Current through Register Vol. 50, No. 9, September 20, 2024
A. Demonstrate
command of the conventions of standard English grammar and usage when writing
or speaking.
1. Explain the function of
nouns, pronouns, verbs, adjectives, and adverbs in general and their functions
in particular sentences.
2. Form
and use regular and irregular plural nouns.
3. Use abstract nouns (e.g.,
childhood).
4. Form and use regular
and irregular verbs.
5. Form and
use the simple verb tenses (e.g., I walked; I walk; I will walk).
6. Ensure subject-verb and pronoun-antecedent
agreement.
7. Form and use
comparative and superlative adjectives and adverbs, and choose between them
depending on what is to be modified.
8. Use coordinating and subordinating
conjunctions.
9. Produce simple,
compound, and complex sentences.
B. Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when writing.
1. Capitalize appropriate words in
titles.
2. Use commas in
addresses.
3. Use commas and
quotation marks in dialogue.
4.
Form and use possessives.
5. Use
conventional spelling for high-frequency and other studied words and for adding
suffixes to base words (e.g., sitting, smiled, cries, happiness).
6. Use spelling patterns and generalizations
(e.g., word families, position-based spellings, syllable patterns, ending
rules, meaningful word parts) in writing words.
7. Consult reference materials, including
beginning dictionaries, as needed to check and correct spellings.
C. Use knowledge of language and
its conventions when writing, speaking, reading, or listening.
1. Choose words and phrases for
effect.
2. Recognize and observe
differences between the conventions of spoken and written standard
English.
D. 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.
1. Use sentence-level context as a clue to
the meaning of a word or phrase.
2.
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).
3.
Use a known root word as a clue to the meaning of an unknown word with the same
root (e.g., company, companion).
4.
Use glossaries or beginning dictionaries, both print and digital, to determine
or clarify the precise meaning of key words and phrases.
E. Demonstrate understanding of word
relationships and nuances in word meanings.
1. Distinguish the literal and nonliteral
meanings of words and phrases in context (e.g., take steps).
2. Identify real-life connections between
words and their use (e.g., describe people who are friendly or
helpful).
3. Distinguish shades of
meaning among related words that describe states of mind or degrees of
certainty (e.g., knew, believed, suspected, heard, wondered).
F. Acquire and use accurately
grade-appropriate conversational, general academic, and domain-specific words
and phrases, including those that signal spatial and temporal relationships
(e.g., After dinner that night we went looking for them).
AUTHORITY NOTE:
Promulgated in accordance with
R.S.
17:6, R.S. 17: 24.4, and
R.S.
17:154.
