What our students should know by the end of 3rd grade in: Reading Writing Listening Speaking

Reading - Word Analysis

I can read words with many syllables.
R 1.2

I can read grade level material fluently, with expression.

R 1.3

I can use antonyms (opposites), synonyms (words that mean the same), homophones (words that sound alike but have different meanings), homographs (words that look alike but are pronounced differently and mean different things ) to help find the meaning of words.
R 1.4

I can use specific words and explain how they relate (dog/mammal).
R 1.5

I can use context clues within sentences to figure out new words.
R 1.6

I use prefixes and suffixes to find the meaning of new words.

R 1.8

Reading Comprehension
I can find information using a title, table of contents, chapter headings, glossaries, and indexes.
R 2.1

I can ask and answer questions using things I already know, knowledge I learned or inferred from the story.
R 2.2

I can find answers in the text.

R 2.3

I can make and modify good predictions based on information from the text and recall major parts of the text.
R 2.4

I can tell the main idea and details from nonfiction text.
R 2.5

I can locate information in stories including problems and solutions.

R 2.6

I can follow written direction with several steps.

R 2.7

Literary Response & Analysis

I understand basic story plots from stories around the world in fairy tales, myths and folktales.
R 3.2

I can understand what the characters are like by how the author writes about them.
R 3.3

Writing Strategies
I can write a paragraph with a topic sentence and details.
W 1.1

I write legibly in cursive with correct margins and spacing.

W 1.2

I know how to use reference materials (dictionary, thesaurus, atlas, encyclopedia).

W 1.3

I can revise and improve my writing using a rubric.

W 1.4

Writing Applications
I can write a story about myself with action, plot details, and a reason for the importance of the narrative.
W 2.1

I can write detailed descriptions of people, places, things, or experiences.

W 2.2

I can use proper form when writing formal and informal letters, thank-you notes, and invitations. These letter will create a clear purpose and understanding of the audience.
W 2.3

English Conventions
I can write and speak using complete declarative, interrogative, imperative, and exclamatory sentences.
LC 1.1

I can use and identify subjects and verbs correctly in my speaking and writing.
LC 1.4

I can punctuate dates, cities and states, and book titles correctly.
LC 1.5

I use commas in dates, between cities, and states, addresses, and words listed in a series.
LC 1.6

I use capitals for places, holidays, historical periods, and special events correctly.
LC 1.7

I can spell one-syllable words with blends, contractions, compounds, special endings, and homophones.
LC 1.8

I can put words in alphabetical order.

LC 1.9

Listening
I can retell and explain what a speaker has said.
1.1

I share personal experiences and ideas that relate to a speaker.

1.2

I can answer questions by telling more information.

1.3

Speaking
I can organize ideas in order around a main idea.
1.5

I use details about a main idea, using a beginning, middle, and an end.
1.6

I use clear, specific vocabulary when communicating ideas.

1.7 1.8

I can use props to enhance oral presentations. I can read prose and poetry aloud with appropriate fluency, rhythm, pace.
1.9

I can compare ideas and points of view from the news.

1.10

I can tell the difference between a speakers opinions and facts.

1.11 2.1

I can make a short narrative oral presentation. I can plan and present experiences, stories, poems, or plays with appropriate speaking skills.
2.2

I can present an oral description of people, places, things, or experience, using sensory details.
2.3

How you can help your child at home with reading and writing.

Use reading opportunities to help your child develop fluency. Listen to your child read books that he/she has brought home from school. Be patient as your child practices reading. Let him/her know that you are proud of his/her reading. Ask children who are not very fluent readers (that is, they read slowly and make lots of mistakes) to reread a few sentences or a paragraph a few times, offer help when needed, and praise their successes. Encourage your child to write often (for example, letters and thankyou notes to relatives and friends, simple stories, diary or family journal entries, e-mails, and items for the grocery list). Help your child learn the correct spelling of words. Talk about new words that your child has read or heard. Ask him/ her to make up sentences with the new words or use the words in other situations. Help your child become aware of prefixes, suffixes, and root words. Point them out in books you are reading together or in print materials around the house. Show your child how to use contextthe sentences, words, and pictures around an unfamiliar wordto figure out the words meaning. Stop occasionally as you read a book with your child to talk to him/ her about the meaning of the book. Help him/her relate the experiences or events in the book to experiences or events in his/her life or to other books you have read together. Encourage your child to ask questions. Ask him/her to tell in his own words what the book was about.

Revised July2011