"Literacy Speedway", by "E-Mergence"

Instructor

Team E-Mergence

Literacy Speedway is an online ESL course for K-3 level learners. Within 12 months students will gain 10 or more points on the CASAS or an equivalent test. The program is multi-sensory, kinesthetic, collaborative and designed for the ESL student on the go!

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Overview

                                           "LITERACY SPEEDWAY"

Literacy Speedway is an all inclusive English instruction course for adults!

The Multi-Sensory, Kinethetic Literacy Program for Adults on the Go!

 

https://www.youtube.com/watch?v=HRilUoBP6Qw

 

 

                                        SKYPE TO BE ADDED!

                 (This course will be finished by March 2017 but you are welcome to begin it before we finish creating it!)

1. GO TO TASKS

2. GO TO DISCUSSIONS WEEKS 1-52! 

3. ON THE GO:

 

DO WEEKS 1-52!

 

 

4. Questions: https://bot.api.ai/2bd53870-8b2c-487c-88a8-6c073d3c8572

I've based "LIteracy Speedway" on the foundation of how I have improved literacy scores for the past six years. I've had a 100% success rate by ensuring students combine traditional reading practice within a muti-sensory, kinesthetic instructional framework. Students will meet their goals on "Literacy Speedway by E-Mergence" because the curriculum encompasses reading, phonics, common core standards and multi-sensory, kinesthetic components. Emotion plays a large part on reading comprehension and by embedding visuals, audio and kinesthetic learning components into my instruction, students are capable of not only reaching their goals but sustaining them!

*The 10 essential elements that I’ve found to facilitate comprehension growth are: multi-sensory curriculum, kinesthetic practice, small and whole group collaboration, identificaiton of self efficacy, phonemic awareness, oral fluency, tiered questioning, test taking knowledge, tier III word attack and visualization.

K-3 level adults will learn English in 12 months and improve their CASAS score by 10 points, by practicing for 90 minutes a day, 7 days a week for 365 days! Included in this program is curricuum aligned to the Common Core and research shows that 90 minutes a day of language immersion will improve scores! Also, research shows that reading, visualizing, kinesthetic integration, writing and collaboration enhances English language skills.

This course is embedded with short stories at the K-3 level, a phonics review, a collaborative learning site on FACEBOOK and the ease of being able to complete the assignments at home, work or on the run makes "LIteracy Speedway" a revolution in how ESL adults learn. Students can learn from their phone, tablet, computer or library.

 

SPEEDWAY 1: During Speedway 1 students will do the course on Eliademy @ FACEBOOK when on the go!

 

SPEEDWAY 2: During Speedway 2 students will take the practice tests on Eliademy.

 

SPEEDWAY 3: During Speedway 3 students will take the CASAS or an equivalent test!  Students will be able to make a 10 or more point gain if they did Literacy Speedway!

 

 
English Language Arts
Foundational Skills: Students gain a working knowledge of  concepts of print, alphabetic principle, and other basic conventions.

BY GRADE 3.... at the conclusion of the course: 

 

Know and apply grade level phonics and word analysis skills in decoding words.  • Identify and know the meaning of the most common prefixes and derivational suffixes.   • Decode words with common Latin suffixes.  • Decode multisyllable words.   • Read grade-appropriate irregularly spelled words.
Read with accuracy and fluency to support comprehension:   • Read on-level text with purpose and understanding.  • Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
GRADE 3
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Key Ideas and Details
Demonstrate understanding of key ideas and details in informational texts.
Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Ask and answer questions about the text and make inferences from text; refer to text to support responses.
Key Ideas and Details
Demonstrate understanding of key ideas and details in informational texts.
Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect.
Key Ideas and Details
Demonstrate understanding of key ideas and details in informational texts.
Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Explain the point of view of the author. 
Craft and Structure
Demonstrate understanding of craft and structure in informational texts.
Explain the point of view from which a text is written.
Use text features (e.g., headings, graphics, charts) and search tools (e.g., key words, sidebars, hyperlinks) to efficiently locate information relevant to a given topic.
Use text features and search tools to locate and interpret information.
Craft and Structure
Demonstrate understanding of craft and structure in informational texts.
Explain the point of view from which a text is written.
Use text features (e.g., headings, graphics, charts) and search tools (e.g., key words, sidebars, hyperlinks) to efficiently locate information relevant to a given topic.
Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as shades of meaning among related words.
Vocabulary Acquisition and Use
Demonstrate understanding of vocabulary and figurative language in informational texts.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use 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. Determine the meaning of general academic and domain-specific words and phrases used in a text. d. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Distinguish shades of meaning among related words (e.g., knew, believed, suspected, heard, wondered).
Use information gained from text features to demonstrate understanding of a text.
Integration of Knowledge and Ideas
Demonstrate understanding of connections within, between, and/or among informational texts.
Describe the logical connection between particular sentences and paragraphs to support specific points in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
Compare and contrast the most important points and key details presented in two texts on the same topic.
Use information gained from illustrations, maps, photographs, and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Describe how an author connects sentences and paragraphs in a text to support particular points. 
Integration of Knowledge and Ideas
Demonstrate understanding of connections within, between, and/or among informational texts.
Describe the logical connection between particular sentences and paragraphs to support specific points in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
Compare and contrast the most important points and key details presented in two texts on the same topic.
Use information gained from illustrations, maps, photographs, and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Compare and contrast the most important points and key details presented in two texts on the same topic.
Integration of Knowledge and Ideas
Demonstrate understanding of connections within, between, and/or among informational texts.
Describe the logical connection between particular sentences and paragraphs to support specific points in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
Compare and contrast the most important points and key details presented in two texts on the same topic.
Use information gained from illustrations, maps, photographs, and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
Vocabulary Acquisition and Use
Demonstrate understanding of vocabulary and figurative language in informational texts.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use 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. Determine the meaning of general academic and domain-specific words and phrases used in a text. d. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Distinguish shades of meaning among related words (e.g., knew, believed, suspected, heard, wondered).
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade level reading and content; choosing flexibly from a range of strategies and tools.
Vocabulary Acquisition and Use
Demonstrate understanding of vocabulary and figurative language in informational texts.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use 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. Determine the meaning of general academic and domain-specific words and phrases used in a text. d. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Distinguish shades of meaning among related words (e.g., knew, believed, suspected, heard, wondered).
Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.
Reading Literature: Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
GRADE 3
Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text.
Key Ideas and Details
Demonstrate understanding of key ideas and details in literature.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Recount poems, dramas, or stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Describe characters in a story (e.g., their traits, motivations, feelings) and explain how their actions contribute to the sequence of events. Note: “Story” means narration of events told through the text types of story, drama, or poem.
Ask and answer questions about the text and make inferences from text; refer to text to support responses.
Key Ideas and Details
Demonstrate understanding of key ideas and details in literature.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Recount poems, dramas, or stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Describe characters in a story (e.g., their traits, motivations, feelings) and explain how their actions contribute to the sequence of events. Note: “Story” means narration of events told through the text types of story, drama, or poem.
Describe characters in a story and explain how their actions contribute to the sequence of events.
Key Ideas and Details
Demonstrate understanding of key ideas and details in literature.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Recount poems, dramas, or stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Describe characters in a story (e.g., their traits, motivations, feelings) and explain how their actions contribute to the sequence of events. Note: “Story” means narration of events told through the text types of story, drama, or poem.
Explain the point of view of the author. 
Craft and Structure
Demonstrate understanding of craft and structure in literature.
Explain the point of view from which a story is narrated, including the difference between first and third-person narrations. Note: “Story” means narration of events told through the text types of story, drama, or poem.
Refer to parts of texts when writing or speaking about a text using such terms as chapter, scene and stanza and describe how each successive part builds upon earlier sections.
Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as shades of meaning among related words.
Vocabulary Acquisition and Use
Demonstrate understanding of vocabulary and figurative language in literature.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use 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).
Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Distinguish shades of meaning among related words (e.g., knew, believed, suspected, heard, wondered).
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
Integration of Knowledge and Ideas
Demonstrate understanding of connections within, between, and/or among texts.
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies and tools.
Vocabulary Acquisition and Use
Demonstrate understanding of vocabulary and figurative language in literature.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use 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).
Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Distinguish shades of meaning among related words (e.g., knew, believed, suspected, heard, wondered).
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
Vocabulary Acquisition and Use
Demonstrate understanding of vocabulary and figurative language in literature.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use 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).
Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Distinguish shades of meaning among related words (e.g., knew, believed, suspected, heard, wondered).
Read and comprehend literary fiction on grade level, reading independently and proficiently.
Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
GRADE 3
Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
Identify and introduce the topic.
Text Types and Purposes
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Introduce the topic or text for the intended audience, state an opinion, and create an organizational structure that lists reasons to support the writer’s purpose.
Provide reasons that support the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example) to connect an opinion and reasons.
Provide a concluding statement or section.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic for the intended audience, and group related information together to support the writer’s purpose.
Develop the topic with facts, definitions, and/or details.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Provide a concluding statement or section.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally to support the writer’s purpose.
Use descriptions of actions, thoughts, feelings, and other narrative techniques, such as dialogue, to develop experiences and events or to show the response of characters to situations.
Use temporal words and phrases to signal event order.
Provide a sense of closure.
Develop the topic with facts, definitions, details, and illustrations, as appropriate. 
Text Types and Purposes
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Introduce the topic or text for the intended audience, state an opinion, and create an organizational structure that lists reasons to support the writer’s purpose.
Provide reasons that support the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example) to connect an opinion and reasons.
Provide a concluding statement or section.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic for the intended audience, and group related information together to support the writer’s purpose.
Develop the topic with facts, definitions, and/or details.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Provide a concluding statement or section.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally to support the writer’s purpose.
Use descriptions of actions, thoughts, feelings, and other narrative techniques, such as dialogue, to develop experiences and events or to show the response of characters to situations.
Use temporal words and phrases to signal event order.
Provide a sense of closure.
Create an organizational structure that includes information grouped and connected logically with a concluding statement or section.
Text Types and Purposes
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Introduce the topic or text for the intended audience, state an opinion, and create an organizational structure that lists reasons to support the writer’s purpose.
Provide reasons that support the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example) to connect an opinion and reasons.
Provide a concluding statement or section.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic for the intended audience, and group related information together to support the writer’s purpose.
Develop the topic with facts, definitions, and/or details.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Provide a concluding statement or section.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally to support the writer’s purpose.
Use descriptions of actions, thoughts, feelings, and other narrative techniques, such as dialogue, to develop experiences and events or to show the response of characters to situations.
Use temporal words and phrases to signal event order.
Provide a sense of closure.
Choose words and phrases for effect. 
Knowledge of Language
Use knowledge of language and its conventions.
Choose words and phrases for effect.
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage.
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Form and use regular and irregular plural nouns.
Use abstract nouns (e.g., childhood).
Form and use regular and irregular verbs.
Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).
Ensure subject-verb and pronoun-antecedent agreement.
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Use coordinating and subordinating conjunctions.
Produce simple, compound, and complex sentences.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.
Capitalize appropriate words in titles.
Use commas in addresses.
Use commas and quotation marks in dialogue.
Form and use possessives.
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
Write opinion pieces on familiar topics or texts. 
Introduce the topic and state an opinion on the topic.
Text Types and Purposes
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Introduce the topic or text for the intended audience, state an opinion, and create an organizational structure that lists reasons to support the writer’s purpose.
Provide reasons that support the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example) to connect an opinion and reasons.
Provide a concluding statement or section.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic for the intended audience, and group related information together to support the writer’s purpose.
Develop the topic with facts, definitions, and/or details.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Provide a concluding statement or section.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally to support the writer’s purpose.
Use descriptions of actions, thoughts, feelings, and other narrative techniques, such as dialogue, to develop experiences and events or to show the response of characters to situations.
Use temporal words and phrases to signal event order.
Provide a sense of closure.
Support an opinion with reasons.
Text Types and Purposes
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Introduce the topic or text for the intended audience, state an opinion, and create an organizational structure that lists reasons to support the writer’s purpose.
Provide reasons that support the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example) to connect an opinion and reasons.
Provide a concluding statement or section.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic for the intended audience, and group related information together to support the writer’s purpose.
Develop the topic with facts, definitions, and/or details.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Provide a concluding statement or section.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally to support the writer’s purpose.
Use descriptions of actions, thoughts, feelings, and other narrative techniques, such as dialogue, to develop experiences and events or to show the response of characters to situations.
Use temporal words and phrases to signal event order.
Provide a sense of closure.
Create an organizational structure that includes reasons linked in a logical order with a concluding statement or section.
Text Types and Purposes
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Introduce the topic or text for the intended audience, state an opinion, and create an organizational structure that lists reasons to support the writer’s purpose.
Provide reasons that support the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example) to connect an opinion and reasons.
Provide a concluding statement or section.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic for the intended audience, and group related information together to support the writer’s purpose.
Develop the topic with facts, definitions, and/or details.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Provide a concluding statement or section.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally to support the writer’s purpose.
Use descriptions of actions, thoughts, feelings, and other narrative techniques, such as dialogue, to develop experiences and events or to show the response of characters to situations.
Use temporal words and phrases to signal event order.
Provide a sense of closure.
Use a variety of words and sentence types to appeal to the audience.
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage.
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Form and use regular and irregular plural nouns.
Use abstract nouns (e.g., childhood).
Form and use regular and irregular verbs.
Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).
Ensure subject-verb and pronoun-antecedent agreement.
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Use coordinating and subordinating conjunctions.
Produce simple, compound, and complex sentences.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.
Capitalize appropriate words in titles.
Use commas in addresses.
Use commas and quotation marks in dialogue.
Form and use possessives.
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
Knowledge of Language
Use knowledge of language and its conventions.
Choose words and phrases for effect.
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage.
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Form and use regular and irregular plural nouns.
Use abstract nouns (e.g., childhood).
Form and use regular and irregular verbs.
Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).
Ensure subject-verb and pronoun-antecedent agreement.
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Use coordinating and subordinating conjunctions.
Produce simple, compound, and complex sentences.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.
Capitalize appropriate words in titles.
Use commas in addresses.
Use commas and quotation marks in dialogue.
Form and use possessives.
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
Write narratives to develop real or imagined experiences or events.
Establish a situation and introduce a narrator and/or characters.
Text Types and Purposes
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Introduce the topic or text for the intended audience, state an opinion, and create an organizational structure that lists reasons to support the writer’s purpose.
Provide reasons that support the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example) to connect an opinion and reasons.
Provide a concluding statement or section.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic for the intended audience, and group related information together to support the writer’s purpose.
Develop the topic with facts, definitions, and/or details.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Provide a concluding statement or section.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally to support the writer’s purpose.
Use descriptions of actions, thoughts, feelings, and other narrative techniques, such as dialogue, to develop experiences and events or to show the response of characters to situations.
Use temporal words and phrases to signal event order.
Provide a sense of closure.
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
Text Types and Purposes
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Introduce the topic or text for the intended audience, state an opinion, and create an organizational structure that lists reasons to support the writer’s purpose.
Provide reasons that support the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example) to connect an opinion and reasons.
Provide a concluding statement or section.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic for the intended audience, and group related information together to support the writer’s purpose.
Develop the topic with facts, definitions, and/or details.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Provide a concluding statement or section.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally to support the writer’s purpose.
Use descriptions of actions, thoughts, feelings, and other narrative techniques, such as dialogue, to develop experiences and events or to show the response of characters to situations.
Use temporal words and phrases to signal event order.
Provide a sense of closure.
Organize an event sequence that unfolds naturally, using temporal words and phrases to signal event order; provide a sense of closure.
Text Types and Purposes
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Introduce the topic or text for the intended audience, state an opinion, and create an organizational structure that lists reasons to support the writer’s purpose.
Provide reasons that support the opinion.
Use linking words and phrases (e.g., because, therefore, since, for example) to connect an opinion and reasons.
Provide a concluding statement or section.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic for the intended audience, and group related information together to support the writer’s purpose.
Develop the topic with facts, definitions, and/or details.
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Provide a concluding statement or section.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally to support the writer’s purpose.
Use descriptions of actions, thoughts, feelings, and other narrative techniques, such as dialogue, to develop experiences and events or to show the response of characters to situations.
Use temporal words and phrases to signal event order.
Provide a sense of closure.
Choose words and phrases for effect.
Knowledge of Language
Use knowledge of language and its conventions.
Choose words and phrases for effect.
Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage.
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Form and use regular and irregular plural nouns.
Use abstract nouns (e.g., childhood).
Form and use regular and irregular verbs.
Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).
Ensure subject-verb and pronoun-antecedent agreement.
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Use coordinating and subordinating conjunctions.
Produce simple, compound, and complex sentences.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.
Capitalize appropriate words in titles.
Use commas in addresses.
Use commas and quotation marks in dialogue.
Form and use possessives.
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and informational texts
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
With guidance and support, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Conduct short research projects that build knowledge about a topic.
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
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.
Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.
GRADE 3
Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally.
Ask and answer questions about information from a speaker, offering appropriate detail.
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly with adequate volume, appropriate pacing, and clear pronunciation.
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 
Demonstrate command of the conventions of standard English when speaking based on grade 3 level and content.
English Language Arts
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Course content

  • Words to Know!

  • Phonics Review: 1st Grade Sounds!

  • Phonics Sounds with Pictures! A-Z

  • Alphabet Review!

  • Beginning Letter Sounds!

  • Long Vowels

  • Vocabulary! Sight Words!

  • Test: Week 51!

  • Test Week 52!

  • Radio News! Listen!

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