THIRD GRADE

 

STANDARD 1: LITERARY GENRE

 

   Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information;

to respond to the needs and demands of society and the workplace; and for personal fulfillment.  Among these texts are fiction and nonfiction, classic and contemporary works.

 

   Reading is a rich and complex human activity. It allows students to create and explore new ideas. They gain the capability to learn about different subjects, find information, participate effectively in the workplace, and have a better understanding of the world. Students need to read for a range of purposes within a variety of contexts.

 

· Read, respond to, and study a variety of texts

· Discuss texts for several purposes

· Study and create nonprint (oral and picture) texts

· Develop as an independent reader

· Read primary texts from many regions

· Discover information, connections, and themes to form new insights

 

 

THIRD GRADE

1.  Read, discuss, and respond to a variety of literature (e.g., biography, folklore, prose, poetry, nonfiction)

2.  Compare information on the same topic found in several expository selections

3.  Read a variety of materials related to content area

4.  Read and discuss literal and inferential meanings to draw conclusions from details

5.      Read independently every day in class

 

STANDARD 2: LITERATURE AND CRITICAL THINKING

 

   Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

 

   Literature plays a vital role in developing critical thinking. As students learn to read and respond to literary texts, they utilize terms and concepts of literary analysis necessary to and explore worlds (actual and imagined) from perspectives other than their own.

 

· Read and study characteristics of various genres

· Reflect critically on classic and contemporary works

· Learn and use specialized terms and concepts of literary analysis

· Explore the complexities of the human experience through literature

 

 

THIRD GRADE

1.  Interpret, analyze, and summarize stories

2.  Ask and answer how, why, and what if questions and support answers by  connecting background knowledge with literal and inferential information from the text

3. Distinguish between cause and effect, fact and opinion, main idea, and supporting details in text

4. Recognize parts of a plot (e.g., problem, conflict, sequence of events, resolution of problem)

5.  Determine what a character is like by what the character thinks, says, and does

6. Recognize the theme or author’s purpose 

7.  Make personal connections to literature

8. Write a sentence that would best be added to the end of a paragraph as appropriate sequence

9. Distinguish main idea and supporting details in expository text

 

STANDARD 3: READING COMPREHENSION

 

   Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

 

   Interpreting and evaluating texts is a key element in helping readers explore their own responses, feelings, and values. This takes time and experience with a variety of texts. Students draw on prior knowledge and recognize strategies and conventions that guide them toward comprehension.

 

· Use graphic, phonological, syntactic, and semantic cues

· Form expectations and make predictions about a text

· Build on previous reading and life experiences

· Create meaning from the text

· Change strategies when moving from one genre or context to another

· Question, summarize, and restate the text

· Reflect on textual meaning from personal perspective

· Evaluate text elements such as purpose or emotional appeal

· Explore personal responses, feelings, and values to ideas presented

 

 

THIRD GRADE

1.  Read and follow multiple-step directions

2. Demonstrate fluency when reading orally

3. Expand use of reading strategies: phonics, content, illustrations, word structures (e.g., suffixes, prefixes, contractions, abbreviations, syllables, compound words), word meanings (e.g., antonyms, synonyms, and homophones)

4. Make and confirm predictions

5. Use parts of the book: table of contents, glossary, title page, index, chapter headings

6.  Expand vocabulary; word recognition and meaning

7. Identify the point of view in a selection

8. Summarize the plot of a story and identify problem and solution in the story

9. Respond to text and relate to personal experience

10. Use sentence and word context to find meaning of unknown words

 

STANDARD 4: LANGUAGE AND COMMUNICATION

 

   Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

 

   Language is used as expression in differing social arenas. Students need to study how language conventions vary from one context to another. Students acknowledge the audience as they compose different types of literary texts.

 

 

 

• Use various speaking and writing styles to fit different purposes and audiences

• Use standard English for speaking and writing

• Experience dialects and other forms of English

• Develop confidence and versatility in the use of language by exploring connections between voice and audience, purpose and form   

 

 

THIRD GRADE

1. Give oral presentations, book talks, and reports to the class

2. Organize ideas clearly

3. Use clear and specific vocabulary to communicate ideas and establish tone

4. Read prose and poetry aloud with fluency, rhythm, pace, and appropriate intonation and vocal patterns to emphasize key ideas

5. Connect or relate prior experiences and ideas to those of a speaker or author

6. Plan, produce, and present interpretations of experiences, stories, poetry, drama, or song

7. Distinguish between speaker’s opinion and verifiable fact

8. Respond to questions to clarify meaning and to develop thinking skills

9. Recite from memory

 

STANDARD 5: WRITING STRATEGIES

 

  Interpret and evaluate the various ways that visual image-makers (e.g., graphic artists, documentary filmmakers, illustrators, and news photographers) present events and communicate information.

 

   Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

 

• Reading and writing are not separate but intertwined. Just as students use a variety of strategies for reading, they also use a variety of strategies for writing. Students need frequent opportunities to write about an array of topics for different audiences and purposes. Students develop these skills with guidance through reading and writing activities

• Write frequently about different topics for a variety of audiences and purposes

• Use the stages of the writing process to plan, draft, edit, revise and publish for real audiences

• Utilize standard English as appropriate

• Demonstrate the ability to be flexible and adapt to different writing situations

• Read a variety of authors to learn the craft of writing

 

 

THIRD GRADE

1. Write daily for 30 minutes on self-selected topics

2. Writing Domains: Firsthand Biography, Report of Information,

Autobiographical Incident, and Story

3. Use the writing process including brainstorming, outlining, clustering for

organizing ideas

4. Take at least two drafts to final version

5. Use a variety of writing styles (e.g., response to literature, poetry, letters, and

Writing Domains [see Appendix])

6. Participate in writing response groups

7. Create a paragraph including topic sentence and supporting facts and details

8. Write short stories using beginning, middle, and end

 

STANDARD 6: LANGUAGE CONVENTIONS AND STRUCTURES

 

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

 

Through the reading-writing process students learn grammar, language patterns, and conventions and apply it to the broader purposes of communication. Knowledge of the systems, structures of language and the conventions of writing, ensure that students write effectively.

 

• Spell frequently used words correctly

• Use spelling resources such as dictionaries, peer editing, word lists, temporary spelling, spell

check, etc.

• Write with command of standard English: capitalization, punctuation, sentence structure, and

grammar

• Evaluate and discuss the structure of language in a variety of print and graphics

Evaluate and discuss a variety of print and graphics

 

 

 

THIRD GRADE

1. Write legibly in cursive and manuscript

2. Spell high frequency words and word families

3. Apply spelling rules (e.g., change y to i, u always after q - see Appendix Spelling Rules)

4. Arrange words in alphabetical order

5. Identify and use nouns, verbs, adjectives, and pronouns in context

6. Practice using a dictionary and glossary

7. Use syllables to assist in spelling

8. Write a complete sentence to answer a question

9. Revise and edit own work and the work of others

10. Write personal letters including date, salutation, body, closing, and signature

11. Distinguish between question, statement, demand, and exclamation

12. Use correct punctuation: Comma in dates, city and state, titles of books, addresses, and items in a series

13. Use correct capitalization: Geographical names, holidays, historical periods, and special events

14. Use correct grammar: Identify and use verb tenses (past, present, and future), subject verb agreement, pronouns, adjectives, compound words, and articles

15. Identify and use subject and predicate of simple sentences

 

STANDARD 7: RESEARCH AND COMMUNICATION

 

      Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.

 

     Investigation, discussion, and reflection help students to look at and make sense of the world to develop questions, identify issues, address problems, and seek answers. Students acquire a range of tools to accomplish these tasks.

 

· Formulate engaging questions from life and classroom experiences

· Discuss, hypothesize and plan steps to find answers

· Gather data from a variety of sources

· Analyze and synthesize data in a way that clearly shows new knowledge

· Communicate what has been learned to suit purposes and audience

     

 

THIRD GRADE

1. Report on a topic using research from several sources

2. Work in cooperative groups to gather and synthesize data

3. Understand the purpose of some reference materials (e.g., encyclopedia, atlas, and dictionary)

 

STANDARD 8: TECHNOLOGY AND RESOURCES

 

    Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge.

 

    Technology has opened new worlds to students. To utilize these valuable resources, they use computers and other interactive media. This knowledge equips them to attain their goals and career choices. Access to a wealth of information, ideas, and visual images enhances academic success and empowers students as lifelong learners.

 

· Students will demonstrate competence in using technology as a production tool in many disciplines to solve problems and communicate ideas.

· Students will demonstrate ability to access and synthesize information with available

    technologies.

· Students will use technology responsibly, legally and ethically.

           

 

THIRD GRADE

1.  Practice basic keyboarding skills as available

2. Begin to use word processing

3. Use classroom, school, and public library (including CD ROM) to gather information on a selected topic

 

 

 

STANDARD 9: DIVERSITY

 

   Students see, understand, and respect different perspectives and communicate effectively with those whose lives, languages, and cultures vary from their own.

 

    Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles.

 

    Language can foster understanding, both socially and culturally. Students bring a diverse heritage into the classroom. They build the groundwork for unity by understanding and respecting differences. Students deserve and need learning environments that encourage respect for culture, age, race, gender, religious and ethnic diversity.

 

· Investigate shared beliefs and traditions, and honor what is distinctive about individuals and groups

· Read and discuss stories and texts that explore diversity

· Recognize how linguistic diversity influences language and perceptions of the world

· Participate in creating a safe, accepting environment

· Develop an appreciation for the complexities of language and dialect

 

 

THIRD GRADE

1. Respond to literature, art, music, and movement that represent diversity

2. Make relevant connections within thematic units

3. Discuss age, race, gender, religious, and ethnic issues appropriate to children’s needs

 

STANDARD 10: ENGLISH LANGUAGE LEARNERS (pre-Proposition 227, awaiting California State Department of Education direction)

 

   Students whose first language is not English use their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.  

 

   This standard provides access to the core curriculum for students who are not part of the Bilingual/ Immersion Program. Please refer to the English Language Development (ELD) Bilingual Master Plan for more specific details on ELD learning strategies.

 

   Linguistic diversity is a factor in today’s classrooms as it is in the nation. Our focus is to enable students who are not proficient in English to become so. It is important that these students develop academic competency in both languages.

 

The following may be used throughout the grade levels:

1. Read appropriate leveled primary language content material when available

2  Read, write, and speak using primary language when appropriate

3. Demonstrate understanding by using an agreed upon signal

4. Work with English speaking partner for difficult tasks

5. Participate actively and collaboratively in group work

6. Participate in discussions with partner or in small groups

7. Interact appropriately in social situations within the classroom

8. Display awareness of common cultural markers (e.g., historical, geographical sites, pastimes, foods, and schedules)

9. Pursue acquisition of English through available activities, resources, and personnel  (e.g., listening centers, computers, TV and libraries)

10. Listen and respond to diverse literature

11. Participate in language arts activities that incorporate different learning

styles/modalities

12. Use oral language and models or pictures to explain thinking

13. Listen and respond to literature that reinforces thematic units

14. Write science and social studies reports with format provided

15. Understand written texts through discussion, illustrations and visuals

16. Make oral presentations in English

17. Practice oral language exercises and communicative language functions

18. Develop academic vocabulary

19. Participate in sheltered language activities in content areas

 

STANDARD 11: LITERACY COMMUNITIES

 

   Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

 

   Students are members of a variety of literacy communities including peers, teachers, friends, family members, as well as, communities within the technological world. Students develop awareness of their own roles within these communities and can see how language usage varies. This idea of community emphasizes the collaborative approach of language learning.

 

 

THIRD GRADE

1. Participate in independent reading geared to individual needs and interests (enjoy reading)

2. Work in small groups to make presentations (e.g., specific goals the best course of action, take turns speaking)

3. Work with cross-age tutors and grade level buddies

 

STANDARD 12: LIFELONG LEARNING

 

    Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

 

    Students developing strong learning habits and positive attitudes towards language, will chose to read widely, discuss issues, and question others thoughtfully. Students need to be well motivated to become responsible for their own lifelong learning. We are all lifelong learners.

 

 

THIRD GRADE

1. Develop skills and positive attitudes that lead to proficiency in listening, speaking, reading, and writing

2. Participate in small group discussion; stay on topic

3. Express ideas in logical order

4. Work independently as well as collaboratively for meaning and enjoyment

5. Practice appropriate social awareness