Third Grade – Language Arts

READING

WORD ANALYSIS Students will use knowledge of phonetic and structural analysis to read, write, and spell grade level text.

LA 3.1.3.a Use advanced sound/spelling patterns (e.g., special vowel spellings [ough, ion], multi- syllable words) to read, write, and spell

LA 3.1.3.b Use word structure to read text (e.g., prefixes [un-, bi-, dis-, mis-, non-, un, re-] and suffixes [-er, -est, -ful, -ly, -er, -less, -ness], compound words, contractions, derivation)

LA 3.1.3.c Use syllable patterns to decode multisyllabic words (VCCV, VCCCV, VCV)

FLUENCYStudents will develop accuracy, phrasing, and expression while reading grade level text.

LA 3.1.4.a Read phrases, clauses, and sentences that sound like natural language to support comprehension

LA 3.1.4.b Read words and phrases accurately and automatically

LA 3.1.4.c Demonstrate conversational tone (e.g., volume, emphasis) and use of punctuation to reflect meaning of text

LA 3.1.4.d Demonstrate varied pace while reading orally to enhance the meaning of text through pause, stress, and phrasing

LA 3.1.4e Read grade level text with 94% accuracy or better using expression, phrasing and a rate of 93-142 words correct per minute

VOCABULARY – Students will build literary, general academic, and content specific grade level vocabulary. (Indicators marked with * are tested on NeSA-R)

*LA 3.1.5.a Apply word structure elements, known words, and word patterns to determine meaning (e.g., contractions, plurals, possessives, basic parts of speech [nouns, verbs, adjectives, pronouns], compounds, syllables)

http://www.sheppardsoftware.com/grammar/grammar_tutorial.htm

http://www.arcademics.com/games/invasion/invasion.html

http://www.funbrain.com/grammar/index.html

http://www.learningplanet.com/act/rats/ratslist3.asp

LA 3.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations

*LA 3.1.5.c Apply context clues (e.g., word, phrase, and sentence clues, re-reading) and text features (e.g., table of contents, maps, charts, font/format styles) to help infer meaning of unknown words

*LA 3.1.5.d Identify semantic relationships (e.g., patterns and categories, synonyms,antonyms, homonyms, multiple meanings)

http://www.learninggamesforkids.com/vocabulary_games/homophones-games.html

http://www.arcademicskillbuilders.com/games/frog/frog.html

LA 3.1.5.e Identify meaning using print and digital reference materials (e.g., dictionary, glossary)

http://www.wordcentral.com/

LA 3.1.5.f Locate words in reference materials (e.g., alphabetical order, guide words)

COMPREHENSIONStudents will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. (Indicators marked with * are tested on NeSA-R)

*LA 3.1.6.a Identify author’s purpose(s) (e.g. explain, entertain, inform, persuade) to support text comprehension

*LA 3.1.6.b Identify elements of narrative text (e.g., characters, setting, plot, point of view)

http://www.learner.org/interactives/story/index.html

http://www.readwritethink.org/files/resources/interactives/cube_creator/

*LA 3.1.6.c Retell and summarize narrative text including characters, setting, and plot with supporting details

http://www.readwritethink.org/materials/storymap/index.html

http://www.readwritethink.org/classroom-resources/student-interactives/plot-diagram-30040.html?tab=3#tabs

*LA 3.1.6.d Identify literary devices and explain the ways in which language is used (e.g., simile, alliteration, onomatopoeia, imagery, rhythm)

https://jr.brainpop.com/readingandwriting/sentence/similes/preview.weml

https://www.quia.com/rr/482059.html

*LA 3.1.6.e Retell and summarize the main idea from informational text using supporting details

*LA 3.1.6.f Recognize and apply knowledge of organizational patterns found in informational text (e.g., sequence, description, cause and effect, compare/contrast)

http://www.quia.com/mc/94601.html

http://www.quia.com/mc/94601.html

http://www.quia.com/pages/sequencingfun.html

*LA 3.1.6.g Apply knowledge of text features to locate information and gain meaning from a text (e.g., table of contents, maps, charts, illustrations, headings, captions, font/format styles)

*LA 3.1.6.h Describe the defining characteristics of narrative and informational genres (e.g., folk tales, poetry, historical fiction, biographies, chapter books, textbooks)

LA 3.1.6.i Use narrative or informational text to develop a multi-cultural perspective

*LA 3.1.6.j Generate and/or answer literal, inferential, and critical questions, supporting answers using prior knowledge and literal and inferential information from the text

LA 3.1.6.k Identify and explain purpose for reading (e.g., information, pleasure, understanding)

LA 3.1.6.l Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during, and after reading

LA 3.1.6.m Self-monitor comprehension by recognizing when meaning is disrupted and apply strategies to clarify, confirm, or correct

LA 3.1.6.n Make and confirm/modify predictions before, during, and after reading (e.g., captions, headings, character traits, personal experience)

LA 3.1.6.o Use examples and details in a text to make inferences about a story or situation

LA 3.1.6.p Respond to text verbally, in writing, or artistically

WRITING

WRITING PROCESSStudents will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.

LA 3.2.1.a Use prewriting activities and inquiry tools to generate and organize information (e.g., sketch, brainstorm, web, free write, graphic organizer, storyboarding, and word processing tools)

http://www.readwritethink.org/materials/essaymap/

LA 3.2.1.b Generate a draft by:

  • -Selecting and organizing ideas relevant to topic, purpose, and genre
  • -Composing paragraphs with grammatically correct sentences of varying length, complexity, and type (e.g., declarative, interrogative, and exclamatory)
  • -Developing paragraphs with topic sentences and supporting facts and details

LA 3.2.1.c Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice)

LA 3.2.1.d Provide oral and/or written feedback to other writers; utilize others’ feedback to improve own writing

LA 3.2.1.e Edit writing for format and conventions (e.g., spelling, capitalization, grammar, punctuation)

http://www.harcourtschool.com/activity/clubhouse/index.html

LA 3.2.1.f Publish a legible document (e.g., handwritten or electronic)

LA 3.2.1.g Write legibly in cursive

http://handwritingforkids.com/handwrite/cursive/animation/uppercase.htm

http://handwritingforkids.com/handwrite/cursive/animation/lowercase.htm

WRITING GENRES – Students will write for a variety of purposes and audiences in multiple genres.

LA 3.2.2.a Write in a selected genre considering purpose (e.g., inform, entertain, persuade, instruct)

LA 3.2.2.b Write considering audience and what the reader needs to know

LA 3.2.2.c Write considering typical characteristics of a selected genre (e.g., personal narrative, personal essay, research report, poetry)

http://www.gigglepoetry.com/

LA 3.2.2.d Apply an organizational structure appropriate to the task (e.g., logical, sequential order)

LA 3.2.2.e Analyze models and examples (own and others) of various genres to create a similar piece

SPEAKING AND LISTENING

SPEAKING SKILLS – Students will develop and apply speaking skills to communicate key ideas in a variety of situations.

LA 3.3.1.a Communicate ideas and information in a clear and concise manner appropriate for the purpose and setting (e.g., language, word choice, sequence, relevance)

LA 3.3.1.b Demonstrate speaking techniques for a variety of purposes and situations

LA 3.3.1.c Utilize available media to enhance communication (e.g., poster, overhead)

LISTENING SKILLS – Students will develop and apply active listening skillsacross a variety of situations.

LA 3.3.2.a Demonstrate listening skills needed for multiple situations and modalities (e.g., electronic, one-to-one, small/large group, presentation)

http://www.storylineonline.net/

http://www.storynory.com/

http://www.magickeys.com/books/

LA 3.3.2.b Use information in order to complete a task

LA 3.3.2.c Listen, ask questions to clarify, and take notes to ensure accuracy of information

LA 3.3.2.d Listen to and summarize thoughts, ideas, and information being communicated

RECIPROCAL COMMUNICATION – Students will develop and apply reciprocal communication skills.

LA 3.3.3.a Demonstrate awareness of and sensitivity to the use of words (e.g., stereotypes, multiple meanings of words)

LA 3.3.3.b Apply conversation strategies (e.g., face the speaker, listen while others are talking, gain the floor, take turns talking, eye contact, tone, stay on topic, non-verbal cues)

LA 3.3.3.c Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats

MULTIPLE LITERACIES – Students will research, analyze, and communicate information in a variety of media and formats (textual, visual, and digital).

LA 3.4.1.a Select and use multiple resources to answer guiding questions (e.g., print, electronic)

LA 3.4.1.b Discuss ethical and legal use of information

LA 3.4.1.c Practice safe and ethical behaviors when communicating and interacting with others (e.g., safe information to share online, appropriate language use, utilizing appropriate sites and materials)

LA 3.4.1.d Engage in activities with learners from a variety of cultures through electronic means (e.g., podcasts, video chats, distance learning, e-pals)

LA 3.4.1.e Identify bias and commercialism (e.g., product placement, advertising)

LA 3.4.1.f Gather and share information and opinions as a result of communication with others (e.g., video/audio chat, interview, podcast, multi-media presentations)

LA 3.4.1.g Use social networks and information tools to gather and share information (e.g., social bookmarking, online collaborative tools)