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.

Comprehension Skills and Response to Text 3.1.G.1 - Recognize purpose of the text.

Comprehension Skills and Response to Text 3.1.G.10 - Compare and contrast story plots, characters, settings, and themes.

Comprehension Skills and Response to Text 3.1.G.11 - Participate in creative responses to texts (e.g., dramatizations, oral presentations).

Comprehension Skills and Response to Text 3.1.G.12 - Read regularly in materials appropriate for their independent reading level.

Comprehension Skills and Response to Text 3.1.G.13 - Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.

Comprehension Skills and Response to Text 3.1.G.14 - Use information and reasoning to examine bases of hypotheses and opinions.

Comprehension Skills and Response to Text 3.1.G.2 - Distinguish cause/effect, fact/opinion, main idea/supporting details in interpreting texts.

Comprehension Skills and Response to Text 3.1.G.3 - Interpret information in graphs, charts, and diagrams.

Comprehension Skills and Response to Text 3.1.G.4 - Ask how, why, and what-if questions in interpreting nonfiction texts.

Comprehension Skills and Response to Text 3.1.G.5 - Recognize how authors use humor, sarcasm, and imagery to extend meaning.

Comprehension Skills and Response to Text 3.1.G.6 - Discuss underlying theme or message in interpreting fiction.

Comprehension Skills and Response to Text 3.1.G.7 - Summarize major points from fiction and nonfiction texts.

Comprehension Skills and Response to Text 3.1.G.8 - Draw conclusions and inferences from texts.

Comprehension Skills and Response to Text 3.1.G.9 - Recognize first-person "I" point of view.

Concepts About Print 3.1.A.1 - Recognize that printed materials provide specific information.

Concepts About Print 3.1.A.2 - Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print.

Concepts About Print 3.1.A.3 - Use a glossary or index to locate information in a text.

Decoding and Word Recognition 3.1.C.1 - Know sounds for a range of prefixes and suffixes (e.g., re-, ex-, -ment, -tion).

Decoding and Word Recognition 3.1.C.2 - Use letter-sound knowledge and structural analysis to decode words.

Decoding and Word Recognition 3.1.C.3 - Use context to accurately read words with more than one pronunciation.

Fluency 3.1.D.1 - Recognize grade-level words accurately and with ease so that a text sounds like spoken language when read aloud.

Fluency 3.1.D.2 - Read longer text and chapter books independently and silently.

Fluency 3.1.D.3 - Read aloud with proper phrasing, inflection, and intonation.

Inquiry and Research 3.1.H.1 - Use library classification systems, print or electronic, to locate information.

Inquiry and Research 3.1.H.2 - Draw conclusions from information and data gathered.

Inquiry and Research 3.1.H.3 - Read a variety of nonfiction and fiction books and produce evidence of understanding.

Phonological Awareness 3.1.B.1 - Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes (e.g., blends, digraphs, dipthongs)

Reading Strategies 3.1.E.1 - Set purpose for reading and check to verify or change predictions during/after reading.

Reading Strategies 3.1.E.2 - Monitor comprehension and accuracy while reading in context and self-correct errors.

Reading Strategies 3.1.E.3 - Use pictures and context clues to assist with decoding of new words.

Reading Strategies 3.1.E.4 - Develop and use graphic organizers to build on experiences and extend learning.

Vocabulary and Concept Development 3.1.F.1 - Spell previously studied words and spelling patterns accurately.

Vocabulary and Concept Development 3.1.F.2 - Point to or clearly identify specific words or wording that are causing comprehension difficulties.

Vocabulary and Concept Development 3.1.F.3 - Infer word meanings from taught roots, prefixes, and suffixes.

Vocabulary and Concept Development 3.1.F.4 - Use a grade-appropriate dictionary with assistance from teacher.

Vocabulary and Concept Development 3.1.F.5 - Use pictures and context clues to assist with meaning of new words.

STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

Mechanics, Spelling, Handwriting 3.2.C.1 - Use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling.

Mechanics, Spelling, Handwriting 3.2.C.2 - Use grade-appropriate knowledge of English grammar and usage to craft writing: singular and plural nouns, subject/verb agreement, appropriate parts of speech.

Mechanics, Spelling, Handwriting 3.2.C.3 - Study examples of narrative and expository writing to develop understanding of paragraphs and indentation.

Mechanics, Spelling, Handwriting 3.2.C.4 - Develop knowledge of English spelling through the use of patterns, structural analysis, and high frequency words.

Mechanics, Spelling, Handwriting 3.2.C.5 - Write legibly in manuscript or cursive to meet district standards.

Writing as a Process 3.2.A.1 - Generate possible ideas for writing through recalling experiences, listening to stories, reading, brainstorming, and discussion.

Writing as a Process 3.2.A.10 - Edit work for basic spelling and mechanics.

Writing as a Process 3.2.A.11 - Use computer word-processing applications during parts of the writing process.

Writing as a Process 3.2.A.12 - Understand and use a checklist and/or rubric to improve writing.

Writing as a Process 3.2.A.13 - Reflect on own writing, noting strengths and areas needing improvement.

Writing as a Process 3.2.A.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.

Writing as a Process 3.2.A.3 - Use graphic organizers to assist with planning writing.

Writing as a Process 3.2.A.4 - Compose first drafts from prewriting work.

Writing as a Process 3.2.A.5 - Revise a draft by rereading for meaning, narrowing the focus, sequencing, elaborating with detail, improving openings, closings, and word choice to show voice.

Writing as a Process 3.2.A.6 - Participate with peers to comment on and react to each other’s writing.

Writing as a Process 3.2.A.7 - Build awareness of ways authors use paragraphs to support meaning.

Writing as a Process 3.2.A.8 - Begin to develop author’s voice in own writing.

Writing as a Process 3.2.A.9 - Use reference materials to revise work, such as a dictionary or internet/software resource.

Writing as a Product 3.2.B.1 - Write a descriptive piece, such as a description of a person, place, or object.

Writing as a Product 3.2.B.2 - Write a narrative piece based on personal experiences.

Writing as a Product 3.2.B.3 - Write a nonfiction piece and/or simple informational report across the curriculum.

Writing as a Product 3.2.B.4 - Present and discuss writing with other students.

Writing as a Product 3.2.B.5 - Apply elements of grade-appropriate rubrics to improve writing.

Writing as a Product 3.2.B.6 - Develop a collection of writings (e.g., a literacy folder or portfolio).

Writing, Audiences, and Purposes 3.2.D.1 - Write for a variety of purposes (e.g., to inform, entertain, persuade) and audiences (e.g., self, peers, community).

Writing, Audiences, and Purposes 3.2.D.2 - Develop fluency by writing daily and for sustained amounts of time.

Writing, Audiences, and Purposes 3.2.D.3 - Generate ideas for writing in a variety of situations and across the curriculum.

Writing, Audiences, and Purposes 3.2.D.4 - Write to express thoughts and ideas, to share experiences, and to communicate socially.

Writing, Audiences, and Purposes 3.2.D.5 - Write the events of a story sequentially.

Writing, Audiences, and Purposes 3.2.D.6 - Produce writing that demonstrates the use of a variety of sentence types, such as declarative, interrogative, exclamatory, and imperative.

Writing, Audiences, and Purposes 3.2.D.7 - Respond to literature through writing to demonstrate an understanding of a text.

Writing, Audiences, and Purposes 3.2.D.8 - Write narrative text (e.g., realistic, humorous, etc.).

Writing, Audiences, and Purposes 3.2.D.9 - Write non-fiction text (e.g., reports, procedures, and letters).