Grade Three English Language Arts Standards

Reading

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students understand the basic features of reading. They select letter patterns and the corresponding braille code and know 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.

Decoding and Word Recognition

1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.

Braille Standard

Same as state content standard as written above

SEACO:

Standard 3 – Understand that printed materials provide information

Identify environmental signs/symbols/cues (FPI 3.1)
Match symbol/cue to activity/function (FPI 3.2)
Follow a list/schedule of activities (FPI 3.3)

CSB Activities

When reading braille or print use letters/letter combinations as aids to word recognition
When reading or playing verbal word games students recognize blends.
When reading or listening to a story recognize digraphs
When reading or listening to a story recognize diphthongs
Have students create and follow a shopping list
Have students creat and follow a daily schedule

1.2 Decode regular multi-syllabic words

Braille Standard

Same as state content standard as written above

SEACO

Standard 2 - Match all consonant and short-vowel sounds to appropriate letters.

Blend sounds to decode C-V-C syllables (FPI 2.4)
Use common consonant blends and digraphs to decode (FPI 2.5)
Decode unfamiliar words for information (FPI 2.6)

CSB Activities

Indicate syllables in words by clapping out the syllables; use manipulatives to correctly identify the number of syllables in a word
Sound out syllables to identify words
Sound out symbols when reading a story with unfamiliar words
Assist students to sound out unfamiliar names of classmates, holidays, or destinations for work, recreation, or mobility, (e.g., McDonalds, Target, Lake Elizabeth Park)

1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.

Braille Standard

Same as state content standard as written above

SEACO:

Standard 5 - Read simple one-syllable and high frequency words.

identify name (FPI 5.1)
identify functional signs/symbols (FPI 5.2)
identify high frequency/functional words (FPI 5.3)

CSB Activities

Within the classroom setting, have students read stories from favorite books or magazines with fluency and expression.
Within the classroom setting, have students read/recite poems with fluency/expression.
Within the classroom setting, have students read/recite age-appropriate jokes or riddles with fluency and expression.
Encourage students to participate in the school's reading recital by reading a favorite story, essay, poem, or article in braille or print.
Give students multiple opportunities to learn how to use expression in reading.
Use Intellisuite to tell familiar stories.
Use the computer to choose favorite stories to listen to.

Vocabulary and Concept Development

1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.

Braille Standard

Same as state content standard as written above

SEACO:

Standard 4 – Classify grade-appropriate categories of words

Identify object by function (FPI 4.1)
Sort objects by function/use (FPI 4.2)

CSB Activities

Define and provide examples of antonyms, homonyms, synonyms, etc.
Have students compile a list of words that are opposites in braille/print/recorded, and share with classmates.
Create a game where students have to find words in braille/print that sound the same but have different meanings (e.g. Jeopardy or a matching game).
Have a class contest to determine which student can find words that have the same or similar meaning as a given word (e.g. dog: puppy, canine)

1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/ mammal/ animal/ living things).

Braille Standard

Same as state content standard as written above

SEACO:

Standard 4 - Classify grade-appropriate categories of words

classify objects by category (FPI 4.6)
classify words by category (FPI 4.7)

CSB Activities

Within the context of functional lessons (science, health, daily living skills, career development) provide examples of how words can be classified in terms of their relationship to one another (e.g., food-vegetables-carrots, celery, lettuce)
During a living skills lesson have students classify types of clothing used (by all people, by men, by women, by children)
During a lesson on careers, have students classify jobs that could be done at a school, in an office, or other familiar environments.
During a cooking lesson, have students classify utensils for cooking and utensils for eating.

1.6 Use sentence and word context to find the meaning of unknown words.

Braille Standard

Same as state content standard as written above

SEACO:

Standard 4 – Classify grade-appropriate categories of words

match letter/written words to pictures/tactile symbols (FPI 4.5)
classify objects by category (FPI 4.6)
classify words by category (FPI 4.7)

CSB Activities

When reading stories, newspaper or magazine articles, or poems, ask students to define words that may be unfamiliar to them by using the story context to figure out word meanings.
When students recite the Pledge of Allegiance or sing a favorite song, have them define words or phrases that may be said or sung by the student, but may be unfamiliar with its definition or meaning.
Within the classroom setting, introduce a word or phrase of the week. Use the word or phrase in several different contexts. Have students define and use the word or phrase.

1.7 Use a dictionary to learn the meaning and other features of unknown words.

Braille Standard

Use a braille dictionary to learn the meaning and other features of unknown words.

SEACO: N/A

CSB Activities

Introduce students to a braille/print/on-line/talking dictionary and describe its function.
Demonstrate how a dictionary is used by determining the first letter of the word, using guide words, and locating the specific word.
Have students design their own dictionaries by listing unfamiliar words and finding their definitions, with and without assistance.
Give students a list of current reading words to look up in the dictionary.
Have a word of the day or word of the week that may be unfamiliar to students. Assist students to find the definition of unfamiliar words. These words can be food items, job titles, kitchen items.

1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words.

Braille Standard

Same as state content standard as written above

SEACO: N/A

CSB Activities

Identify and define a prefix
Identify and define a suffix
Have students list familiar prefixes and define them
Have students list familiar suffixes and define them.
Give students a list of familiar root words and have them add as many prefixes and suffixes as they can.

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 questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade three, students make substantial progress toward this goal.

The grade-level-appropriate materials must be made available in braille to braille readers in a timely manner.

Structural Features of Informational Materials

2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.

Braille Standard

Same as state content standards as written above

SEACO

Standard 3 - Understand that printed material provides information.

match symbol/cue to activity or function (FPI 3.2)
follow a list/schedule of activities (FPI 3.3)
use printed/brailled materials to provide/obtain information (FPI 3.4)

CSB Activities

When students read or listen to a chapter book, have them locate the table of contents and identify its purpose.
Have student locate the glossary in a reading book and define its purpose.
Have students use the table of contents to locate a chapter titles.
Have students use the table of contents to locate a story titles.
Have students use the table of contents to locate page numbers.
Have student locate and identify the index of a book and describe its function.
In the computer lab, have students locate an on-line encyclopedia, and find a table of contents, headings, and indexes.
Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.

Braille Standard

Same as state content standard as written above

SEACO:

Standard 10 – Ask and answer questions about essential elements of a text

respond to simple questions about text (FPI 10.2)
recall events/story (FPI 10.3)
answer "Wh" questions about materials read (FP 10.4)

CSB Activities

After students have read or listened to a story or passage from a book, ask questions to determine if students understand the content of the material.
After reading or listening to a story, poem, or passage from a book, have students answer questions about the literary content by justifying their answers from experiences or activities they have encountered.
Have students read and interpret functional signs, picture schedules, tactile schedules in order to follow a daily routine, a cooking recipe, or steps to complete a job task.
Have students participate in actual experiences or field trips that relate directly to stories or text in order to insure prior experience.
On a mobility lesson, ask students questions about a route they have just completed to determine if they understand the concepts presented.

2.3 Demonstrate comprehension by identifying answers in the text.

Braille Standard

Same as state content standard as written above

SEACO

Standard 10 - Ask and answer questions about essential elements of a text

identify a basic element of a text (FPI 10.1)
respond to simple questions about the text (FPI 10.2)
recall events/story (FPI 10.3)

CSB Activities

Using textbooks, newspaper articles, magazine articles, or articles from Weekly Reader or Scholastic News, have students locate facts directly from these materials to answer questions.
Create a Jeopardy game where students have to recall information from knowledge they have gained about a specific content area (e.g. reading a story, personal information, information about local, state, or national officials)
Have students reverse this process by finding a fact in a text and determining what question it answers.
After providing directions for a job task, ask the student questions about the task to determine if he/she understands the job sequence or duties involved.

2.4 Recall major points in the text and make and modify predictions about forthcoming information.

Braille Standard

Same as state content standard as written above

SEACO

Standard 10 - Ask and answer questions about essential elements of a text

identify a basic element of a text (FPI 10.1)
respond to simple questions about the text (FPI 10.2)
recall events/story (FPI 10.3)

CSB Activities

After reading a story, newspaper or magazine article, or poem to students, have them list the important events.
After reading a story, newspaper or magazine article, or poem to students, have them predict the outcome or conclusion before reading the concluding sections of text.
Have children predict outcomes from stories they are reading as a class.
Have students recall major points about books they are reading themselves or listening to.

2.5 Distinguish the main idea and supporting details in expository text.

Braille Standard

Same as state content standards as written above

SEACO:

Standard 11 – Identify the main events of the plot, their causes, and the influence of each.

sequence story line (FPI 11.1)
predict what will happen next when given a short story or social situation (FPI 11.2)

CSB Activities

After students read/listen to a paragraph in a text, have them determine the main idea of the paragraph in a verbal discussion.
After reading/listening to a paragraph in a text, have students determine events, activities, or details that support the main idea.
Practice finding the main idea in other media such as a TV program, a play, a radio talk show.
Help low vision children use picture cues with a CCTV or magnification. Give blind students embossed pictures when possible.

2.6 Extract appropriate and significant information from the text, including problems and solutions.

Braille Standard

Same as state content standards as written above

SEACO:

Standard 11 – Identify the main events of the plot, their causes, and the influence of each.

sequence story line (FPI 11.1)
predict what will happen next when given a short story or social situation (FPI 11.2)
determine cause by given effect, or determine effect by given cause (FPI 11.3)

CSB Activities

After reading/listening to a text, story, or informational article, encourage students to discuss the problems of the characters or the information written in the article.
Have students relate the problems found in the text to their own personal experiences. Encourage students to articulate similarities or differences in their experiences with those problems found in the textual information.
In a verbal discussion, encourage students to develop solutions for each problem.
In situations throughout the day assist students in understanding what is significant information, what are problems and what are solutions, i.e. events during lunch or in another activity such as PE.

2.7 Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).

Braille Standard

Same as state content standards as written above

SEACO

Standard 3 - Understand that printed/brailled materials provide information

follow a list/schedule of activities (FPI 3.3)

Standard 8/9 - Follow one-step written/brailled instructions/Follow two-step written instructions.

follow schedules(s) (FPI 8/9.2)
follow community symbol directions (FPI 8/9.3)
read and demonstrate single action words (FPI 8/9.4)
follow written/brailled or pictorial recipe (FPI 8/9.5)

CSB Activities

Have students follow braille/written/auditory directions for playing a board game, following a recipe, completing a job task, or locating familiar objects/signs/buildings in the environment.
Have students follow written/brailled/auditory directions for completing forms like personal data sheets, job applications, transit or DMV I.D. card.
Give students written instructions in print or Braille for a Treasure Hunt on the campus.

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 the text and literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature

3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).

Braille Standard

Same as state content standards as written above

SEACO: NA

CSB Activities

Provide students with opportunities to read and listen to poems or plays.
After reading or listening to poetry or drama in the school setting, attend a play or poetry reading in the community.
Introduce students to nonfiction books. Generate a list of topics of interest from each student.
Ask each student to go the school or public library to find a nonfiction book on a topic of interest.

Narrative Analysis of Grade-Level-Appropriate Text

3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.

Braille Standard

Same as state content standard as written above

SEACO:

Standard 11 – Identify the main events of the plot, their causes, and the influence of each.

sequence story line (FPI 11.1)
predict what will happen next when given a short story or social situation (FPI 11.2)

CSB Activities

Introduce students to fairy tales and fables by reading selections to students on a daily or weekly basis. Ask students questions to determine if they understand and comprehend the story line.
Introduce students to myths, folklore, and legends from different countries around the world. Initially, have students locate the country from which the literary piece originated. After reading the myth, folklore, or legend, ask students to determine the differences. Ask students questions to determine if they understand the story line.
Attend a local theater where a fairy tale might be reenacted live.
Give students an assignment to determine if their famiies might have stories or folklore from a specific culture or tradition.

3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.

Braille Standard

Same as state content standards as written above

SEACO: N/A

CSB Activities

After reading or listening to a story or a play, ask each student to identify a favorite character, and use words that describe the character.
Ask students to role play scenarios where characters are kind, happy, sad, angry, and mean. Ask students to identify the character they like the most and the least, and why.

3.4 Determine the underlying theme or author's message in fiction and nonfiction text.

Braille Standard

Same as state content standards as written above

SEACO: N/A

CSB Activities

Define theme for students. Help students understand the concept of a theme by designing specific themes within the classroom.
After reading a story like Mr. Lincoln's Way, Cinderella, Goin' Some Place Special, and Winn-Dixie, discuss the message.

3.5 Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.

Braille Standard

Same as state content standards as written above

SEACO:

Standard 2 – Match all consonant and short-vowel sounds for appropriate letters

categorize sounds (FPI 2.2)
communicate sounds or letters (FPI 2.3)

CSB Activities

After students have listened to a story or poem, ask them to recall words that rhyme or have similar sounds.
Play word games with rhyming words.
Define alliteration and provide examples for students.
Define onomatopoeia and provide examples for students.
Read poems and stories to students where alliteration and onomatopoeia are used.
When presenting poetry to students, point out the rhythmic patterns of words and sounds. Ask students to creat poems with rhymes, or alliteration.

3.6 Identify the speaker or narrator in a selection.

Braille Standard

Same as state content standards as written above

SEACO: N/A

CSB Activities

After reading or listening to a play or dramatic narrative, ask students to vote on which character was the narrator or speaker. Discuss the role of the narrator.
Develop a play or reenact an important event through the role of a narrator.
Provide opportunities for students to narrate a special school event like the winter or spring concert, White Cane Day, the Braille Bee.

Writing

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 stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus

1.1 Create a single paragraph:

Develop a topic sentence.
Include simple supporting facts and details.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 15 - Print legibly and space letters, words, and sentences appropriately

Produce name. (FPI 15.1)
Produce simple words (e.g., shopping list. (FPI 15.2)
Produce 2-to 3 words phrase (address, directions, need or want. (FPI 15.4)

Penmanship/Braille Writing

1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence.

Braille Standard

Braille legibly, (in cursive or joined italic,) allowing set margins on a Braille writer, and use correct spacing between letters in a word and words in a sentence.

Braille: Use correct braille formatting.
Begin to develop a legible signature.

SEACO

Standard 15 - Print legibly and space letters, words, and sentences appropriately

Use appropriate letter size in document. (FPI 15.3)

CSB Activities

Students with low vision will practice cursive handwriting using bold lined paper and high contrast pen or pencil. (Visual Efficiency)
Students will write sentences staying within margins and using correct spacing. (Visual Efficiency)
Students will braille or write shopping lists so that customer service personnel can read it. (Visual Efficiency/DLS)

Research

1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).

Braille Standard. Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia) and brailled samples.

SEACO: N/A

CSB Activities

Discuss the purpose and use of a dictionary, thesaurus, atlas, and encyclopedia and have students identify which research tool is used for which activity. (Academic)
Give students the opportunity to visit library and ask for assistance to look up relevant information in an encyclopedia. (Academic/Compensatory/O&M)
Students will take a tour of the library to learn about the various research tools available including the use of the internet. (Academic/O&M/Technology)
Allow students to use an online dictionary or Franklin Language Master to find word definitions. (Academic/Technology)

Evaluation and Revision

1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.

CSB Activities

Students will write a paragraph about a class experience or trip following a template established by the teacher.
Students will understand how to do a first draft paragraph and then revise it in a second draft using print, Braille, or auditory means.

2.0 Writing Applications (Genres and Their Characteristics)

Students write compositions that describe and explain familiar objects, events, and 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 Write narratives:

Provide a context within which an action takes place.
Include well-chosen details to develop the plot.
Provide insight into why the selected incident is memorable.

CSB Activities

Write an experience story together emphasizing context, plot, and insight.
Each student writes a paragraph alone or with assistance telling an interesting story from their own life.

2.2 Write descriptions that use concrete sensory details appropriate to their experiences to present and support unified impressions of people, places, things, or experiences.

CSB Activities

Have students develop lists of adjectives which describe sensory experiences.
Go on sensory walks to gather sensory experiences.
Provide students with those sensory experiences they may not have had.
Discuss the sense of sight and how students with low vision and blindness can compensate in gathering sensory information.

2.3 Write personal and formal letters, thank-you notes, and invitations:

Show awareness of the knowledge and interests of the audience and establish a purpose and context.
Include the date, proper salutation, body, closing, and signature.

CSB Activities

Student will discriminate between personal and formal letters.
Write thank-you notes to people in the school who have done nice things for the class.
Practice writing letters including the date, greeting, closing and signature.
Write an email to a friend using proper letter writing style.

Slate and Stylus (Braille Standard)
Braille:

3.0 Mechanics of the Slate and Stylus

Students begin to use a slate and stylus correctly to write.

3.1 Identify and examine brailling equipment: slate, stylus, braille paper, slate board, and boardless slate

3.2 Position the paper correctly in the slate for writing.

3.3 Grip the stylus so that it is perpendicular to slate.

3.4 Move the stylus from right side of slate to left.

3.5 Write various patterns (e.g., all top dots, all middle dots, all bottom dots, and so forth).

3.6 Write "easy" letters (e.g., "a," "b," "c," "k", "I") with legible dots.

3.7 Write "easy" words (e.g., "call," "ball," "all") with legible dots.

3.8 Write name with legible dots.

3.9 Write increasingly difficult letters and words with legible dots.

3.10 Verbally enumerate several uses of the slate (e.g., lists, phone numbers, labeling, notetakinq, correspondence).

Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure

1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.

SEACO:

FPI-19.5 Student will communicate information using a complete sentence using gestures, actions, voice output device, or vocalizations.

CSB Activities

Play guessing games of what kind of sentence a person is saying.
Role play different types of sentences about a certain topic.

Grammar

1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.

CSB Activities

Divide compound words into component
Indicate singular/plural verb words.
Identify verb forms.
Match /read contractions to their component words.

1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.

CSB Activities

Practice putting present tense sentences into past and future tenses.
Identify verb forms in a passage.

1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.

CSB Activities

Underline the subjects and verbs in a list of sentences.

Punctuation

1.5 Punctuate dates, city and state, and titles of books correctly.

Braille Standard:

Use the number sign in dates and addresses.
Use the braille underline sign for titles of books.

1.6 Use commas in dates, locations, and addresses and for items in a series.

Capitalization

1.7 Capitalize geographical names, holidays, historical periods, and special events correctly.

CSB Activities

Practice in print and Braille putting proper names in capital letters.

Spelling

1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair/hare).

Braille Standard

Use applicable braille rules when writing and spelling at the grade three level (e.g., spell the word "then" using the "the" sign followed by the letter "n" rather than using the "th" sign followed by the "en" sign).

CSB Activities

Spell simple words with the same initial consonant and different vowels.
Spell reading level appropriate sight/functional words.
Spell frequently used functional words.

1.9 Arrange words in alphabetic order.

SEACO: N/A

Listening and Speaking

1.0 Listening and Speaking Strategies

Students listen critically and respond appropriately to oral communication and recorded materials. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

Comprehension

1.1 Retell, paraphrase, and explain what has been said by a speaker.

SEACO Listening Applications

SEACO: FPI 17.2 Student will follow simple directions
SEACO: FPI 17.3 Student will perform action to comply with 1-to2 step directions(s)
SEACO: FPI 18.1 Student will respond to voice by stopping activity or going to source of sound
SEACO: FPI-18.2 Student will attend to speaker for duration of activity.

CSB Activities

Restate directions given by teacher.
Answer questions on material read aloud.

1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker.

CSB Activities

Have class discussion after listening to a speaker related to students' personal experiences.
Ask relevant questions to speaker bringing in prior experience of students'.

1.3 Respond to questions with appropriate elaboration.

CSB Activities

Teach students the difference between open-ended and closed questions.
Practice elaborating without rambling in response to a question.

1.4 Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of onomatopoeia)

CSB Activities

Have students make up poems with rhymes and repeated sounds.
Have students go to library and choose fun poems to read to the class.

Corresponding SEACO Standards for this section of State Standards

Organization and Delivery of Oral Communication

1.4 Organize ideas chronologically or around major points of information.

SEACO Comprehension and Analysis

SEACO: FPI-21.1 Student will attend and respond to speaker.
SEACO: FPI-21.2 Student will interact with person or group regarding specific topic.
SEACO: FPI-21.3 Student will participate in communicative dialogue with person or group on specific topic.

SEACO Comprehension and Analysis

SEACO: FPI-21.1 Student will attend and respond to speaker.
SEACO: FPI-21.2 Student will interact with person or group regarding specific topic.
SEACO: FPI-21.3 Student will participate in communicative dialogue with person or group on specific topic.

1.6 Provide a beginning, a middle, and an end, including concrete details that develop a central idea.

1.7 Use clear and specific vocabulary to communicate ideas and establish the tone.

1.8 Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts).

1.9 Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read.

Corresponding SEACO Standards for this section of State Standards

SEACO: FPI-20.1 Student will identify differences in objects (e.g., size, color, shape)
SEACO: FPI-20.2 Student will identify characteristics of a person, place, thing, location, or action
SEACO: FPI-20.3 student will describe object by size and/or color.
SEACO: FPI-20.4 Student will describe a person, place, or thing using two or more descriptors.
SEACO: FPI-20.5 Student will share descriptive information about locations and actions.

Analysis and Evaluation of Oral and Media Communications

1.10 Compare ideas and points of view expressed in broadcast and print media

Braille Standard: 1.10 Compare ideas and points of view expressed in broadcast, and print and braille, and online media.

1.11 Distinguish between the speaker's opinions and verifiable facts.

SEACO: FPI-21.1 Student will attend and respond to speaker.

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.

Using the speaking strategies of grade three outlined in Listening and Speaking Standard 1.0, students:

SEACO FPI-17.1 Student will orient in direction of speaker.

2.1 Make brief narrative presentations:

Provide a context for an incident that is the subject of the presentation.
Provide insight into why the selected incident is memorable.
Include well-chosen details to develop character, setting, and plot.

2.2 Plan and present dramatic analysis of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.

2.3 Make descriptive presentations that use concrete sensory details appropriate to their experiences to set forth and support unified impressions of people, places, things, or experiences.

Braille Standard: 2.4 Demonstrate awareness of audience location.

Braille Standard: 2.5 Demonstrate the awareness that mannerisms can distract from the presentation.

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