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What to Expect in Third Grade:
Developmental Expectations of a Third Grader
Be able to assume responsibility for his/her actions.
Helps and recognizes the needs of others.
Begins to set and follow through on goals set by them.
Learning to become more responsible for materials at home and school.
Works with others on projects and school work assigned.
Learns to be able to listen to others opinions and start to work on compromising skills.
Learning about choices and consequences.
Working on peer relationships daily.
*In third grade, your child will grow academically, socially and emotionally throughout the year. More is expected of third grade students in school. There are a lot of academic changes and state testing begins this year in ELA/Math.
Subject Matter Expectations for Third Grade:
Reading:
Students will read literary texts types:stories, drama, poetry, fiction, fairy tales, folk tales, tall tales, and other literary texts.
Students will read Informational text types: nonfiction, biographies, autobiographies,books and articles about science, art, history, social studies, and information displayed in charts, graphs, or maps,in both print and digital sources.
Students will participate in interactive read-aloud discussions of more complex texts.
Students refine their word reading and comprehension skills as they read more challenging texts.
Students develop and answer questions to locate relevant and specific details in a text to support an answer or inference.
Students determine a theme or central idea and explain how it is supported by key details; summarize portions of a text.
Students will learn to describe character traits, motivations, or feelings, drawing on specific details from the text.
Writing:
Students will write an argument to support claim(s), using clear reasons and relevant evidence.
Students will introduce a claim, supported by details, and organize the reasons and evidence in their writing pieces.
Students will use precise language and content-specific vocabulary in their writing pieces.
Students will learn to write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject.
Students will develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences in their narrative pieces of writing.
Students will establish a situation and introduce a narrator and/or characters in their narrative pieces.
Students will create a response to a text, author, theme or personal experience in a poem, or play.
Math:
Students will understand that the digits of a four-digit number represent amounts of thousands, hundreds, tens and ones.
Students will read and write four-digit numbers using base-ten numerals, number names and expanded form.(e.g., the number 3,245 in expanded form can be written as 3,245=3,000+200+40+5).
Students will fluently solve single-digit multiplication and related divisions, still implies within 100. Fluency involves a mixture of just knowing some answers,knowing some answers from patterns, and knowing some answers from the use of strategies.
Students will fluently add and subtract within 1,000.
Students will recognize and classify polygons based on the number of sides and vertices.
Students will use a variety of representations (pictorial/model) to be used when applying the properties of operations to multiply and divide, does not need to be solely equation form.
Students will use multiplication/division strategy that students can utilize to apply the distributive property.
Science:
Students will plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Students ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
Students analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
Students analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
Students will obtain and combine information to describe climates in different regions of the world.
Students plan and conduct an investigation to determine the connections between weather and water processes in Earth systems.
Social Studies:
The five social studies standards form the basis for this investigation as students learn about the social, geographic, political, economic, and historic characteristics of different world communities/countries.
Students will study Western and non-Western examples from a variety of geographic areas.
Students locate world communities and learn how different communities meet basic needs and wants for their citizens.
Students begin to compare the roles of citizenship and the kinds of governments found in various world communities/countries.
The students will learn about communities and their cultures throughout the world.
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