Third Grade

Instructional Legend:
I-Introduction Level
R-Reinforcement Level
A-Application Level

For more information, click on one of the following: JReading JWriting JResearch JCommunication JIndividual Competencies

Reading

1.Reading Structure Standard: Students use the systems of language (patterns, rules, and conventions) to derive meaning from print as they read in a variety of genres.

Performance Standard: Integrate language structure (syntax), meaning clues (semantics), graphophonic strategies, and word attack skills when reading orally and silently.

Student Literacy Expectations:

• Sentence Structure (syntax):
  A- Use word order to read.
  A- Use sentence structure to read.
• Phonics (letter/sound relationships-graphophonics):
  R- Begin to decode multiple syllable words.
  R- Decode one and two syllable words.
  I- Divides words into syllables.
  R- Apply phonetic strategies to read by:
  R- Using initial consonant substitution in rhyming words and word families.
  R- Using beginning, medial, and ending consonants to orally decode words.
  R- Using short, long, and "r" controlled vowel sounds to orally decode words.
  R- Using consonant blends, digraphs, and diphthongs to orally decode words.

- Pronunciation rules:
I- In most two-syllable words, the last syllable is unaccented.*
I- If a, in, re, ex, de, or be is the first syllable in a word it is usually unaccented.*
I- Read with accuracy and fluency.

• Meaning Clues (semantics):

A- Recognize words in familiar context.
A- Use prior knowledge.
A- Use of synonyms and antonyms as reading aids.
A- Recognize and read compounds, contractions, possessives and words ending in ing, ed, s, and es.
R- Use word recognition strategies to recognize words (prefixes: re, un, dis; suffixes: er, or, less, ly; affixes, roots, and compounds.)
R- Use word recognition strategies to acquire new vocabulary (prefixes: re, un, dis; suffixes: er, or, less, ly; affixes, roots, and compounds.) R- Build sight word vocabulary.

*One of 23 most productive phonics rules (See Clymer study in Appendices.)

2.Reading/Thinking Standard: Students use the process of inquiry to construct meaning from textual information.

Performance Standard: Demonstrate comprehension of fiction and non-fiction selections by using critical reading skills and strategies.

Student Literacy Expectations:

• Critical Reading Skills:

R- Recognize implicit main idea.
R- Recognize explicit main idea.
R- Identify beginning, middle, and end of story.
R- Recall sequence of four events.
R- Respond to literal questions from text.
R- Recall explicit and implicit details.
R- Make comparisons.
R- Draw conclusions.
R- Recognize explicit and implicit cause and effect relationships in short selections.
I- Make generalizations.
I- Recognize uses of various fonts (bold, italic, etc.) to enhance comprehension.
I- Discriminate between fact and opinion
I- Distinguish between topics and subtopics in content area materials.

• Critical Reading Strategies:

A- Read for a variety of purposes in different kinds of text.
A- Ask questions about text:
A- Make predictions about story/content selections.
R- Activate relevant prior knowledge (schema) before, during, and after reading.
R- Develop strategies for reading text:
R- Reread a selection as directed.
R- Apply reading strategies to specific content area materials.
I- Develop strategies for reading text and taking tests in different formats:
I- Use SQ3R as a study technique.
I- Use test-taking strategies.

3.Reading/Literature Standard: Students use the process of inquiry to construct meaning from literature.

Performance Standard: Recognize how structure and characterization influence story development.

Student Literacy Expectations:

• Structure:
  R- Identify story problem and solution.
  A- Identify story setting.
• Characterization:
  A- Identify the main characters.
  R- Make comparisons about characters.
  R- Identify characters' actions, motives, emotions, traits, and feelings.
• Elements:
  R- Recognize elements of myth, tall tale, and limerick.
  R- Identify and discuss literary forms (e.g., fiction, non-fiction, poetry, and drama.)
  R- Discriminate between realism and fantasy.
• Thinking/Interpretation:
  R- Discuss personal responses to story.
  R- Respond to literal, inferential, and evaluative questions about literature.

Writing

4.Writing Structure Standard: Students use the systems of language (patterns, rules, and conventions) to convey information, ideas, and opinions through the writing process.

Performance Standard: Apply grammatical rules and conventions of language in the writing process.

Student Literacy Expectations:

• Grammar:
  R- Use past, present, and future tenses of verbs.
  R- Use pronoun I last when listing others.
  I- Correctly use subjective/objective cases of pronouns (me, I).
  R- Correctly use comparative adjectives (er, est).
  A- Form singular, plural, and possessive nouns.
  R- Use nouns, pronouns, verbs, and adjectives in writing simple sentences.
• Usage/Expression:
  R- Avoid the use of double negatives.
  R- Avoid slang.
• Composition/Structure:
  A- Write complete sentences.
  I- Write compound sentences.
  R- Write two short paragraphs about a topic.
  R- Indent paragraphs.
  I- Produce a clear statement of an idea.
  R- Use the four types of sentences according to purpose and with appropriate ending punctuation (declarative, interrogative, imperative, and exclamatory).
• Mechanics:
  R- Handwriting (write legibly).
  - Capitalization Content:
  A- Proper names of people, pets, products, businesses, organizations.
  A- Pronoun I
  A- Beginning of sentence
  A- Days of week
  A- Months of year
  A- Holidays
  A- Street, city, state
  I- Country
  R- Elements of a letter
  I- Direct quotation
  I- Titles (books and movies)
  R- Abbreviations (Mr., Mrs., and Ms.).
  R- Abbreviations (Rd., St., and Dr.).
  - Punctuation Content:
  A- Dates
  A- Time
  A- Ending of sentences punctuation (period, question mark, and exclamation point)
  A- Contractions
  R- Words in a series
  R- Letters (correspondence)
  I- Possessives
  I- Direct quotation
  I- Titles (books and movies)
  I- Comma usage (beginning/ending phrases)
  R- City, State
  A- Abbreviations (Mr., Mrs., and Ms.).
  I- Abbreviations (Jr., ft., in., lb., and U.S.A.).
• Spelling:

R- Spell phonetically regular words correctly.
A- Spell frequently used sight words correctly.
A- Apply common spelling patterns and rules.
R- Correctly spell frequently used words.
R- Correctly spell commonly confused words.
A- Word Families
- Spell words with:
A- Final e rule
A- Final y rule
A- ay rule
A- Double consonants
R- Words with diphthongs (ee, ea, ou, ow, oo, oa)
R- Words with gh and ght combinations
R- Words with sh and sch blends
R- r-controlled vowels
R- Words with hard and soft g and c R- Plurals (s, y, f endings)
I- Plurals (ss, sh, ch endings).

5.Writing Process Standard: Students use the process of inquiry to construct meaning through writing.

Performance Standard: Write in a variety of genres to produce paragraphs.

Student Literacy Expectations:

• Process:
  - Communicate ideas by using the writing process:
  PREWRITING
  R- Generate ideas
  DRAFTING
  R- Focus on topic
  R- Use prewriting ideas to complete first draft
  REVISING
  R- Expand use of descriptive words.
  R- Improve sequence
  R- Add variety of sentence types
  R- Organize writing to include a clear beginning, middle, and ending
  EDITING
  R- Begin each sentence and proper noun with a capital letter
  R- Use correct spelling
  R- Use appropriate punctuation
  R- Use complete sentences
  PUBLISHING
  R- Share writing with others
• Composition Organization:
  R- Include beginning, middle, and end of story.
  I- Include details.
  I- Include topic sentence.
• Explore Writing - Personal Purpose:
  R- Write personal letters and address envelopes.
  R- Write personal narrative compositions.
  I- Write thank you notes.
• Explore Writing - Variety of Purposes:
  R- Write responses to literature.
  R- Write responses to content area concepts, skills, or ideas.
  I- Write descriptive compositions.
  R- Write imaginative stories

Research

6.Information Structure Standard: Students use information systems to collect and record information from a variety of sources, including people, print/other media, and technology, for research.

Performance Standard: Explore the uses of media for the purpose of gathering information through listening, speaking, viewing, reading, and writing.

Student Literacy Expectations:
I- Seek information from expert/media.
I- Ask the same question of several individuals.
I- Use media to answer questions.
R- Use newspapers, periodicals, picture books, abridged dictionaries, encyclopedias, variety of genres, audio-visual resources, and available technology as sources of information.
R- Use book parts as information sources.
R- Use title page, table to contents, index, and glossary
I- Use abridged dictionaries and encyclopedias.
I- Identify appropriate word meanings or spellings in dictionaries.
I- Alphabetize words to the third letter.
R- Use guide words as location aids in dictionaries and encyclopedias.
I- Begin to record information gathered from sources.
I- List sources: include author and title.
I- Explore the use of visual/graphic organizers to record information.

7.Research Process Standard: Students use the process of inquiry to construct meaning from information and experiences.

Performance Standard: Begin to use the research process by selecting topic, formulating questions, identifying key words about a chosen topic, and skimming for information.

Student Literacy Expectations:

• Question:
  A- Recall and interpret orally presented information.
  A- Formulate questions related to a topic of interest.
• Organize/Plan:
  R- Classify and categorize topical information.
  R- Classify and categorize words into sets and groups with common characteristics.
  R- Select a topic of interest to research.
  I- Identify key words to research.
• Do:
  I- Organize information about a selected topic.
  I- Skim materials for information.
  I- Interpret and summarize information.
  I- Take notes about a selected topic.
• Present:
  I- Organize information in a logical manner.
  I- Write a short report on a researched topic.
  R- Create a project.

Communication

8.Collaboration Process Standard: Students recognize the social nature and power of language and use it to collaborate successfully.

Performance Standard: Adapt oral language to fit situation by following rules of conversation with peers and adults.

Student Literacy Expectations:

• Listen:
  A- Demonstrate active listening through eye contact.
  A- Picture ideas while listening to literary selections.
  A- Follow multiple oral and written directions.
• Interpret:
  A- Develop an awareness of gestures.
  R- Develop an awareness of body language.
  A- Develop an awareness of facial expressions.
• Respond:
  R- Orally discuss and summarize information.
  R- Use descriptive language to communicate clearly.
  R- Use sequence words to communicate effectively.
  R- - Use transition words to communicate effectively.
  R- Use correct verb tense in oral communication.
  R- Use increasingly complex sentence structures in oral communication.
  I- Determine the literal meaning of words in oral contexts.
  R- Follow rules of conversation with peers.
  R- Follow rules of conversation with adults.
  R- Use grade/age appropriate standard American English when communicating orally.
  R- Adapt oral language to fit situation.
  A- Respond with appropriate facial expression.
  I- Make relevant contributions in class and group discussions.
  I- Ask questions for clarification.
  I- Begin to use language to resolve conflict.
  R- Respond to orally presented literal, inferential, and evaluative questions.

9.Presentation Process Standard: Students celebrate their language development by presenting to varied audiences.

Performance Standard: Perform for varied audiences using presentation skills.

Student Literacy Expectations:

• Plan:
  I- Plan an oral presentation that is content-related.
  R- Use examples from literature to develop an individual or group story.
  R- Summarize or interpret pieces for presentation.
• Prepare:
  I- Prepare note cards for an oral presentation.
• Practice:
  I- Incorporate planned content into an oral presentation.
• Present:
  I- Deliver a planned oral presentation.
  R- Demonstrate self-confidence when appearing before an audience.
  R- Use limited props when speaking or presenting.
  R- Present to varied audiences.
  Establish Patterns/Entertain:
  A- Retell stories correctly.
  I- Recite short selections using emphasis and inflection.
  A- Respond to rhythm and tempo in selections.
  A- Read compositions to the class.
  

Individual Competencies

10.Diversity Standard: Students use individual language competencies to acknowledge contributions to our multicultural heritage.

Performance Standard: Recognize, experience, and share culturally diverse literature encountered through a variety of media.

Student Literacy Expectations:

R- Experience cultural diversity in stories read aloud and independently.
R- Demonstrate a familiarity with traditional pieces of literature.
R- Demonstrate a familiarity with contemporary pieces of literature.
R- Listen to and respond to various literary forms including regional/international examples.
I- Recognize that literature reflects human experience.
I- Recognize and respond to stereotypes in media
R- Recognize and respond to family issues found in reading and other experiences.
R- Recognize and respond to community issues found in reading and other experiences.
R- Respond and make connections to the work of classmates and others.

11.Personal Decisions/Goals Standard: Students use language to set goals, articulate action plans, and reflect upon personal growth.

Performance Standard: Make and act on decisions related to personal literacy growth.

Student Literacy Expectations:

R- Expand listening, speaking, reading and writing vocabulary to reflect a growing range of interests and knowledge.
I- Select and peruse a variety of media for information and pleasure.
R- Determine literacy areas for personal growth.
I- Demonstrate critical judgment in text selections.
R- Apply proofreading/editing techniques.
R- Demonstrate personal pride in work.

12.Language Appreciation Standard: Students appreciate the expressive nature of language and give personal interpretation to the work of others.

Performance Standard: Experience and respond to the beauty of language through the use of rich word choice, sentence variety, rhythm, and poetic devices.

Student Literacy Expectations:

R- Use rich word choice.
R- Use varied sentence patterns.
R- Use rhyme and rhythm.
I- Demonstrate an awareness of the richness and diversity of language through discussion.
I- Demonstrate an appreciation for the richness and diversity of language through discussion.
I- Orally read with fluency.
I- Orally read with expression.