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Standard 3: Language Arts Literacy
STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.
Descriptive Statement: A primary reading goal is for students of all grades to read independently with fluency and comprehension so that they become lifelong readers and learners. In order to achieve this goal, students benefit from "daily opportunities to read books they choose for themselves, for their own purposes, and their own pleasures" (Calkins, 2001). Students should read grade-level appropriate or more challenging classic and contemporary literature and informational readings, both self-selected and assigned. In order to grow as readers and deepen their understanding of texts, students need many opportunities to think about, talk about, and write about the texts they are reading. A diversity of reading material (including fiction and nonfiction) provides students with opportunities to grow intellectually, emotionally, and socially as they consider universal themes, diverse cultures and perspectives, and the common aspects of human existence.
In early reading instruction (preK-2), children need rich experiences with oral language and learning about sounds, letters and words, and their relationships. Phonemic awareness, knowledge of the relationships between sounds and letters, and an understanding of the features of written English texts are essential to beginning reading. Direct systematic phonics instruction enables many students to develop their knowledge of phonics, and provides a bridge to apply this knowledge in becoming independent and fluent readers. Systematic phonics instruction typically involves explicitly teaching students a pre-specified set of letter-sound relations and having students read text that provides practice using these relations to decode words (National Reading Panel, 2000). Additionally, direct instruction and time to practice these skills should be provided in comprehension, strategy, reading fluency, and vocabulary development at all grade levels. It is important to help students become fluent readers in the early years, and then help them expand their literacy abilities as they progress through the middle and high school grades.
The reading process requires readers to respond to texts, both personally and critically, and relate prior knowledge and personal experiences to written texts. Students apply literal, inferential, and critical comprehension strategies before, during, and after reading to examine, construct, and extend meaning. In becoming fluent readers, students must draw on the word meaning and sentence structure of text and sound/symbol relationships, and use these cueing systems interchangeably in order to comprehend and gain meaning. Students need to recognize that what they hear, speak, write, and view contributes to the content and quality of their reading experiences.
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:
A. Concepts About Print/Text 1. Recognize that printed materials provide specific information. 2. Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print. 3. Use a glossary or index to locate information in a text.
B. Phonological Awareness (includes phonemic awareness) 1. Demonstrate a sophisticated sense of sound-symbol relationship, including all phonemes (e.g., blends, digraphs, dipthongs)
C. Decoding and Word Recognition 1. Know sounds for a range of prefixes and suffixes (e.g., re-, ex-, -ment, -tion). 2. Use letter-sound knowledge and structural analysis to decode words. 3. Use context to accurately read words with more than one pronunciation.
D. Fluency 1. Recognize grade-level words accurately and with ease so that a text sounds like spoken language when read aloud. 2. Read longer text and chapter books independently and silently. 3. Read aloud with proper phrasing, inflection, and intonation.
E. Reading Strategies (before, during, after reading) 1. Set purpose for reading and check to verify or change predictions during/after reading. 2. Monitor comprehension and accuracy while reading in context and self-correct errors. 3. Use pictures and context clues to assist with decoding of new words. 4. Develop and use graphic organizers to build on experiences and extend learning.
F. Vocabulary and Concept Development 1. Spell previously studied words and spelling patterns accurately. 2. Point to or clearly identify specific words or wording that are causing comprehension difficulties. 3. Infer word meanings from taught roots, prefixes, and suffixes. 4. Use a grade-appropriate dictionary with assistance from teacher. 5. Use pictures and context clues to assist with meaning of new words.
G. Comprehension Skills and Response to Text 1. Recognize purpose of the text. 2. Distinguish cause/effect, fact/opinion, main idea/supporting details in interpreting texts. 3. Interpret information in graphs, charts, and diagrams. 4. Ask how, why, and what-if questions in interpreting nonfiction texts. 5. Recognize how authors use humor, sarcasm, and imagery to extend meaning. 6. Discuss underlying theme or message in interpreting fiction. 7. Summarize major points from fiction and nonfiction texts. 8. Draw conclusions and inferences from texts. 9. Recognize first-person "I" point of view. 10. Compare and contrast story plots, characters, settings, and themes. 11. Participate in creative responses to texts (e.g., dramatizations, oral presentations). 12. Read regularly in materials appropriate for their independent reading level. 13. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level. 14. Use information and reasoning to examine bases of hypotheses and opinions.
H. Inquiry and Research 1. Use library classification systems, print or electronic, to locate information. 2. Draw conclusions from information and data gathered. 3. Read a variety of nonfiction and fiction books and produce evidence of understanding.
STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Descriptive Statement: Writing is a complex process that begins with the recording of one’s thoughts. It is used for composition, communication, expression, learning, and engaging the reader. Proficient writers use a repertoire of strategies that enables them to vary form, style, and conventions in order to write for different purposes, audiences, and contexts. Students should have multiple opportunities to craft and practice writing, to generate ideas, and to refine, evaluate, and publish their writing. In a successful writing program, students develop and demonstrate fluency in all phases of the writing process, including prewriting, drafting, revising, editing of multiple drafts, and postwriting processes that include publishing, presenting, evaluating, and/or performing.
Students should be helped to understand the recursive nature and shifting perspectives of the writing process, in moving from the role of writer to the role of reader and back again. It is important for students to understand that writers write, then plan and revise, and then write again. They will learn to appreciate writing not only as a product, but also as a process and mode of thinking and communicating. "By the mysterious alchemy of the written word, we range over time and space, expanding our experiences, enriching our souls, and ultimately becoming more fully, more consciously human" (Keene, 1999). Students should recognize that what they hear, speak, read, and view contributes to the content and quality of their writing.
Cumulative Progress IndicatorsBuilding upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 1. Generate possible ideas for writing through recalling experiences, listening to stories, reading, brainstorming, and discussion. 2. Examine real-world examples of writing in various genres to gain understanding of how authors communicate ideas through form, structure, and author’s voice. 3. Use graphic organizers to assist with planning writing. 4. Compose first drafts from prewriting work. 5. Revise a draft by rereading for meaning, narrowing the focus, sequencing, elaborating with detail, improving openings, closings, and word choice to show voice. 6. Participate with peers to comment on and react to each other’s writing. 7. Build awareness of ways authors use paragraphs to support meaning. 8. Begin to develop author’s voice in own writing. 9. Use reference materials to revise work, such as a dictionary or internet/software resource. 10. Edit work for basic spelling and mechanics. 11. Use computer word-processing applications during parts of the writing process. 12. Understand and use a checklist and/or rubric to improve writing. 13. Reflect on own writing, noting strengths and areas needing improvement.
B. Writing as a Product (resulting in a formal product or publication) 1. Write a descriptive piece, such as a description of a person, place, or object. 2. Write a narrative piece based on personal experiences. 3. Write a nonfiction piece and/or simple informational report across the curriculum. 4. Present and discuss writing with other students. 5. Apply elements of grade-appropriate rubrics to improve writing. 6. Develop a collection of writings (e.g., a literacy folder or portfolio).
C. Mechanics, Spelling, Handwriting 1. Use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling. 2. Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech. 3. Study examples of narrative and expository writing to develop understanding of paragraphs and indentation. 4. Develop knowledge of English spelling through the use of patterns, structural analysis, and high frequency words. 5. Write legibly in manuscript or cursive to meet district standards.
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 1. Write for a variety of purposes (e.g., to inform, entertain, persuade) and audiences (e.g., self, peers, community). 2. Develop fluency by writing daily and for sustained amounts of time. 3. Generate ideas for writing in a variety of situations and across the curriculum. 4. Write to express thoughts and ideas, to share experiences, and to communicate socially. 5. Write the events of a story sequentially. 6. Produce writing that demonstrates the use of a variety of sentence types, such as declarative, interrogative, exclamatory, and imperative. 7. Respond to literature through writing to demonstrate an understanding of a text. 8. Write narrative text (e.g., realistic, humorous, etc.). 9. Write non-fiction text (e.g., reports, procedures, and letters).
STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Descriptive Statement: Oral language is a powerful tool for communicating, thinking, and learning. Through speaking and listening, students acquire the building blocks necessary to connect with others, develop vocabulary, and perceive the structure of the English language. An important goal in the language arts classroom is for students to speak confidently and fluently in a variety of situations. Speaking is the process of expressing, transmitting, and exchanging information, ideas, and emotions. When students listen and talk to others about their ideas, they are able to clarify their thinking. Whether in informal interactions with others or in more formal settings, communicators are required to organize and deliver information clearly and adapt to their listeners. Students should have multiple opportunities to use speaking for a variety of purposes, including questioning, sharing information, telling a humorous story, or helping others to achieve goals. Students should recognize that what they hear, write, read, and view contributes to the content and quality of their oral language. Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:
A. Discussion (small group and whole class) 1. Listen and follow a discussion in order to contribute appropriately. 2. Stay focused on topic. 3. Take turns. 4. Support an opinion with details.
B. Questioning (Inquiry) and Contributing 1. Develop appropriate questions to explore a topic. 2. Contribute information, ideas, and experiences to classroom inquiry.
C. Word Choice 1. Use vocabulary related to a particular topic. 2. Adapt language to persuade, explain, or seek information. 3. Use new vocabulary and figurative language learned from literature and classroom experiences.
D. Oral Presentation 1. Use pictures to support an oral presentation. 2. Attempt to revise future presentations based on feedback from peers and teacher.
STANDARD 3.4 (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.
Descriptive Statement: Listening is the process of hearing, receiving, constructing meaning from, and responding to spoken and/or nonverbal messages. Through active listening, students gain understanding and appreciation of language and communication. Students call on different listening skills depending on their purpose for listening (e.g., listening to letter sounds to gain phonemic awareness, comprehending information, evaluating a message, appreciating a performance). Effective listeners are able to listen actively, restate, interpret, respond to, and evaluate increasingly complex messages. Students need to recognize that what they say, read, write, and view contributes to the content and quality of their listening experiences. Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:
A. Active Listening 2. Exchange information through verbal and nonverbal messages.
B. Listening Comprehension 1. Follow two- to three- step directions. 2. Listen to a story read aloud and/or information from television or film, and summarize main ideas. 3. Paraphrase information shared by others.
STANDARD 3.5 (VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES.
Descriptive Statement: Students learn how to view critically and thoughtfully in order to respond to visual messages and images in print, nonverbal interactions, the arts, and electronic media. Effective viewing is essential to comprehend and respond to personal interactions, live performances, visual arts that involve oral and/or written language, and both print media (graphs, charts, diagrams, illustrations, photographs, and graphic design in books, magazines, and newspapers) and electronic media (television, computers, and film). A media-literate person is able to evaluate media for credibility and understands how words, images, and sounds influence the way meanings are conveyed and understood in contemporary society. Students need to recognize that what they speak, hear, write, and read contributes to the content and quality of their viewing. Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:
A. Constructing Meaning 1. Begin to demonstrate an awareness of different media forms and how they contribute to communication. 2. Identify the central theme and main ideas in different media.
B. Visual and Verbal Messages 1. Recognize the effects of visual arts on one’s mood and emotions. 2. Begin to explore and interpret messages found in advertisements and other texts.
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