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    c.  Identify answers in the text or important ideas to demonstrate understanding.
    Skim for main ideas within:
    • Research projects
    • Nonfiction books used in reading
            groups (e.g., biographies,
            historical novels, science)
    • Scholastic News
    • Skill books
    • Library activities
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    d.  Make reasonable statements about text.
     
    e.  Follow simple written instructions.
    Follow directions when completing:
    • Word problems in math
    • Problem solving skills in math and
             science
    • Map skills
    • Research projects
    • Biographies
    • Comprehension questions
    • Internet/web research and using 
             on-line encyclopedias
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    f. Identify the main reason or purpose for a particular section of text to aid comprehension.
    A.4. Persuasive Texts  
    Although no performance indicators are stated, students are expected to have instructional experiences that help them to identify the purpose of a text, the main idea, and the supporting details and to explain that sometimes authors write to convince readers of something.
    B. WRITING:  Students write to express their ideas and emotions, to describe their experiences, to communicate information, and to present or analyze an argument.
    B.1. Interconnected Elements
    Students use a writing process with an emphasis on the development of a central idea, for a variety of audiences and purposes.
    a.  Select a purpose for writing.

    Produce a quality piece of writing through:
    • Webbing
    • Writing prompt
    • Student 6-Trait Writing Rubrics
    • Storyboards
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    b.  Pre-write using graphic organizers or other structures to organize their ideas.
    Produce a quality piece of writing through:
    • Webbing
    • Writing prompt
    • Student 6-Trait Writing Rubrics
    • Storyboards
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    c.  Establish an organizing structure and maintain a consistent focus.
    Produce a quality piece of writing through:
    • Webbing
    • Writing prompt
    • Student 6-Trait Writing Rubrics
    • Storyboards
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    d. Include an introduction and conclusion.
    Produce a quality piece of writing through:
    • Webbing
    • Writing prompt
    • Student 6-Trait Writing Rubrics
    • Storyboards
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    e.  Write coherent paragraphs that have supporting sentences and a concluding sentence.
    Produce a quality piece of writing through:
    • Webbing
    • Writing prompt
    • Student 6-Trait Writing Rubrics
    • Storyboards
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    f.  Revise original drafts to improve coherence, provide better descriptive details, and to convey voice.
    Produce a quality piece of writing through:
    • Webbing
    • Writing prompt
    • Student 6-Trait Writing Rubrics
    • Storyboards
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    g.  Edit for correct grammar, usage and mechanics.
    Produce quality pieces using standard conventions with few errors through:
    • Written reports
    • Writing prompts
    • D.O.L.
    • Directed language lessons
    • All written responses
    • Expository/creative writing (final draft)
    • Letter writing
    • Visual products
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    h.  Create legible final drafts.
    B.2. Narrative
    Students write narratives that relate events, ideas, observations, or recollections.
    a.  Provide enough details and description in an organized manner so the reader can imagine the event or experience.
    Effectively demonstrates the use of descriptive language through:
    • Report writing (all curriculum areas)
    • Expository writing
    • Peer editing
    • Class discussions
    • Responsive Classroom practices
    • Writing prompts (school-wide and classroom)
    • Journal responses
    • Oral presentations 
    Produce appropriately sequenced pieces through:
    • Creative writing
    • Writing prompts
    • Written reports
    • Book summaries
    • Peer/Teacher conferencing
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    b.  Develop major events, settings, and characters and deal with problems and solutions in a story.
    Demonstrate awareness of intended audience and identifiable purposes through:
    • Letter Writing
    • Written reports
    • Expository writing
    • Writing prompts (school-wide and classroom)
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    c. Provide insight into why the selected event or experience is memorable.
    d.  Include sensory details.
    Effectively demonstrates the use of descriptive language through:
    • Report writing (all curriculum areas)
    • Expository writing
    • Peer editing
    • Class discussions
    • Responsive Classroom practices
    • Writing prompts (school-wide and classroom)
    • Journal responses
    • Oral presentations
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    B.3. Argument/Analysis
    Students write to identify and explain a position to an identified audience.
    a.  Summarize information from reading, listening or viewing.
    Oral Explanation/Description
    Oral Explanation Product Descriptor
    Book Reviews
    Research projects
    Summary paragraph
    6 Trait Informational Writing Rubric
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    b.  Write about a central question or idea by using relevant supporting facts and details.
    B.4. Persuasive
    Students write to persuade a targeted audience.
    a. Establish a clear position on a topic and support the position with relevant evidence.
    B.5. Practical Application  
    Students write letters, other requests for information or directions for completing a process.
    a.  Write a letter including a date,  salutation, body, closing, signature and, when appropriate, and inside address.
    Demonstrate awareness of intended audience and identifiable purposes through:
    • Letter Writing-Friendly letters
    • Written reports
    • Writing prompts (school-wide and classroom)
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    b. Write multi-step directions for completing a task.
    C. RESEARCH;  Students engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating findings, and applying the conventions of documentation.  Students present findings orally, in writing, or using mixed media.
    C.1. Research  
    Students create, identify and answer research questions by gathering information from print and non-print sources and documenting sources and communicating findings.
    a.  Identify key words and concepts related to research questions, making adjustments when appropriate.
    Gather information through:
    • Projects
    • Reports
    • Interviews
    • KWL Strategies
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    b.  Locate and access information by using text features.
    Skim for main ideas within:
    • Research projects
    • Nonfiction books used in reading groups (e.g., biographies, historical novels, science)
    • Scholastic News
    • Library activities 
    Demonstrate the use of various informational parts of the text through:
    • Encyclopedias
    • Map skills
    • Content area, resource books
    • Library activities
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    c.  Collect, evaluate, and organize information for a specific purpose.
    Make use of print and non-print resources when researching through:
    • Projects
    • Reports
    • Interviews
    • Computer research - software and on-line
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    d.  Communicate findings from a variety of print and non-print sources.
    Synthesize research information into presentations through:
    • Projects
    • Reports
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    e.  Describe plagiarism and demonstrate appropriate citation.
    Use own words when writing report
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    D.  LANGUAGE: Students write and speak using the conventions of Standard American English.  They apply knowledge of grammar and usage when reading to aid comprehension.  They know and apply rules of mechanics and spelling to enhance the effectiveness and clarity of communication.
    D.1. Grammar and Usage  
    Students use parts of speech and vary sentence structure to communicate.
    a.  Use forms of nouns, verbs, adjectives, adverbs, prepositions, conjunctions, pronouns, and interjections correctly.
    Produce quality pieces using standard conventions with few errors through:
    • Written/oral reports
    • Writing prompts
    • Spelling program
    • D.O.L.
    • Directed language lessons
    • All written responses
    • Expository/creative writing (final draft)
    • Letter writing
    • Visual products
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    b.  Use simple, compound, and complex sentences.
    Produce quality pieces using standard conventions with few errors through:
    • Written reports
    • Writing prompts
    • D.O.L.
    • Directed language lessons
    • All written responses
    • Expository/creative writing (final draft)
    • Letter writing
    • Visual products
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    D.2.  Mechanics  
    Students apply the rules of capitalization, punctuation, and spelling to communicate.
    a.  Use end marks correctly.
    Produce quality pieces using standard conventions with few errors through:
    • Written reports
    • Writing prompts
    • D.O.L.
    • Directed language lessons
    • All written responses
    • Expository/creative writing (final draft)
    • Letter writing
    • Visual products
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    b.  Capitalize correctly.
    Produce quality pieces using standard conventions with few errors through:
    • Written reports
    • Writing prompts
    • D.O.L.
    • Directed language lessons
    • All written responses
    • Expository/creative writing (final draft)
    • Letter writing
    • Visual products
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    c.  Spell high-frequency grade-level words.
    Produce quality pieces using standard conventions with few errors through:
    • Written reports
    • Writing prompts
    • D.O.L.
    • Directed language lessons
    • All written responses
    • Expository/creative writing (final draft)
    • Letter writing
    • Visual products
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    E. LISTENING AND SPEAKING: Students listen to comprehend and speak to communicate effectively.
    E.1. Listening  
    Students apply active listening skills.
    a.  Ask clarifying questions.
    b.  Attend and respond appropriately to classmates and adults.
    Produce a quality piece of writing through:
    • Peer Editing/Conferencing directions
    • "I Messagee
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    c.  Follow multi-step oral instructions.
    Follow class routines
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    E.2. Speaking  
    Students use active speaking skills to communicate effectively in a variety of contexts.
    a.  Explain ideas clearly and respond to questions with appropriate information.
    Adjust level of speaking formality when participating in:
    • Oral reports
    • Morning meeting - Responsive Classroom practices
    • Demonstrations and presentations
    • Cooperative learning groups
    • Role playing
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    b.  Speak using eye contact, clear enunciation, clear gestures for emphasis, and appropriate volume and rate.
    c.  Share information summarized from reading, listening, or viewing and form a position on a topic, supporting the position with a variety of print and non-print sources.
    F. MEDIA:  Students recognize and can explain the effects that both print and non-print sources have on listeners, viewers, and readers, in order to develop an awareness of the effects that the media have on forming opinions and making decisions.
    F.1. Analysis of Media  
    Students explain that the same information can have different effects when presented through different forms of media.
    a.  Compare the effects of the same kind of information found in books, movies, newspapers, magazines, and/or on the internet and television
    Examine the uses of language and graphic symbols experienced through:
    • Responsive classroom communication techniques
    • Scholastic News
    • Graphing activities
    • classroom tests
    • classroom quizzes
    • projects
    • common assessments
    • performances/displays/presentations
    • teacher checklists
    • teacher rubrics
    • large scale assessments: NWEA, MEA
    • report cards
    • progress reports
    • student/parent/teacher conferences
    • teacher websites
    • email communications
    • Power School
    • community performances/displays
    b. Recognize that there are multiple roles and purposes of media.

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.