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3rd Graders Should Know...


 



 

   

WHAT EVERY THIRD GRADER

SHOULD KNOW

 


LANGUAGE ARTS 


Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts. 

 

*Standard 1: Phonics/Decoding - The student will apply sound-symbol relationships to decode words. 


1. Phonetic Analysis - Apply knowledge of phonetic analysis to decode unknown words (e.g., 

common letter/sound relationships, consonants, blends, digraphs, vowels, and diphthongs). 

2. Structural Analysis - Apply knowledge of structural analysis to decode unknown words (e.g., 

syllabication rules, affixes, root words, compound words, spelling patterns, contractions, final stable syllables). 

3. Apply knowledge of sentence structures and semantics in conjunction with phonics and structural analysis to decode unknown words. 


Standard 2: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase vocabulary. 


1. Words in Context - Use context clues (the meaning of the text around the word) to determine the 

meaning of grade-level appropriate words. 

2. Affixes - Use prefixes (for example: un-, pre-, bi-, mis-, dis-, en-, in-, im-, ir-), suffixes (for 

example: -er, -est, -ful, -ness, -ing, -ish, -less), and roots to determine the meaning of words. 

3. Synonyms, Antonyms, and Homonyms/Homophones - Determine the meanings of words using 

knowledge of synonyms, antonyms, homonyms/homophones, and multiple meaning words. 

4. Using Resource Materials - Use word reference materials (glossary, dictionary, thesaurus) to 

determine the meaning and pronunciation of unknown words. 


*Standard 3: Fluency - The student will identify words rapidly so that attention is directed at the meaning of the text.

 

1. Read regularly in independent-level texts (texts in which no more than 1 in 20 words is difficult 

for the reader) fluently and accurately, and with appropriate rate, change in voice, and 

expression. 

2. Read regularly in instructional-level texts that are challenging yet manageable (texts in which no more than 1 in 10 words is difficult for the reader). 

3. Engage in repeated readings of the same text to increase fluency. 

4. Accurately and fluently read 300-400 high frequency and/or irregularly spelled words in meaningful texts. 

5. Use punctuation cues (e.g., final punctuation, commas, quotation marks) in text with appropriate phrasing as a guide to understanding meaning. 


Standard 4: Comprehension/Critical Literacy - The student will interact with the words and concepts in a text to construct an appropriate meaning. 


1. Literal Understanding 

a. Read and comprehend poetry, fiction, and nonfiction that is appropriately designed for third grade. 

b. Use prereading strategies independently to preview, activate prior knowledge, predict content 

of text, and establish a purpose for reading. 

c. Recall major points in a text and revise predictions about what is read. 

d. Show understanding by asking questions and supporting answers with literal information from the text. 

2. Inferences and Interpretation 

a. Make inferences by connecting prior knowledge and experience with information from the text. 

b. Interpret text, including lessons or morals depicted in fairytales, fables, etc., and draw conclusions from evidence presented in the text. 

*c. Participate in creative response to text (e.g., art, drama, and oral presentations). 

3. Summary and Generalization 

a. Summarize by recognizing main ideas, key concepts, key actions, and supporting details in fiction and nonfiction. 

b. Make generalizations about a text (e.g., theme of a story or main idea of an informational text). 

c. Produce summaries of fiction and nonfiction text, highlighting major points. 

4. Analysis and Evaluation 

a. Analyze characters including their traits, relationships, feelings, and changes in text. 

b. Distinguish between fact and opinion in nonfiction text. 

c. Analyze the causes, motivations, sequences, and results of events from a text. 

*5. Monitoring and Correction Strategies 

a. Monitor own reading and modify strategies as needed (e.g., recognize when he or she is confused by a section of text, questions whether the text makes sense). 

b. Predict, monitor, and check for understanding using semantic, syntactic, and graphophonic cues. 

c. Clarify meaning by rereading, questioning, and modifying predictions. 


Standard 5: Literature - The student will read to construct meaning and respond to a wide variety of literary forms. 


*1. Literary Genres - Demonstrate knowledge of and appreciation for various forms (genres) of literature. 

a. Recognize characteristics of literary genres and forms (e.g., contemporary realistic fiction, historical fiction, nonfiction, modern fantasy, poetry, drama, and traditional stories such as fairy tales and fables). 

b. Read, understand, and discuss a variety of genres. 

2. Literary Elements - Demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work. 

a. Compare and contrast plots, settings, or characters presented by different authors and the same author of multiple texts. 

b. Recognize themes that occur across literary works. 

Example: Read Yoko by Rosemary Wells and You Are Special by Max Lucado. Discuss the 

theme of "everyone is unique" that occurs in both stories. 

3. Figurative Language and Sound Devices - The student will identify figurative language and sound devices in writing and how they affect the development of a literary work. 

Example: Identify and discuss how certain words and rhythmic patterns can be used in a selection to imitate sounds (e.g., rhythm, rhyme, alliteration). 


Standard 6: Research and Information - The student will conduct research and organize information. 


1. Accessing Information - The student will select the best source for a given purpose. 

a. Alphabetize to the third letter. 

b. Use guide words to locate words in dictionaries and topics in encyclopedias. 

c. Access information from charts, maps, graph, schedules, directions, and diagrams. 

d. Use the title page, table of contents, glossary, chapter headings, and index to locate information. 

e. Use text formats as an aid in constructing meaning from nonfiction (expository) text (e.g., heading, subheading, bold print, and italics). 

*2. Interpreting Information - The student will analyze and evaluate information from a variety of sources. 

a. Begin the research process by selecting a topic, formulating questions, and identifying key words. 

b. Locate, organize, and synthesize information from a variety of print and non-print and technological resources (e.g., dictionaries, reference books, atlases, magazines, informational texts, thesaurus, and technology/Internet). 

c. Compile information into summaries of information. 

d. Use test-taking strategies by answering different levels of questions, such as open-ended, literal, and interpretive, as well as multiple choice, true/false, and short answer. 


Writing/Grammar/Usage and Mechanics. The student will express ideas effectively in written modes for a variety of purposes and audiences. 


*Standard 1: Writing Process. The student will use the writing process to write coherently. 


1. Use a variety of prewriting activities such as brainstorming, clustering, illustrating, using 

graphic organizers, and webbing. 

2. Understand and demonstrate familiarity with the writing process and format of main idea. 

3. Compose coherent first drafts with clear focus of beginning, middle, and ending. 

4. Revise drafts, changing or adding details and vivid, descriptive words. 

5. Proofread/edit writing, using standard editing marks, with peers or teacher. 

6. Publish and present writing to peers or adults. 


*Standard 2: Modes and Forms of Writing. Communicate through a variety of written forms (modes), for various purposes, and to a specific audience or person. 


1. Communicate through a variety of written modes for various audiences and purposes to inform, 

entertain, describe, persuade, and to reflect. 

2. Write simple narrative, descriptive, persuasive, and creative paragraphs. 

3. Write descriptive and creative stories and poems about people, places, things, or experiences that: 

a. develop a main idea. 

b. use details to support the main idea. 

c. have a clear beginning, middle, and ending. 

4. Write informational pieces using one reference source and citing the title and author of the source. 

5. Write personal, and formal letters, thank-you notes, and invitations including the date, greeting, body, closing, and signature. 

6. Write various modes of simple poems. 

7. Write narratives that: 

a. provide a context within which an action occurs. 

b. include details that develop the plot. 

c. provide a clear beginning, middle, and end that includes details that develop around a central idea. 

8. Use descriptive language such as action verbs, vivid adjectives, and adverbs to make writing interesting. 


*Standard 3: Grammar/Usage and Mechanics. The student will demonstrate appropriate practices in writing by applying standard English conventions to the revising and editing stages of writing. 


1. Grammar/Usage: Students are expected to recognize and correctly use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and contractions in their writing. 

a. Singular, plural, and possessive forms of nouns 

b. Common and proper nouns 

c. Subjective (Nominative), objective, and possessive pronouns 

d. Present, past, and future tense verbs 

e. Regular, irregular, and helping (auxiliary) verbs 

f. Past participle of verbs 

g. Subject-verb agreement 

h. Positive, comparative, and superlative adjectives 

i. Time, place, and manner adverbs 

j. Coordinating conjunctions 

2. Mechanics: Students are expected to demonstrate appropriate language mechanics in writing. 

a. Correctly capitalize geographical names, holidays, dates, proper nouns, book titles, titles of respect, sentences, and quotations. 

b. Correctly indent at the beginning of each paragraph. 

c. Observe left and right hand margins. 

3. Punctuation: Students are expected to demonstrate appropriate punctuation in writing. 

a. Periods in abbreviations and sentence endings (terminal punctuation) 

b. Question and exclamation marks 

c. Commas in dates, addresses, locations, quotes, introductory words, words in a series, greetings, and closings in a letter 

d. Apostrophes in contractions and possessives School 

e. Colon in notation of time, formal letter writing, and the introduction of words or concepts in a series, (e.g., bring the following supplies: glue, paper, scissors, etc.) 

f. Quotation marks around direct quotations, the titles of individual poems, and short stories. 

4. Sentence Structure: The student will demonstrate appropriate sentence structure in writing. 

a. Correctly write the four basic kinds of sentences (declarative, exclamatory, imperative, and interrogative) with terminal punctuation. 

b. Begin to use simple, compound, and complex sentences appropriately in writing. 

5. Spelling: Students are expected to demonstrate appropriate application of spelling knowledge to 

the revising and editing stages of writing. 

a. Demonstrate recall of spelling patterns (e.g., grapheme or blend), consonant doubling (e.g., 

bat + ed = batted), changing the ending of a word from –y to –ies when forming the plural (e.g., carry = carries), and common homophones (e.g., hair/hare). 

b. Spell phonetically regular multisyllabic words, contractions, and compounds. 

c. Increase the number of high frequency words spelled correctly. 

d. Spell words ending in –tion and –sion correctly. 

e. Use various sources of materials to check and correct spelling. 

6. Handwriting: Students are expected to demonstrate appropriate handwriting in the writing 

process. 

a. use handwriting/penmanship to copy and/or compose text using correct formation of letters. 

b. use correct spacing of letters and words in manuscript and cursive writing. 

Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening 

and speaking. 

 

*Standard 1: Listening: The student will listen for information and for pleasure. 


1. Listen critically for information and incorporate the information into other activities. 

 

2. Listen actively for pleasure and respond appropriately. 


*Standard 2: Speaking - The student will express ideas and opinions in group or individual situations. 

 

1. Speak articulately and audibly using appropriate grammar, enunciation, and volume. 

2. Make brief narrative (story) presentations that: 

a. provide a context for an event that is the subject of the presentation. 

b. provide insight into why the selected event should be of interest to the audience. 

c. include well-chosen details to develop characters, setting, and plot. 

3. Plan and present dramatic interpretations of experiences, stories, poems, or plays. 

4. Organize ideas chronologically (in the order they happened) or around major points of information. 

5. Use clear and specific vocabulary to communicate ideas and establish the tone of the message. 

6. Provide a clear beginning, middle, and end when making oral presentations and include details 

that develop a central idea. 


*Standard 3: Group Interaction - The student will use effective communication strategies in pairs and small group context. 

 

1. Show respect and consideration for others in verbal and physical communication. 

2. Demonstrate thinking skills in listening, speaking, reading, and writing. For example, students 

are expected to gather information, organize and analyze it, and generate a simple written or oral report. 

Visual Literacy: The student will interpret, evaluate, and compose visual messages. 

 

*Standard 1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers, represent meaning. 

 

1. Distinguish fact, opinion, and fiction in print and nonprint media in literature and advertising. 

 

2. Interpret and describe important events and ideas gathered from maps, charts and graphics. 


*Standard 2: Evaluate Media - The student will evaluate visual and electronic media, such as film, as they compare with print messages. 

 

1. Make connections between illustrations and print. 

2. Interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations. 

3. Listen to, view, or read stories which tell of characters in American and other cultures. 

 

*Standard 3: Compose Visual Messages - The student will create a visual message that effectively communicates an idea. 

Example: Create visual messages to communicate ideas (e.g., developing a product advertisement, creating cartoons to share information, or designing book posters). 


 

  

MATHEMATICS CONTENT STANDARDS - Grade 3 


 

• Develop an understanding of multiplication and division and acquire strategies for basic multiplication facts and related division facts (fact families).

 

MAJOR CONCEPTS 


• Develop an understanding of fractional parts and fraction equivalence. 

• Describe and analyze various properties of two-dimensional shapes. 

 

Standard 1: Algebraic Reasoning: Patterns and Relationships - The student will use a variety of problem-solving approaches to extend and create patterns. 

 

1. Describe (orally or in written form), create, extend and predict patterns in a variety of situations 

(e.g., 3, 6, 9, 12 . . . , use a function machine to generate input and output values for a table, show 

multiplication patterns on a hundreds chart, determine a rule and generate additional pairs with the same relationship). 

2. Find unknowns in simple arithmetic problems by solving open sentences (equations) and other problems involving addition, subtraction, and multiplication. 

3. Recognize and apply the commutative and identity properties of multiplication using models and manipulatives to develop computational skills (e.g., 3 · 5 = 5 · 3, 7 · 1 = 7). 


Standard 2: Number Sense and Operation – The student will use numbers and number relationships to acquire basic facts. The student will estimate and compute with whole 

numbers. 

 

1. Number Sense 

a. Place Value 

i. Model the concept of place value through 4 digits (e.g., base-10 blocks, bundles of 10s, place value mats). 

ii. Read and write whole numbers up to 4 digits (e.g., expanded form, standard form). 

b. Whole Numbers and Fractions 

i. Compare and order whole numbers up to 4 digits. 

ii. Create and compare physical and pictorial models of equivalent and nonequivalent fractions including halves, thirds, fourths, eighths, tenths, twelfths, and common percents (25%, 50%, 75%, 100%) (e.g., fraction circles, pictures, egg cartons, fraction strips, number lines). 


2. Number Operations 

a. Estimate and find the sum or difference (with and without regrouping) of 3- and 4-digit numbers using a variety of strategies to solve application problems. 

b. Multiplication Concepts and Fact Families 

i. Use physical models and a variety of multiplication algorithms to find the product of multiplication problems with one-digit multipliers. 

ii. Demonstrate fluency (memorize and apply) with basic multiplication facts up to 10 x 10 and the associated division facts (e.g., 5 x 6 = 30 and 30 ÷ 6 = 5). 

iii. Estimate the product of 2-digit by 2-digit numbers by rounding to the nearest multiple of 10 to solve application problems. 


Standard 3: Geometry - The student will use geometric properties and relationships to recognize 

and describe shapes. 

 

1. Identify and compare attributes of two- and three- dimensional shapes and develop vocabulary to describe the attributes (e.g., count the edges and faces of a cube, the radius is half of a circle, lines of symmetry). 

2. Analyze the effects of combining and subdividing two- and three-dimensional figures (e.g., folding paper, tiling, nets, and rearranging pieces of solids). 

3. Make and use coordinate systems to specify locations and shapes on a grid with ordered pairs and to describe paths from one point to another point on a grid. 


Standard 4: Measurement - The student will use appropriate units of measure to solve problems. 

1. Measurement 

a. Choose an appropriate measurement instrument and measure the length of objects to the 

nearest inch or half-inch and the weight of objects to the nearest pound or ounce. 

*b. Choose an appropriate measurement instrument and measure the length of objects to the nearest meter or centimeter and the weight of objects to the nearest gram or kilogram. 

c. Develop and use the concept of perimeter of different shapes to solve problems. 

*d. Develop and use strategies to choose an appropriate unit and measurement instrument to estimate measurements (e.g., use parts of the body as benchmarks for measuring length). 

2. Time and Temperature 

a. Solve simple addition problems with time (e.g., 15 minutes added to 1:10 p.m.). 

b. Tell time on a digital and analog clock to the nearest 5 minute. 

c. Read a thermometer and solve for temperature change. 

3. Money: Determine the correct amount of change when a purchase is made with a five dollar bill. 


Standard 5: Data Analysis - The student will demonstrate an understanding of collection, display, and interpretation of data and probability. 

 

1. Data Analysis 

*a. Pose questions, collect, record, and interpret data to help answer questions (e.g., which was the most popular booth at our carnival?). 

b. Read graphs and charts, identify the main idea, draw conclusions, and make predictions based on the data (e.g., predict how many children will bring their lunch based on a menu). 

c. Construct bar graphs, frequency tables, line graphs (plots), and pictographs with labels and a title from a set of data. 

2. Probability: Describe the probability (more, less, or equally likely) of chance events. 

 



 


 



 

 

 

 
 
 

 

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