English Language Arts and Literacy | Grade : 3
Strand - Speaking and Listening
Cluster - Comprehension and Collaboration
[SL.3.2] - Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
- Diverse
(1) Differing from one another, unlike (as in texts presenting diverse perspectives); (2) composed of distinct or unlike elements or qualities (as in a diverse population). - Main/central idea
Concept illustrated or position taken by a text as a whole, whether stated explicitly (as in a how-to guide explaining a process or an essay defending a thesis) or conveyed implicitly (as in a novel or collection of short stories illustrating a theme). - Oral
Spoken aloud: for example, a student delivering a presentation to classmates is giving an oral report. See Verbal.
[3.LS.1.1] -
Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth, reproduction, and death in common but there are a variety of ways in which these happen.Clarification Statements: Examples can include different ways plants and animals begin (e.g., sprout from a seed, born from an egg), grow (e.g., increase in size and weight, produce a new part), reproduce (e.g., develop seeds, root runners, mate and lay eggs that hatch), and die (e.g., length of life); Plant life cycles should focus on those of flowering plants; Describing variation in organism life cycles should focus on comparisons of the general stages of each, not specifics.
State Assessment Boundary: Detailed descriptions of any one organism’s cycle, the differences of “complete metamorphosis” and “incomplete metamorphosis,” or details of human reproduction are not expected in state assessment.