Discovering Mythology: Roman Myths

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

L.3.1.d — Form and use regular and irregular verbs.

L.3.1.e — Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

L.3.1.f — Ensure subject-verb and pronoun-antecedent agreement.

L.3.1.g — Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

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

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

L.3.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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

L.3.4.a — Use sentence-level context as a clue to the meaning of a word or phrase.

L.3.4.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).

L.3.5.c — Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

L.3.6 — Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

RF.3.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

RF.3.4 — Read with sufficient accuracy and fluency to support comprehension.

RL.3.1 — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.3.4 — Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

RL.3.7 — Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

RL.3.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2—3 text complexity band independently and proficiently.

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

SL.3.1.b — Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

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

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

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

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

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

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

W.3.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.