TEACHER ELEMENTS

STUDENT ELEMENTS

GRADE 3

GRADE 3

THE TEACHER SHALL:

THE STUDENT SHOULD:

REVIEW, RETEACH, AND REASSESS PAST CONCEPTS.

NEW CONCEPTS

NEW CONCEPTS

LISTENING SKILLS

LISTENING SKILLS

Provide multiple opportunities for students to listen to various types of children's literature, including poetry, classical literature, factual stories about persons, places, science, and history.

Listen to selections, make predictions, connect selection to previous knowledge, form mental pictures of settings and characters.

Discuss the main theme, mood, setting (time or place), and characters in the selections.

Teach students to form mental pictures of vocabulary, settings, and characters.

Discuss meaning of words and concepts from selections and discussions.

Retell selections, summarize selections.

SPEAKING SKILLS

SPEAKING SKILLS

Assist students in presenting to the class demonstrations, reports, skits, and plays; foster group discussions.

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.

Teach students to make introductions; give directions and descriptions.

Make introductions; give directions and formulate descriptions.

SYNTACTIC AWARENESS (GRAMMAR)

SYNTACTIC AWARENESS (GRAMMAR)

Explain the use of nouns as subjects.

Generate sentences with nouns as subjects.

Teach subject-verb agreement.

Identify correct examples of subject-verb agreement.

Teach recognition of prepositions and their objects.

Locate prepositional phrases in sentences.

Assist students to identify personal pronouns and their antecedents.

Locate personal pronouns and their antecedents.

Teach that pronouns must agree with their antecedents in gender and number.

Use pronouns correctly that agree in gender and number with their antecedents.

Present examples of linking verbs (.e.g., forms of the infinitive "to be") and predicate nouns/pronouns.

Recognize forms of "to be" and locate predicate nouns/pronouns.

Teach the correct formation of contractions.

Write contractions correctly.

Demonstrate that large words are easier to think about if they are orally divided into syllables. Some of the syllables will be easily recognized as common beginnings and endings, and the remaining syllables contain only a few sounds (e.g., action -> ac-tion [common ending], adventure -> ad-ven-ture [common ending]).

Divide orally multisyllable words into syllables; identify common beginnings and endings.

PENMANSHIP

PENMANSHIP

Provide opportunities for students to use cursive writing.

Use neat, legible cursive writing on most school work.

Produce neat, legible cursive writing (e.g., consistent slant, correct letter formation).

PRINT CONCEPTS

PRINT CONCEPTS

Teach the format of an outline. Teach the format of poetic verse.

Demonstrate the format of an outline. Demonstrate the format of poetic verse.

ORTHOGRAPHIC KNOWLEDGE (SPELLING)

ORTHOGRAPHIC KNOWLEDGE (SPELLING)

1. Alphabetic knowledge

1. Alphabetic knowledge

Teach students how to fully alphabetize lists.

Arrange words in complete alphabetic order.

Teach students how to use alphabetic order when using dictionary and other reference works. Provide opportunities for students to practice using alphabetic order.

Use alphabetic order to locate information in dictionary and other reference works.

2. Letter-sound (basic phonics) knowledge

2. Letter-sound (basic phonics) knowledge

Review the phonemes of English and basic ways to write them; provide practice for students until they reach automaticity; periodically provide distributive practice to help students to retain the phonemes in long-term memory.

Write with automaticity the correct basic phonogram when each English phoneme is dictated.

Say correct phoneme when shown each basic phonogram.

Review and provide opportunities for students to practice to automaticity reading and writing multisyllabic words using the basic phonograms of English.

Practice to automaticity reading and spelling multisyllabic words using the basic phonograms.

3. Word attack (advanced letter-sound)

3. Word attack (advanced letter-sound)

Review basic word attack skills and practice with extensive vocabulary to achieve flexibility in application and automaticity:

Develop flexibility and automaticity in basic word attack skills.

--final e signal for long vowel

--the most consistent vowel teams (ee, ea, oa, ai)

--c before i, e, or y

--g before i, e, or y

--open, closed, consonant-le, r-controlled syllables

--common prefixes and suffixes

--inflectional endings -s, -es, -'s, -ed, -ing (without change in base word, doubling final consonant when needed)

--dropping final e when needed

--double final f, l, s

--final ck

--qu as borrowing kw sound

--i, u, v not at end of words

--sounds of y

Review that two vowel letters usually make one sound (e.g.,s ai l, b oa t, s ea , p ie , d ue s); teach flexibility in considering that they could in fact be two separate vowel sounds (e.g., mosaic, create, oasis, quiet, duet).

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).

Syllables:

Syllables:

Teach syllable division as word-attack aid, not as an exact science (dictionaries do not always agree on specifics); and teach flexibility in considering different ways of pronouncing a word.

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.

Teach 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):

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 and considering whether r after a vowel constitutes an r-controlled vowel;

--mark vowels, considering whether two vowels constitute one sound or two and considering whether r after a vowel constitutes an r-controlled vowel;

--doubled consonants are divided;

--doubled consonants are divided;

vowels usually grab a preceding single consonant.

vowels usually grab a preceding single consonant.

Begin to apply syllabication rules (mentioned above) to spelling.

Teach grammatical endings for 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).

Correctly add grammatical endings to words ending in consonant-y.

Review concept of homophone (sound the same, spelled differently), and teach some very common homophones (e.g., would--wood; their--there--they're).

Explain that words with different spellings can be pronounced the same; read some examples correctly.

Review/teach meaning of common roots.

Identify some common word roots and give meanings for them.

4. Word identification

4. Word identification

Provide opportunities for students to practice additional 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) to achieve automaticity (immediate recognition).

Demonstrate immediate recognition of common prefixes and suffixes.

Provide opportunity for students to demonstrate automaticity (immediate recognition) of words that are regular or decodable using word-attack skills that have been previously taught.

Demonstrate immediate recognition of words that are regular or decodable using word attack skills that have been previously taught.

Provide practice to develop immediate recognition of inflectional endings, common prefixes and suffixes.

Read and spell inflectional endings, common prefixes and suffixes.

Explain morphology.

Use common inflectional suffixes correctly.

COMPOSITION

COMPOSITION

Explain the purpose and audience of a composition.

Write compositions which demonstrate purpose and audience.

Teach standard proofreading symbols.

Give examples of proofreading symbols.

Teach note-taking strategies.

Take notes from guest speakers, books, encyclopedias, and media sources.

Compile notes into report.

Teach how to write a creative story.

Write a creative story.

DECODING (WORD IDENTIFICATION)

DECODING (WORD IDENTIFICATION)

Provide multiple opportunities for students to read.

Read with automaticity and accuracy.

Use syllabication rules.

Decode multisyllable words with ease.

READING COMPREHENSION AND FLUENCY

READING COMPREHENSION AND FLUENCY

Demonstrate fluent reading.

Read fluently with expression which reflects meaning.

Teach structurally simple narrative text which is textually explicit (i.e., requires little or no background knowledge) and which is short in length.

Decode the text with ease and answer basic literal-comprehension questions.

Discuss character information, conflict/problem, resolution of the problem, and the meaning of the author's message.

Teach students how to read for literal comprehension (information is directly stated in a passage) in narrative texts.

Read for literal comprehension (information is directly stated) in narrative texts.

Teach the characteristics of expository text.

Give the main ideas of an expository text.

Distinguish between essential information (need to know) and additional information (nice to know).

Summarize the expository text.

Explain the sequencing of events in a reading selection.

Give the sequential order of events in a selection.

Teach strategic reading skills using grade-level selections: connecting text to what is known by the student, predicting outcomes, drawing conclusions, making generalizations, finding context clues, evaluating cause/effect, and formulating a summary.

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.

INDEPENDENT READING / ASSIGNED READING/GUIDED READING

INDEPENDENT READING / ASSIGNED READING/GUIDED READING

Provide multiple opportunities for students to read and study 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 , Little House on the Prairie, The Matchlock Gun , Benjamin West and His Cat Grimalkin , Farmer Boy).

Present brief, comprehensive narrative summary 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 ).

Read aloud to students stories and informational texts which are at a higher reading level than students are reading on their own.

Discuss and answer direct questions dealing with the elements of the selections.

Summarize the main ideas.

Provide multiple opportunities for students to read texts independently which are connected to decoding skills previously taught.

Decode texts with ease.

Synthesize essential information.

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).

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).

LITERARY EMPHASIS

LITERARY EMPHASIS

Emphasize the important literary content in selections taken from Norse mythology, myths and legends from ancient Greece and Rome .

Identify the important literary content in selections taken from Norse mythology, myths and legends from ancient Greece and Rome .

Explain the storyline of selections taken from Norse mythology, myths and legends from ancient Greece and Rome .

LITERARY TERMS

LITERARY TERMS

.Teach the following terms: myths, fables, tall tales, limericks, comedy, tragedy, play, playwright, theater, stage, act, and scene

Define and identify examples of the following terms: myths, fables, tall tales, limericks, comedy, tragedy, play, playwright, theater, stage, act, and scene.

INQUIRY, RESEARCH, STUDY

INQUIRY, RESEARCH, STUDY

STRATEGIES

STRATEGIES

Show students various areas of the library/media center (e.g., reference, periodicals, production area).

Locate various areas of the library/media center (e.g., reference, periodicals, production area).

Teach the use of the card catalogue (i.e., both stand-alone and computerized card catalogues).

Use the card catalogue (i.e., both stand-alone and computerized card catalogues).

Explain the differences among subject, author, and title cards.

Identify the differences among subject, author, and title cards.

Demonstrate how the card catalogue card can be used to locate the source in the library.

Locate the source in the library by using the information on the card catalogue card.

Explain guide words in the dictionary

Utilize guide words in the dictionary.

Explain the organization and structure of encyclopedias (e.g., volumes, alphabetic format, index).

Explain how encyclopedias are organized into volumes through the alphabetic format; utilize the index volume in order to locate a particular encyclopedia.