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Third Grade

 

TEACHERS:

Cathi Swartz-Ho 2/3 Combo

Joe Koenigs

Trevor Walker

COMMON CORE STANDARDS FOR READING FOUNDATIONAL SKILLS

Phonics and Word Recognition:

Fluency:

  • Know and apply grade-level phonics and word analysis skills in decoding words.
  • Identify and know the meaning of the most common prefixes and derivational suffixes.
  • Decode words with common Latin suffixes.
  • Decode multisyllable words.
  • Read grade-appropriate irregularly spelled words.
  • Read with sufficient accuracy and fluency to support comprehension.
  • Read grade-level text with purpose and understanding.
  • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
COMMON CORE STANDARDS FOR READING LITERATURE

Key Ideas and Details:

Craft and Structure:

Integration of Knowledge and Ideas:

Range of Reading and Level of Text Complexity:

  • Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
  • Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
  • Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
  • Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
  • Distinguish their own point of view from that of the narrator or those of the characters.
  • Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
  • Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)
  • By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
COMMON CORE STANDARDS FOR SPEAKING AND LISTENING

Comprehension and Collaboration:

Presentation of Knowledge and Ideas:

  • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
  • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
  • Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
  • Explain their own ideas and understanding in light of the discussion.
  • Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
  • Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
  • Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
  • Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
COMMON CORE STANDARDS FOR READING INFORMATIONAL TEXT

Key Ideas and Details:

Craft and Structure:

Integration of Knowledge and Ideas:

Range of Reading and Level of Text Complexity:

  • Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • Determine the main idea of a text; recount the key details and explain how they support the main idea.
  • Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
  • Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
  • Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently
  • Distinguish their own point of view from that of the author of a text.
  • Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  • Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
  • Compare and contrast the most important points and key details presented in two texts on the same topic.
  • By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
COMMON CORE STANDARDS FOR WRITING

Text Types and Purposes:

Production and Distribution of Writing:

Research to Build and Present Knowledge:

Range of Writing:

  • Write opinion pieces on topics or texts, supporting a point of view with reasons.
  • Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
  • Provide reasons that support the opinion.
  • Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
  • Provide a concluding statement or section.
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
  • Develop the topic with facts, definitions, and details.
  • Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
  • Provide a concluding statement or section.
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
  • Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
  • Use temporal words and phrases to signal event order.
  • Provide a sense of closure.
  • With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
  • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)
  • With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
  • Conduct short research projects that build knowledge about a topic.
  • Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
COMMON CORE STANDARDS FOR MATH

Operations and Algebraic Thinking

Number and Operations in Base Ten

Number and Operations—Fractions

Measurement and Data

Geometry

Mathematical Practices

  • Represent and solve problems involving multiplication and division.
  • Understand properties of multiplication and the relationship between multiplication and division.
  • Multiply and divide within 100.
  • Solve problems involving the four operations, and identify and explain patterns in arithmetic.
  • Use place value understanding and properties of operations to perform multi-digit arithmetic.
  • Develop understanding of fractions as numbers.
  • Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
  • Represent and interpret data.
  • Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
  • Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
  • Reason with shapes and their attributes.
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularity in repeated reasoning.