New Brunswick

Interactions

• Expression

  • Describe and discuss thoughts, feelings, experiences, ideas, and opinions.

    • Describe emotions, personal experiences, and situations with details

      • Sort sensory details (3-J.1)

    • Discuss thoughts and feelings with others providing examples of experiences

    • Use adjectives, Tier Two (all-purpose) words, and Tier Three (curriculum/content specific) words

      • Use the correct homophone (3-EE.3)
      • Choose between adjectives and adverbs (3-RR.6)
      • Use adjectives to compare (3-RR.8)
      • Use adverbs to compare (3-RR.10)
      • Prepositions: review (3-SS.4)

    • Use descriptive language to express personal ideas and opinions

      • Sort sensory details (3-J.1)
      • Add descriptive details to sentences (3-Y.1)
      • Describe the difference between related words (3-GG.1)
      • Positive and negative connotation (3-GG.2)

    • Use complete sentences and/or full thoughts to make a point

      • Is it a complete sentence, a fragment or a run-on? (3-KK.7)
      • Order the words to create a sentence (3-KK.9)

    • Explain opinions, providing supportive information or reasons

      • Choose reasons to support an opinion (3-X.3)

  • Select and present content to communicate facts, ideas, and opinions to peers and teachers.

    • Use descriptive language to share information, ideas, or wonderings about a specific topic or theme

      • Add descriptive details to sentences (3-Y.1)

  • Use language of harmony and respect.

    • Describe helpful, respectful, and equitable language

    • Identify differences between kind and hurtful language

    • Attempt to use inclusive language that respects gender identity

    • Attempt to use language that demonstrates cultural sensitivity and respect

• Exchanges

  • Ask and respond to questions to clarify information, explore possibilities, or identify solutions to a problem.

    • Ask for more information to help understand the question or problem

    • Respond with solutions or suggestions and relevant information from text or other sources

    • Respond with possible next steps or actions

  • Give and follow directions or instructions.

    • Give multi-step and increasingly complex instructions

    • Follow multi-step and increasingly complex instructions

  • Begin to use appropriate communication conventions.

    • Begin to use language specific to topic

    • Begin to use language specific to audience

    • Begin to use language specific to situation

  • Respond personally to presentations, oral stories, and multimodal text

    • Respond to presentations and oral stories with questions, wonderings, or reflections

    • Respond to multimodal text with questions, opinions, or reflections

  • Begin to use social conventions when interacting.

    • Begin to use conversational courtesies

    • Use turn-taking when interacting with others

    • Demonstrate consideration for the thoughts and feelings of others

    • Use words in place of actions to seek a response (conflict resolution, negotiation, material requests, etc.)

• Reception

  • Receive and critically reflect on the ideas and opinions of others.

    • Receive and demonstrate consideration for the personal beliefs of others

    • Receive and demonstrate consideration for questions and comments of others

    • Discuss the reasons for differing opinions or beliefs

    • Reflect on differing opinions before responding in agreement or disagreement

    • Demonstrate consideration of feedback and responses from those assessing their work to extend learning

Reading

• Word Study

  • Differentiate sounds in spoken language.

    • Count, identify, delete, and/or modify sounds within longer and multisyllabic words

      • Use spelling patterns to sort long and short vowel words (3-A.1)

    • Delete one or more sounds of an initial and/or final blend to create a new word (e.g., If we remove /pr/ from spring, what is the new word?)

    • Identify where and how a phoneme change has occurred within a word (e.g., How can we change clip to chip?)

  • Apply letter-sound knowledge and decoding strategies when reading unfamiliar connected text.

    • Use knowledge of all syllable types (closed syllables, open syllables, marker-e, vowel combinations, r-controlled vowels, diphthongs, consonant-le) to decode compound and multisyllabic words

      • Complete the sentence with a two-syllable word (2-M.4)
      • Form and use compound words (3-BB.2)

    • Use morphology-based strategies to decode novel words (e.g., multisyllabic words, less-common words, Tier Three vocabulary, etc.)

      • Identify base words, prefixes and suffixes (3-Z.1)
      • Use the prefixes pre-, re- and mis- (3-Z.3)

    • Analyze affixes and root/base words to aid meaning (student-'s, bitt-en, bigg-er, bigg-est, dis-organized, in-visible, care-ful, care-less, stick-y, slow-ly, etc.)

      • Identify base words, prefixes and suffixes (3-Z.1)
      • Determine the meaning of a word with pre-, re- or mis- (3-Z.2)
      • Determine the meaning of a word with -ful or -less (3-Z.4)
      • Determine the meaning of a word with -ly or -ness (3-Z.5)
      • Determine the meaning of a word with -able or -ment (3-Z.6)
      • Determine the meaning of a word with a suffix: review (3-Z.7)
      • Determine the meanings of words with prefixes and suffixes: review (3-Z.8)
      • Use Greek and Latin roots as clues to the meanings of words (3-AA.1)
      • Determine the meanings of Greek and Latin roots (3-AA.2)
      • Determine the meanings of words with Greek and Latin roots (3-AA.3)
      • Which sentence is in the regular past tense? (3-PP.1)
      • Form and use the regular past tense (3-PP.3)
      • Use adjectives to compare (3-RR.8)

• Fluency

  • Read with accuracy and expression.

    • Read affixes effortlessly and with voice variation (student-'s, bitt-en, bigg-er, bigg-est, dis-organized, in-visible, care-ful, care-less, stick-y, slow-ly, etc.)

    • Respond to internal and end punctuation when reading aloud with appropriate expression and pausing

    • Automatically read a variety of words, including high-frequency words varying in spelling regularity

    • Read familiar passages fluently with appropriate phrasing and expression to convey a sense of text to audience

    • Read a variety of longer, simple sentences and compound sentences with accuracy and expression, at an appropriate pace and without hesitation

• Vocabulary

  • Use a range of vocabulary when communicating.

    • Organize words into themes, categories, and subcategories according to their meanings

      • Order items from most general to most specific (3-T.2)
      • Select the members of a group (3-CC.1)
      • Select the words that don't belong (3-CC.2)
      • Describe the difference between related words (3-GG.1)

    • Use Tier Two (all-purpose) words and Tier Three (curriculum/content specific) words in expressive language (spoken words, signs, symbols, and/or print)

      • Does the adjective tell you what kind or how many? (3-RR.1)
      • Does the adverb tell you how, when or where? (3-RR.4)
      • Choose between adjectives and adverbs (3-RR.6)
      • Is the word an adjective or adverb? (3-RR.7)
      • Use adjectives to compare (3-RR.8)
      • Use adverbs to compare (3-RR.10)
      • Identify prepositions (3-SS.1)
      • Identify prepositions and their objects (3-SS.2)
      • Identify prepositional phrases (3-SS.3)
      • Prepositions: review (3-SS.4)

    • Identify word relationships (e.g., synonyms, antonyms, etc.)

      • Choose the synonym (3-DD.1)
      • Which sentence has the same meaning? (3-DD.2)
      • Find synonyms in context (3-DD.3)
      • Choose the antonym (3-DD.4)
      • Which sentence uses an antonym? (3-DD.5)
      • Find antonyms in context (3-DD.6)
      • Homophones with pictures (3-EE.1)
      • Identify homophones (3-EE.2)
      • Which definition matches the sentence? (3-FF.1)
      • Which sentence matches the definition? (3-FF.2)
      • Describe the difference between related words (3-GG.1)
      • Positive and negative connotation (3-GG.2)

    • Use figurative language to enhance and enrich meaning

      • Determine the meanings of similes (3-K.1)
      • Choose the picture that matches the idiomatic expression (3-HH.1)

    • Use known root/base words to understand the meaning of a new word

      • Determine the meaning of a word with pre-, re- or mis- (3-Z.2)
      • Determine the meaning of a word with a suffix: review (3-Z.7)
      • Determine the meanings of words with prefixes and suffixes: review (3-Z.8)
      • Use Greek and Latin roots as clues to the meanings of words (3-AA.1)
      • Determine the meanings of Greek and Latin roots (3-AA.2)
      • Determine the meanings of words with Greek and Latin roots (3-AA.3)

• Reading Comprehension

  • Construct meaning from printed text when reading independently.

    • Respond accurately to literal questions by locating specific details

      • Use key details to determine the main idea (3-F.1)
      • Determine the main idea of a passage (3-F.2)
      • Determine the order of events in informational texts (3-I.1)
      • Compare and contrast in informational texts (3-I.2)
      • Match causes with effects (3-I.3)
      • Match causes and effects in informational texts (3-I.4)
      • Match problems with their solutions (3-I.5)
      • Identify text structures (3-I.6)
      • Identify story elements (3-N.1)
      • Read fantasy with illustrations (3-P.1)
      • Read historical fiction with illustrations (3-P.2)
      • Read science fiction with illustrations (3-P.3)
      • Read realistic fiction with illustrations (3-P.4)
      • Read realistic fiction: set 1 (3-Q.1)
      • Read realistic fiction: set 2 (3-Q.2)
      • Read poetry (3-Q.3)
      • Read passages about animals (3-R.1)
      • Read about food (3-R.2)
      • Read about art, music and traditions (3-R.3)
      • Read about sports and hobbies (3-R.4)
      • Read about famous people (3-S.1)
      • Read about famous places (3-S.2)
      • Read about business and technology (3-S.3)
      • Read about science and nature (3-S.4)

    • Make predictions and inferences, citing reasoning

      • Determine the themes of myths, fables and folktales (3-G.1)
      • Use actions and dialogue to understand characters (3-M.1)
      • Draw inferences from a text (3-M.2)
      • Make predictions about a story (3-M.3)

    • Create alternate story endings citing new events (The character made a different decision, and didn't need to apologize, etc.)

    • Summarize key elements, citing events in proper sequence

      • Determine the order of events in informational texts (3-I.1)
      • Identify story elements (3-N.1)

    • Investigate prior understandings to build background knowledge

    • Self-monitor for understanding by re-reading, reading around unknown words, or slowing down

  • Describe reading comprehension processes.

    • Describe reading comprehension processes, including:

      • linking to prior knowledge

      • meta-cognition

      • re-reading

      • reading around unknown words

      • context clues

        • Determine the meaning of words using synonyms in context (3-II.1)
        • Use context to identify the meaning of a word (3-II.2)

  • Connect and respond personally and critically to text.

    • Read or view a variety of text forms for interest or learning needs in first or additional languages

      • Read fantasy with illustrations (3-P.1)
      • Read historical fiction with illustrations (3-P.2)
      • Read science fiction with illustrations (3-P.3)
      • Read realistic fiction with illustrations (3-P.4)
      • Read realistic fiction: set 1 (3-Q.1)
      • Read realistic fiction: set 2 (3-Q.2)
      • Read poetry (3-Q.3)
      • Read passages about animals (3-R.1)
      • Read about food (3-R.2)
      • Read about art, music and traditions (3-R.3)
      • Read about sports and hobbies (3-R.4)
      • Read about famous people (3-S.1)
      • Read about famous places (3-S.2)
      • Read about business and technology (3-S.3)
      • Read about science and nature (3-S.4)

    • Express preferences and opinions about text and text features to others

      • Distinguish facts from opinions (3-X.1)

    • Ask to view texts and be read to

    • Seek text to build upon prior knowledge or current understandings

    • Refer to various text forms for knowledge, entertainment, interest, and information

      • Identify the author's purpose: mixed media (3-H.1)
      • Identify the author's purpose: passages (3-H.2)

    • Interact with storytellers and people in the community (Elders, family members, librarians, etc.)

    • Explain connections between text and text, text and world, and text and self, citing prior knowledge and understandings

      • Compare mythological illustrations (3-O.1)

    • Respond critically to a variety of text features and forms with questions, opinions, or reflections

• Text Analysis

  • Select and engage with a variety of text forms for specific uses.

    • Select from a variety of text forms, for interest or learning needs (narrative text, information text, braille, audio book, graphic text, non-fiction text, etc.)

    • Read or view a variety of text forms for interest or learning needs in first or additional languages

      • Read fantasy with illustrations (3-P.1)
      • Read historical fiction with illustrations (3-P.2)
      • Read science fiction with illustrations (3-P.3)
      • Read realistic fiction with illustrations (3-P.4)
      • Read realistic fiction: set 1 (3-Q.1)
      • Read realistic fiction: set 2 (3-Q.2)
      • Read poetry (3-Q.3)
      • Read passages about animals (3-R.1)
      • Read about food (3-R.2)
      • Read about art, music and traditions (3-R.3)
      • Read about sports and hobbies (3-R.4)
      • Read about famous people (3-S.1)
      • Read about famous places (3-S.2)
      • Read about business and technology (3-S.3)
      • Read about science and nature (3-S.4)

    • Express preferences and opinions about text and text features to others

      • Distinguish facts from opinions (3-X.1)

    • Ask to view texts and be read to

    • Seek text to build upon prior knowledge or current understandings

    • Refer to various text forms for knowledge, entertainment, interest, and information

      • Identify the author's purpose: mixed media (3-H.1)
      • Identify the author's purpose: passages (3-H.2)

    • Interact with storytellers and people in the community (Elders, family members, librarians, etc.)

  • Identify characteristics, forms, features, and types of text.

    • Identify text characteristics (characters, settings, plot, etc.)

      • Use key details to determine the main idea (3-F.1)
      • Determine the main idea of a passage (3-F.2)
      • Determine the themes of myths, fables and folktales (3-G.1)
      • Determine the order of events in informational texts (3-I.1)
      • Compare and contrast in informational texts (3-I.2)
      • Match causes with effects (3-I.3)
      • Match causes and effects in informational texts (3-I.4)
      • Match problems with their solutions (3-I.5)
      • Identify text structures (3-I.6)
      • Identify story elements (3-N.1)

    • Identify text forms (fiction, non-fiction, videos, poems, posters, letters, imaginary text, etc.)

    • Use text features to gain additional information from the text (table of contents, chapters, figures, etc.)

    • Locate topics and obtain information

      • Use guide words (3-JJ.5)
      • Use dictionary entries (3-JJ.6)
      • Use dictionary definitions (3-JJ.7)

    • Describe some elements of an author's/creator's style

      • Determine the order of events in informational texts (3-I.1)
      • Compare and contrast in informational texts (3-I.2)
      • Match causes with effects (3-I.3)
      • Match causes and effects in informational texts (3-I.4)
      • Match problems with their solutions (3-I.5)
      • Identify text structures (3-I.6)
      • Distinguish points of view (3-L.1)

Representations

• Spelling

  • Apply appropriate spelling conventions when creating written works.

    • Use strategies for using and editing conventional spelling

      • Spell rhyming words to answer riddles (3-A.2)
      • Spell the long a word: silent e, ai, ay, ea, ey, eigh (3-A.3)
      • Spell the long e word: silent e, ee, ea, ie (3-A.4)
      • Spell the long i word: silent e, ie, y, igh, ind, ild (3-A.5)
      • Spell the long o word: silent e, oa, ow, old, ost, olt (3-A.6)
      • Spell the long u word: silent e, ue, oo, ew, ui (3-A.7)
      • Complete the word with a three-letter consonant blend (3-B.1)
      • Spell words with open and closed syllables (3-C.1)
      • Spell consonant-l-e words (3-C.2)
      • Spell words with vowel diphthong patterns (3-D.1)
      • Spell words with r vowel patterns (3-D.2)

    • Use meaning and syntax patterns as well as sound cues to monitor clarity

      • Identify the complete subject of a sentence (3-KK.2)
      • Identify the complete predicate of a sentence (3-KK.3)
      • Identify the simple subject or predicate of a sentence (3-KK.4)
      • Order the words to create a sentence (3-KK.9)
      • Form regular plurals with -s, -es and -ies (3-LL.5)
      • Use regular plurals with -s, -es and -ies (3-LL.6)
      • Form and use irregular plurals (3-LL.8)
      • Use the correct subject or verb (3-OO.2)
      • Pronoun-verb agreement (3-OO.3)
      • Identify verbs in the regular past tense (3-PP.2)
      • Identify the irregular past tense I (3-PP.4)
      • Identify the irregular past tense II (3-PP.5)
      • Is the sentence in the past, present or future tense? (3-PP.13)
      • Use adjectives to compare (3-RR.8)
      • Spell adjectives that compare (3-RR.9)
      • Use adverbs to compare (3-RR.10)

    • Attempt to use homophones correctly

      • Homophones with pictures (3-EE.1)
      • Identify homophones (3-EE.2)
      • Use the correct homophone (3-EE.3)

    • Use consonant doubling rules

    • Attempt to use uncommon prefixes (fore-, pro-, intra-, inter-, trans-, non-, over-, sub-, super-, semi-, anti-, mid-, ex-, post-, etc.)

      • Determine the meaning of a word with pre-, re- or mis- (3-Z.2)
      • Use the prefixes pre-, re- and mis- (3-Z.3)

    • Attempt vowel changes for suffix addition (dropping silent -e > likable; changing -y to -i > cried, etc.)

      • Spell adjectives that compare (3-RR.9)

• Sentence Structure

  • Compose sentences and short paragraphs

    • Print, write in cursive, or represent words and sentences using a writing utensil or assistive technology

    • Use subjects, verbs, and pronouns

      • Identify the complete subject of a sentence (3-KK.2)
      • Identify the complete predicate of a sentence (3-KK.3)
      • Identify the simple subject or predicate of a sentence (3-KK.4)
      • Choose between subject and object personal pronouns (3-MM.2)
      • Replace the noun with a personal pronoun (3-MM.3)
      • Use possessive pronouns (3-MM.6)
      • Choose between personal and reflexive pronouns (3-MM.7)
      • Use reflexive pronouns (3-MM.8)
      • Use action verbs (3-NN.1)
      • Is the subject singular or plural? (3-OO.1)
      • Use the correct subject or verb (3-OO.2)
      • Pronoun-verb agreement (3-OO.3)

    • Use upper- and lower-case letters accurately (in names, days of the week, months, familiar place names, first words in sentences, the pronoun 'I', and, in some cases, holidays and titles)

      • Capitalizing the names of people and pets and titles of respect (3-WW.1)
      • Capitalizing days, months and holidays (3-WW.2)
      • Capitalizing the names of places and geographic features (3-WW.3)
      • Greetings and closings of letters (3-XX.1)
      • Capitalizing titles (3-XX.2)

    • Use contracted forms (am, is, has, not, have, would, will)

      • Pronoun-verb contractions (3-UU.1)
      • Contractions with "not" (3-UU.2)

    • Use simple paragraphing

    • Use a variety of simple and more complex sentence structure

      • Use coordinating conjunctions (3-W.3)
      • Use subordinating conjunctions (3-W.4)
      • Identify the complete subject of a sentence (3-KK.2)
      • Identify the complete predicate of a sentence (3-KK.3)
      • Identify the simple subject or predicate of a sentence (3-KK.4)
      • Is the sentence simple or compound? (3-KK.8)
      • Identify prepositions (3-SS.1)
      • Identify prepositions and their objects (3-SS.2)
      • Identify prepositional phrases (3-SS.3)
      • Prepositions: review (3-SS.4)
      • Identify coordinating conjunctions (3-TT.1)
      • Identify subordinating conjunctions (3-TT.2)

    • Use correct end punctuation consistently

      • Is the sentence a statement, question, command or exclamation? (3-KK.1)

    • Use commas and apostrophes correctly

      • Identify and correct errors with plural and possessive nouns (3-LL.11)
      • Pronoun-verb contractions (3-UU.1)
      • Contractions with "not" (3-UU.2)
      • Commas with dates (3-VV.1)
      • Commas with direct addresses and after introductory words (3-VV.2)

    • Use quotation marks in direct speech

      • Punctuating dialogue (3-XX.5)

    • Begin to list pronouns in the correct order (e.g., Jo and I are going to the store; Pass it to Joe and me)

      • Compound subjects and objects with "I" and "me" (3-MM.4)

    • Begin to use subject-verb agreement (e.g., The goose flies south > The geese fly south)

      • Is the subject singular or plural? (3-OO.1)
      • Use the correct subject or verb (3-OO.2)
      • Pronoun-verb agreement (3-OO.3)

• Composition

  • Organize ideas and create written and media texts.

    • Generate ideas for writing and representing

      • Order items from most general to most specific (3-T.2)
      • Organize information by topic (3-T.3)

    • Decide upon a topic or a purpose and select an appropriate form

      • Choose topic sentences for narrative paragraphs (3-U.1)
      • Choose topic sentences for expository paragraphs (3-U.2)
      • Choose the text that matches the writer's purpose (3-V.1)
      • Identify an author's statement of opinion (3-X.2)

    • Create drafts, using strategies such as:

      • note-taking, rewriting, summarizing, imaginative language, etc.

      • various written or represented forms based on personal interest and choice

      • rewriting and summarizing the information

      • illustrations, charts, and diagrams to enhance writing where appropriate

      • imaginative writing and intentional language

        • Sort sensory details (3-J.1)
        • Determine the meanings of similes (3-K.1)
        • Add descriptive details to sentences (3-Y.1)
        • Show character emotions and traits (3-Y.2)
        • Revise the sentence using a stronger verb (3-Y.3)
        • Choose the synonym (3-DD.1)
        • Which sentence has the same meaning? (3-DD.2)
        • Find synonyms in context (3-DD.3)
        • Describe the difference between related words (3-GG.1)
        • Positive and negative connotation (3-GG.2)

      • identifying the audience (who?) and purpose (why?) for writing and representing

        • Identify the author's purpose: mixed media (3-H.1)
        • Identify the author's purpose: passages (3-H.2)

    • Use:

      • capitals for proper names, titles, places, days, months, holidays, and beginning of sentences

        • Identify common and proper nouns (3-LL.4)
        • Capitalizing the names of people and pets and titles of respect (3-WW.1)
        • Capitalizing days, months and holidays (3-WW.2)
        • Capitalizing the names of places and geographic features (3-WW.3)
        • Greetings and closings of letters (3-XX.1)
        • Capitalizing titles (3-XX.2)
        • Formatting and capitalizing titles (3-XX.4)

      • periods at the ends of sentences and for abbreviations, commas in a series and in dates

        • Is the sentence a statement, question, command or exclamation? (3-KK.1)
        • Commas with dates (3-VV.1)

      • apostrophes for possessives and contractions

        • Form the singular or plural possessive (3-LL.10)
        • Identify and correct errors with plural and possessive nouns (3-LL.11)
        • Pronoun-verb contractions (3-UU.1)
        • Contractions with "not" (3-UU.2)

      • question marks, exclamation marks, and quotation marks

        • Is the sentence a statement, question, command or exclamation? (3-KK.1)
        • Formatting titles (3-XX.3)
        • Punctuating dialogue (3-XX.5)

      • full thoughts and sentences (in cursive or in print, or using augmentative technology)

        • Is it a complete sentence, a fragment or a run-on? (3-KK.7)
        • Order the words to create a sentence (3-KK.9)

    • Present ideas in a logical order

      • Put the sentences in order (3-T.1)

    • Use language that demonstrates an ability to transition between ideas clearly

      • Identify time-order words (3-W.1)
      • Use time-order words (3-W.2)
      • Use coordinating conjunctions (3-W.3)
      • Use subordinating conjunctions (3-W.4)
      • Choose the best transition (3-W.5)
      • Identify coordinating conjunctions (3-TT.1)
      • Identify subordinating conjunctions (3-TT.2)

    • Use technology to draft, revise, edit, illustrate, add graphic elements, and publish

    • Re-read and revise written works for clarity, word order, and spelling based on personal observations and teacher or peer feedback

      • Use the correct homophone (3-EE.3)
      • Form regular plurals with -s, -es and -ies (3-LL.5)
      • Replace the noun with a personal pronoun (3-MM.3)
      • Use the correct subject or verb (3-OO.2)
      • Pronoun-verb agreement (3-OO.3)
      • Form and use the regular past tense (3-PP.3)
      • Choose between adjectives and adverbs (3-RR.6)
      • Spell adjectives that compare (3-RR.9)
      • Pronoun-verb contractions (3-UU.1)
      • Contractions with "not" (3-UU.2)

    • Use reference materials (dictionary, anchor charts, etc.) and revision techniques to ensure writing makes sense and is clear for the audience

      • Put the sentences in order (3-T.1)
      • Identify time-order words (3-W.1)
      • Use time-order words (3-W.2)
      • Choose the best transition (3-W.5)
      • Add descriptive details to sentences (3-Y.1)
      • Show character emotions and traits (3-Y.2)
      • Revise the sentence using a stronger verb (3-Y.3)
      • Choose the synonym (3-DD.1)
      • Choose the antonym (3-DD.4)
      • Describe the difference between related words (3-GG.1)
      • Positive and negative connotation (3-GG.2)
      • Use guide words (3-JJ.5)
      • Use dictionary entries (3-JJ.6)
      • Use dictionary definitions (3-JJ.7)

• Text Analysis

  • Select information from multiple sources to support ideas and construct meaning.

    • Use information from one or two sources to support ideas

    • Gather information to answer a question or solve a problem

      • Organize information by topic (3-T.3)

    • Use information to form a simple argument

      • Identify an author's statement of opinion (3-X.2)
      • Choose reasons to support an opinion (3-X.3)
      • Complete the opinion passage with an example (3-X.4)
      • Complete the opinion passage with a reason (3-X.5)
      • Complete the opinion-reason-example table (3-X.6)