Content / Examples
(May include, but not limited to) / Student Friendly “I Can” Statements / Target Date / Target Type
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes. / Prefixes re- un-
Suffixes ing -ed
b. Decode words with common Latin suffixes. / -able -ation
-ity
-ment
c. Decode multi-syllable words. / independent
in/ de/ pen/dent
d. Read grade-appropriate irregularly spelled words. / teach- taught
Fluency
4. Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding. / Read grade appropriate texts and demonstrate understanding through the use of comprehension activities.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. / Can measure using DIBELS ORF
Practice using sight words (Tier I vocabulary), readers theater, poetry theater, and grade appropriate text with fluency checks.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. / Context clues and other word identification strategies such as cloze activities.
Reading Standards for Literature
Content / Examples
(May include, but not limited to) / Student Friendly “I Can” Statements / Target Date / Target Type
Key Ideas and Details
1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. / Who? What? When? Where? Why?
2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. /
Lon Po Po
Why Mosquitoes Buzz in People’s EarsSlow but steady wins the race. “The Hare and the Tortoise”
3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. / Character’s traits, feelings, actions, and words
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal (which is figurative) language. / Metaphor: My kitten is an angel.
Simile: My kitten is as sweet as an angel.
Hyperbole: I have a ton of homework!
Idioms: It is raining cats and dogs!
Onomatopoeia: Drip, drip. The rain splashed on my window.
Alliteration: Sally Sea Shell Sailed South
Personification: The pencil sharpener ate my pencil!
5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. / Text-to-text activities
Compare/contrast activities
Narrative elements (character, plot, setting)
6. Distinguish their own point of view from that of the narrator or those of the characters. / Read The Three Little Pigs and then read The True Story of the Three Little Pigs (the wolf’s point of view). Discuss how the points of view change. Have the students to write character bits from the wolf’s point of view in Little Red Riding Hood. Students can also create their own point of view for each story.
Integration of Knowledge and Ideas
7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). / Create illustrations for a book or write the story of a picture book emphasizing mood, character, and setting.
9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. / Themes: opposition of good and evil
Venn diagram
Graphic organizers
(e.g., in books from a series)
Range of Reading and Level of Text Complexity
10. By the end of year students will read and comprehend:
· Stories
· Poetry
· Dramas
in the grades 2–3 text complexity band independently and proficiently. / List of complexity band located in the back of the document, Appendix B pgs. 5-7
Reading Standards for Informational Skills
Content / Examples
(May include, but not limited to) / Student Friendly “I Can” Statements / Target Date / Target Type
Key Ideas and Details
1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. / Student generated questions
Specific story details that support the student’s answer
2. Determine the main idea of a text; recount the key details and explain how they support the main idea. / Find the main idea and supporting details by doing activities using graphic organizers, sentence strips, etc.
3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. / Timeline
Methods or procedures
Following Directions
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. / Word identification strategies, prefixes/suffixes
What does the base word mean? Does the context give clues to the meaning of the word? Have I ever heard a word like this word?
5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. / guide words
hyperlinks
sidebars
captions
bold print
6. Distinguish their own point of view from that of the author of a text. / Identify author’s point of view, then decide if they agree or disagree and support with facts.
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). / Answer questions when, where, why, and how using:
maps
diagrams
photographs
graphs
charts
8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). / Graphic organizers
Transition words
9. Compare and contrast the most important points and key details presented in two texts on the same topic. / Venn diagrams
T-charts
Other graphic organizers
Range of Reading and Level Text Complex
10. By the end of year students will read and comprehend:
informational texts:
· history social studies
· science
· technical texts
at the high end of the grades 2-3 text complexity band independently and proficiently. / List of complexity band located in the back of the document, Appendix B pgs. 5-7
· Articles ( newspapers and magazines)
· Recipes
· Experiment procedures
· Biographies
Reading resources could include Ranger Rick, Scholastic, Weekly Reader
Standards for Speaking and Listening
Content / Examples
(May include, but not limited to) / Student Friendly “I Can” Statements / Target Date / Target Type
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. / One-on-one groups
Small groups
Teacher-led groups
Whole group
a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. / Pre-reading
Background knowledge
Anticipation guides
b. 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). / Establishment of a set of active listening rules to be followed when during oral presentations.
· Eyes on the speaker
· Don’t interrupt speaker
· Save questions until the end
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. / Question Time: Allows the students to clarify by asking teacher and peers question
d. Explain their ideas and understanding in light of the discussion. / Allow time for students to discuss and share ideas about the content and concepts with each another.
2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. / Class Discussion: Students share the main idea and supporting details with peers.
3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. / Students ask questions to gain more information or to clarify.
What did you mean by that? Could you give some more details?
Presentation of Knowledge and Ideas
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. / Oral presentations of various genres of reading
5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details / Record stories to share with various grades.
Create Literary Projects such as:
· Dioramas
· Posters
· Charts
· Puppets
6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) / Author’s Chair
Author Debate
Any oral presentation
Standards for Language
Content / Examples
(May include, but not limited to) / Student Friendly “I Can” Statements / Target Date / Target Type
Conventions of Standard English
1. Demonstrate correct usage (which is the command of conventions) of standard English grammar when writing or speaking.
a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. / Nouns – person, place, thing
Verbs – show action
Pronouns – take the place of a noun
Adjectives-describes a noun by telling how many, what kind, how much
Adverbs-describes a verb
b. Form and use regular and irregular plural nouns. / Irregular- woman women
Regular- dog dogs
c. Use abstract nouns / Abstract nouns are nouns you can’t see or touch.
Examples: childhood, happiness, sadness
d. Form and use regular and irregular verbs. / Irregular- run ran
Regular- chase chases
e. Form and use the simple verb tenses. / Past, Present, and Future Tenses
(e.g., I walked; I walk; I will walk)
f. Ensure subject-verb and pronoun-antecedent agreement. / I am You are
He is They are
g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. / tall – taller – tallest
h. Use coordinating and subordinating conjunctions. / but or and
i. Produce simple, compound, and complex sentences. / Simple – I tried to speak Spanish.
Compound – John played football, so Sue went shopping.
Complex – The students are studying because they have a test.
2. Demonstrate correct usage (which is the command of the conventions) of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize appropriate words in titles. / Diary of a Wimpy Kid
b. Use commas in addresses. / 124 Happy Road
Fantasy, KY 41534
c. Use commas and quotation marks in dialogue. / Mom said, “I’ll be right there.”
d. Form and use possessives. / girl’s
children’s
boys’
e. Use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). / especially
whether
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. / cake – bake
back – track
cvc – cvce – cvvc
ing – ly - tion
chunking words parts
g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. / Dictionary skills – guide words, alphabetical order, editing skills
Standards for Language
Content / Examples
(May include, but not limited to) / Student Friendly “I Can” Statements / Target Date / Target Type
Knowledge of Language
3. Use knowledge of language when writing, speaking, reading, or listening.
a. Choose words and phrases for effect. / Transition words such as later, after that, then
b. Recognize and observe differences between the conventions of spoken and written Standard English. / Contractions are used in spoken language, but not in formal written. Slang is used in spoken language, but not it formal written
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from an array of strategies. / Vocabulary Strategies
· Context clues
· Read-ahead
· Re-read
· Reference materials
· Synonyms/antonyms
· Prefixes/suffixes
a. Use sentence-level context as a clue to the meaning of a word or phrase. / Context Clues
b. 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)
c. Use a known root word as a clue to the meaning of an unknown word with the same root / (e.g., company, companion)
d. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. / Activity: Dictionary Word Hunt
5. Demonstrate understanding of word relationships and nuances in word meanings.
a. Distinguish the literal and non-literal meanings of words and phrases in context / Hyperbole ( which is exaggeration)
(e.g., take steps)
b. Identify real-life connections between words and their use / Idioms
Similes
Metaphors
(e.g., describe people who are friendly or helpful)
c. Distinguish shades (which are varieties) 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 conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal (transitional words) relationships. / Tier II vocabulary