Third Grade Literacy Objectives

2011-2012

Language Structures and Vocabulary (R3:3, R3:5, R3:6) Student applies word identification, decoding skills and vocabulary knowledge to reading.

1. Student reads grade-level appropriate high frequency words with automaticity.
2. Student reads multi-syllabic words using knowledge of syllable types, sounds, and word patterns including prefixes and suffixes.
3. Student identifies and names synonyms, antonyms, homophones & homographs.
4. Student describes words in terms of categories, functions, and/or features.
5. Student selects appropriate words to use in context, including content-specific vocabulary, when reading, writing and speaking.

Strategies Used During Text Reading (R3:4, R3:7, R3:8) Student uses comprehension strategies when reading or listening to text.

1. Student predicts, monitors, adjusts, and confirms text using cues from M, S and V information.
2. Student uses comprehension strategies (i.e. prior knowledge, predicting, questioning, constructing sensory images, making connections) while reading and while listening to text.
3. Student monitors comprehension by adjusting rate, rereading & asking questions.
4. Student previews text selections.

Reading with Accuracy and Fluency (R3:9, R3:17, R3:18) Student reads grade level material with accuracy and fluency, and reads extensively.

1. Student reads grade level material (Level P/end gr.3) with at least 90-94 % accuracy.
2. Student reads grade level material with oral fluency rate of 90-120 wcpm.
3. Student reads grade level material with phrasing, expression, & attention to punctuation, italics and dialogue.
4. Student reads equivalent of at least 2 books per month, including school & home.
5. Student reads from at least 3 genres and a variety of authors.

Understanding, Analysis, and Interpretation of Text (R3:10- 16 & 19) Student understands, analyzes and interprets text, citing evidence as appropriate when reading and when listening to text. Student participates in discussions about text.

1. Student identifies characters, setting, problem, solution, &/or plot.
2. Student paraphrases or summarizes key ideas/plot.
3. Student makes logical predictions in literary texts.
4. Student provides examples of main characters’ thoughts, words, or actions that reveal personality traits and motivations.
5. Student recognizes explicitly stated causes or effects.
6. Student identifies the author’s basic message.
7. Connects stories to personal experience, prior knowledge, or other books.
8. Generates a personal response to what is read.
9. Student identifies author’s craft & use of literary devices appropriate to genre (e.g. alliteration).
10. Student identifies characteristics of variety of types of literary & informational text.
11. Obtains information from text features of informational text (table of contents, italicized text, headings, illustrations).
12. Organizes & records information to show understanding of central ideas or details.
13. Connects information within an informational text.
14. Student makes basic inferences, draws conclusions & forms judgments/ opinions about central ideas in informational text.
15. Student distinguishes fact from opinion.
16. Student selects reading materials in line with reading ability & interests, reading equivalent of two books a month.
17. Student participates in discussions about text, offers comments & supporting evidence, recommends books.

Writing Process and Conventions (W3:1-19) Student writes independently, demonstrating command of the writing process and writing conventions. Student writes to express, inform, and respond to text.

1. Student uses prewriting, drafting, revising, editing and critiquing to produce final draft.
2. Student uses question marks, exclamation points, periods in abbreviations, and apostrophes in contractions.
3. Student spells words with trigraphs (dge), silent letters (wr), suffixes & homophones (Fundations).
4. Student spells grade appropriate high frequency words (Fundations).
5. Student recognizes words that might be misspelled in their own writing.
6. Writes a variety of complete simple sentences.
7. In response to text, student establishes a topic, states a focus, & includes a concluding statement with supporting details & vocabulary relevant to focus.
8. Writes to inform/report, stating a controlling idea (focus), grouping information into a beginning, middle, & end, and using transition words. Includes details by naming, describing, explaining, comparing, or using visual images.
9. Writes a narrative, creating a clear story line with beginning, middle, end, problem and solution, characters and details.
10. Writes a reflective essay, making connections between personal experiences and ideas by establishing a focus, place, time, and situation, and showing evidence of individual voice and techniques for questioning or comparing.
11. Writes simple poetic forms (haiku, rhyming couplets) using visual images to describe.

Speaking and Listening Student listens and speaks effectively in a variety of situations.

1. Student uses age appropriate standard English.
2. Student participates in discussions using various sentence structures.
3. Student retells stories or information and responds critically.
4. Student is a respectful member of an audience.