Third Grade
English Language Arts
Report Card Guide

• 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 multisyllabic words.

• Read grade-appropriate irregularly spelled words.

• Read with accuracy and fluency to support comprehension.

• Read on level text with purpose and understanding.

• Read on level text orally with accuracy, appropriate rate, and expression on successive readings.

• Use context to confirm or self correct word recognition and understanding, rereading as necessary.

• Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words.

• Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

• Read text using a variety of strategies to gain meaning such as: activating schema, inferring, questioning, determining importance, visualizing, and synthesizing.

• Narrative

  • Read and respond to works of literature; determine the central message and point of view.

  • Retell a story in sequential order by identifying literary elements and explaining how they affect the plot.

• Informational

  • Read, understand and respond to informational text.

  • Determine main idea/details/

  • Determine point of view, analyze text, understand text structure and text features.

• Locate information using appropriate sources and strategies for a particular task.

• Organize and present main ideas from research to develop a finished product.

A core set of words is used to help students learn strategies for how words work in addition to developing fluency in reading and writing.

• Students take responsibility for choosing a topic (unless otherwise directed) and developing text around it.

• They write using various modes (narrative, informational and opinion). They are given more than a single day to create a piece of writing.

• Students take their selected pieces through the processes of prewriting, drafting, revising, editing and publishing.

• Students will continue to develop an awareness of the qualities of writing (overall, lead, transitions, ending, organization, content, style, conventions)