THIRD GRADE
Standards and
Draft Performance Indicators
Reading
Content Standard: 1.0
The student will develop
the reading and listening skills necessary for word recognition, comprehension,
interpretation, analysis, evaluation, and appreciation of print and non-print
text.
Third Grade Benchmarks (Reading)
Performance Indicators
State
As documented through state assessment -
At Level 1, the student is able to
3.1.spi.1. identify and/or select rhyming words.
3.1.spi.2 distinguish individual sounds, including
consonant blends, within words.
3.1.spi.3. recognize parts of a book
(e.g,. glossary,
table of contents).
3.1.spi.4. identify setting, characters, and plot in a
reading selection.
At Level 2, the student is able to
3.1.spi.5. recognize root words and their various
inflections (e.g., walks, walking, walked).
3.1.spi.8. select appropriate synonyms and antonyms
within context.
3.1.spi.9. determine word meanings through the use of
context clues.
3.1.spi.10. identify different forms of text as poems,
plays, or stories.
3.1.spi.11. identify the stated main idea of a reading
selection.
3.1.spi.12. identify stated cause and effect
relationships in text.
3.1.spi.13. distinguish between fact and opinion within
text.
3.1.spi.14. determine sequence of events in a story.
3.1.spi.15. recognize basic plot features of fairy
tales, folk tales, fables and myths.
3.1.spi.16. recognize grade appropriate vocabulary
within context.
At Level 3, the student is able to
3.1.spi.17. determine correct meaning/usage of
multiple-meaning words.
3.1.spi.18. select questions used to focus or clarify
thinking while reading.
3.1.spi.19. determine appropriate inferences from text.
3.1.spi.20. recognize how illustrations support the
text.
3.1.spi.21. select information using available text
features (e.g., maps, charts, and graphics).
3.1.spi.22. determine the problem in a story and
recognize its solution.
Performance Indicators Teacher
As documented through teacher obersvation-
At Level 1, the student is able to
3.1.tpi.1. observe established rules of conversation
(taking turns, raising hands when working in small groups).
3.1.tpi.2 use letter-sound knowledge and structural
analysis to decode words (e.g., consonant blends, diphthongs).
3.1.tpi.3. associate sounds with appropriate letters.
3.1.tpi.4. track auditorily each word in a sentence and
each syllable in a word.
3.1.tpi.5. use root words and their various inflections.
3.1.tpi.6. identify a purpose for reading (e.g., to
enjoy content and to locate information).
3.1.tpi.7. use decoding strategies, such as sounding out
words, comparing similar words, breaking words into smaller words, and looking
for word parts (roots, prefixes, and suffixes).
3.1.tpi.8. know and use common (e.g., -ill, -ate) and
complex (e.g., -ight) word families to decode unfamiliar words.
3.1.tpi.9. manipulate word sorts to increase awareness
of words.
3.1.tpi.10. build vocabulary through frequent teacher
read-alouds, by listening to literature, and by participating in discussions.
At Level 2, the student is able to
3.1.tpi.11. demonstrate the ability to follow and give
oral/written directions up to three steps.
3.1.tpi.12. demonstrate an awareness of the sounds of
language (e.g., rhyme and rhythm).
3.1.tpi.13. preview the text to establish a purpose for
reading, to activate prior knowledge, and to facilitate the reading process.
3.1.tpi.14. read aloud grade appropriate texts texts
fluently and accurately, using appropriate timing and changes in voice and
expression.
3.1.tpi.15. read a variety of texts (e.g., short
stories, fairy tales, non-fiction texts, folktales, plays, and chapter books).
3.1.tpi.16. reflect punctuation in written text while
reading orally.
3.1.tpi.17. derive meaning while reading by predicting
outcomes based upon prior knowledge and adjust as knowledge is gained.
3.1.tpi.18. use metacognitive reading strategies to
improve comprehension (e.g., reread, read ahead, ask for help, adjust reading
speed).
3.1.tpi.19. express reactions and personal opinions in
response to text.
3.1.tpi.20. relate literary experiences (e.g., book
discussions, literacy circles, writing, oral presentations, artistic
representations).
3.1.tpi.21. listen attentively by facing the speaker,
asking questions, amd paraphrasing.
At Level 3, the student is able to
3.1.tpi.22. summarize orally what has been learned or
accomplished after completing an activity or assignment.
3.1.tpi.23. summarize stories, plays, and poems.
3.1.tpi.24. use content specific vocabulary.
3.1.tpi.25. connect life experience to information and
events in texts.
3.1.tpi.26. participate in creative responses to text.
3.1.tpi.27. organize information from text or
technological sources using graphic organizer (e.g., webbing, KWL).
3.1.tpi.28. use library media sources to access
information (e.g., card, electronic catalog, encyclopedias, CD-ROM references,
Internet, non-fiction books).
3.1.tpi.29. make connections among various texts showing
similarities and differences related to setting, events, and characters.
3.1.tpi.30. compare and contrast different versions of
the same stories reflecting different cultures.
3.1.tpi.31. extend ideas presented in text (e.g.,
changing setting, ending, or characters'actions).
3.1.tpi.32. read daily and independently.
3.1.tpi.33. verify the meaning/usage of a multiple
meaning word through the use context clues.
3.1.tpi.34. draw conclusions from evidence within the
text.
Writing
Content Standard: 2.0
The student will develop
the structural and creative skills of the writing process necessary to produce
written language that can be read, presented to, and interpreted by various
audiences.Third Grade Benchmarks (Writing)
Performance Indicators State
As documented through state assessment -
At Level 1, the student is able to
3.2.spi.1. complete a simple graphic organizer (e.g.,
webbing) to group ideas for writing.
3.2.spi.3. choose the most specific word to complete a
simple sentence.
3.2.spi.4. rearrange events in sequential order.
At Level 2, the student is able to
3.2.spi.5. choose a topic sentence for a paragraph.
3.2.spi.6. select the best title for a text.
3.2.spi.7. rearrange sentences to form a sequential,
coherent paragraph.
3.2.spi.8. identify unnecessary information in a
paragraph.
3.2.spi.9. rearrange a story sequentially, with a
logical beginning, middle, and end.
3.2.spi.11. identify the audience for which a text is
written.
3.2.spi.12. complete a graphic organizer (i.e., chart,
graph, diagrams,) arranging information to be used in a writing sample.
At Level 3, the student is able to
3.2.spi.13. select the best way to combine sentences to
provide syntactic variety within context.
3.2.spi.14. identify the most reliable source of
information for preparing a report.
Performance Indicators Teacher
As documented through teacher obersvation-
At Level 1, the student is able to
3.2.tpi.1. brainstorm with teacher and peers to generate
ideas for writing.
3.2.tpi.2. write frequently for a variety of audiences
and purposes.
3.2.tpi.3. create readable documents with legible
handwriting.
3.2.tpi.4. share written work with others.
At Level 2, the student is able to
3.2.tpi.5. develop a paragraph with topic sentence,
supporting details, and conclusion.
3.2.tpi.6. use prewriting strategies (e.g.,
brainstorming, graphic organizers).
3.2.tpi.7. draft and revise written work.
3.2.tpi.8. produce a variety of written work in various
formats (e.g., stories, poems, book reports, directions).
3.2.tpi.9. write in response to literature.
3.2.tpi.10. write summaries that contain the main ideas
of reading selections.
3.2.tpi.12. show evidence of written work in all
classroom disciplines.
At Level 3, the student is able to
3.2.tpi.13. recognize and use all the steps in the
writing process.
3.2.tpi.14. understand and use prompts and rubrics.
3.2.tpi.15. use resources such as dictionaries and
computers as aids in the writing process.
3.2.tpi.16. evaluate own and others' writing through
group discussions, shared work, and elementary rubrics.
3.2.tpi.17. write in a variety of forms and genres.
3.2.tpi.18. identify and develop methods of sharing
written work with others.
3.2.tpi.19. use a variety of sources to gather
information.
Elements of Language
Content Standard: 3.0
The student will use standard English conventions and
proper spelling as appropriate to speaking and writing.
Third Grade
Benchmarks Elements of Language
Performance Indicators
State
As documented through state assessment -
At Level 1, the student is able to
3.3.spi.1. identify correctly used capital letters in
names, dates and addresses.
3.3.spi.2. select the simple subject and predicate of a
sentence.
3.3.spi.3. recognize correct capitalization and end
punctuation within context.
At Level 2, the student is able to
3.3.spi.5. identify the correct use of commas with
dates, addresses, items in a series, and the greeting and closing of a friendly
letter.
3.3.spi.7. choose the correct formation of contractions
and plurals within context.
3.3.spi.8. identify correctly (or incorrectly) spelled
words in context.
3.3.spi.9. rearrange and identify words in alphabetical
order (e.g., lists, telephone directory).
At Level 3, the student is able to
3.3.spi.11. select the compound sentence that correctly
combines two simple sentences.
Performance Indicators Teacher
As documented through teacher obersvation-
At Level 1, the student is able to
3.3.tpi.1. spell grade level words correctly.
3.3.tpi.2. use appropriate language structure in written
and oral communication (e.g., subject-verb agreement, correct word order, and
correct placement of words and phrases).
3.3.tpi.3. use voice intonation to indicate appropriate
end punctuation.
At Level 2, the student is able to
3.3.tpi.4. recognize statements, questions, and
exclamations by noting end punctuation when writing and intonation when
speaking.
3.3.tpi.5. spell high-frequency words and commonly
misspelled words correctly as appropriate to grade level.
3.3.tpi.6. form and spell contractions and plurals
correctly.
3.3.tpi.7. write legibly in manuscript and cursive.
At Level 3, the student is able to
3.3.tpi.8. recognize and revise incomplete sentences and
run-on sentences.