ELA Grade Level Expectations Grade 3

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1 Reading R1: Students will decode multi-syllabic words in isolation and in context. - Use word structure, sentence structure and prediction to decode words in context. - Decode words with long and short vowels, consonant digraphs, vowel digraphs, and vowel diphthongs, and irregular vowels. R2: Students will use syntactic, structural, and semantic cues to decide the meaning of words. -Use letter-sounds, rimes, prefixes (pre, re, un, dis, de), suffixes (or, able, ful, tion, ly, less, ness) and syllabication. R3: Students will recognize frequently encountered words in print automatically. -Acquire basic sight words. -Recognize irregularly spelled words (red words). -Recognize phonetically decodable words. R4: Students will know the meanings of words encountered frequently in grade 3 reading and oral language contexts. R5: Students will acquire and apply strategies to construct meaning and identify unknown words. -Self-correct using context, clues, and decoding skills. -Predict to make sense of a word or phrase. -Identify specific words or word parts that impede comprehension. -Determine skills and strategies that work most successfully. R6: Students will demonstrate fluency. -Read aloud unfamiliar text with 90% accuracy. - Read aloud familiar text using intonation, pauses and emphasis. Ionia Public Schools

2 R7: Students will determine the meaning of words and phrases in context using strategies and resources. -Understand antonyms, synonyms, homograph, homophones, idioms, similes, words with multiple meanings, and content words. -Use context clues, concept mapping, dictionary. R8: Students will connect personal knowledge, experience, and understanding of community to ideas in text (text to self, text to world). R9: Students will retell the story elements of narrative text and major idea(s) of informational text with supporting details. R10: Students will compare and contrast relationships among characters, events, and key ideas within and across texts. -A narrative to an informational text. -A literature selection to a subject area text. -A historical event to a current event. R11: Students will identify and describe a variety of narrative genre. - Folktales, fables, realistic fiction R12: Students will identify and describe story elements in narrative text. -Characters thoughts and motivations, story level themes, details, main idea, and lesson/moral. R13: Students will explain how authors use literary devices (e.g., foreshadowing, prediction, personification and third person s point of view) across a variety of texts. -To develop a story theme. -To depict the setting. -To reveal how thoughts and actions convey important character traits. Ionia Public Schools

3 R14: Students will identify and describe a variety of informational genre. -Text books -Encyclopedia -Magazines -Biography R15: Students will identify informational text patterns. -Problem solution -Sequence -Compare/contrast -Descriptive R16: Students will explain how authors enhance the understanding of supporting and key ideas. -Titles and subheadings -Time line -Prefaces -Captions -Tables -Index -Table of contents. -Key R17: Students will self-monitor comprehension. -Predicting. -Constructing mental images representing ideas in text. -Questioning. -Rereading or listening again if uncertain about meaning. -Inferring and summarizing. Ionia Public Schools

4 Writing W1: Students will produce narratives using personification and personal point of view to develop a story theme, depict a setting, and imply how characters traits are revealed through thoughts and motivations. W2: Students will produce a report using a problem solution organizational pattern with a title and two subheadings to enhance understanding of central, key and supporting ideas. W3: Students will experiment with language to create meaning by incorporating sound and/or rhythm (e.g. forms of poetry, rap, song). W4: Students will produce a research project in Social Studies or Science. W5: Students will consider audience needs and their purpose for writing, use styles and patterns derived from specific authors, and employ a wide range of strategies to plan their compositions, including graphic organizers to help them generate and structure their ideas for writing narrative and informational text. W6: Students will use varying sentence patterns and lengths to slow reading, speed it up, or create a mood when drafting a story using a compare and contrast, cause and effect, or problem and solution organizational pattern that contains three or more connected coherent paragraphs with grade 3 grammar, usage, mechanics, and spelling. W7: Students will respond orally during teacher led discussions, to the writing of others, to indicate a sequence in narrative text when revising a piece of writing. Ionia Public Schools

5 W8: Students will edit and proofread writing using appropriate resources and a grade 3 checklist. W9: Students will use standard proofreading/editing marks. W10: Students will exhibit individual style to enhance their written and spoken message. W11: Students will identify and use proper English grammar. W12: Students will spell words in context using multiple strategies and resources (e.g. spelling patterns, word lists, dictionaries, spell check). W13: Students will use correct formation to write upper and lower case cursive letters. Ionia Public Schools

6 Listening and Viewing L2: Students will respond to questions asked of them, providing an appropriate level of detail and elaboration. L4: Students will listen, view and interact appropriately in small and large group settings. L5: Students will distinguish between verbal and nonverbal strategies that enhance understanding of spoken messages and promote effective listening behaviors. L6: Students will be aware that the media has a role in focusing attention on events and in shaping opinions, and they can recognize mistakes and misspeak in the media as they read newspapers and magazines, watch television or listen to the radio. L7: Students will listen to or view and discuss a variety of genres and compare their responses to those of their peers. L8: Students will select, listen to, view and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit. L9: Students will respond to multiple texts listened to or viewed by speaking, illustrating and/or writing in order to reflect, make connections, take a position and share understanding. L10: Students will describe the author s use of the elements of a story when listening or viewing a variety of narrative genre. Ionia Public Schools

7 L11: Students will begin to combine skills to reveal strengthening literacy (e.g., viewing then analyzing orally, listening the summarizing orally). L12: Students will retell the major ideas and evidence presented in spoken messages and in formal presentations, connecting and relating their personal experiences and ideas to those of the speaker. Ionia Public Schools

8 Speaking S1: Students will use conjunctions to express causal and temporal relationships, and present, past and future verb tenses. S2: Students will adjust their use of language to communicate effectively with a variety of audiences and for different purposes. -Information, requests, discussion, presentations, playground, classroom interactions. S3: Students will make presentations or reports in standard American English. S4: Students are aware that language differs from community to community within the state and as a function of linguistic and cultural group membership. They can provide examples of language differences in the state. S5: Students will tell/retell narratives. S6: Students will respond during group discussions to multiple text types. S7: Students will plan and deliver presentations or reports, using an informational organizational pattern, supportive facts and details reflecting two sources of information, and emphasizing key words and varying the pace for effect. Ionia Public Schools

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