Patterns on a Hundred Chart Use the hundred chart. Tell whether the number is odd or even. 28 Use the hundred chart. Mixed Review Find each sum or difference. Nov 20, 2017 Resource Documents Specific to this Grade. Daily Physical Activity in Schools – Grades 1 to 3, 2005 (927 KB) Supporting English Language Learners with Limited Prior Schooling: A practical guide for Ontario educators (Grades 3 to 12), 2008. Early Reading Strategy, The Report of the Expert Panel on Early Reading in Ontario, 2003. Unscramble each Spelling Word. Nru Study Steps to Learn a New Word: Use these five steps to learn new words: say, look, spell, write, check. 8 Spelling Practice Book RRXENL08AWK21SPB008.indd 8XENL08AWK21SPB008.indd 8 88/22/06 3:40:07 PM/22/06 3:40:07 PM.

The Canadian Spelling Program 2.1 Grade 3 Answers Pdf
The Canadian Spelling Program 2.1 Grade 3 Answers 1 5

Second Grade Standards for the State of California

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READING

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and knowhow to translate them into
spoken language by using phonics, syllabication, and wordparts. They apply this knowledge to achieve fluent oral
and silent reading.
Decoding and Word Recognition
1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowelspellings) when reading.
1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/per;
vowel-consonant/consonant-vowel = sup/per).
1.3 Decode two-syllable nonsense words and regular multisyllable words.
1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.).
1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies, wife/wives).
1.6 Read aloud fluently and accurately and with appropriate intonation and expression.Vocabulary and
Concept Development
1.7 Understand and explain common antonyms and synonyms.
1.8 Use knowledge of individual words in unknown compound words to predict theirmeaning.
1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, - ing, -ly).
1.10 Identify simple multiple-meaning words.

2.0 Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon avariety of comprehension
strategies as needed (e.g., generating and responding toessential questions, making predictions, comparing
information from several sources).The selections in Recommended Readings in Literature, Kindergarten Through
Grade Eightillustrate the quality and complexity of the materials to be read by students. In additionto their regular
school reading, by grade four, students read one-half million words annually, including a good representation of
grade-level-appropriate narrative andexpository text (e.g., classic and contemporary literature, magazines, news-
papers, onlineinformation). In grade two, students continue to make progress toward this goal.
Structural Features of Informational Materials
2.1 Use titles, tables of contents, and chapter headings to locate information in expositorytext.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 State the purpose in reading (i.e., tell what information is sought).
2.3 Use knowledge of the author’s purpose(s) to comprehend informational text.
2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if,how).
2.5 Restate facts and details in the text to clarify and organize ideas.
2.6 Recognize cause-and-effect relationships in a text
. 2.7 Interpret information from diagrams, charts, and graphs.
2.8 Follow two-step written instructions.

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 the literary terms orelements (e.g., theme, plot, setting, characters). The selections in
Recommended Readingsin Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the
materials to be read by students.
Narrative Analysis of Grade-Level-Appropriate Text
3.1 Compare and contrast plots, settings, and characters presented by different authors.
3.2 Generate alternative endings to plots and identify the reason or reasons for, and theimpact of, the alternatives.
3.3 Compare and contrast different versions of the same stories that reflect different cultures.
3.4 Identify the use of rhythm, rhyme, and alliteration in poetry.

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 throughthe stages of the writing process (e.g., prewriting,
drafting, revising, editing successiveversions).
Organization and Focus
1.1 Group related ideas and maintain a consistent focus.
Penmanship
1.2 Create readable documents with legible handwriting.
Research
1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus,atlas).
Evaluation and Revision
1.4 Revise original drafts to improve sequence and provide more descriptive detail.

2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, andexperiences. Student writing
demonstrates a command of standard American Englishand the drafting, research, and organizational strategies
outlined in Writing Standard 1.0.
Using the writing strategies of grade two outlined in Writing Standard 1.0, students:
2.1 Write brief narratives based on their experiences:
a. Move through a logical sequence of events.
b. Describe the setting, characters, objects, and events in detail.
2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

The Canadian Spelling Program 2.1 Grade 3 Answers Pdf

The standards for written and oral English language conventions have been placedbetween those for writing and
for listening and speaking because these conventions areessential to both sets of skills.

1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriateto this grade level.
Sentence Structure
1.1 Distinguish between complete and incomplete sentences.
1.2 Recognize and use the correct word order in written sentences.
Grammar
1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writingand speaking.
Punctuation
1.4 Use commas in the greeting and closure of a letter and with dates and items in a series.
1.5 Use quotation marks correctly.
Capitalization
1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, monthsand days of the week,
and titles and initials of people.
Spelling
1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why).
1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.

LISTENING AND SPEAKING

1.0 Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speakin a manner that guides the
listener to understand important ideas by using properphrasing, pitch, and modulation.
Comprehension
1.1 Determine the purpose or purposes of listening (e.g., to obtain information, to solveproblems, for enjoyment).
1.2 Ask for clarification and explanation of stories and ideas.
1.3 Paraphrase information that has been shared orally by others.
1.4 Give and follow three- and four-step oral directions.
Organization and Delivery of Oral Communication
1.5 Organize presentations to maintain a clear focus.
1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., infor