aligned to pennsylvania common core...

Aligned to Pennsylvania Common Core

Standards

Pennsylvania System of School Assessment

Pennsylvania Department of Education

Assessment Anchors and Eligible Content

The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each

structured with a common labeling system that can be

by Reporting Category, then by Assessment Anchor, followed by Anchor Descriptor, and finally, at the

greatest level of detail, by an Eligible Content statement. The common format of this outline is f

across the PSSA.

Here is a description of each level in the labeling system for the

Reporting Category

The Assessment Anchors are organized into

Reporting Categories for Grade 3.

o A = Literature Text

o B = Informational Text

o A-K and B-K = Key Ideas and Details

o A-C and B-C = Craft and Structure/Integration of Knowledge and Ideas

o A-V and B-V = Vocabulary Acquisition and Use

o C = Writing

o D = Language

Assessment Anchor

The Assessment Anchor appears in t

Assessment Anchors represent categories of subject matter (skills and concepts) that

of the PSSA. Each Assessment Anchor is part of a

Descriptors unified under and aligned to it

Anchor Descriptor

Below each Assessment Anchor is

adds a level of specificity to the content covered by the Assessment A

part of an Assessment Anchor and has one or more Eligible Content

Eligible Content

The column to the right of the Anchor Descriptor contains the Eligible Content statements. The Eligible

Content is the most specific description of the

considered the assessment limit and helps educators identify the range of

PSSA.

Reference

In the space below the Assessment

Eligible Content.

English Language Arts


English Language Arts, Grade 03

Page


structured with a common labeling system that can be read like an outline. This framework is organized first

, then by Assessment Anchor, followed by Anchor Descriptor, and finally, at the

level of detail, by an Eligible Content statement. The common format of this outline is f

Here is a description of each level in the labeling system for the PSSA:

The Assessment Anchors are organized into seven Reporting Categories. Listed below are the

Reporting Categories for Grade 3.

K = Key Ideas and Details

C = Craft and Structure/Integration of Knowledge and Ideas

V = Vocabulary Acquisition and Use

The Assessment Anchor appears in the shaded bar across the top of each Assessment Anchor table.

represent categories of subject matter (skills and concepts) that

. Each Assessment Anchor is part of a Reporting Category and has one or more

unified under and aligned to it.

Below each Assessment Anchor is one or more specific Anchor Descriptors. The Anchor Descriptor

content covered by the Assessment Anchor. Each Anchor Descriptor is

part of an Assessment Anchor and has one or more Eligible Content unified under and aligned to it


description of the skills and concepts assessed on the

considered the assessment limit and helps educators identify the range of the content covered on the

ment Anchor table is an area that provides additional details about the



ge 2


read like an outline. This framework is organized first

, then by Assessment Anchor, followed by Anchor Descriptor, and finally, at the

level of detail, by an Eligible Content statement. The common format of this outline is followed

Listed below are the

he shaded bar across the top of each Assessment Anchor table. The

represent categories of subject matter (skills and concepts) that anchor the content

and has one or more Anchor

. The Anchor Descriptor

nchor. Each Anchor Descriptor is

unified under and aligned to it.


assessed on the PSSA. This level is

the content covered on the

Anchor table is an area that provides additional details about the




Dual Reporting in Reading

The Eligible Content codes in Reading each belong in two reporting categories: one based on genre

one based on skills. The matrix below shows this alignment.

Genre

Key Ideas

and Details

(Key Ideas)

Literature Text

A-K.1.1.1

A-K.1.1.2

A-K.1.1.3

Informational Text

B-K.1.1.1

B-K.1.1.2

B-K.1.1.3

Text Complexity

The diagram below, from the Common Core State

three factors influencing the measurement of text complexity

for Best Practices & Council of Chief State School Officers, 2010)

found in Appendix A of the Common Core State Standards for English Language Arts.

Qualitative evaluation of the text:

Quantitative evaluation of the text:

Matching reader to text and task:

Citation

National Governors Association Center for Best Practices & Council of Chief State School Officers

(2010). Common Core State Standards for English Language Arts

Standards. Retrieved from




Page

The Eligible Content codes in Reading each belong in two reporting categories: one based on genre

one based on skills. The matrix below shows this alignment.

Key Ideas

and Details

(Key Ideas)

Craft and Structure/ Integration of

Knowledge and Ideas

(CSI)

Vocabulary

Acquisition and Use

(Vocabulary)

A-C.2.1.1 A-V.4.1.1

A-V.4.1.2

A-C.3.1.1

B-C.2.1.1 B-V.4.1.1

B-V.4.1.2

B-C.3.1.1

B-C.3.1.2

B-C.3.1.3

, from the Common Core State Standards for English Language Arts

three factors influencing the measurement of text complexity (National Governors Association Center

for Best Practices & Council of Chief State School Officers, 2010). Additional information can be

pendix A of the Common Core State Standards for English Language Arts.

Qualitative evaluation of the text:

Quantitative evaluation of the text:

Matching reader to text and task:

Levels of meaning, structure, language

conventionality and clarity,

demands

Readability measures and other scores of

text complexity

Reader variables (such as purpose and the

complexity generated by the task assigned

and the questions posed


Common Core State Standards for English Language Arts. Common Core State

Retrieved from: http://www.corestandards.org/assets/CCSSI_ELA



ge 3

The Eligible Content codes in Reading each belong in two reporting categories: one based on genre and

Vocabulary

Acquisition and Use

(Vocabulary)

V.4.1.1

V.4.1.2

V.4.1.1

V.4.1.2

Standards for English Language Arts, shows the

(National Governors Association Center

. Additional information can be

pendix A of the Common Core State Standards for English Language Arts.

Levels of meaning, structure, language

conventionality and clarity, and knowledge

Readability measures and other scores of

Reader variables (such as purpose and the

complexity generated by the task assigned

and the questions posed)


Common Core State

: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

E03.A Literature Text



ASSESSMENT ANCHOR

E03.A-K.1 Key Ideas and Details

DESCRIPTOR

E03.A-K.1.1 Demonstrate understanding of key ideas and details in literature.

Reference:

CC.1.3.3.A Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text.

CC.1.3.3.B Ask and answer questions about the text and make inferences from text; refer

CC.1.3.3.C Describe characters in a story and explain how their actions contribute to the sequence of events.

English Language Arts,


Page

ELIGIBLE CONTENT

Demonstrate understanding of E03.A-K.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

E03.A-K.1.1.2 Recount poems, dramas, or 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.

E03.A-K.1.1.3 Describe characters in a story (e.motivations, feelings) and explain how their actions contribute to the sequence of events.

Note: “Story” means narration of events told through the text types of story, drama, or poem.

Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text.

Ask and answer questions about the text and make inferences from text; refer to text to support responses.

Describe characters in a story and explain how their actions contribute to the sequence of events.


Reporting Category


ge 4

ELIGIBLE CONTENT

Ask and answer questions to demonstrate a text, referring explicitly to the

text as the basis for the answers.

Recount poems, dramas, or stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral

conveyed through key details

Describe characters in a story (e.g., their traits, feelings) and explain how their actions

contribute to the sequence of events.

means narration of events told the text types of story, drama, or poem.

Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text.

to text to support responses.

Describe characters in a story and explain how their actions contribute to the sequence of events.




ASSESSMENT ANCHOR

E03.A-C.2 Craft and Structure

DESCRIPTOR

E03.A-C.2.1 Demonstrate understanding of craft and structure in literature.

Reference:

CC.1.3.3.D Explain the point of view of the author.



Page

ELIGIBLE CONTENT

Demonstrate understanding of craft and structure in literature.

E03.A-C.2.1.1 Explain the point of view from which a story is narrated, including the difference between firstand third-person narrations.

Note: “Story” means narration of events told through the text types of story, drama, or poem.

Explain the point of view of the author.


Reporting Category


ge 5

ELIGIBLE CONTENT

Explain the point of view from which a story is narrated, including the difference between first-

person narrations.

means narration of events told through the text types of story, drama, or poem.




ASSESSMENT ANCHOR

E03.A-C.3 Integration of Knowledge and Ideas

DESCRIPTOR

E03.A-C.3.1 Demonstrate understanding of connections within, between,and/or among texts.

Reference:

CC.1.3.3.H Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.



Page

Integration of Knowledge and Ideas

ELIGIBLE CONTENT

Demonstrate understanding of , between,

E03.A-C.3.1.1 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).

Note: “Stories” means narration othrough the text types of stories, dramas, or poems.

Compare and contrast the themes, settings, and plots of stories written by the same author about the same or


Reporting Category


ge 6

ELIGIBLE CONTENT

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

means narration of events told through the text types of stories, dramas, or

Compare and contrast the themes, settings, and plots of stories written by the same author about the same or




ASSESSMENT ANCHOR

E03.A-V.4 Vocabulary Acquisition and Use

DESCRIPTOR

E03.A-V.4.1 Demonstrate understanding of vocabulary and figurative language in literature.

Reference:

CC.1.3.3.F Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as shades of meaning among related words.

CC.1.3.3.I Determine or clarify the meaning of unknoreading and content, choosing flexibly from a range of strategies and tools.

CC.1.3.3.J Acquire and use accurately gradeand phrases, including those that signal spatial and temporal relationships.



Page

Vocabulary Acquisition and Use

ELIGIBLE CONTENT

Demonstrate understanding of E03.A-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases basedgrade 3 reading and content, choosing flexibly from a range of strategies.

a. Use context as a clue to the meaning of a word or phrase.

b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeablecomfortable/uncomfortableheat/preheat).

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion

E03.A-V.4.1.2 Demonstrate understanding of word and nuances in word meanings.

a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

b. Distinguish shades of meaning among related words (e.g., suspected, heard, wondered

Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from literal meaning as well as shades of meaning among related words.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies and tools.

Acquire and use accurately grade-appropriate conversational, general academic, and domainphrases, including those that signal spatial and temporal relationships.


Reporting Category


ge 7

ELIGIBLE CONTENT

Determine or clarify the meaning of unknown and meaning words and phrases based on

grade 3 reading and content, choosing flexibly from

Use context as a clue to the meaning of a

Determine the meaning of the new word formed when a known affix is added to a

agreeable/disagreeable, comfortable/uncomfortable, care/careless,

Use a known root word as a clue to the meaning of an unknown word with the same

company, companion).

Demonstrate understanding of word relationships and nuances in word meanings.

Distinguish the literal and nonliteral meanings of words and phrases in context

Distinguish shades of meaning among related words (e.g., knew, believed, suspected, heard, wondered).

Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from

meaning words and phrases based on grade 3

appropriate conversational, general academic, and domain-specific words

E03.B Informational Text



ASSESSMENT ANCHOR

E03.B-K.1 Key Ideas and Details

DESCRIPTOR

E03.B-K.1.1 Demonstrate understanding of key ideas and details in informational texts.

Reference:

CC.1.2.3.A Determine the main idea of a text; recount the key details and explain how they support the main idea.

CC.1.2.3.B Ask and answer questions about the text and make inferences from text;

CC.1.2.3.C Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect.



Page

ELIGIBLE CONTENT

Demonstrate understanding of E03.B-K.1.1.1 Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

E03.B-K.1.1.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

E03.B-K.1.1.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Determine the main idea of a text; recount the key details and explain how they support the main idea.

Ask and answer questions about the text and make inferences from text; refer to text to support responses.

Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect.


Reporting Category


ge 8

ELIGIBLE CONTENT

nswer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for

of a text; recount the key details and explain how they support the main

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using

pertains to time, sequence, and

Determine the main idea of a text; recount the key details and explain how they support the main idea.

refer to text to support responses.

Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language




ASSESSMENT ANCHOR

E03.B-C.2 Craft and Structure

DESCRIPTOR

E03.B-C.2.1 Demonstrate understanding of craft and structure in informational texts.

Reference:

CC.1.2.3.D Explain the point of view of the author.

CC.1.2.3.E Use text features and search tools to



Page

ELIGIBLE CONTENT

Demonstrate understanding of E03.B-C.2.1.1 Explain the point of view from which a text is written.

E03.B-C.2.1.2 Use text features (e.g., headings, and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Explain the point of view of the author.

Use text features and search tools to locate and interpret information.


Reporting Category


ge 9

ELIGIBLE CONTENT

Explain the point of view from which a text is

Use text features (e.g., headings, graphics, charts) and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given




ASSESSMENT ANCHOR

E03.B-C.3 Integration of Knowledge and Ideas

DESCRIPTOR

E03.B-C.3.1 Demonstrate understanding of connections within, between,and/or among informational texts.

Reference:

CC.1.2.3.G Use information gained from text features to demonstrate understanding of a text.

CC.1.2.3.H Describe how an author connects sentences and paragraphs in a text to support particular points.

CC.1.2.3.I Compare and contrast the most important points and key details presented in two texts on the same topic.



Page

Integration of Knowledge and Ideas

ELIGIBLE CONTENT

Demonstrate understanding of , between,

among informational

E03.B-C.3.1.1 Describe the logical connection between particular sentences and paragraphspoints in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

E03.B-C.3.1.2 Compare and contrast the most important points and key details presented in two texts on the same topic.

E03.B-C.3.1.3 Use information gained from illustrations, maps, photographs, and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Use information gained from text features to demonstrate understanding of a text.

Describe how an author connects sentences and paragraphs in a text to support particular points.

important points and key details presented in two texts on the same topic.


Reporting Category


ge 10

ELIGIBLE CONTENT

Describe the logical connection between particular sentences and paragraphs to support specific points in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Compare and contrast the most important points details presented in two texts on the same

Use information gained from illustrations, maps, photographs, and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Describe how an author connects sentences and paragraphs in a text to support particular points.

important points and key details presented in two texts on the same topic.




ASSESSMENT ANCHOR

E03.B-V.4 Vocabulary Acquisition and Use

DESCRIPTOR

E03.B-V.4.1 Demonstrate understanding of vocabulary and figurative language in informational text

Reference:

CC.1.2.3.F Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as shades of meaning among related words.

CC.1.2.3.J Acquire and use accurately gradeand phrases, including those that signal spatial and temporal relationships.

CC.1.2.3.K Determine or clarify the meaning of unknown and multiplereading and content; choosing flexibly from a range of strategies and tools.



Page

Vocabulary Acquisition and Use

ELIGIBLE CONTENT

Demonstrate understanding of

informational texts.

E03.B-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

a. Use context as a clue to the meaning of a word or phrase.

b. 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).

c. Determine the meaning of general academic and domainphrases used in a text.

d. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion

E03.B-V.4.1.2 Demonstrate understanding and nuances in word meanings.

a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

b. Distinguish shades of meaning among related words (e.g., suspected, heard, wondered

Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from literal meaning as well as shades of meaning among related words.

grade-appropriate conversational, general academic, and domainand phrases, including those that signal spatial and temporal relationships.

Determine or clarify the meaning of unknown and multiple-meaning word and phrases based oreading and content; choosing flexibly from a range of strategies and tools.


Reporting Category


ge 11

ELIGIBLE CONTENT

Determine or clarify the meaning of unknown and and phrases based on

grade 3 reading and content, choosing flexibly from

Use context as a clue to the meaning of a

Determine the meaning of the new word formed when a known affix is added to a

agreeable/disagreeable, comfortable/uncomfortable, care/careless,

Determine the meaning of general academic and domain-specific words and

used in a text.

Use a known root word as a clue to the meaning of an unknown word with the same

company, companion).

Demonstrate understanding of word relationships and nuances in word meanings.

Distinguish the literal and nonliteral meanings of words and phrases in context

Distinguish shades of meaning among related words (e.g., knew, believed,

wondered).

Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from

appropriate conversational, general academic, and domain-specific words

meaning word and phrases based on grade level

E03.C Writing



ASSESSMENT ANCHOR

E03.C.1 Text Types and Purposes

DESCRIPTOR

E03.C.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

Reference:

CC.1.4.3.H Introduce the topic and state an opinion on the topic.

CC.1.4.3.I Support an opinion with reasons.

CC.1.4.3.J Create an organizational structure that includes reasons linked in a logical order with a or section.



Page

ELIGIBLE CONTENT

Write opinion pieces on topics or texts, supporting a point of view

E03.C.1.1.1 Introduce the topic or text for the intended audiencestate an opinion, and create anstructure that lists reasons to purpose.

E03.C.1.1.2 Provide reasons that support the opinion.

E03.C.1.1.3 Use linking words and phrases (e.g., therefore, since, for exampleand reasons.

E03.C.1.1.4 Provide a concluding statement or section.

Introduce the topic and state an opinion on the topic.

Support an opinion with reasons.

Create an organizational structure that includes reasons linked in a logical order with a


Reporting Category


ge 12

ELIGIBLE CONTENT

or text for the intended audience, state an opinion, and create an organizational

reasons to support the writer’s

Provide reasons that support the opinion.

Use linking words and phrases (e.g., because, for example) to connect an opinion

statement or section.

Create an organizational structure that includes reasons linked in a logical order with a concluding statement

E03.C Writing



ASSESSMENT ANCHOR


DESCRIPTOR

E03.C.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Reference:

CC.1.4.3.B Identify and introduce the topic.

CC.1.4.3.C Develop the topic with facts, definitions, details, and

CC.1.4.3.D Create an organizational structure that includes information grouped and connected logically with a concluding statement or section.



Page

ELIGIBLE CONTENT

Write informative/explanatory

convey ideas and information

E03.C.1.2.1 Introduce a topic for the intended audience group related information togetherwriter’s purpose.

E03.C.1.2.2 Develop the topic with facts, definitions, anddetails.

E03.C.1.2.3 Use linking words and phrases (e.g., and, more, but) to connect ideas within categories of information.

E03.C.1.2.4 Provide a concluding statement or section.

Develop the topic with facts, definitions, details, and illustrations, as appropriate.

Create an organizational structure that includes information grouped and connected logically with a concluding statement or section.


Reporting Category


ge 13

ELIGIBLE CONTENT

for the intended audience and group related information together to support the

Develop the topic with facts, definitions, and/or

Use linking words and phrases (e.g., also, another, ) to connect ideas within categories of

Provide a concluding statement or section.

Create an organizational structure that includes information grouped and connected logically with a

E03.C Writing



ASSESSMENT ANCHOR


DESCRIPTOR

E03.C.1.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Reference:

CC.1.4.3.N Establish a situation and introduce a narrator and/or characters.

CC.1.4.3.O Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

CC.1.4.3.P Organize an event sequence that unfolds provide a sense of closure.



Page

ELIGIBLE CONTENT

Write narratives to develop real or imagined experiences or events

descriptive details, and clear

E03.C.1.3.1 Orient the reader by establishintroducing a narrator and/or characters; organize an event sequence that unfolds naturallythe writer’s purpose.

E03.C.1.3.2 Use descriptions of actions, thoughts, feelingsother narrative techniques, such as dialogue, develop experiences and events or response of characters to situations.

E03.C.1.3.3 Use temporal words and phrases to signal event order.

E03.C.1.3.4 Provide a sense of closure.

introduce a narrator and/or characters.

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

Organize an event sequence that unfolds naturally, using temporal words and phrases to signal event order;


Reporting Category


ge 14

CONTENT

stablishing a situation and a narrator and/or characters; organize

an event sequence that unfolds naturally to support

descriptions of actions, thoughts, feelings, and other narrative techniques, such as dialogue, to develop experiences and events or to show the response of characters to situations.

Use temporal words and phrases to signal event

Provide a sense of closure.

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show

naturally, using temporal words and phrases to signal event order;

E03.D Language



ASSESSMENT ANCHOR

E03.D.1 Conventions of Standard English

DESCRIPTOR

E03.D.1.1 Demonstrate command of the conventions of standard English grammar and usage.

Reference:

Asterisk (*) indicates that the particular Eligible Content

Eligible Content includes skills and understandings assessed in previous grades.

CC.1.4.3.F Demonstrate a grade appropriate command of the conventions of standard English grammarcapitalization, punctuation, and spelling.

CC.1.4.3.K Use a variety of words and sentence types to appeal to the audience.

CC.1.4.3.L Demonstrate a grade appropriate command of the conventions of standard English grammarcapitalization, punctuation, and spelling.

CC.1.4.3.R Demonstrate a grade appropriate command of the capitalization, punctuation, and spelling.



Conventions of Standard English

ELIGIBLE CONTENT

Demonstrate command of the conventions of standard English

E03.D.1.1.1 Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

E03.D.1.1.2 Form and use regular and irregular plural

E03.D.1.1.3 Use abstract nouns (e.g., childhood

E03.D.1.1.4 Form and use regular and irregular verbs.

E03.D.1.1.5 Form and use the simple (e.g., walk) verb tenses.

E03.D.1.1.6 Ensure subject-verb and pronounagreement. *

E03.D.1.1.7 Form and use comparative and superlativeadjectives and adverbs, and choose betweendepending on what is to be modified.

E03.D.1.1.8 Use coordinating and subordinating conjunctions.

E03.D.1.1.9 Produce simple, compound, and complexsentences.

Eligible Content appears in all succeeding grades.

ontent includes skills and understandings assessed in previous grades.

Demonstrate a grade appropriate command of the conventions of standard English grammarand spelling.

and sentence types to appeal to the audience.




Reporting Category


ELIGIBLE CONTENT

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.

childhood).

Form and use regular and irregular verbs.

Form and use the simple (e.g., I walked; I walk; I will

verb and pronoun-antecedent

Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

subordinating conjunctions.

Produce simple, compound, and complex

appears in all succeeding grades.

Demonstrate a grade appropriate command of the conventions of standard English grammar, usage,


conventions of standard English grammar, usage,

E03.D Language



ASSESSMENT ANCHOR

E03.D.1 Conventions of Standard English

DESCRIPTOR

E03.D.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, andspelling.

Reference:


CC.1.4.3.F Demonstrate a grade appropriate command of the conventions of standard capitalization, punctuation, and spelling.

CC.1.4.3.L Demonstrate a grade appropriate command of the conventions of standard English grammarcapitalization, punctuation, and spelling.

CC.1.4.3.R Demonstrate a grade appropriate command of the conventions of standard English grammarcapitalization, punctuation, and spelling.



Conventions of Standard English

ELIGIBLE CONTENT

Demonstrate command of the standard English

capitalization, punctuation, and

E03.D.1.2.1 Capitalize appropriate words in titles.

E03.D.1.2.2 Use commas in addresses.

E03.D.1.2.3 Use commas and quotation marks in dialogue.

E03.D.1.2.4 Form and use possessives.

E03.D.1.2.5 Use conventional spelling for highother studied words and for adding suffixes to base words (e.g., sitting, smiled,

E03.D.1.2.6 Use spelling patterns and generalizationsword families, position-based spellings, patterns, ending rules, meaningful word parts) in writing words.




iate command of the conventions of standard English grammarand spelling.


Reporting Category


ELIGIBLE CONTENT

Capitalize appropriate words in titles.

Use commas in addresses.

Use commas and quotation marks in dialogue.

Form and use possessives.

conventional spelling for high-frequency and other studied words and for adding suffixes to base

, cries, happiness).

Use spelling patterns and generalizations (e.g., based spellings, syllable

patterns, ending rules, meaningful word parts) in

English grammar, usage,


iate command of the conventions of standard English grammar, usage,

E03.D Language



ASSESSMENT ANCHOR

E03.D.2 Knowledge of Language

DESCRIPTOR

E03.D.2.1 Use knowledge of language and its conventions.

Reference:

Asterisk (*) indicates that the particular Eligible Content


CC.1.4.3.E Choose words and phrases for effect.

CC.1.4.3.K Use a variety of words and sentence types to appeal to the audience.

CC.1.4.3.Q Choose words and phrases for effect.



ELIGIBLE CONTENT

Use knowledge of language and E03.D.2.1.1 Choose words and phrases for effect.

Eligible Content appears in all succeeding grades.


Choose words and phrases for effect.

Use a variety of words and sentence types to appeal to the audience.

Choose words and phrases for effect.


Reporting Category


ELIGIBLE CONTENT

Choose words and phrases for effect.*

appears in all succeeding grades.

aligned to pennsylvania common core...

Documents