|

Third Grade

Trimester 2 Standards

Reading Literature and Informational Text

CCSD 21 offers programs that provide instruction in English, Spanish & Russian.  These standards apply to all languages of instruction.

PowerStandards

Identify types of questions and utilize appropriate strategies to determine accurate responses to factual, conceptual and debatable questions. (RL & RI 3.1, 3.7 & 3.3)

Compare and contrast the most important points and key details presented in two sources on the same topic/concept (RL & RI 3.5, 3.9)

Year Long Standards

  • Explain how stories, dramas, and poems are written in different forms (e.g. chapter, scene, stanza).
  • Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • Use reading strategies (e.g., ask questions, make connections, take notes, make inferences, reread) to help understand difficult complex text.
  • 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.
  • Use strategies (e.g., context clues, root words, affixes) for the following:
    • Determine the meaning of words and phrases as they are used in a text.
    • Define and identify literal language (what it says and means) and nonliteral (not exactly what it means).
    • Identify general academic words or phrases (different ways to say the same thing (e.g., instead of said) in a text.
    • Identify domain specific words or phrases (content words) in a text.
    • Determine the meaning of general academic and domain-specific words and phrases in a text.
    • Locate and use resources (e.g., glossary, guide word, dictionary, both print and digital) to determine or clarify the meaning of unknown words

Tri 2 Standards

  • Define and identify events, procedures, ideas and/or concepts in different types of information text (including historical events, scientific procedures, and/or steps in a technical procedure).
  • Identify words authors use to help make logical connections between sentences and paragraphs (e.g., similar, different, because, if/then, first, last).
  • Describe how one part of a text builds on the parts that came before it.
  • Identify and give examples of text features and search tools and explain how they help locate information quickly.
  • Identify information about a topic using text features and search tools.
  • Identify the main idea and key details in a text.
  • Compare and contrast the main idea and key details found in two texts on the same topic.
  • Identify the author’s purpose of nonfiction text and provide evidence.
  • Understand illustrations/photographs and the words in a text to help explain what has been read in an informational text.
  • Explain different text structures and how they build upon each other. (How does text structure help one understand the text?)

Speaking and Listening

CCSD 21 offers programs that provide instruction in English, Spanish & Russian.  These standards apply to all languages of instruction.

PowerStandards

Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners, listening actively, building on others’ ideas, and expressing ideas clearly. (SL 3.1, 3.2, 3.3)

Report on a topic or present an opinion using appropriate facts and effective presentation skills. (SL 3.4, 3.5, 3.6)

Year Long Standards

  • Speak in complete sentences when appropriate to a task or situation.
  • Restate and carry out a variety of oral instructions.
  • Comprehend stories and other texts read aloud, including selections from classic and contemporary works.
  • Differentiate between the formal and informal style of speaking according to audience and purpose.
  • Identify and describe how one’s point of view is similar to or different from the author/speaker’s point of view.
  • Create audio recordings using an understandable pace and use expression to make them come to life.
  • Identify main verbal and nonverbal communication elements and strategies to maintain communications and to negotiate and resolve conflict.
  • Engage effectively in a range of collaborative discussions with diverse partners:
    • Be prepared for discussion by reading and studying material.
    • Follow established rules for discussion.
    • Ask questions about a speaker’s presentation to better understand or request more information.
    • Answer questions about a speaker’s presentation using appropriate detail and elaboration.
    • Build on the ideas of others.
    • Discuss ideas clearly in a discussion.
    • Participate in a discussion by making connections, asking questions, and staying on topic.
    • Refer to texts and one’s prior knowledge when discussing a topic.
    • Tell what was learned from a discussion.

Tri 2 Standards

  • Recognize and speak in complete sentences.
  • Speak clearly and at an understandable pace when presenting.
  • Identify information that is presented in different media formats (e.g. media, charts, graphs, websites, speeches).
  • Use visuals such as drawings or photographs to draw attention to certain facts or details (e.g., could include referencing a web in one’s reader’s notebook when talking about reading).
  • Determine the point of view of the speaker/author (the person’s view or attitude about a situation).
  • Determine main idea and supporting details of a text read aloud.
  • Use information gathered to determine the main idea and supporting details of a presentation

Writing

CCSD 21 offers programs that provide instruction in English, Spanish & Russian.  These standards apply to all languages of instruction.

PowerStandards

Write explanatory texts about authentic topics logically organizing and sequencing details and information while incorporating appropriate academic language. (W 3.2, 3.2b & L 3.1, 3.2, 3.4, & 3.5)

Year Long Standards

  • Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
  • Write with guidance and support from adults and peers.
  • Acquire and use grade-appropriate academic and domain-specific words.
  • In all types of writing:
    • Plan, develop, and organize writing according to task, purpose, and audiences.
    • Understand writing as a process of planning, revising, and editing.
    • Use precise and/or academic language and vocabulary specific to the topic.
    • Choose words and phrases to add effect or interest when writing or speaking.
    • Apply conventions of the written language.
    • Use reference materials to check and correct spelling.

Tri 2 Standards

  • Informative
    • Introduce a topic clearly.
    • Group related information together.
    • Use words and phrases to link ideas that should be grouped together (e.g., another, and, more, also, but).
    • Develop the topic with facts, definitions, and details, and include an illustration in written pieces if necessary.
    • End the piece by adding a conclusion statement or paragraph.
  • Grammar/Conventions:
    • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 

English Reading Foundations

PowerStandards

Know and apply grade-level phonics and word analysis skills to support comprehension in order to read grade-level texts with accuracy, appropriate rate, and expression to support comprehension. (RF 3.3, 3.4)

Year Long Standards

  • Read fluently with accuracy to understand what is read to demonstrate comprehension through voice, timing, and expression.
  • Read with purpose and understanding.
  • Read stories and poems aloud clearly, accurately, and at a steady pace.
  • Self-correct misread or misunderstood words using context clues.
  • Use context to confirm or self-correct word recognition and understanding, reading as necessary.
  • Use a variety of strategies to determine or clarify the meaning of unknown and multiple-meaning words and phrases.

Tri 2 Standards

  • Recognize & Use:
    • phonogram patterns
    • words that have sets and subsets
    • use word parts to decode unknown words
  • Use Alphabetical Order to Locate Information
  • Recognize & Use:
    • consonant clusters
    • words that have sets and subsets
    • words can be related in many ways
    • compound words 
    • synonyms
    • antonyms 
  • Recognize & Use:
    • homophones 
    • patterns with syllables
    • the ending -ed to reflect different sounds 
  • Recognize & Use:
    • homographs
    • words with multiple meanings

Spanish Reading Foundations

PowerStandards

Know and apply grade-level phonics and word analysis skills to support comprehension in order to read grade-level texts with accuracy, appropriate rate, and expression to support comprehension. (RF 3.3, 3.4)

Year Long Standards

  • RF.3.3 Conocen y aplican la fonética y las destrezas de análisis de palabras a nivel de grado, en la decodificación de palabras. 
    • Identifican y conocen el significado de los prefijos más comunes y los sufijos derivativos. 
    • Decodifican palabras con sufijos comunes del latín.
    • Usan correctamente el acento escrito de acuerdo con el acento tónico en palabras ya conocidas aplicando análisis sistemático: 
  • RF.3.4. Leen con suficiente precisión y fluidez para apoyar la comprensión. 
    •  Leen textos a nivel de grado con propósito y comprensión. 
    • Usan el contexto para confirmar o autocorregir el reconocimiento de las palabras y la comprensión, releyendo cuando sea necesario.

Tri 2 Standards

RF.3.3 Conocen y aplican la fonética y las destrezas de análisis de palabras a nivel de grado, en la decodificación de palabras. 

  • Identifican y conocen el significado de los prefijos más comunes y los sufijos derivativos. 
  • Decodifican palabras con sufijos comunes del latín.
  • Leen palabras a nivel de grado, con deletreo irregular (ejemplo: reconocen que la h es muda, excepto en el dígrafo ch; y que la u es muda en las sílabas que, qui, gue, gui). 
  • Conocen y emplean diminutivos y aumentativos (ejemplo: -ito, -ote, -ón). 
  • Conocen y emplean las terminaciones para la concordancia de adjetivos con sustantivos. 
  • Reconocen los grados del adjetivo comparativo (ejemplo: mayor/menor) y superlativo (terminados en -ísimo).
  • Usan correctamente el acento escrito de acuerdo con el acento tónico en palabras ya conocidas aplicando análisis sistemático: 
  • Categorizan la palabra según su acento tónico (aguda, grave, esdrújula). 
  • Determinan el sonido o la letra en que termina la palabra (vocal o consonante /n/ o /s/).

RF.3.4. Leen con suficiente precisión y fluidez para apoyar la comprensión. 

  • Leen textos a nivel de grado con propósito y comprensión. 
  • Usan el contexto para confirmar o autocorregir el reconocimiento de las palabras y la comprensión, releyendo cuando sea necesario.

Russian Reading Foundations

PowerStandards

Know and apply grade-level phonics and word analysis skills to support comprehension in order to read grade-level texts with accuracy, appropriate rate, and expression to support comprehension. (RF 3.3, 3.4)

Year Long Standards

  • Read fluently with accuracy to understand what is read to demonstrate comprehension through voice, timing, and expression.
  • Read with purpose and understanding.
  • Read stories and poems aloud clearly, accurately, and at a steady pace.
  • Self-correct misread or misunderstood words using context clues.
  • Use context to confirm or self-correct word recognition and understanding, reading as necessary.
  • Use a variety of strategies to determine or clarify the meaning of unknown and multiple-meaning words and phrases.

Tri 2 Standards

  • Recognize & Use:
    • words that have sets and subsets
    • words can be related in many ways
    • compound words 
    • synonyms
    • antonyms 
  • составлять небольшой текст (4-5 предложений) на заданную тему, по картинке и записывать его с помощью учителя; составлять текст из данных абзацев
  • подбирать однокоренные слова, в том числе с чередующимися согласными в корне
  • различать однокоренные слова и формы слова
  • образовывать имена существительные, имена прилагательные с помощью суффиксов