3 rd Grade 2003 MN Language Arts Strands, Sub-Strands & Standards SUBSTRAND/STANDARD
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1 3 rd Grade 2003 MN Language Arts Strands, Sub-Strands & Standards STRAND SUBSTRAND/STANDARD 3.I Reading & Literature 3.II Writing 3.III Speaking, Listening & Viewing 3.I.A Word Recognition, Analysis & Fluency apply word recognition strategies to decode unfamiliar multi-syllabic words & will read grade-appropriate text with accuracy & fluency. 3.I.B Vocabulary Expansion use a variety of strategies to expand reading, listening & speaking vocabularies. 3.I.C Comprehension understand the meaning of texts using a variety of comprehension strategies and will demonstrate literal, interpretive and evaluative comprehension. 3.I.D Literature actively engage in the reading process and read, understand, respond to, analyze, interpret, evaluate and appreciate a wide variety of fiction, poetic and nonfiction texts. 3.II.A Types of Writing compose various pieces of writing. 3.II.B Elements of Composition engage in a writing process, with attention to organization, focus and quality of ideas. 3.II.C Spelling, Grammar & Usage apply standard English conventions when writing. 3.II.D Research locate and use information in reference materials. 3.II.E Handwriting & Word Processing write legibly. 3.III.A Speaking & Listening demonstrate understanding and communicate effectively through listening and speaking. 3.III.C Media Literacy critically analyze information found in electronic and print media, and will use a variety of these sources to learn about a topic and represent ideas.
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3 3 rd Grade Reading & Literature Strand 2003 MN Language Arts Sub-Strand & Standard to Benchmarks (30-50 items) SUBSTRAND/ STANDARD 3.I.A Word Recognition, Analysis & Fluency apply word recognition strategies to decode unfamiliar multi-syllabic words and will read grade-appropriate text with accuracy and fluency. BENCHMARK 3.I.A.1 Read unfamiliar complex and multi-syllabic words using advanced phonetic and structural analysis. 3.I.A.2 Read aloud narrative and expository text with fluency, accuracy, and appropriate pacing, intonation and expression. 3.I.A.3 Notice when reading breaks down, reread and use phonetic and other strategies to self-correct. 3.I.B.1 Acquire, understand and use new vocabulary through explicit instruction and independent reading. 3.I.B Vocabulary Expansion use a variety of strategies to expand reading, listening and speaking vocabularies. (6-8 items) 1-2 items 4-6 items 3.I.B.2 Identify and correctly use antonyms, synonyms, homonyms and multiple-meaning words. Items will include only the concepts of antonyms, synonyms and homonyms. Multiple-meaning words are the same as synonyms for this benchmark. Only one concept may be assessed in an item. Items do not require definition of the specific literary terms. 3.I.B.3 Use context and word structure to determine the meaning of unfamiliar words. Vocabulary items require context clues from a passage to
4 determine word meanings (i.e., word structure may provide support but not the sole basis for the item). Word structure may only assist in determining meaning and may include prefixes and suffixes. 3.I.B.4 Use knowledge of prefixes and suffixes to determine the meaning of unknown words. Vocabulary items require context clues from a passage to determine word meanings (i.e., word structure may provide support but not the sole basis for the item). Word structure may only assist in determining meaning and may include prefixes and suffixes. 3.I.B.5 Use dictionaries and glossaries to understand the meaning of new words. 3.I.C.1 Read aloud grade-appropriate text (that has not been previewed) with accuracy and comprehension. 3.I C Comprehension understand the meaning of texts using a variety of comprehension strategies and will demonstrate literal, interpretive and evaluative comprehension. (9-18 items) 4-8 items 0-3 items 3.I.C.2 Recall and use prior learning and preview text, using title, headings and illustrations, to prepare for reading. 3.I.C.3 Generate and answer literal, inferential, interpretive and evaluative questions to demonstrate understanding about what is read. Items require information obtained solely from the text given. These items may include the identification of main idea and/or relevant details. Items for this benchmark must assess main idea and relevant details in fiction text. (Main idea and relevant details in other genres may be assessed in 3.I.C.5). 3.I.C.4 Retell, restate or summarize information orally, in writing, and through graphic organizers. Item responses will only require retelling or restating
5 information in writing. Items require information obtained solely from the passage given. 3.I.C.5 Infer and identify main idea and determine relevant details in non-fiction text. 1-4 items Items will require the identification of the main idea and/or its relevant details solely from the nonfiction text given. Items for this benchmark must assess main idea and relevant details in nonfiction text. (Main idea and relevant details in other genres may be assessed in 3.I.C.3). 3.I.C.6 Monitor comprehension and use strategies to self-correct when needed. 3.I.C.7 Follow three-step written directions. 3.I.D Literature actively engage in the reading process and read, understand, respond to and appreciate a wide variety of fiction, poetic and nonfiction texts. (15-24 items) 0-3 items 4-8 items Multi-step instructions will be no more than three steps in response to an item. Items may require organization and sequencing of information. 3.I.D.1 Read from and listen to American literature, as well as literature from other countries. 3.I.D.2 Identify, describe and respond to literary elements of characterization, plot, setting and theme. An item may require the identification and the description of a literary element. 4 8 Only literary elements of characterization, plot and setting are contained in items. The terms character, plot and setting may be used sparingly in items when supported by item context. Items do not require definition of the specific literary terms. Theme will be assessed only at the classroom level.
6 3.I.D.3 Identify and describe patterns of sounds such as rhyme and rhythm in poetry. 0-3 items Rhyme scheme may include describing rhyme and will contain internal or end rhyme. Rhythm in poetry will be assessed only at the classroom level. 3.I.D.4 Compare and contrast similar works by different authors in the same genre or the same theme. 3.I.D.5 Compare and contrast two works by the same author. 3.I.D.6 Identify and determine the meanings of similes and metaphors. 0-3 items Items will assess understanding of the concepts simile and metaphor. Success on the item cannot be dependent on knowing the definition of the literary term. Individual items will not refer to both a simile and a metaphor. Definition of similes and metaphors as vocabulary terms are assessed only at the classroom level. 3.I.D.7 Critically read, and examine text to determine author s purpose. 3.I.D.8 Respond to literature using ideas and details from the text to support reactions and make literary connections items Items that require a response to support reactions are restricted to ideas and details obtained solely from the text given. Items requiring literary connections are limited to the passage(s) provided. 3.I.D.9
7 Read from and respond to a variety of fiction, poetic and nonfiction texts of increasing complexity for personal enjoyment.
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9 3 rd Grade Writing Strand 2003 MN Language Arts Sub-Strand & Standard to Benchmarks SUBSTRAND/ STANDARD 3.II.A Types of Writing compose various pieces of writing. 3.II.B Elements of Composition engage in a writing process, with attention to organization, focus and quality of ideas. 3.II.C Spelling, Grammar & Usage apply standard English conventions when BENCHMARK 3.II.A.1 Write in a variety of modes to express meaning, including: a. descriptive b. narrative c. informative d. friendly letter e. poetic 3.II.B.1 Write a paragraph that includes: a. an indented or block style of paragraph b. a topic sentence c. 3-5 supporting sentences d. a concluding sentence. 3.II.B.2 Use composing processes, including: a. prewriting - planning strategies such as brainstorming, journaling, sketching, listing, outlining and determining audience, purpose and focus b. drafting organizing, supporting and putting ideas into sentences and paragraphs c. revising improving the quality of content, organization, sentence structure and word choice d. editing correcting errors in spelling and grammar e. publishing producing a document and sharing the writing with the audience. 3.II.B.3 Use verbalization (discussions, interviews, brainstorming) to prepare for writing. 3.II.C.1 Compose complete sentences when writing. 3.II.C.2 Recognize and correct spelling errors when writing. 3.II.C.3 Spell correctly one-syllable and two-syllable words that have blends, contractions and compounds. 3.II.C.4 Spell common homophones correctly.
10 writing. 3.II.D Research locate and use information in reference materials. 3.II.E Handwriting & Word Processing write legibly. 3.II.C.5 Apply grammar conventions correctly in writing, including: a. nouns b. verbs c. adjectives d. pronouns. 3.II.C.6 Apply punctuation conventions correctly in writing, including: a. periods, question marks, exclamation points b. capitalization of proper nouns c. abbreviations d. sentence beginnings e. commas in a series. 3.II.D.1 Use grade-level appropriate reference materials to obtain information from dictionaries, glossaries, encyclopedias, and the Internet. 3.II.D.2 Arrange words in alphabetical order. 3.II.E.1 Write legibly, allowing margins and correct spacing between letters in a word and words in a sentence. 3.II.E.2 Begin to make the transition to cursive. 3.II.E.3 Begin acquiring keyboarding skills.
11 3 rd Grade Speaking, Listening & Viewing Strand 2003 MN Language Arts Sub-Strand & Standard to Benchmarks SUBSTRAND/ STANDARD 3.III.A Speaking & Listening demonstrate understanding and communicate effectively through listening and speaking. 3.III.C Media Literacy critically analyze information found in electronic and print media, and will use a variety of these sources to learn about a topic and represent ideas. BENCHMARK 3.III.A.1 Participate in and follow agreed-upon rules for conversation and formal discussions in large and small groups. 3.III.A.2 Demonstrate active listening and comprehension. 3.III.A.3 Follow multi-step oral directions. 3.III.A.4 Give oral presentations to different audiences for different purposes. 3.III.A.5 Organize and express ideas sequentially or according to major points. 3.III.A.6 Perform expressive oral readings of prose, poetry or drama. 3.III.C.1 Read print and view pictures and video images and identify differences in how information is presented in print and non-print materials. 3.III.C.2 Use, print, pictures, audio and video to express ideas and knowledge gleaned from the sources.
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