Related State Curriculum Standards
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| "A South Carolina Treasure Hunt" Related State Curriculum Standards Return to main page |
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| South Carolina Social Studies Standards for Grade 3 |
II.
The learner will demonstrate an understanding of the major developments
in the history of South Carolina from the earliest human settlements
through Reconstruction. The student should be able to: B. Name the indigenous peoples who first lived in South Carolina; C. Identify the first explorers who came to South Carolina and describe their activities; G. State the key events and effects of the Revolutionary War on South Carolina and his or her own community; H. Discuss the development of slavery in South Carolina and its impact on the State. |
| South Carolina English Language Arts Standards for Grade 3 |
Reading - The student will draw upon a
variety of strategies to comprehend, interpret, analyze, and evaluate
what he or she reads. I. Reading Process and Comprehension - The student will integrate various cues and strategies to comprehend what he or she reads. A. Demonstrate the ability to use a variety of strategies to derive meaning from texts and to read fluently. B. Demonstrate the ability to read independently for extended periods of time to derive pleasure and to gain information. C. Demonstrate the ability to make connections between a text read independently and his or her prior knowledge, other texts, and the world. D. Begin summarizing texts. E. Demonstrate the ability to recall details in texts. F. Demonstrate the ability to ask and answer questions about texts. I. Demonstrate the ability to draw conclusions and make inferences. M. Demonstrate the ability to follow a logical sequence of written directions to complete a task. O. Demonstrate the ability to respond to texts through a variety of methods, such as creative dramatics, writing, and graphic art. Writing - The student will write for different audiences and purposes. I. The Writing Process - The student will apply a process approach to writing. A. Demonstrate the ability to choose a topic, generate ideas, and use oral and written prewriting strategies. B. Demonstrate the ability to plan for audience and purpose and to generate drafts that use a logical progression of ideas to develop a specific topic. C. Demonstrate the ability to develop an extended response around a central idea,using relevant supporting details. D. Demonstrate the ability to revise writing for clarity, sentence variety, precise vocabulary, and effective phrasing through collaboration, conferencing, and self-evaluation. E. Demonstrate the ability to edit for language conventions such as spelling, capitalization, punctuation, and word usage. F. Demonstrate the ability to write and publish in a variety of formats. 1. Demonstrate the ability to write compositions, friendly letters, and expressive and informational pieces; begin writing multiple-paragraph compositions. 2. Demonstrate the ability to use the Internet with teacher support and guidance to communicate with family and friends. II. Writing Purposes - The student will write for a variety of purposes. A. Demonstrate the ability to use writing to explain and inform IV. Legibility - The student will create legible texts. A. Begin using cursive handwriting. |