Defining Identity: Dyamonde Daniel and My Name is María Isabel

L.3.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

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

L.3.1.i — Produce simple, compound, and complex sentences.

L.3.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

L.3.2.e — Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

L.3.2.e — Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

L.3.2.f — Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

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

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

L.3.3.b — Recognize and observe differences between the conventions of spoken and written standard English.

L.3.4 — Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

L.3.5 — Demonstrate understanding of word relationships and nuances in word meanings.

L.3.5 — Demonstrate understanding of word relationships and nuances in word meanings.

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).

RL.3.2 — Recount stories, including 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.

RL.3.3 — Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

RL.3.6 — Distinguish their own point of view from that of the narrator or those of the characters.

SL.3.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

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.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.3.2.c — Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

W.3.3 — Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.3.3.a — Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

W.3.3.b — Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

W.3.3.d — Provide a sense of closure.

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