The benchmark(s) of focus is the primary focus for student learning and instruction to be taught or reinforced and provides an intentional opportunity for students to work with that concept or skill.
Supporting benchmarks either make a connection or may help students achieve the focus benchmark(s) and increase students’ opportunities to make connections within the subject or to other subjects. The information included in this section is not a comprehensive list, and educators are encouraged to find other supporting benchmarks.
ELA.3.C.2.1
Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, and clear pronunc...
Clarifications:
Clarification 1: Nonverbal cues appropriate to this grade level are posture, tone, and expressive delivery. Clear pronunciation should be interpreted to mean an understanding and application of phonics rules and sight words as well as care taken in delivery. A student’s speech impediment should not be considered as impeding clear pronunciation. This grade level introduces an expectation that the information be presented in a logical sequence. A student may self-correct an error in sequence.
Clarification 2: For further guidance, see the Elementary Oral Communication Rubric.
ELA.3.R.2.1
Explain how text features contribute to meaning and identify the text structures of chronology, comparison, an...
SS.3.CG.2.5
Recognize symbols, individuals, documents and events that represent the State of Florida.
Clarifications:
Clarification 1: Students will recognize the Great Seal of the State of Florida as a symbol that represents the state.
Clarification 2: Students will recognize William Pope Duval, William Dunn Moseley and Josiah T. Walls as individuals who represent Florida.
Clarification 3: Students will identify the Declaration of Rights in the Florida Constitution as a document that represents Florida.
Clarification 4: Students will recognize that Florida became the 27th state of the United States on March 3, 1845.