3.3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.
3.3.4 Determine the theme (author’s message) in literary text.
EXAMPLE(S): Look at the admirable qualities in Abraham Lincoln as shown in both the fictional story More Than Halfway There, by Janet Halliday Ervin, and the nonfiction biography Abe Lincoln’s Hat, by Martha Brenner.
3.3.5 Recognize that certain words and rhythmic patterns can be used in a selection to imitate sounds.
EXAMPLE(S): Discuss the different words that are used to imitate sounds. To explore these words further, read a book on the topic, such as Cock-a-doodle doo!: What Does It Sound Like to You? by Marc Robinson, in which the author discusses the words that various languages use for such sounds as a dog’s bark, a train’s whistle, and water dripping.
3.3.6 Identify the speaker or narrator in a selection. EXAMPLE(S): Read a book, such as Class Clown by Johanna Hurwitz or Dinner at Aunt Connie’s House by Faith Ringgold, and identify who is telling the story. Share examples from the story for how the reader can tell that it is told by that character.
GRADE THREE-LITERARY CRITICISM
3.3.7 Critique an aspect of the story (characters, plotline, resolution, setting).
EXAMPLE(S): Tell how well the author makes a character “real.”.
Standard 4: Writing Purposes, Processes, and Strategies
Students use a wide range of strategies and resources to gather and synthesize information and use a variety of writing processes to create and communicate knowledge with a variety of audiences for different purposes.
PERFORMANCE INDICATORS
3.4.1 Use multiple strategies to generate ideas for writing. EXAMPLE(S):
• Find ideas for writing stories and descriptions in conversations with others; in books, magazines, or school textbooks; or on the Internet.
• Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas.
3.4.2 Create single paragraphs with topic sentences and simple supporting facts and details, using varied word choices to make writing interesting. EXAMPLE(S): Write paragraphs using varied words, such as cried, yelled, or whispered instead of said to communicate details.
3.4.3 Write narratives that provide a context in which an action takes place and include details to develop the plot.
EXAMPLE(S): Write a story based on an article in a magazine, such as Cricket or Stone Soup, about what life was
like 100 years ago.
3.4.4 Write descriptive pieces about people, places, things, or experiences that develop a unified main idea and use details to support the main idea. Example(s): Write a description for how to make a galaide′ (canoe). Include clear enough directions so that a classmate can make the model. Write a description of a favorite place using clear details so that the reader can picture the place and understand why it is a favorite place.
3.4.5 Write persuasive pieces that ask for an action or response.