Discovering the Dove

Related Standards

Maryland Social Studies Standards

Content Topic- Exploration (Grade 4) Students will evaluate the motivations for European exploration by:

• identifying the push/pull factors that led to European exploration and colonization.
• explaining geographic factors that influenced European exploration.

Content Topic- Cultural Change Over Time (Grade 3) Students will analyze early regional cultural groups by:

• analyzing photographs, images, and text from the past to learn about key historical figures.
• interpreting evidence of the past to make claims about how individuals and groups shaped their region.

Maryland College and Career Ready Standards for English Language Arts Grades 3-5

Skills and Processes - Reading

Grade 3

• RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
• RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
• RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
• RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Grade 4

• RI.4.1: Students will refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
• RI.4.3: Students will explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
• RI.4.4: Students will determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
• RI.4.7: Students will interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Skills and Processes - Writing

Grade 3

• W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade specific expectations for writing types are defined in standards 1-3 above.)
• W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Grade 4

• W.4.2: Students will write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• W.4.4: Students will produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
• W.4.9: Students will draw evidence from literary or informational texts to support analysis, reflection, and research.

Skills and Processes - Speaking and Listening

Grade 3

• 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.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Grade 4

• SL.4.1: Students will engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
• SL.4.2: Students will integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.