Reading Standards for Literature Key Ideas and Details Third Grade 2014-2015 English Language Arts: Quarter 4 Revised: July 10,2013 1. Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Recount stories, including fables, folktales, and myths from diverse cultures 2a. determine the central message, lesson, or moral 2b. explain how it is conveyed through key details in the text 3a. Describe characters in a story (e.g., their traits, motivations, or feelings) 3b. Explain how character actions contribute to the sequence of events Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text 4a. distinguishing literal from nonliteral language 5. Refer to parts of stories, dramas, & poems when writing or speaking about a text (using terms such as chapter, scene & stanza) 5a. describe how each successive part builds on earlier sections 6. Distinguish their own point of view from that of the narrator or those of the characters Integration of Knowledge and Ideas 7. Explain how specific text s illustrations contribute to what is conveyed by the words in a story 7a. create mood 7b. emphasize character 7c. emphasize setting 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series) Range of Reading and Complexity of Text 10. By the end of the year, read & comprehend literature at the high end of the grades 2 3 text complexity, independently & proficiently. 10a. stories 10b. dramas 10c. poetry Reading Standards for Informational Text Key Ideas and Details 1. Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2a. Determine the main idea of a text 2b. Recount the key details 2c. Explain how the key details support the main idea 3a. Describe the relationship between a series of historical events in a text, using language that pertains to time, sequence, and cause/effect 3b. Describe the relationship between scientific ideas or concepts, in a text, using language that pertains to time, sequence, and cause/effect 3c. Describe the relationship between steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect
Reading Standards for Informational Text cont.. Craft and Structure 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently 6. Distinguish their own point of view from that of the author of a text. Integration of Knowledge and Ideas 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur) 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) 9. Compare and contrast the most important points and key details presented in two texts on the same topic Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend informational texts, at the high end of the grades 2 3 text complexity band independently and proficiently. 10a. history/ social studies text 10b. science text 10c. technical text Reading: Foundational Skills Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words 3a 1. Identify and know the meaning of the most common prefixes 3a 2. Identify and know the meaning of the most common derivational suffixes 3b. Decode words with common Latin suffixes 3c. Decode multisyllable words 3d. Read grade-appropriate irregularly spelled words Fluency 4. Read with sufficient accuracy and fluency to support comprehension 4a. Read grade-level text with purpose and understanding 4b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression 4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary Writing Text Type and Purpose Opinion Writing 1. Write opinion pieces on familiar topics or texts, supporting a point of view with reasons 1a 1. Introduce the topic or text they are writing about 1a 2. State an opinion 1a 3. Create an organizational structure that lists reasons 1b. Provide reasons that support the opinion 1c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons 1d. Provide a concluding statement or section
Writing cont. Text Type and Purpose cont. Informative/ Explanatory texts 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly 2a 1. Introduce a topic 2a 2. Group related information together 2a 3. Include illustrations when useful to aid comprehension 2b Develop the topic with facts, definitions, and details 2c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information 2d. Provide a concluding statement or section Narratives 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence 3a 1. Establish a situation and introduce a narrator and/or characters 3a 2. Organize an event sequence that unfolds naturally 3b 1. Use dialogue to develop experiences and events or show the response of characters to situations 3b 2. Use descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations 3c. Use temporal words and phrases to signal event order 3d. Provide a sense of closure Production and Distribution of Writing 4. With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose 5. With guidance & support from peers and adults, develop & strengthen writing as needed by planning, revising, & editing 6. With guidance and support from adults, use technology to: 6a. produce and publish writing (using keyboarding skills) 6b. interact and collaborate with others Research to Build and Present Knowledge 7. Conduct short research projects that build knowledge about a topic 8a. Recall information from experiences or gather information from print and digital sources 8b. Take brief notes on sources and sort evidence into provided categories Range of Writing 10a. Write routinely over extended time frames (time for research, reflection, and revision) 10b. Write over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, & audiences Speaking and Listening Comprehension and Collaboration (Literature Circles) 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly 1a 1. Come to discussions prepared, having read or studied required material 1a 2. Explicitly draw on preparation and other information known about the topic to explore ideas under discussion 1b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion) 1c 1. Ask questions to check understanding of information presented 1c 2. Stay on topic
1c 3. Link comments to the remarks of others 1d. Explain their own ideas and understanding in light of the discussion Speaking and Listening cont.. Comprehension and Collaboration (Literature Circles) cont. 2a. Determine the main ideas of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 2b. Determine the supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Presentation of Knowledge and Ideas 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 5. Create engaging audio recordings of stories or poems 5a. Demonstrate fluid reading at an understandable pace; 5b. Add visual displays when appropriate to emphasize or enhance certain facts or details. 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 1a. Explain the function of parts of speech in general and their functions in particular sentences 1a 1. Nouns 1a 1a 1a 1a 2. Pronouns 3. Verbs 4. Adjectives 5. Adverbs 1b 1. Form regular plural nouns 1b 2. Use regular plural nouns 1b 3. Form irregular plural nouns 1b 4. Use irregular plural nouns 1c. Use abstract nouns (e.g., childhood) 1d 1. Form regular verbs 1d 2. Use regular verbs 1d 3. Form irregular verbs 1d 4. Use irregular verbs 1e 1. Form the simple (e.g., I walked; I walk; I will walk) verb tenses 1e 2. Use the simple (e.g., I walked; I walk; I will walk) verb tenses 1f 1f 1. Ensure subject-verb agreement 2. Ensure pronoun-antecedent agreement 1g 1. Form comparative and superlative adjectives 1g 2. Form comparative and superlative adverbs 1g 3. Choose between adj and adv, depending on what is to be modified 1h 1. Use coordinating and subordinating conjunctions 1i 1i 1i 1. Produce simple sentences 2. Produce compound sentences 3. Produce complex sentences 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing 2a. Capitalize appropriate words in titles 2b. Use commas in addresses
2c. Use commas and quotation marks in dialogue 2d 1. Form possessives 2d 2. Use possessives Language cont Conventions of Standard English cont. 2e 1. Use conventional spelling for high-frequency words 2e 2. Use conventional spelling for other studied words 2e 3. Use conventional spelling for adding suffixes to base words 2f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words 2g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening 3a. Choose words and phrases for effect 3b. Recognize and observe differences between the conventions of spoken and written standard English Vocabulary Acquision and Use 4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies 4a. Use sentence-level context as a clue to the meaning of a word or phrase 4b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat) 4c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion) 4d. Use glossaries or beginning dictionaries, both print & digital, to determine or clarify the precise meaning of key words and phrases 5. Demonstrate understanding of word relationships and nuances in word meanings 5a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps) 5b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful) 5c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered) 6. Acquire and use accurately grade-appropriate words and phrases: 6a. conversational 6b. general academic 6c. domain-specific 6d. spacial and temporal relationships
Operations and Algebraic Thinking Third Grade 2014-2015 Mathematics: Quarter 4 Represent and solve problems involving multiplication and division. 1. Interpret products of whole numbers 2. Interpret whole-number quotients of whole numbers Revised:7/10/13 3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities by using drawings and equations with a symbol for the unknown number to represent the problem 4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers Understand properties of multiplication and the relationship between multiplication and division 5a. Apply commutative property of multiplication as a strategy to multiply and divide 5b. Apply associative property of multiplication as a strategy to multiply and divide 5c. Apply distributive property of multiplication as a strategy to multiply and divide 6. Understand division as an unknown-factor problem Multiply and divide within 100 7a. Fluently multiply within 100, using strategies such as the relationship between multiplication and division or properties of operations 7b. Fluently divide within 100, using strategies such as the relationship between multiplication and division or properties of operations Solve problems involving the four operations, and identify and explain patterns in arithmetic 8a. Solve two-step word problems using the four operations 8b. Represent these problems using equations with a letter standing for the unknown quantity 8c. Assess the reasonableness of answers using mental computation and estimation strategies including rounding 9. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations Numbers and Operations in Base Ten Use place value understanding and properties of operations to perform multi-digit arithmetic 1a. Use place value understanding to round whole numbers to the nearest 10 1b. Use place value understanding to round whole numbers to the nearest 100 2a. Fluently add within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction 2b. Fluently subtract within 1000 using strategies and algorithms based on place value, propterties of operations, and/or the relationship between addition and subtraction 3. Multiply one-digit whole numbers by multiples of 10 in the range 10 90 using strategies based on place value and properties of operations SPES Additional 4. Models, reads and writes place value through 999,999 (3-6 digits) 4a. word form 4b. standard form 4c. expanded form 5. Recognize, select, connect, and use operations, operational words, and symbols (+,-,x, ) to solve real-life situations
Numbers and Operations- Fractions Develop understanding of fractions as numbers 1a. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts 1b. Understand a fraction a/b as the quantity formed by a parts of size 1/b 2. Understand a fraction as a number on the number line; represent fractions on a number line diagram 2a 1. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts 2a 2. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line 2b. 1. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0 2b 2. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line 3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size 3a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line 3b 1. Recognize and simple equivalent fractions 3b 2. Generate simple equivalent fractions 3b 3. Explain why the fractions are equivalent 3c 1. Express whole numbers as fractions 3c 2. Recognize fractions that are equivalent to whole numbers 3d 1. Compare two fractions with the same numerator or the same denominator by reasoning about their size 3d 2. Recognize that comparisons are valid only when the two fractions refer to the same whole 3d 3. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions SPES Additional 4a. Add up to 3 same place decimals (2-3 digits) 4b. Subtract up to 3 same place decimals (2-3 digits) 5. Model decimals (tenths) 6. Determines place value with decimals (hundredths) Measurement and Data Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects 1a. Tell and write time to the nearest minute 1b. Measure time intervals in minutes 1c. Solve word problems involving addition and subtraction of time intervals in minutes- (ex. representing problems on a number line diagram) 2a. Measure liquid volumes using standard units of liters (l) 2b. Estimate liquid volumes using liters (l) 2c. Measure masses of objects using standard units of grams (g) 2d. Estimate masses of objects using grams (g) 2e. Measure masses of objects using standard untis of kilograms (kg) 2f. Estimate masses of objects using kilograms (kg) 2g. Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units- (ex. by using drawings (such as a beaker with a measurement scale) to represent the problem) Represent and interpret data 3a. Draw a scaled picture graph to represent a data set with several categories 3b. Draw a scaled bar graph to represent a data set with several categories 3c. Solve one- & two-step how many more & how many less problems using information presented in scaled bar graphs 4a. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch 4b. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters
Measurement and Data Cont Geometric measurement: understand concepts of area and relate area to multiplication and to addition 5. Recognize area as an attribute of plane figures and understand concepts of area measurement 5a. Understand that a square with side length 1 unit, called a unit square, is said to have one square unit of area, and can be used to measure area 5b. Understand a plane figure which can be covered without gaps or overlaps by "n" unit square is said to have an area of "n"square units 6. Measure areas by counting unit squares 6a. square centimeter 6b. square meter 6c. square inch 6d. square foot 6e. Improvised units 7. Relate area to the operations of multiplication and addition 7a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths 7b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning 7c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a b and a c. Use area models to represent the distributive property in mathematical reasoning 7d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures 8. Solve real world and mathematical problems involving perimeters of polygons 8a. Find the perimeter given the side lengths 8b. Find an unknown side length 8c. Exhibit rectangles with the same perimeter and different areas or with the same area and different perimeters Geometry Reason with shapes and their attributes 1a. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals) 1b. Recognize rhombuses, rectangles, and squares as examples of quadrilaterals 1c. Draw examples of quadrilaterals that do not belong to the subcategories of rhombuses, rectangles, and squares 2a. Partition shapes into parts with equal areas 2b. Express the area of each part as a unit fraction of the whole SPES Additional 3. Apply symmetry concepts in real life