Grade 3

Vocabulary and Word Analysis: 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 understanding textual features (e.g. sound-letter correspondence, sentence structure, context, graphics).

Reading Literature and Informational Texts-Craft and Structure: 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 non-print texts

Reading Literature and Information-Comprehension, Response, Analysis: Students read a wide range of print and non-print 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, and literature from many periods.

Writing Processes and Features: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

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

Speaking and Listening:Comprehension and Collaboration-Students adjust their use of spoken language to communicate effectively with a variety of audiences and for different purposes.

Know and apply grade-level phonics and word analysis skills in spelling decoding words

Understand word relationships

Determine meanings of general academic language and domain-specific words (based on third grade reading, topic or content area)

Use words that are in common, conversational vocabulary as well as grade-appropriate academic vocabulary and domain-specific words (language arts, history/ social studies and science) taught directly and acquired through reading and responding to texts

Interpret key words and phrases in text, distinguishing literal from figurative language 1. Understand words and phrases in text that allude 

Demonstrate understanding o of common features of legends, myths, folk tales and fairy tales

Distinguish between various types of literary genre

Use text features (e.g., bold print, key words, topic sentences, hyperlinks, electronic menus, icons, illustrations) to locate information quickly and efficiently

Distinguish major categories of literary genre (e.g. stories from poems, fiction from non-fiction)

Ask and answer questions to demonstrate understanding of a text, explicitly using the text as the basis for the answer

Use information from illustrations, print features and other visual elements to develop an understanding of the text

Determine the main idea of a text and explain how it is supported by key details

Use key supporting details in stories, fables, folktales,biblicalstoriesor mythsfromdiverse cultures to determine the lessons or morals

Describe the main characters in a story (e.g. their traits, motivations,orfeelings)andexplainhow they contribute to the sequence of events

Describe the relationship between historical or scientific eventsorideasinatext,using knowledge of connective devices that pertain to time, sequence, and cause and effect. (e.g., timelines

Use a variety of reading strategies to achieve meaning while reading

 Communicate thoughts, feelings, judgments, understanding, personal experiences and attitudes, draw conclusions and make predictions after reading or listening to material of grade level text

Identify a purpose for reading and appreciate various forms of literature

Recognize basic similarities and differences between two texts on the same topic (e.g., in illustrations or descriptions) (With prompting and support)

Read to and with others

Read grade appropriate text with sufficient accuracy and fluency to support comprehension.

Read signs and symbols used across curriculum content areas(e.g.,maps,temperature,and charts).

Interpret written directions for grade level materials

Apply Catholic values and teachings in the evaluation of literary themes and plots.

Produce grade appropriate coherent and clear writing in which organization, development, substance and style are appropriate to task, purpose, and audience

Demonstrate conventions of print in meaningful writing activities

Use prewriting strategies (e.g., webbing, mapping, outlining, clustering and note taking)

Write in a variety of genre and style appropriate to task, purpose and audience

Develop a paragraph including: topic, supporting sentences, unity, coherence, proper punctuation(final draft)

Write opinions in which: topic, reasons, details, sense of closure, use words to link opinions and reasons (e.g., because, and, also, therefore)

Write informative/explanatory documents 

Write narratives

Add details to strengthen writing as needed through revision

Preform short, focused research tasks that build knowledge about a topic

Write routinely for a range of tasks, purposes and audiences, over short and extended time frames

Use technology including internet to produce writing (with guidance from adults)

Observe conventions of grammar and usage in writing and speaking

Observe conventions of capitalization,punctuation, and spelling.

Produce legible written work applying the standards of correct manuscript and cursive.

Make effective language choices

Initiate and engage in group discussions on third grade topics and texts being studied in class 

Identify the main ideas and supporting details of information presented graphically, visually, orally, or multimodal

Ask questions about presentations, offering constructive feedback with elaboration and detail

Report on a topic or recount stories or experiences with appropriate facts and descriptive details

Produce simple visual displays for reports

Speak coherently with appropriate volume, enunciation, rate, fluency and expression

Recite short poems, scripture verses, rhymes, and songs

Practice the steps to focused listening

Identify and spell words with the same control-r sound (or, ur, ir)

Uses rules of syllabic division: Consonant +le; multiple adjacent consonants; VCV for short vowels; Suffix able/ible

Identify and know the meaning of the most common prefixes and derivational suffixes (un-, re-, mis-, -ful, -less, -able)

Decode words with common suffixes (- tion/sion, -ture, - tive/sive, -ify, -ity, - ment)

Read grade-appropriate irregularly spelled words (e.g., although, science, stomach, machine)

Decode words with common roots (e.g., object/reject, propel/repel)

Identifies irregular plurals (goose/geese, mouse/mice, tooth/teeth)

Form the plural of nouns ending in f (e.g., calf, half, belief)

Build real-life connections between words and their use. (e.g., describe people that are helpful or friendly)

Distinguish among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspect, heard, wondered)

Determine the meaning of a word from information provided by the context of a passage

Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more strategies, such as understanding how the word is used in a sentence;analyzing the word’s sounds, spelling, and meaningful parts; and consulting a glossary,thesaurus, dictionary, both print and digital

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion)

Determine the meaning of the new word formed when a known affix is added to a known word (agreeable/disagreeable, heat/preheat) 

Distinguish the literal and nonliteral meanings of words and phrases in context (e.g. take steps)

Locate a word in a passage that best fits a given definition

Recognize multiple meanings of homographs

Infer the meaning of a word (noun, verb, adjective) using context clues and selects a synonym for this word

Define antonym

Classify words based on stated characteristics in informational texts 

Identify and explain analogies

Apply dictionary skills to decode, pronounce and extend meaning of words

Identify heroes and villains; quests or challenges when writing or speaking about classic stories from around the world

Distinguish between fiction and non-fiction

Identify various genre (e.g. nursery rhyme, fantasy, folk tale, fable, parable, poem)

Distinguish personal point of view from that of characters in the text

Differentiate between fact and opinion

Identify who is speaking at various points in a text

refer to core elements of stories, plays, and myths, including characters, settings, and plots, when writing or speaking about specific text

recognize structure of poetry within a variety of poetic forms (e.g., acrostic, couplets, cinquain, free verse, concrete)

Locate information in complex literary passages and informational text

Integrate information from illustrations and other visual elements (e.g., maps, graphs, photographs) as an aid to understanding where, when, why and how key events occur

Use information from visual elements to develop an understanding of setting, character and plot

Activate prior knowledge about the topic

Use predicting and confirming strategies to achieve meaning while reading.

Self-correct when miscues interfere with meaning

Draw inferences from ideas and concepts presented in text

Identify who is speaking at various points in a text

Use context to understand word and sentence meaning

Demonstrate the ability to relate new concepts to prior knowledge

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses 

Discuss a book or story read aloud

Identify key words to draw conclusions

Make predictions based on the title of the book or about what will happen next

Identify main idea, theme and supporting details

Recognize cause and effect, explain why specific effect occurred based on context

Draw a picture to depict sequence after listening to or reading a text

Identify and summarize/retell important parts of a story in the correct order 

Identify the characters and setting

Explain author’s use of vocabulary during group discussions

Identify the purpose of everyday print materials

Determine the author’s purpose (e.g. entertain, inform)

Select books related to class themes for a variety of reading purposes

Choose age and ability appropriate material for a variety of reading purposes 

Differentiate between fact and opinion

Compare and contrast personal experience and knowledge with events or characters in a story 

Compare and contrast the adventures of characters in familiar stories (with support)

Compare and contrast information drawn from two texts on the same subject

Read using decoding strategies

Read on-level texts with purpose and understanding.

Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, reading as necessary

Use context to confirm or self-correct word recognition and understanding

Use punctuation cues to add meaning to text

Read assigned and self-selected fiction and non- fiction texts

Read across genres (myths, folktale, legend, fairytale, fable, fantasy, science fiction, autobiography, news story, historical fiction, content area, and classical literature 

Self-select appropriate reading material for independent reading

Read and follow written directions for grade level materials

Correct letter formation in both manuscript and cursive

Capitalization

Punctuation

Conventional spelling (final draft)

Thank you notes

Friendly letter

Address envelopes for correspondence

The topic or the book is introduced, state an opinion relative to a topic

Provide reasons and details to support the opinion; use words to link opinions and reasons (e.g., because, and, also, therefore)

Provide a sense of closure

Use words to link opinions and reasons (e.g., because, and, also, therefore)

Introduce a topic and create organizational structure that presents information together

Provide some details to develop points

Use linking words (e.g., also, another, and, more) to connect ideas with categories of information

Include a concluding sentence or sectio

Two or more appropriately sequenced events are evident, time cue words are used to signal event order, and provide some details and a sense of closure

Establish a situation, introduce a narrator and/or characters and organize event sequence

Use descriptive language in writing

Use high interest vocabulary

Gather information from experience as well as print and digital resources, take simple notes on sources and sort evidence into categories

Cite sources used

Provisional writing – brief, daily writing that supports learning (brainstorming, spontaneous, routine tasks)

Readable writing – intended for an audience (essay test question, assignment –short response answers)

Polished writing – engaged in the full writing process (plan, research, reflect, revise; first draft, second draft, final)

Produce digital stories

Explain the function of nouns, pronouns, verbs, adjectives, adverbs (in general) and their functions in specific sentences

Identify and use singular and plural nouns, common and proper nouns, and personal pronouns

Form and use simple verb tense (e.g., I walked, I walk, I will walk)

Use consistent tense and form with irregular verbs

Ensure subject-verb and pronoun- antecedent agreement

Differentiate and produce simple, compound and complex sentences

Identify complete subject and complete predicate in a sentence

Identify compound subjects and compound predicates

Identify the four types of sentences (declarative, interrogative, exclamatory, and imperative)

Produce grammatically correct work. 

Apply spelling skills to all written work.

Use correct punctuation in written work, including end marks, commas, and apostrophes.

Recognize correct use of quotation marks.

Identify and use capitalization rules for sentences and proper nouns.

Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Consult reference materials, including dictionaries, as needed to check and correct spellings

Use words for effect

Follow agreed upon rules for discussion and carry out assigned roles in small group discussions 

Pose relevant questions and add to the conversation elaborating on the remarks of others 

Talk about ideas, projects, books, events rather than gossip about people who are not present

Extend ideas and understanding in light of the discussion

Demonstrate respect for the views of others even when there is disagreement

Use appropriate tone and voice

Form comments, opinions, and new ideas based on Catholic values and doctrine

Employ a variety of tenses and ensuring subject-verb and pronoun-antecedent agreement

Use appropriate manners and speech when addressing individuals or groups

Stop what they are doing and saying ; Clear away distractions ; Look toward the focal point

 Clear away distractions

Look toward the focal point

Be able to tell the person what was heard or ask a question of the speaker 

Move into action if directions are given