Grade 3 ela cst standards alignment draft june 2010
1. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT
Elementary Education Department
Grade 3 English Language Arts
CST Suppl.
CST Themes
2009 Assess.
CALIFORNIA CONTENT STANDARDS: READING # of
Items Rel. Form A
1 2 3 4 5 6
Quest. Quest.
1.0 WORD ANALYSIS, FLUENCY, AND
SYSTEMATIC VOCABULARY DEVELOPMENT:
Students understand the basic features of
reading. They select letter patterns and know
20
how to translate them into spoken language
by using phonics, syllabication, and word
parts. They apply this knowledge to achieve
fluent oral and silent reading.
1.1 Decoding and Word Recognition: know and
31, 42,
use complex word families when reading (e.g., - 2 S1,3,4 S2,3 S2 56, 59
1 – 10
ight) to decode unfamiliar words
1.2 Decoding and Word Recognition: decode 22, 32,
2 S All S All S All S All S All S All 11 – 14
regular multisyllabic words 55, 57
1.3 Decoding and Word Recognition: read aloud S1,3,4
narrative and expository text fluently and S3 RT1 S2,3
NA* S All S All S1,3 NA* NA*
accurately and with appropriate pacing, intonation, L1 L2,4 I3
and expression FO
1.4 Vocabulary and Concept Development: use
S2 (Ant) S1(Hom) 16, 37.
knowledge of antonyms, synonyms, homophones, S3 S1(Syn)
4 FO S4(Syn, S2(Syn, S2(Ant)
43, 44, 15 – 23
and homographs to determine the meanings of (Hom) 47, 54
Hom) Hom)
words
1.5 Vocabulary and Concept Development:
demonstrate knowledge of levels of specificity
S1 S All S All 48, 50,
among grade-appropriate words and explain the 2 S1,3,4 S2,3 S All 24 - 29
L2 RT3 RWW 62
importance of these relations (e.g.,
dog/mammal/animal/living things)
* Not assessable in multiple-choice format 1
California Department of Education CST Blueprint/modified/RUSD/ce/ng/6/23/10
2. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT
Elementary Education Department
Grade 3 English Language Arts
CST Suppl.
CST Themes
2009 Assess.
CALIFORNIA CONTENT STANDARDS: READING # of
Items Rel. Form A
1 2 3 4 5 6
Quest. Quest.
1.6 Vocabulary and Concept Development: use 1, 10,
15, 39,
sentence and word context to find the meaning of 4 S All S All S All S All S All S All
52, 53,
30 - 32
unknown words 58
1.7 Vocabulary and Concept Development: use a
S All S3 24, 36,
dictionary to learn the meaning and other features 2 S1,2,4 S1,2,3 S1,3 S1 33 – 35
I2 L1 60
of unknown words
1.8 Vocabulary and Concept Development: use
17, 23,
knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-
4 S1 S2,3,4 S1,3 S1 S2 49, 51, 36 – 39
, dis-) and suffixes (e.g., -er, -est, -ful) to 61
determine the meaning of words
S = Selection
RT = Revisiting the Text
+ = QAR Strategies (using side margin questions)
L = Link
I = Informational Study Skills
RWW = Reading Writing Workshop
FO = Focus On
* Not assessable in multiple-choice format 2
California Department of Education CST Blueprint/modified/RUSD/ce/ng/6/23/10
3. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT
Elementary Education Department
Grade 3 English Language Arts
Suppl.
CST Themes CST
Assess.
CALIFORNIA CONTENT STANDARDS: READING # of Rel.
Form A
Items 1 2 3 4 5 6 Quest.
Quest.
2.0 READING COMPREHENSION: Students read and
understand grade-level-appropriate material. They
draw upon a variety of comprehension strategies as
needed (e.g., generating and responding to essential
15
questions, making predictions, comparing
information from several sources).
S3
2.1 Structural Features of Informational Materials: use RT1 RT3 29,
L1,2,3
titles, tables of contents, chapter headings, glossaries, 2 L1,2 L2,4
I1,2
L1,2 L1,3 I3 30, 1–7
and indexes to locate information in text I2 I1 45, 46
FO
2.2 Comprehension and Analysis of Grade-Level- S2,3 S1,2,4
S All S1,3 S All
Appropriate Text: ask questions and support answers RT2 RT All S2,3 6, 19,
2 RT2 L1,2 RT1 10, 15
by connecting prior knowledge with literal information L3 L2,3,4 RT All 27
L2,4 RT3 FO
found in, and inferred from, the text I3 FO
S2,3 S1,4 S1
2.3 Comprehension and Analysis of Grade-Level- RT3
RT4 L1,4 L1,2 I3 26, 8, 12,
Appropriate Text: demonstrate comprehension by 2 L3 +
FO RWW + FO 33, 40 17
identifying answers in the text +
+ + +
2.4 Comprehension and Analysis of Grade-Level-
S2 RT2 S2
Appropriate Text: recall major points in the text and S3 L1,2 8, 20,
make and modify predictions about forthcoming
2 RT1 L2
L1,2,3 RT3
RT1,2 S2 10, 18
L2 FO FO 25
information
S2,3,4 S1
2.5 Comprehension and Analysis of Grade-Level- RT3
RT4 RT1
Appropriate Text: distinguish between main idea and 2 RT3 L All L1,3 none 13
L1,2,4 L2
supporting details in expository text FO
I3,4 I2
S All
2.6 Comprehension and Analysis of Grade-Level- S All S All S All
RT All S1,3,4 S All
Appropriate Text: extract appropriate and significant RT All RT All RT All 12,
3 L3,4 RT All
L2
RT All 9
information from the text, including problems and I3 I2,3 13, 38
I4 L4 L2,3
solutions RWW I3 FO
FO
* Not assessable in multiple-choice format 3
California Department of Education CST Blueprint/modified/RUSD/ce/ng/6/23/10
4. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT
Elementary Education Department
Grade 3 English Language Arts
Suppl.
CST Themes CST
Assess.
CALIFORNIA CONTENT STANDARDS: READING # of Rel.
Form A
Items 1 2 3 4 5 6 Quest.
Quest.
2.7 Comprehension and Analysis of Grade-Level-
Appropriate Text: follow simple multiple-step written S2 7, 9,
2 L3,4 I2 20 – 22
instructions (e.g., how to assemble a product or play a RT2 28
board game)
S = Selection
RT = Revisiting the Text
+ = QAR Strategies (using side margin questions)
L = Link
I = Informational Study Skills
RWW = Reading Writing Workshop
FO = Focus On
* Not assessable in multiple-choice format 4
California Department of Education CST Blueprint/modified/RUSD/ce/ng/6/23/10
5. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT
Elementary Education Department
Grade 3 English Language Arts
Suppl.
CST Themes CST
Assess.
CALIFORNIA CONTENT STANDARDS: READING # of Rel.
Form A
Items 1 2 3 4 5 6 Quest.
Quest.
3.0 LITERARY RESPONSE AND ANALYSIS:
Students read and respond to a wide variety of
significant works of children’s literature. They
distinguish between the structural features of
text and the literary terms or elements (i.e.,
theme, plot, setting, characters). The selections
8
in Recommended Readings in Literature,
Kindergarten Through Grade Eight illustrate the
quality and complexity of the materials to be
read by students.
3.1 Structural Features of Literature: distinguish common S1 S1
forms of literature (e.g., poetry, drama, fiction, non- RT1,2 L2 L All RT 1 14, 15,
1 RT 1,2 RT1,3 5
fiction) L1,3 RT4 I3 L All 23 – 25
L4 FO
3.2 Narrative Analysis of Grade-Level-Appropriate Text:
2, 3,
comprehend basic plots of classic fairy tales, myths, 2 RT2 FO RT2 17
folktales, legends, and fables from around the world 18, 35
3.3 Narrative Analysis of Grade-Level-Appropriate Text: S1,3
determine what characters are like by what they say or S3 S2 S1,2 S2
RT All RT All
do and by how the author or illustrator portrays them 2 RT1-3 L1 RT1,2 RT All 11, 41 19
S2 L4
FO RT2,3 L2
RWW
3.4 Narrative Analysis of Grade-Level-Appropriate Text: S1
determine the underlying theme or author’s message in S1 S1 4, 14,
1 L1 RWW RT1 L1 11
fictional and non-fiction text RT1 RT2 21
FO
3.5 Narrative Analysis of Grade-Level-Appropriate Text:
recognize the similarities of sounds in words and S2
rhythmical patterns (e.g., alliteration, onomatopoeia) in a
1 L1 S1,3 RT1 L1 none 26, 27
L3
selection
3.6 Narrative Analysis of Grade-Level-Appropriate Text: L1
identify the speaker or narrator in a selection 16,
1 RT3 L4 L2 34
28 – 30
RWW
* Not assessable in multiple-choice format 5
California Department of Education CST Blueprint/modified/RUSD/ce/ng/6/23/10
6. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT
Elementary Education Department
Grade 3 English Language Arts
Suppl.
CST Themes CST
Assess.
CALIFORNIA CONTENT STANDARDS: WRITING # of Rel.
Form A
Items 1 2 3 4 5 6 Quest.
Quest.
1.0 WRITTEN AND ORAL ENGLISH LANGUAGE
CONVENTIONS: Students write and speak with a
13
command of standard English conventions appropriate
to this grade level.
1.1 Sentence Structure: understand and be able to use
complete and correct declarative, interrogative, imperative, 1 S All S2,3 S3 RWW 68, 89 1–6
and exclamatory sentences in writing and speaking
1.2 Grammar: identify subjects and verbs that are in agreement
S3 63, 77,
and identify and use pronouns, adjectives, compound words, 1 S1,3 S3 S All S All S All 7 – 13
FO 91
and articles correctly in writing and speaking
1.3 Grammar: identify and use past, present, and future verb
1 S3 S3,4 S All S1 72 14 – 18
tenses properly in writing and speaking
1.4 Grammar: identify and use subjects and verbs correctly in S All 78, 82,
2 S1,3 S All S2 19 - 20
speaking and writing simple sentences RWW 87
1.5 Punctuation: punctuate dates, city and state, and titles of 69, 70, 21 – 22,
2 S1 RWW 95 23
books correctly
1.6 Punctuation: use commas in dates, locations, and 21 – 22,
1 S1 S1 S2 RWW 90, 94
26
addresses and for items in a series
21 – 22,
1.7 Capitalization: capitalize geographical names, holidays, 71, 75,
2 S2 S2 S4 RWW 86, 96
24 – 25,
historical periods, and special events correctly 27 – 29
1.8 Spelling: spell correctly one-syllable words that have
blends, contractions, compounds, orthographic patterns (e.g.,
S All S All S All 66, 83,
qu, consonant doubling, changing the ending of a word from 2 S All S All S All 30 – 38
RWW RWW RWW 93
y to ies when forming the plural), and common homophones
(e.g., hair-hare)
1.9 Spelling: arrange words in alphabetical order 1 S1 S2 79, 88 39 – 41
* Not assessable in multiple-choice format 6
California Department of Education CST Blueprint/modified/RUSD/ce/ng/6/23/10
7. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT
Elementary Education Department
Grade 3 English Language Arts
Themes Suppl.
CST CST
Assess.
CALIFORNIA CONTENT STANDARDS: WRITING # of Rel.
Form A
Items 1 2 3 4 5 6 Quest.
Quest.
1.0 WRITING STRATEGIES: Students write clear and
coherent sentences and paragraphs that develop a
central idea. Their writing shows they consider the
audience and purpose. Students progress through the 9
stages of the writing process (e.g., pre-writing, drafting,
revising, editing successive versions).
1.1 Organization and Focus: create a single paragraph that
S1,4
S2,3 S1,3 S3 S3 S All
I3
1) develops a topic sentence
1 S3 S3
2) includes simple supporting facts and details
S1,4
2 S3 S1,3 S3 S3 S All 67, 76
I3
1.2 Penmanship: write legibly in cursive or joined italic, allowing
margins and correct spacing between letters in a word and S All S1,3
words in a sentence NA* S All S All S All S All NA* NA*
RWW RWW
1.3 Research & Technology: understand the structure and 65,
S3 S1
organization of various reference materials (e.g., dictionary, S2,4 S2,3,4 S2 S3 74,
3 L3 I1 1–3
thesaurus, atlas, encyclopedia) I1,3 I All I1 L1 80,
I2 FO
85, 92
1.4 Evaluation and Revision: revise drafts to improve the 64,
RWW
coherence and logical progression of ideas by using an 3 RWW FO RWW 73,
FO
established rubric 81, 84
TOTALS 65
S = Selection
RT = Revisiting the Text
+ = QAR Strategies (using side margin questions)
* Not assessable in multiple-choice format L = Link
7
California Department of Education CST Blueprint/modified/RUSD/ce/ng/6/23/10 I = Informational Study Skills
RWW = Reading Writing Workshop
FO = Focus On
8. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT
Elementary Education Department
Grade 3 English Language Arts
Suppl.
CST Themes CST
Assess.
CALIFORNIA CONTENT STANDARDS: WRITING # of Rel.
Form A
Items 1 2 3 4 5 6 Quest.
Quest.
2.0 WRITING APPLICATIONS (GENRES AND THEIR
CHARACTERISTICS) Students write compositions that
describe and explain familiar objects, events, and NA NA
NA
experiences. Student writing demonstrates a command of
standard American English and the drafting, research, and
organizational strategies outlined in Writing Standard 1.0.
2.1 Using the writing strategies of grade three outlined in Writing S4
Standard students: Write narratives: NA RWW FO FO NA NA
RWW
a. Provide a context within which an action takes place. RWW RWW NA NA
NA
b. Include well-chosen details to develop the plot. RWW RWW NA NA
NA
c. Provide insight into why the selected incident is memorable. RWW NA NA
NA
2.2 Write descriptions that use concrete sensory details to present
and support unified impressions of people, places, things, or NA S2 S2 RWW NA NA
experiences.
2.3 Write personal and formal letters, thank-you notes, and
NA S1 S2 NA NA
invitations:
a. Show awareness of the knowledge and interests of the
audience and establish a purpose and context. NA S1 NA NA
b. Include the date, proper salutation, body, closing, and
NA S1 NA NA
signature.
S = Selection
RT = Revisiting the Text
+ = QAR Strategies (using side margin questions)
L = Link
I = Informational Study Skills
* Not assessable in multiple-choice format RWW = Reading Writing Workshop 8
FO = Focus On
California Department of Education CST Blueprint/modified/RUSD/ce/ng/6/23/10
9. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT
Elementary Education Department
Grade 3 English Language Arts
Suppl.
CST Themes CST
CALIFORNIA CONTENT STANDARDS: LISTENING AND Assess.
# of Rel.
SPEAKING Form A
Items 1 2 3 4 5 6 Quest.
Quest.
1.0 Listening and Speaking Strategies Students listen critically and
respond appropriately to oral communication. They speak in a
manner that guides the listener to understand important ideas by NA NA NA
using proper phrasing, pitch, and modulation.
1.1 Comprehension Retell, paraphrase, and explain what has been
said by a speaker. NA S1 S2 S3 S3 NA NA
1.2 Comprehension Connect and relate prior experiences, insights,
and ideas to those of a speaker. NA S2 I2 S3 S1 S3 NA NA
1.3 Comprehension Respond to questions with appropriate S2
elaboration. NA S1,2 S3 S3 S1 NA NA
I2
1.4 Comprehension Identify the musical elements of literary
language (e.g., rhymes, repeated sounds, instances of NA L1 S3 NA NA
onomatopoeia).
1.5 Organization and Delivery of Oral Communication Organize S1,4
ideas chronologically or around major points of information. NA S3 L2 S1,4 S All S1,3 S1,2 NA NA
I2
1.6 Organization and Delivery of Oral Communication Provide a
beginning, a middle, and an end, including concrete details that
NA S4 S1,4 S1,3 S2 NA NA
develop a central idea..
1.7 Organization and Delivery of Oral Communication Use clear
S2,4
and specific vocabulary to communicate ideas and establish the NA S All S4 S2,3 S1 S2,3 NA NA
tone.
I2
1.8 Organization and Delivery of Oral Communication Clarify and
enhance oral presentations through the use of appropriate props NA S3 S4 S2 S3 NA NA
(e.g., objects, pictures, charts).
1.9 Organization and Delivery of Oral Communication Read prose
and poetry aloud with fluency, rhythm, and pace, using S3
appropriate intonation and vocal patterns to emphasize important NA S2 NA NA
L1
passages of the text being read
* Not assessable in multiple-choice format 9
California Department of Education CST Blueprint/modified/RUSD/ce/ng/6/23/10
10. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT
Elementary Education Department
Grade 3 English Language Arts
Themes Suppl.
CST CST
CALIFORNIA CONTENT STANDARDS: LISTENING AND Assess.
# of Rel.
SPEAKING Form A
Items 1 2 3 4 5 6 Quest.
Quest.
1.10 Analysis and Evaluation of Oral and Media Communications
Compare ideas and points of view expressed in broadcast and NA S2 NA NA
print media.
1.11 Analysis and Evaluation of Oral and Media Communications
Distinguish between the speaker’s opinions and verifiable facts. NA S4 S2 NA NA
*Standards listed with an “S” are from the Listening/Speaking/Viewing lessons within the Green Strand only.
S = Selection
RT = Revisiting the Text
+ = QAR Strategies (using side margin questions)
L = Link
I = Informational Study Skills
RWW = Reading Writing Workshop
FO = Focus On
* Not assessable in multiple-choice format 10
California Department of Education CST Blueprint/modified/RUSD/ce/ng/6/23/10
11. DRAFT RIVERSIDE UNIFIED SCHOOL DISTRICT
Elementary Education Department
Grade 3 English Language Arts
Suppl.
CST Themes CST
Assess
CALIFORNIA CONTENT STANDARDS: LISTENING AND SPEAKING # of Rel.
Form A
Items 1 2 3 4 5 6 Quest.
Quest.
2.0 Speaking Applications (Genres and Their Characteristics) Students
deliver brief recitations and oral presentations about familiar
experiences or interests that are organized around a coherent thesis
statement. Student speaking demonstrates a command of standard
American English and the organizational and delivery strategies outlined
in Listening and Speaking Standard 1.0.
2.1 Using the speaking strategies of grade three outlined in Listening
and Speaking Standard 1.0, students: Make brief narrative NA S3 S2 S3
presentations:
a. Provide a context for an incident that is the subject of the
presentation. NA S3
b. Provide insight into why the selected incident is memorable. NA S3
c. Include well-chosen details to develop character, setting, and plot. NA S3
2.2 Using the speaking strategies of grade three outlined in Listening
and Speaking Standard 1.0, students: Plan and present dramatic
interpretations of experiences, stories, poems, or plays with clear NA RWW S2 S2 S3
diction, pitch, tempo, and tone.
2.3 Using the speaking strategies of grade three outlined in Listening
and Speaking Standard 1.0, students: Make descriptive presentations S2,
that use concrete sensory details to set forth and support unified NA S1 S1 S1 S2
3
impressions of people, places, things, or experiences.
*Standards listed with an “S” are from the Listening/Speaking/Viewing lessons within the Green Strand only.
S = Selection
RT = Revisiting the Text
+ = QAR Strategies (using side margin questions)
L = Link
I = Informational Study Skills
RWW = Reading Writing Workshop
FO = Focus On
* Not assessable in multiple-choice format 11
California Department of Education CST Blueprint/modified/RUSD/ce/ng/6/23/10