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It emphasizes Language Standards Vocabulary Acquisition and Use, including L.3.4 strategies to determine meanings of unknown and multiple-meaning words using context clues, word parts, word relationships, and reference materials. The content also maps to Reading standards for Literature, Informational Text, Foundational Skills, Writing standards, and Speaking & Listening standards, with detailed unit practice structures such as context clues, synonyms/antonyms, and word 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standard does this correlation document mainly support for Grade 3 vocabulary?","Question",{"text":112,"@type":113},"It focuses on Language Standards: Vocabulary Acquisition and Use, specifically L.3.4 for determining and clarifying word meanings using multiple strategies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which strategies does L.3.4 highlight for understanding unknown or multiple-meaning words?",{"text":117,"@type":113},"The standard emphasizes context clues, word parts, word relationships, and reference materials.",{"name":119,"@type":110,"acceptedAnswer":120},"How are unit vocabulary activities introduced and reinforced in this program?",{"text":121,"@type":113},"Each unit begins with “Introducing the Words,” followed by practice such as definitions, synonyms and antonyms, completing the sentence, and word associations that depend on context 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Aligned Content  \nLanguage Standards: Vocabulary Acquisition and Use   2  \nAdditional Aligned Content  \nReading Standards for Literature......................................................... 10  \nReading Standards for Informational Text........................................ 14  \nReading Foundational Skills .................................................................. 18  \nWriting Standards .................................................................................... 24  \nSpeaking and Listening Standards ......................................................27  \nLanguage Standards................................................................................ 30  \n[www.SadlierSchool.com](www.SadlierSchool.com) • 800-221-5175  \nVocabulary Workshop: Tools for Comprehension, Level Green / Grade 3 Correlation to the North Carolina English Language Arts  \nStandard Course of Study, Grade 3  \nKey Aligned Content  \nLANGUAGE STRAND  \nLanguage Standards  \nNORTH CAROLINA ENGLISH LANGUAGE ARTS STANDARD COURSE OF STUDY VOCABULARY WORKSHOP: TOOLS FOR COMPREHENSION—LEVEL GREEN / GR. 3  \nVocabulary Acquisition and Use  \n\n| L.3.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.\u003Cbr>continued | CONTEXT CLUES\u003Cbr>STUDENT EDITION/TEACHER’S EDITION\u003Cbr>Introducing the Words: Reading Selections\u003Cbr>Introducing the Words is a reading passage at the beginning of each Unit that presents all ten highlighted Unit study words in context.\u003Cbr>• Unit 1, SE pp. 6–7; Unit 2, SE pp. 16–17; Unit 3, SE pp. 26–27; Unit 4, SE pp. 36–37; Unit 5, SE pp. 46–47; Unit 6, SE pp. 56–57; Unit 7, SE pp. 68–69; Unit 8, SE pp. 78–79; Unit 9 SE pp. 88–89; Unit 10 SE pp. 98–99; Unit 11 SE pp. 108–109; Unit 12, SE pp. 118–119; Unit 13,\u003Cbr>SE pp. 130–131; Unit 14, SE pp. 140–141; Unit 15, SE pp. 150–151; Unit 16,\u003Cbr>SE pp. 160–161; Unit 17, SE pp. 170–171; Unit 18, SE pp. 180–181\u003Cbr>• Teaching Notes: Introducing the Words—TE p. T26\u003Cbr>Definitions\u003Cbr>After examining the pronunciation, part of speech, and definition for each word, students see the word in the context of one or more example sentences.\u003Cbr>• Unit 1, SE pp. 8–9; Unit 2, SE pp. 18–19; Unit 3, SE pp. 28–29; Unit 4, SE pp. 38–39; Unit 5, SE pp. 48–49; Unit 6, SE pp. 58–59; Unit 7, SEpp. 70–71; Unit 8, SE pp. 80–81; Unit 9, SE pp. 90–91; Unit 10, SE pp. 100–101; Unit 11, SE pp. 110–111; Unit 12, SE pp. 120–121; Unit 13, SE pp. 132–133; Unit 14, SE pp. 142–143; Unit 15, SE pp. 152–153; Unit 16, SEpp. 162–163; Unit 17, SE pp. 172–173; Unit 18, SE pp. 182–183\u003Cbr>• Teaching Notes: Definitions—TE p. T28\u003Cbr>Synonyms and Antonyms\u003Cbr>The Synonyms and Antonyms exercises require students to write the word that has the same or opposite meaning as the boldface word in the given phrase. To complete the exercises, students rely on context clues to find the right synonym or antonym.\u003Cbr>• Unit 1, SE p. 10; Unit 2, SE p. 20; Unit 3, SE p. 30; Unit 4, SE p. 40; Unit 5, SE p. 50; Unit 6, SE p. 60; Unit 7, SE p. 72; Unit 8, SE p. 82; Unit 9, SE p. 92; Unit 10, SE p. 102; Unit 11, SE p. 112; Unit 12, SE p. 122; Unit 13, SE p. 134; Unit 14, SE p. 144; Unit 15, SE p. 154; Unit 16, SE p. 164; Unit 17, SE p. 174; Unit 18, SE p. 184\u003Cbr>• Teaching Notes: Synonyms and Antonyms—TE p. T29\u003Cbr>Completing the Sentence\u003Cbr>For each Completing the Sentence exercise, students rely on context clues in order to identify and write the word from the box that best completes the sentence. They learn that one or more context clues in sentences can be before or after the unfamiliar word.\u003Cbr>• Unit 1, SE p. 11; Unit 2, SE p. 21; Unit 3, SE p. 31; Unit 4, SE p. 41; Unit 5, SE p. 51; Unit 6, SE p. 61; Unit 7, SE p. 73; Unit ","cbCaijPCZ9bIJqdV","https://ap.wps.com/l/cbCaijPCZ9bIJqdV","pdf",885900,32,"English","# Language Standards\n## Vocabulary Acquisition and Use (L.3.4)\n# Key Aligned Content\n## Reading Standards for Literature\n## Reading Standards for Informational Text\n## Reading Foundational Skills\n## Writing Standards\n## Speaking and Listening Standards\n# Additional Aligned Content","[{\"question\":\"What standard does this correlation document mainly support for Grade 3 vocabulary?\",\"answer\":\"It focuses on Language Standards: Vocabulary Acquisition and Use, specifically L.3.4 for determining and clarifying word meanings using multiple strategies.\"},{\"question\":\"Which strategies does L.3.4 highlight for understanding unknown or multiple-meaning words?\",\"answer\":\"The standard emphasizes context clues, word parts, word relationships, and reference materials.\"},{\"question\":\"How are unit vocabulary activities introduced and reinforced in this program?\",\"answer\":\"Each unit begins with “Introducing the Words,” followed by practice such as definitions, synonyms and antonyms, completing the sentence, and word associations that depend on context clues.\"}]","Vocabulary Workshop: Tools for Comprehension - Level Green / Grade 3 Correlation to the North Carolina English Language Arts Standard Course of Study | PDF",1790854180,81]