Third Grade Language Arts Standards

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THIRD GRADE English-Language Arts Academic Standards

Standards for the following areas are set forth below:

Reading
Writing
Written and Oral English Language Conventions
Listening and Speaking

Content Standards			Assessment	Instructional Strategies	Instructional Resources
READING			Phonemic awareness testing
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.		Fluency benchmark Slausson Running Records

	Decoding and Word Recognition (emphasized)
	1.1	Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.	Spelling tests — weekly Drop In The Bucket — word encoding	Weekly review of spelling list Word family Phonetic analysis 2-3 times per week	Spelling-McDougal-Littel Drop In The Bucket
	1.2	Decode regular multi syllabic words.	New Practice Readers, Scott Foresman	Self directed reading comprehension practice Teacher observation
	1.3	Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression. (Emphasized)	Fluency Assessments, Scott Foresman	Students read aloud while teacher does running record. Teacher observation	Scott Foresman

	Vocabulary and Concept Development
	1.4	Use knowledge of antonyms and synonyms to determine the meanings of words (emphasized, homophones and homographs — not as much).	Write On Track Scott Foresman worksheets	Direct instruction Writing practice	Write On Track
	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) (emphasized).	Slausson Oral Reading Test Scott Foresman Evan Moore paragraph Writing	Word lists by grade level Graphic organizer Web activities	Slausson SORT-R Scott Foresman Evan Moore
	1.6	Use sentence and word context to find the meaning of unknown words.	Drop In The Bucket New Practice Readers	Phonetic analysis activities Reading comprehension activities	Drop In The Bucket New Practice Readers
	1.7	Use a dictionary to learn the meaning and other features of unknown words.	Literature units Spelling workbook Dictionary work	Work meaning, multiple meaning Guide words, alphabetizing Using guide words	Spelling—McDougal-Littel Literature Books
	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.	Drop In The Bucket Daily oral language activities Scott Foresman	Phonetic analysis activities Grammar instruction	Drop In The Bucket Write On Track Scott Foresman

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.		5 books per year

	Structural Features of Informational Materials
	2.1	Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.	Scott Foresman Reading Units Literature Units Dictionary work — Encyclopedia	Report writing — fiction, non-fiction Selected genre readings Library resources	Scott Foresman Literature Dictionary work

	Comprehension and Analysis of Grade-Level-Appropriate Text
	2.2	Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.	New Practice Readers, Reading comprehension activities Scott Foresman Library resources	Reading and responding to literature Discussion Teacher observation	New Practice Readers Scott Foresman Library Resources
	2.3	Demonstrate comprehension by identifying answers in the text.	New practice readers	Independent reading comprehension activities	New Practice Readers
	2.4	Recall major points in the text and make and modify predictions about forthcoming information.	Group discussion Literature Units	Reading strategies Selected genre readings	Scott Foresman Literature Units
	2.5	Distinguish the main idea and supporting details in expository text.	Discussion	Independent reading comprehension	Scott Foresman From Sea To Shining Sea New Practice Readers
	2.6	Extract appropriate and significant information from the text, including problems and solutions.	New practice readers From Sea to Shining Sea
	2.7	Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).	Teacher directed activities Science	Social Studies projects Science activities

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 common forms of literature (e.g., poetry, drama, fiction, nonfiction).	Genre Studies Scott Foresman	Direct instruction in reading genres	Literature units

	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.	Teacher observation Writing samples Genre studies	Group reading and retelling of stories	Literature units
	3.3	Determine what characters are like by what they say or do and by how the author or illustrator portrays them (not essential)	Scott Foresman Teacher observation Literature units Genre studies	Group discussion	Literature units
	3.4	Determine the underlying theme or author’s message in fiction and nonfiction text (not essential)	Scott Foresman Teacher observation	Selected readings Genre studies	Scholastic news
	3.5	Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.	Scholastic News Student writing samples	Students write poetry demonstrating concept taught	Poets in the Schools Scott Foresman
	3.6	Identify the speaker or narrator in a selection.	Teacher observation Play reading	Group discussion	Scott Foresman

WRITING
1.0	Writing Strategies Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

	Organization and Focus
	1.1	Create a single paragraph: Develop a topic sentence. Include simple supporting facts and details.	Student Writing Samples	Students write paragraphs beginning with a topic sentence/main idea, and four supporting sentences.	Evan Moore, Paragraph Writing Write On Track Spelling — McDougal-Littel

	Penmanship
	1.2	Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence (iIntroduced in January).	Cursive writing Practice workbooks	Instruction in letter formation. Independent practice	Zaner-Bloser

	Research and Technology
	1.3	Understand the structure and organization of various reference materials (e.g., dictionary, and atlas).	Teacher-developed assessments	Direct instruction in using guide words, glossary, reading tables and charts.	Children’s dictionaries Atlas Write On Track Library resources

	Evaluation and Revision
	1.4	Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.	Written samples Writing rubric

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 writing strategies of grade three outlined in Writing Standard 1.0, students:
	2.1	Write narratives:
		Provide a context within which an action takes place.	Writing prompts	Direct instruction in character, setting, and plot, using descriptive words (adjectives).	Write On Track, Scott Foresman
		Include well-chosen details to develop the plot.	Write stories
		Provide insight into why the selected incident is memorable.	Reflecting on events
	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:	Writing letters	Business letters, pen pals, complaint letters, publishing fables, fairy tales and stories to be read by others.	Literature Units, Scott Foresman
		Provide a context within which an action takes place.	Letter writing
		Include well-chosen details to develop the plot.	Letter writing

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.
1.0	Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this 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.	Pre/Post tests Daily writing practice	Daily / weekly proofreading Writers’ workshop activities	Daily Oral Language (D.O.L.) Scott Foresman Drop In The Bucket

	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 (connecting prepositions introduced).	Weekly journal check-ups Teacher observation	Direct instruction Spelling program	Write On Track Homework journal
	1.3	Identify and use past, present, and future verb tenses properly in writing and speaking (linking verbs).	Weekly journal check-ups Teacher observation	Direct instruction Homework	Write On Track Scott Foresman McDougal-Littel
	1.4	Identify and use subjects and verbs correctly in speaking and writing simple sentences.	Teacher observation	Direct instruction	Write On Track

	Punctuation
	1.5	Punctuate dates, city and state, and titles of books correctly.	Teacher observation	Direct instruction	Drop In The Bucket Write On Track
	1.6	Use commas in dates, locations, and addresses and for items in a series.	Teacher observation	Direct instruction	Drop In The Bucket Write On Track

	Capitalization
	1.7	Capitalize geographical names, holidays, historical periods, and special events correctly.	Teacher observation

	Spelling
	1.8	Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).	Spelling tests (weekly) Teacher observation Writing prompts	Direct instruction Workbook — independent practice	McDougal-Littel Write On Track
	1.9	Arrange words in alphabetic order.

LISTENING AND SPEAKING
1.0	Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

	Comprehension
	1.1	Retell, paraphrase, and explain what has been said by a speaker.	Teacher observation	Retelling stories	Scott Foresman
	1.2	Connect and relate prior experiences, insights, and ideas to those of a speaker.	Teacher observation	Sharing, summarizing information Responding to literature Oral reports	Scott Foresman
	1.3	Respond to questions with appropriate elaboration.	Teacher observation	Sharing, responding to literature Oral reports	Scott Foresman
	1.4	Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of onomatopoeia).	Teacher observation Class projects	Poetry — responding to and writing poetry	Poet In The Schools

	Organization and Delivery of Oral Communication
	1.5	Organize ideas chronologically or around major points of information.		Writing autobiographies	Literature studies
	1.6	Use clear and specific vocabulary to communicate ideas and establish the tone.	Writing prompts Written projects	Story reading Story writing Direct instruction	Writing prompts Evan Moore Scott Foresman
	1.7	Use clear and specific vocabulary to communicate ideas and establish the tone.	Writing prompt	Direct instruction	Write On Track
	1.8	Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts).	Teacher observation	Oral reports Class plays Sharing	Student produced
	1.9	Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation and vocal patterns to emphasize important passages of the text being read.	Teacher observation	Poetry reading aloud	Literature studies

	Analysis and Evaluation of Oral and Media Communications
	1.10	Compare ideas and points of view expressed in broadcast and print media.	Teacher observation	Sharing Event sharing	Scholastic News Newspapers T.V.
	1.11	Distinguish between the speaker’s opinions and verifiable facts.	Teacher observation	Discussions	Current events

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 organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade three outlined in Listening and Speaking Standard 1.0, students:
	2.1	Make brief narrative presentations:
		Provide a context for an incident that is the subject of the presentation.	Teacher observation	Oral reports Plays Conferencing	Literature Studies
		Provide insight into why the selected incident is memorable.	Writing activities		Scott Foresman
		Include well-chosen details to develop character, setting, and plot.			Teacher selected
	2.2	Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.	Teacher observations	Plays Choral reading Patriotic songs
	2.3	Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.	Unit projects	Dioramas Model Projects

READING

WRITING

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

LISTENING AND SPEAKING