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GRADE 3
READING
1.0. WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT:Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.
Decoding and Word Recognition:
1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.
1.2 Decode regular multisyllabic words.
1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.
Vocabulary and Concept Development:
1.4. use knowledge of antonyms, synonyms, homophones, and homographs to determine meaning of words
1.5. demonstrate knowledge of levels of specificity among grade- appropriate words and explain the importance of these relations (e.g., dog/mammal/animal/living things)
1.6. use sentence and word context to find meaning of unknown words
1.7. use a dictionary to learn the meaning and other features of unknown words
1.8. use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words
GRADE 3
2.0. READING COMPREHENSION: Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade three, students make substantial progress toward this goal.
Structural Features of Informational Materials:
2.1. use titles, table of contents, chapter headings, glossaries and indexes to locate information in text
Comprehension and Analysis of Grade-Level-Appropriate Text:
2.2. ask questions and support answers by connecting prior knowledge with literal and inferential information found in text
2.3. demonstrate comprehension by identifying answers in text
2.4. recall major points in text, and make and modify predictions about forthcoming information
2.5. distinguish main idea and supporting details in expository text
2.6. extract appropriate and significant information from text, including problems and solutions
2.7. follow simple multiple-step written instructions (e.g., how to assemble a product or use a game board)
GRADE 3
3.0. LITERARY RESPONSE AND ANALYSIS: Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.
Structural Features of Literature:
3.1. distinguish among common forms of literature (e.g., poetry, drama, fiction, non-fiction)
Narrative Analysis of Grade-Level-Appropriate Text:
3.2. comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world
3.3. determine what characters are like by what they say or do and by how the author or illustrator portrays them
3.4. determine the underlying theme or author's message in fiction and non-fiction text
3.5. recognize the similarities of sounds in words and rhythmical patterns in a selection (e.g., onomatopoeia, alliteration)
3.6. identify the speaker or narrator in a selection
WRITING
GRADE 3
1.0. WRITING STRATEGIES: Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing considers audience and purpose. They successfully use the stages of the writing process (i.e., pre-writing, drafting, revising, and editing successive versions).
Organization and Focus:
1.1 Create a single paragraph:
a. Develop a topic sentence.
b. Include simple supporting facts and details. Penmanship:
1.2. write legibly in cursive or joined italic, adhering to margins and correct spacing between letters in a word and words in a sentence
Research and Technology:
1.3. understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia)
Revising and Evaluating Strategies:
1.4. revise drafts to improve the coherence and the logical progression of ideas, using an established rubric GRADE 3
2.0. WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Using the Grade 3 writing strategies outlined in Writing Standard 1.0, students:
2.1 Write narratives: a. Provide a context within which an action takes place. b. Include well-chosen details to develop the plot. c. Provide insight into why the selected incident is memorable.
2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.
2.3 Write personal and formal letters, thank-you notes, and invitations: a. Show awareness of the knowledge and interests of the audience and establish a purpose and context. b. Include the date, proper salutation, body, closing, and signature.
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
English Language Conventions are integral both to Writing and to Listening and Speaking. Thus, these standards have been placed between the other two.
GRADE 3
1.0. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions that are appropriate to each grade level.
Sentence Structure:
1.1. understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking
Grammar:
1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.
1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.
Punctuation:
1.5. punctuate dates, city and state, and titles of books correctly
1.6 Use commas in dates, locations, and addresses and for items in a series. Capitalization:
1.7. capitalize geographical names, holidays, historical periods, and special events correctly
Spelling:
1.8. spell correctly one-syllable words that have blends, contractions, compounds and orthographic patterns (e.g., qu, consonant doubling, change y to I) and common homophones (e.g., hair-hare)
1.9. arrange words in alphabetical order
LISTENING AND SPEAKING
GRADE 3
1.0. LISTENING AND SPEAKING STRATEGIES: Students listen and respond critically to oral communication. They speak in a manner that guides and informs the listener's understanding of key ideas, using appropriate phrasing, pitch, and modulation.
Comprehension:
1.1. retell, paraphrase, and explain what has been said by a speaker
1.2. connect and relate prior experiences, insights, and ideas to those of a speaker
1.3. respond to questions with appropriate elaboration
1.4. identify the musical elements of literary language (e.g., rhymes, repeated sounds, or instances of onomatopoeia)
Organization and Delivery of Oral Communication:
1.5. organize ideas chronologically or around major points of information
1.6. provide a beginning, middle, and end, including concrete details that develop a central idea 1.7. use clear and specific vocabulary to communicate ideas and establish tone 1.8. clarify and enhance oral presentations through use of appropriate props (e.g., objects, pictures, charts)
1.9. read prose and poetry aloud with fluency, rhythm, and pace; and use appropriate intonation and vocal patterns to emphasize important passages of the text being read
Analysis and Evaluation of Oral and Media Communications:
1.10. compare ideas and points of view in broadcast and print media
1.11. distinguish between the speaker's opinions and verifiable facts
GRADE 3
2.0. SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS): Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organization and delivery strategies outlined in Listening and Speaking Standard 1.
Using the Grade 3 speaking strategies outlined in Listening and Speaking Standard 1.0, students:
2.1 Make brief narrative presentations:
a. Provide a context for an incident that is the subject of the presentation.
b. Provide insight into why the selected incident is memorable.
c. Include well-chosen details to develop character, setting, and plot.
2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.
2.3 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.
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Spelling Contract - Growing Things Start of School |
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Developmental Writing Checklist
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