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READING
AND LANGUAGE ARTS (Revised August 2007) |
Table of Contents:
Grade Three Reading/ Language Arts Curriculum
· Literature
· Comprehension
· Vocabulary
· Fluency
· Writing Process
· Spelling
· Mechanics
· Handwriting
· Communication
· Reference and Library Skills
Grade Three Reading/Language Arts Benchmarks
Benchmarks are what Lakeland students must know. They are drawn from Lakeland and State curriculum standards and the ISAT Learning Continuum.
1. Please see important links at end of the K-3 Reading/Language Arts Curriculum Guide. These include ISAT Reading and Language Vocabulary.
2. ISAT Spring Proficiency Scores for 3rd Grade – Reading 192 (see vocabulary up to and including this score.) ISAT Spring Proficiency for Language is 196 (see vocabulary up to and including this score).
LITERATURE
Read and respond to a variety of literature to compare and contrast the many dimensions of human experience.
1. Identify the defining characteristics and purpose of the following literary forms and genres: fiction, nonfiction, fables, fairy tales, poems, plays, biographies, autobiographies, legends, textbooks, newspapers, instruction manuals, novels and essays
2. Identify the narrator and point of view of a story
3. Identify the lesson of a fable or folktale (theme)
4. Identify common forms of figurative language (idioms, similes, metaphors)
5. Identify purposes of writing (persuasive, descriptive, narrative)
COMPREHENSION
Students read and respond to a variety of grade-level appropriate expository and
literary texts.
Students use a variety of comprehension strategies, such as asking and responding
to questions and drawing inferences and conclusions from several sources to
understand text.
Students identify and discuss story elements from a variety of genres.
Before reading:
1. Preview materials to anticipate content
2. Use table of contents, index, headings, captions, illustrations, and major words to predict content and purpose of a reading selection
3. Use prior knowledge and the following information presented within the text to make predictions about the text: cover, illustrator, author, title, topic sentences, and key words
4. Predict the outcome of a reading selection
During reading:
1. Use graphic organizers to categorize information
2. Recognize words that signal transitions to determine sequence and meaning of text
3. Recognize relationship between a pronoun and its referent
4. Infer meanings of unfamiliar words by using context clues
5. Self-corrects/rereads sentences when meaning is unclear
6. Distinguish between statements of fact and opinion
7. Recognize purpose of and gather information from graphics, graphs, tables, diagrams, parentheses, italics, and bold print
8. Visualize to increase comprehension
9. Integrate all cueing systems (semantics, syntax, grapho-phonics, and context clues) to gain understanding of text
10. Connect the information and events in texts to self, to the world, and to other texts
After reading:
1. Identify and infer the stated main idea and supporting details
2. Locate beginning, middle, and end of a story
3. Identify the sequence of events in the plot
4. Describe setting, problem, and solution of a story
5. Identify and infer the stated feelings, traits, and motives of characters
6. Distinguish between the main character and minor characters in a story
7. Identify and infer the stated cause and/or effect
8. Draw conclusions from a reading selection
9. Choose the best title for a reading selection
10. Summarize the plot of a story
11. Retell a story in sequential order
12. Generate how, why, and what-if questions for interpreting expository text
13. Follow simple, multi-step written directions
14. Compare and contrast information about the same topic after reading 2 or more passages or articles
15. Identify the author’s purpose: to entertain, to persuade, or to inform
VOCABULARY AND WORD ANALYSIS
1. Use cueing strategies to read 3rd Grade text: context cues, word analysis/phonics cues and syntax cues.
2. Identify and use synonyms, antonyms, homonyms, and homographs.
3. Identify and use multiple meanings and idioms.
4. Use knowledge of base words, common prefixes and suffixes to determine meaning of unknown words in isolation and in context
5. Use words and concepts necessary for comprehending math, science, social studies, literature and other grade 3 content area text.
6. Use a grade-level appropriate dictionary and glossary to define and confirm meaning of unknown words
7. Use syntax cues to anticipate words when reading
FLUENCY
By the end of Grade 3, the student will be able to:
1. Fluently read at least 450 regular and irregular sight words
2. Read aloud Grade 3 text fluently from at least 120 correct words per minute
WRITING PROCESS
Students use all five steps of the writing process to write for a variety of purposes and audiences.
Students use different structures to organize information for different audiences and purposes.
Students use appropriate style and vocabulary for audience and purpose.
Students write compositions that relate to a central idea and contain supporting details.
Prewriting Skills
By the end of Grade 3, the student will be able to:
1. Generate ideas using prewriting strategies (e.g., graphic organizers).
2. Generate the main idea.
3. Plan writing using organizational strategies (e.g., graphic organizer, chart).
4. Identify an appropriate writing format for purpose and audience.
5. Plan writing to produce a piece of writing within a set time period.
Writing Skills
By the end of Grade 3, the student will be able to:
1. Use ideas generated and organized in prewriting to write a draft that includes a main idea and details.
Revising a Draft
By the end of Grade 3, the student will be able to:
1. Revise draft for meaning.
2. Revise draft by adding details to enhance audience understanding.
3. Identify words and sentences that need to be rearranged to clarify meaning.
4. Revise for sentence variety.
5. Use literary models to refine writing style.
6. Use strategies to guide the revision process.
Editing a Draft
By the end of Grade 3, the student will be able to:
1. Edit the draft using a simple editing checklist.
2. Edit for: paragraph indentation, capitalization, punctuation, spelling, grammar, and complete sentences
Publish Writing
By the end of Grade 3, the student will be able to:
1. Publish legibly and illustrate draft.
2. Share writing with intended audience.
Writing Applications
Students write in a variety of modes including expressive, expository, and literary response.
Students write compositions that have a topic sentence and contain supporting details.
Students write responses that identify connections between their personal experience and a text.
Expressive Writing Skills (Narrative/Creative)
By the end of Grade 3, the student will be able to:
1. Write short narratives with a logical sequence of events that include a beginning, middle, and end using multiple paragraphs.
2. Write a descriptive paragraph to describe a person, animal, or object.
3. Write rhymes, poems, or songs that include sensory details.
4. Write in journals on a regular basis.
5. Write for personal and practical needs.
Expository Writing Skills (Informational/Research)
By the end of Grade 3, the student will be able to:
1. Write a friendly letter and correctly address the envelope.
2. Write an expository paragraph that contains a main idea and supporting
details.
3. Write an explanatory paragraph that explains how to do a specific task.
Literary Response
By the end of Grade 3, the student will be able to:
1. Write a response that identifies a text to self, text to world, and/or text to text connection.
2. Write or draw a response to a literature selection that identifies the plot (book review).
1. Capitalization
A. Proper nouns
B. Titles
C. Holidays
D. Greeting and closing of friendly letters and envelopes
E. Recognize overcapitalization of common nouns
2. Punctuation
A. Ending punctuation
B. Commas in a series, address, date, greeting and closing of a friendly letter, joining two complete sentences with a conjunction, and quotes
C. Abbreviation points
D. Apostrophe with contractions and possessives (singular and plural)
E. Quotation marks
3. Grammar
A. Write in complete sentences
B. Identify and use types of sentences (exclamatory, declarative, interrogative, and imperative)
C. Use past, present, and future verb tenses, including irregular verbs
D. Identify and use nouns, pronouns, adjectives, verbs, adverbs, prepositions, and conjunctions
E. Use the correct pronoun to agree with the noun
F. Use the appropriate singular or plural possessive noun in a sentence
G. Use correct subject-verb agreement
H. Identify subjects and predicates in sentences
SPELLING
1. Spell words with predictable patterns.
2. Spell high frequency words in various contexts.
3. Identify misspelled words in various contexts.
4. Use classroom materials as spelling references.
5. Apply spelling rules appropriate to grade level to spell accurately.
1. Use good posture and appropriate paper slant
2. Write all lower and upper case letters in cursive using correct letter form, height, size, consistent slant, and spacing
3. Write sentences in cursive with appropriate spacing between words
4. Write punctuation marks using correct form, height, size, and spacing
5. Evaluate own writing by referring to a model
Students listen critically to effectively understand oral and visual presentations.
Students use speaking skills to deliver oral presentations that are organized around a specific topic, using correct grammar and vocabulary.
Students identify and use traditional and non-print media to gain new information.
Listening
By the end of Grade 3, the student will be able to:
1. Listen critically to determine the purpose of listening (e.g., to obtain information, to solve problems, to enjoy).
2. Listen to answers to specific questions from information presented orally.
3. Listen to follow multiple-step oral directions.
4. Listen to acquire and summarize information from a variety of sources.
Speaking
By the end of Grade 3, the student will be able to:
1. Ask for clarification and explanation of stories and ideas.
2. Paraphrase information that has been shared orally by others.
3. Organize simple oral presentations to maintain clear focus.
4. Retell stories or experiences that follow a logical sequence of events.
5. Speak clearly at an appropriate pace for the type of communication (e.g., informal discussion, report to class).
Viewing
By the end of Grade 3, the student will be able to:
1. Identify grade-level-appropriate traditional and non-print media as sources of information (e.g., internet, video, graphs, charts).
2. Identify the role of media in focusing people’s attention on events and in forming their opinions on issues.
3. Identify the difference between fact and opinion in media presentations.
4. Compare and contrast visual information to personal experiences.
5. Develop oral or written response to visual information.
The reference and library skills curriculum is to be taught by both classroom teachers and the district media specialist. However there are some objectives which are specific to library usage. These objectives are marked to denote that they are specifically introduced by the district media specialist and reinforced by the classroom teacher.
1. Organization of materials
A. Understand that every book and most other material in the library media collection can be located using an on-line search
B. Locate materials using call numbers
1. Alphabetizing
a. Know fiction and primary books are shelved alphabetically using the author’s last name
b. Know biographies are shelved alphabetically by the subject’s last name
c. Alphabetize words to third letter and beyond
2. Subject headings
a. Look up a subject using the on-line catalog and find a call number
b. Locate a book on a subject using the on-line catalog with some assistance
3. Descriptive information
a. Know there is information in the on-line catalog that tells about the book
b. Know the parts of a book that are listed in the on-line catalog
c. Be aware of different types of fiction, i.e. adventure, realistic, mystery
A. Define the difference between fiction and nonfiction
B. Know that two of the sections of the library are fiction and nonfiction
A. Be familiar with call numbers and their relation to the location of a book on the shelf
B. Understand the general shelf arrangement of library media center materials
A. Know the difference between the reference collection and the regular collection
B. Know reference sources are meant to be referred to, not read all the way through
C. Locate information in encyclopedias and dictionaries by skimming and surveying
1. Encyclopedias
a. Use the alphabetical arrangement of the general encyclopedia to locate a subject
b. Use a general encyclopedia to find information on a topic
c. Know there are special-subject encyclopedias
d. Know encyclopedias are a source of information about people, places, and things
e. Locate information using an on-line encyclopedia
2. Dictionaries
a. Locate the unabridged dictionary in the library media center
b. Use the abridged and unabridged dictionaries to find word definitions, using guide words
c. Use a glossary or a dictionary to define a word in the context of a sentence, including words with multiple meanings
d. Use a dictionary to determine syllabication of a word
e. Use the pronunciation key in a dictionary to pronounce a word
3. Glossaries
a. Know that a glossary is a small, specific dictionary located in the back of many non-fiction books
5. Biographical sources
A. Locate information about a person with some help
B. Know biographies are shelved alphabetically by the subject’s last name
A. Be familiar with the periodical area of the library
B. Know there are special subject periodicals
C. Kow that periodicals include magazines and newspapers
A. Know what an index is and where to locate it
A. Know the library media center has materials other than printed materials
A. Select materials he/she can read using the AR Reading Level
B. Show discrimination in selecting books of interest with or without regard to AR level
A. Identify the table of contents to locate the author and page number of a story in an anthology
B. Identify the dedication
C. Identify the preface
D. Identify the appendix
E. Identify the glossary
F. Identify the bibliography
G. Identify the index
H. Locate the name of the publisher and place of publication on the title page of the book
A. Look up information in a general encyclopedia and find nonfiction books on a specific topic
A. Participate in a group discussion by following rules that (a) only one person speaks at a time, (b) all listen to the speaker, (c) responses to discussion questions should be relevant
B. Attend to the sights and sounds of the instructional situation
C. Understand and interpret what is seen and heard
D. Recall, summarize, paraphrase, and extend what is listened to and/or viewed
A. Be familiar with characters, plot, and setting of fiction
B. Be familiar with many different types of literature
C. Know some favorite authors and illustrators and their works
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Third Grade |
End of 1st Quarter Unit 1 Dollars and Sense (All Stories)
(Based on 8 stories) Unit 2 Smart Solutions (Penguin Chick, A Day's Work, and Purdy's Problem and How She Solved It)
End of 2nd Quarter Unit 2 Smart Solutions (Tops and Bottoms and William's House)
(Based on 7 stories) Unit 3 People and Nature (All Stories)
End of 3rd Quarter Unit 4 One of a Kind (All Stories)
(Based on 8 stories) Unit 5 Cultures (Suki's Kimono, How My Family Lives in America, and Good - Bye, 382 Shin DangDong)
End of 4th Quarter Unit 5 Cultures (Jalapeno Bagels and Me and Uncle Romie)
(Based on 7 stories) Unit 6 Freedom (All Stories)
COMPREHENSION AND VOCABULARY
Grades are based on above units
Important:
Grading Key: On the report card, teachers must
80 - 100% = Yes include the final comprehension
<80% = No percentage after the Y or N.
This scale is used at each quarter. (ex. Y/83%, N/68%)
Use the last 3 "on level" (OL) Fresh Reads of each quarter.
Use the median grade to determine report card grade.
1st Quarter
Penguin Chick
A Day's Work
Prudy's Problem and How She Solved It
2nd Quarter
Night Letters
A Symphony of Whales
Volcanoes: Nature's Incredible Fireworks
3rd Quarter
Suki's Kimono
How My Family Lives in America
Good-Bye, 382 Shin Dang Dong
4th Quarter
Talking Walls: Art for the People
Two Bad Ants
Elena's Serenade
1st Quarter Reads 90+ correct words per minute = Yes
<90 = No
2nd Quarter Reads 100+ cwpm = Yes
<100 = No
3rd Quarter Reads 110+ cwpm = Yes
<110 = No
4th Quarter Reads 120+ cwpm = Yes
<120 = No
Important: On the report card, teachers must include the CWPM after the Y or N.
(ex. Y/107, N/85)
EXPRESSION
This rubric is to be used at each quarter. (Not a timed assessment)
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Reads with Expression
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Yes □ Reads fluidly □ Uses punctuation to express written passage correctly o Uses short pause for comma o Uses long pause for period o Raises voice at end of question o Increases volume of voice for exclamation □ Uses intonation to interpret text, such as words in bold □ Reads at an appropriate pace
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No □ Reads haltingly □ Reads word by word □ Ignores punctuation □ Reads slowly and laboriously
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Language Arts BenchmarksThird Grade |
PHONICS/SPELLING SKILLS
1st Quarter Skills to be Taught
Week 1 short vowels VCCV
Week 2 plurals -s,-es
Week 3 adding -ed, -ing, -er, -est
Week 4 long vowel digraphs -ai, -ay, -ee, -ea, -oa, -ow
Week 5 vowel sounds in out and toy
Week 6 syllable pattern V/CV, VC/V
Week 7 words ending in -le
Week 8 compound words
2nd Quarter Skills to be Taught
Week 1 words with spl, thr, squ, str
Week 2 digraphs sh, th, ph, ch, tch
Week 3 contractions
Week 4 prefixes un-, re-, mis-, dis-
Week 5 consonant sound / j/ and /k/
Week 6 suffixes -ly, -ful, -ness, -less
Week 7 words with wr, kn, mb, gn
3rd Quarter Skills to be Taught
Week 1 irregular plurals
Week 2 vowels with r (er, ir, or, ear)
Week 3 prefixes pre-, mid-, over-, out-
Week 4 suffixes -er, -or, -ess, -ist
Week 5 syllable pattern VCCCV
Week 6 syllable patterns CVVC, CVV
Week 7 homophones
Week 8 vowel sound in ball
4th Quarter Skills to be Taught
Week 1 more vowel sound in ball (augh, ough, al, ou)
Week 2 suffixes -y, -ish, -hood, -ment
Week 3 vowel sounds in tooth and cook
Week 4 schwa
Week 5 words with -tion, -sion,-ture
Week 6 multisyllabic words
Week 7 related words (cloth, clothes)
Grading Key: Important:
80 - 100% = Yes On the report card, teachers must
<80% = No include the final spelling percentage
This scale is used at each quarter. after the Y or N. (ex. Y/83%, N/68%)
By the end of Grade 3, students will be able to spell Rebecca Sitton high-frequency words 1-175.
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