' 110.06. English Language Arts and Reading, Grade 3.
Introduction
Students in Grade 3 show greater independence as listeners, speakers, readers, and writers. Third-grade students listen to and read increasingly sophisticated forms of children’s literature and factual texts. Students learn to utilize the card catalogue, encyclopedia, dictionaries, and other library/media center resources. They discuss, summarize, and organize information for learning and for making oral presentations. They answer complex comprehension questions about text that they have read independently. They demonstrate comprehension of texts by giving the main ideas and by discussing elements of the selections. They summarize, sequence, and make connections. They write legibly and use correct grammar, capitalization, and punctuation. They are proficient in reading and writing words that are made up of 5-sound syllables, common prefixes and suffixes (including inflectional endings), and the various syllable types. They apply word-attack skills to read and spell words correctly. They write lengthy paragraphs and take notes for a variety of audiences and purposes, including compositions, reports, and stories.
Knowledge and Skills.
| (1) Listening Skills. The student listens to various types of children’s literature, |
The student is expected to:
(A) Listen to selections, including poetry, classical literature, factual stories about persons, places, science, and history.
(B) Make predictions, connect selection to previous knowledge, form mental pictures of settings and characters.
(C) Discuss the main theme, mood, setting (time or place), and characters in the selections.
(D) Discuss meaning of words and concepts from selections and discussions.
(E) Retell selections, summarize selections. |
| (2) Speaking Skills. The student participates in various oral presentations and activities, |
The student is expected to:
(A) Work individually and in small groups to make presentations, including demonstrations, reports, skits, and plays; take turns in group discussions; work in small groups to summarize main ideas.
(B) Make introductions; give directions and formulate descriptions. |
| (3) Syntactic Awareness (Grammar). The student generates correct examples of basic sentence patterns and grammatical constructions. |
The student is expected to:
(A) Generate sentences with nouns as subjects.
(B) Identify correct examples of subject-verb agreement.
(C) Locate prepositional phrases in sentences.
(D) Locate personal pronouns and their antecedents.
(E) Use pronouns correctly that agree in gender and number with their antecedents.
(F) Recognize forms of "to be" and locate predicate nouns/pronouns.
(G) Write contractions correctly. |
| (4) Phonemic Awareness. The student orally demonstrates phonemic awareness (the understanding that the spoken word consists of a sequence of elementary sounds). |
The student is expected to:
(A) Divide orally multisyllabic words into syllables.
(B) Identify common beginnings and endings. |
| (5) Penmanship. The students writes cursively. |
The student is expected to:
(A) Use neat, legible cursive writing on most school work.
(B) Produce neat, legible cursive writing (e.g., consistent slant, correct letter formation. |
| (6) Print Concepts. The student demonstrates understanding of the format of an outline and of poetic verse. |
The student is expected to:
(A) Demonstrate the format of an outline.
(B) Demonstrate the format of poetic verse. |
| (7) Orthographic Knowledge (Spelling). The student demonstrates knowledge of the 44 - 45 phonemes of English (see Figures 1, 2, and 3 for assistance). |
The student is expected to:
(A) Alphabetic knowledge
(i) Arrange words in complete alphabetic order.
(ii) Use alphabetic order to locate information in dictionary and other reference works.
(B) Letter-sound (basic phonics) knowledge
(i) Write with automaticity the correct basic phonogram when each English phoneme is dictated.
(ii) Say correct phoneme with automaticity when shown each basic phonogram.
(iii) Practice to automaticity reading and spelling multisyllabic words using the basic phonograms.
(C) Word attack (advanced letter-sound)
(i) Develop flexibility and automaticity in basic word attack skills using the following:
(I) final e signal for long vowel
the most consistent vowel teams ee, ea, oa, ai
(III) c before i, e, or y
(IV) g before i, e, or y
open, closed, consonant-le, r- controlled syllables
(VI) common prefixes and suffixes
inflectional endings -s, -es, -'s, -ed, - ing (without change in base word, doubling final consonant when needed)
(VIII) dropping final e when needed
(IX) double final f, l, s
(X) final ck
(XI) qu as borrowing kw sound
(XII) i, u, v not at end of words
(XIII) sounds of y
(ii) Pronounce correctly words that have two adjacent vowels which make two separate sounds; know that two vowel letters usually make one sound (e.g.,sail, boat, sea, pie, dues) but that they could in fact be two separate vowel sounds (e.g., mosaic, create, oasis, quiet, duet).
(iii) Utilize syllable division as a word-attack aid, not as an exact science (dictionaries do not always agree on specifics); be flexible in considering different ways of pronouncing a word.
(iv) Know a generally reliable way to divide words into syllables (e.g., look for compound words, common beginnings, common endings; if found, divide at those places:
--mark vowels, considering whether two vowels constitute one sound or two sounds and considering whether r after a vowel constitutes an r-controlled vowel;
--doubled consonants are divided (e.g., lit - tle);
--vowels usually grab a preceding single consonant (e.g., rap - id).
(v) Begin to apply syllabication rules (mentioned above) to spelling .
(vi) Add correct grammatical endings to words ending in consonant-y: add ing (e.g., copy--copying); for other endings, change y to i and add ending (e.g., copy--copied, copier).
(vii) Use the correct homophones (words with different spellings but pronounced the same); read examples correctly (e.g., wood-would; their-there-they’re).
(viii) Identify some common word roots and give meanings for them.
(D) Word identification
(i) Demonstrate immediate recognition of common prefixes (e.g.,con, pro, per, pre, de, trans, mis, non, ex, sub, bi, mal, circum, inter, intra, super, trans) and suffixes (e.g., tive, sive, tion, ture, able, ible, age, ant, ent, ize, ance).
(ii) Demonstrate immediate recognition of words that are regular or decodable using word attack skills that have been previously taught.
(iii) Read and spell correctly inflectional endings, common prefixes and suffixes.
(iv) Use common inflectional suffixes correctly. |
| (8) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes. |
The student is expected to:
(A) Write compositions which demonstrate purpose and audience.
(B) Give examples of proofreading symbols.
(C) Take notes from guest speakers, books, encyclopedias, and media sources.
(D) Compile notes into report.
(E) Write a creative story. |
| (9) Decoding (Word Identification). The student reads with ease. |
The student is expected to:
(A) Read with automaticity and accuracy.
(B) Use syllabication rules.
(C) Decode multisyllable words with ease. |
| (10) Reading Comprehension and Fluency. The student reads various types of texts with comprehension; the student uses strategic reading skills with ease. |
The student is expected to:
(A) Read fluently with expression which reflects meaning.
(B) Decode the text with ease and answer basic literal-comprehension questions over simple narrative text which is textually explicit (i.e., requires little or no background knowledge) and which is short in length.
(C) Discuss character information, conflict/problem, resolution of the problem, and the meaning of the author's message.
(D) Read for literal comprehension (information that is directly stated) in narrative texts.
(E) Give the main ideas of an expository text.
(F) Distinguish between essential information (need to know) and additional information (nice to know).
(G) Summarize the expository text.
(H) Give the sequential order of events in a selection.
(I) State, using grade-level selections, how the text connects to what he/she knows, predict outcomes, draw conclusions, make generalizations, find context clues, evaluate cause/effect, and formulate a summary |
| (11) Independent Reading/Assigned Reading/Guided Reading. The student reads and studies literary selections which are rich in vocabulary. |
The student is expected to:
(A) Present brief, comprehensive narrative summaries of notable literary selections which are rich in vocabulary (e.g., "Adventures of Isabel," "The Bee," "The Crocodile," "Father William," "First Thanksgiving of All," "Trees," Alice in Wonderland, "Aladdin and the Wonderful Lamp," "The Hunting of the Great Bear," "The Little Match Girl," "Three Words of Wisdom," The Wind in the Willows, The Little House on the Prairie, The Matchlock Gun, Benjamin West and His Cat Grimalkin, Farmer Boy).
(B) Discuss and answer direct questions dealing with the elements of the selections.
(C) Summarize the main ideas.
(D) Decode texts with ease.
(E) Synthesize essential information.
(F) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).
(G) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader; a "typical" third grader reads approximately 80 wpm). |
| (12) Literary Emphasis. The student reads selections taken from Norse mythology, myths and legends from ancient Greece and Rome. |
The student is expected to:
(A) Identify the important literary content in selections taken from Norse mythology, myths and legends from ancient Greece and Rome.
(B) Explain the storyline of selections taken from Norse mythology, myths and legends from ancient Greece and Rome |
| (13) Literary Terms. The student defines and identifies examples of various literary terms. |
The student is expected to:
(A) Define the following terms: myths, fables, tall tales, limericks, comedy, tragedy, play, playwright, theater, stage, act, and scene.
B) Identify examples of literary terms (mentioned above) in literary selections |
| (14) Inquiry, Research, Study Strategies. The student utilizes the library/media center. |
The student is expected to:
(A) Locate various areas of the library/media center (e.g., reference, periodicals, production area).
(B) Use the card catalogue (i.e., both stand-alone and computerized card catalogues).
(C) Identify the differences among subject, author, and title cards.
(D) Locate the source in the library/media center by using the information on the card catalogue card.
(E) Utilize guide words in the dictionary.
(F) Explain how encyclopedias are organized into volumes through the alphabetic format; utilize the index volume in order to locate a particular encyclopedia. |
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