Passing Down Wisdom: Indigenous, Hispanic, and African American Traditional Stories

L.3.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.3.1.a — Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

L.3.1.h — Use coordinating and subordinating conjunctions.

L.3.1.i — Produce simple, compound, and complex sentences.

L.3.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.3.2.c — Use commas and quotation marks in dialogue.

L.3.2.e — Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

L.3.2.f — Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

L.3.2.g — Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

L.3.3.a — Choose words and phrases for effect.

L.3.4 — 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.

L.3.5 — Demonstrate understanding of word relationships and nuances in word meanings.

L.3.6 — 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).

RL.3.2 — Recount 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.

RL.3.3 — Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

RL.3.9 — 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).

SL.3.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

SL.3.1.a — Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

SL.3.1.c — Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

SL.3.1.d — Explain their own ideas and understanding in light of the discussion.

SL.3.4 — Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

SL.3.6 — Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

W.3.1 — Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.1.a — Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

W.3.1.b — Provide reasons that support the opinion.

W.3.1.c — Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

W.3.1.d — Provide a concluding statement or section.

W.3.3 — Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.3.3.a — Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

W.3.3.b — Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

W.3.3.c — Use temporal words and phrases to signal event order.

W.3.3.d — Provide a sense of closure.

W.3.4 — With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1—3 above.)

W.3.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W.3.6 — With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

W.3.8 — Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.