Capítulo IV: Análisis de Alternativas
5.05. Especificación de pruebas de carga
ELA.3.L.C15.1 demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• 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 (e.g., I walked; I walk; I will walk) verb tenses. • 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. (CCSS L.3.1)
• Define simple, compound, and complex sentences.
• Define coordinating and subordinating conjunctions.
• Define regular and irregular verbs or nouns.
• Define modified, comparative, and superlative adjectives or adverbs.
• Define subject-verb and pronoun-antecedent agreement.
• Define and use collective nouns (e.g., group) and abstract nouns (e.g. childhood).
• Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
• Use reflexive pronouns (e.g., myself, ourselves).
• Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). • Use adjectives and adverbs, and choose between them depending on what is to be modified.
• Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
• Use common, proper, and possessive nouns.
• Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops;We hop). • Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
ELA.3.L.C15.2 demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • 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.
• consult reference materials, including beginning dictionaries, as needed to check and correct spellings. (CCSS L.3.2)
• Capitalize proper nouns.
• Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
• Form uppercase and lowercase letters in cursive or manuscript.
• Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. • Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
• Identify friendly letter parts and related punctuation marks. • Locate information in alphabetical order to the first or second letter.
• Form and use contractions correctly.
• Use complete sentences and correct end punctuation.
Knowledge of Language -
ELA.3.L.C16.1 use knowledge of language and its conventions when writing, speaking, reading, or listening. • choose words and phrases for effect.
• recognize and observe differences between the conventions of spoken and written standard English. (CCSS L.3.3)
• Define effect, conventions, formal and informal language.
• Compare formal and informal uses of English. • Read across various authors and genres.
• Use formal language when writing (e.g. edits and revises writing using proper grammar and spelling). • Use formal language when speaking.
Vocabulary Acquisition and Use -
ELA.3.L.C17.1 determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly
from a range of strategies.
• use sentence-level context as a clue to the meaning of a word or phrase.
• 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).
• use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
• use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. * (CCSS L.3.4)
• Define homonym, homophone, homograph, affix, prefix, suffix, and root (base) word.
• Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
• Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly;
bookshelf, notebook, bookmark).
• Locate words in a dictionary by using guide words.
• Apply alphabetical order to the first or second letter of words to access information.
• Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
• Identify unknown words in sentences or phrases.
ELA.3.L.C17.2 demonstrate understanding of word relationships and nuances in word meanings.
• distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
• identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
• distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
ELA.3.L.C17.3 acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal
spatial and transitional relationships (e.g., After dinner that night we went looking for them). * (CCSS L.3.6)
• Use subject-related words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
• Use subject-related words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
• Use subject-related words and phrases acquired through conversations, reading and being read to, and responding to texts. • Use new and challenging vocabulary words correctly within the context of classroom experiences.
• Connect new vocabulary with prior life or educational experiences. • Spontaneously name pictures, objects, or actions.