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 - Discuss underlying themes across cultures in various texts.

Comprehension Skills and Response to Text 3.1.G.10 - Identify some literary devices in stories.

Comprehension Skills and Response to Text 3.1.G.11 - Identify the structures in poetry.

Comprehension Skills and Response to Text 3.1.G.12 - Identify the structures in drama (cf. visual and performing arts standards).

Comprehension Skills and Response to Text 3.1.G.13 - Read regularly in materials appropriate for their independent reading level.

Comprehension Skills and Response to Text 3.1.G.2 - Distinguish cause and effect, fact and opinion, main idea and supporting details in nonfiction texts (e.g., science, social studies).

Comprehension Skills and Response to Text 3.1.G.3 - Cite evidence from text to support conclusions.

Comprehension Skills and Response to Text 3.1.G.4 - Understand author’s opinions and how they address culture, ethnicity, gender, and historical periods (cf. social studies standards).

Comprehension Skills and Response to Text 3.1.G.5 - Follow simple multiple-steps in written instructions (cf. mathematics standard 4.4).

Comprehension Skills and Response to Text 3.1.G.6 - Recognize an author’s point of view.

Comprehension Skills and Response to Text 3.1.G.7 - Identify and summarize central ideas in informational texts.

Comprehension Skills and Response to Text 3.1.G.8 - Recognize differences among forms of literature (poetry, drama, fiction, nonfiction).

Comprehension Skills and Response to Text 3.1.G.9 - Recognize literary elements in stories, including setting, characters, plot, and mood.

Concepts About Print/Text 3.1.A.1 - Develop knowledge about various print formats, including newspapers, magazines, books, and reference resources.

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

Concepts About Print/Text 3.1.A.3 - Identify and locate features that support text meaning (e.g., maps, charts, illustrations).

Decoding and Word Recognition 3.1.C.1 - Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words.

Decoding and Word Recognition 3.1.C.2 - Know and use common word families to decode unfamiliar words.

Decoding and Word Recognition 3.1.C.3 - Recognize compound words, contractions, and common abbreviations.

Fluency 3.1.D.1 - Use appropriate rhythm, flow, meter, and pronunciation in demonstrating understanding of punctuation marks.

Fluency 3.1.D.2 - Read at different speeds using scanning, skimming, or careful reading as appropriate.

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

Inquiry and Research 3.1.H.2 - Investigate a favorite author and produce evidence of research.

Inquiry and Research 3.1.H.3 - Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading.

Phonological Awareness 3.1.B.1 - No additional indicators at this grade level

Reading Strategies 3.1.E.1 - Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading.

Reading Strategies 3.1.E.2 - Identify specific words or passages causing comprehension difficulties and seek clarification.

Reading Strategies 3.1.E.3 - Select useful visual organizers before, during, and after reading to organize information (e.g., Venn diagrams).

Vocabulary and Concept Development 3.1.F.1 - Infer word meanings from learned roots, prefixes, and suffixes.

Vocabulary and Concept Development 3.1.F.2 - Infer specific word meanings in the context of reading passages.

Vocabulary and Concept Development 3.1.F.3 - Identify and correctly use antonyms, synonyms, homophones, and homographs.

Vocabulary and Concept Development 3.1.F.4 - Use a grade-appropriate dictionary (independently) to define unknown 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, and Handwriting 3.2.C.1 - Use Standard English conventions that are appropriate to the grade level (sentence structure, grammar and usage, punctuation, capitalization, spelling, handwriting).

Mechanics, Spelling, and Handwriting 3.2.C.10 - Use a variety of reference materials, such as a dictionary, grammar reference, and internet/software resources to edit written work.

Mechanics, Spelling, and Handwriting 3.2.C.11 - Write legibly in manuscript or cursive to meet district standards.

Mechanics, Spelling, and Handwriting 3.2.C.2 - Use increasingly complex sentence structure and syntax to express ideas.

Mechanics, Spelling, and Handwriting 3.2.C.3 - Use grade appropriate knowledge of English grammar and usage to craft writing: subject/verb agreement, pronoun usage and agreement, appropriate verb tenses.

Mechanics, Spelling, and Handwriting 3.2.C.4 - Use punctuation correctly in sentences, such as ending punctuation, commas, and quotation marks in dialogue.

Mechanics, Spelling, and Handwriting 3.2.C.5 - Use capital letters correctly in sentences, for proper nouns, and in titles.

Mechanics, Spelling, and Handwriting 3.2.C.6 - Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation.

Mechanics, Spelling, and Handwriting 3.2.C.7 - Indent in own writing to show the beginning of a paragraph.

Mechanics, Spelling, and Handwriting 3.2.C.8 - Spell grade-appropriate words correctly with particular attention to frequently used words, contractions, and homophones.

Mechanics, Spelling, and Handwriting 3.2.C.9 - Use knowledge of base words, structural analysis, and spelling patterns to expand spelling competency in writing.

Writing as a Process 3.2.A.1 - Generate possible ideas for writing through talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.

Writing as a Process 3.2.A.10 - Understand and apply elements of grade-appropriate rubrics to improve and evaluate writing.

Writing as a Process 3.2.A.11 - Reflect on one’s writing, noting strengths and areas needing improvement.

Writing as a Process 3.2.A.2 - Develop an awareness of form, structure, and author’s voice in various genres.

Writing as a Process 3.2.A.3 - Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing.

Writing as a Process 3.2.A.4 - Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.

Writing as a Process 3.2.A.5 - Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization, openings, and closings, and improving word choice and consistency of voice.

Writing as a Process 3.2.A.6 - Review own writing with others to understand the reader’s perspective and to consider ideas for revision.

Writing as a Process 3.2.A.7 - Review and edit work for spelling, mechanics, clarity, and fluency.

Writing as a Process 3.2.A.8 - Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources.

Writing as a Process 3.2.A.9 - Use computer writing applications during most of the writing process.

Writing as a Product 3.2.B.1 - Create narrative pieces, such as memoir or personal narrative, that contain description and relate ideas, observations, or recollections of an event or experience.

Writing as a Product 3.2.B.10 - Provide logical sequence and support the purpose of writing by refining organizational structure and developing transitions between ideas.

Writing as a Product 3.2.B.11 - Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

Writing as a Product 3.2.B.2 - Write informational reports across the curriculum that frame an issue or topic, include facts and details, and draw from more than one source of information.

Writing as a Product 3.2.B.3 - Craft writing to elevate its quality by adding detail, changing the order of ideas, strengthening openings and closings, and using dialogue.

Writing as a Product 3.2.B.4 - Build knowledge of the characteristics and structures of a variety of genres.

Writing as a Product 3.2.B.5 - Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.

Writing as a Product 3.2.B.6 - Write sentences of varying lengths and complexity, using specific nouns, verbs, and descriptive words.

Writing as a Product 3.2.B.7 - Recognize the difference between complete sentences and sentence fragments and examine the uses of each in real-world writing.

Writing as a Product 3.2.B.8 - Improve the clarity of writing by rearranging words, sentences, and paragraphs.

Writing as a Product 3.2.B.9 - Examine real-world writing to expand knowledge of sentences, paragraphs, usage, and authors’ writing styles.

Writing Forms, Audiences, and Purposes 3.2.D.1 - Write for different purposes (e.g., to express ideas, to inform, to entertain, to respond to literature, to question, to share, etc.) and a variety of audiences (e.g., self, peers, community).

Writing Forms, Audiences, and Purposes 3.2.D.10 - Use a variety of strategies to organize writing, including sequence, chronology, and cause/effect.

Writing Forms, Audiences, and Purposes 3.2.D.11 - Demonstrate higher-order thinking skills through responses to open-ended and essay questions in content areas or as responses to literature.

Writing Forms, Audiences, and Purposes 3.2.D.12 - Use relevant graphics in writing (e.g., maps, charts, illustrations).

Writing Forms, Audiences, and Purposes 3.2.D.13 - Demonstrate the development of a personal style and voice in writing.

Writing Forms, Audiences, and Purposes 3.2.D.14 - Review scoring criteria of a writing rubric.

Writing Forms, Audiences, and Purposes 3.2.D.15 - Develop a collection of writings (e.g., a literacy folder, a literacy portfolio).

Writing Forms, Audiences, and Purposes 3.2.D.2 - Study the characteristics of a variety of genres, including expository, narrative, poetry, and reflection.

Writing Forms, Audiences, and Purposes 3.2.D.3 - Develop independence by setting self-selected purposes and generating topics for writing.

Writing Forms, Audiences, and Purposes 3.2.D.4 - Write independently to satisfy personal, academic, and social needs (e.g., stories, summaries, letters, poetry).

Writing Forms, Audiences, and Purposes 3.2.D.5 - Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.

Writing Forms, Audiences, and Purposes 3.2.D.6 - Respond to literature in writing to demonstrate an understanding of the text, to explore personal reactions, and to connect personal experiences with the text.

Writing Forms, Audiences, and Purposes 3.2.D.7 - Write narratives that relate recollections of an event or experience and establish a setting, characters, point of view, and sequence of events.

Writing Forms, Audiences, and Purposes 3.2.D.8 - Write informational reports that frame a topic, include facts and details, and draw information from several sources.

Writing Forms, Audiences, and Purposes 3.2.D.9 - Write letters for a variety of audiences and purposes, formal and informal.