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The English-Language Arts curriculum provides students, through their study and understanding of literature and intensive experiences in listening, speaking, reading, and writing, with a competent level of literacy and fluency. Children progress at their own individual pace through levels of mastery. In grade three, the major focus is developing fluency skills and reading to learn.
The third grade student will . . .
1.0. Word Analysis, Fluency, and Systematic Vocabulary Development:
Students understand the basic features of a reading. They select and know how to translate letter patterns into spoken language using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.
Decoding and Word Recognition
1.1. Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.
1.2. Decode regular multi-syllable words.
1.3. Review phonics skills as needed.
1.4. Read narrative and expository text aloud with fluency and accuracy and with appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
1.5. Use knowledge of antonyms, synonyms, homophones, and homographs to determine meaning of words.
1.6. Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/mammal/animal/living things).
1.7. Use semantic, structural, and phonetic cueing skills to identify the meaning of words.
1.8. Use sentence and word context to find meaning of unknown words.
1.9. Use a dictionary to learn the meaning and other features of unknown words.
1.10. Identify root words and use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words.
2.0. Reading Comprehension:
Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed, including generating and responding to essential questions, making predictions, and comparing information from several sources. The quality and complexity of the materials to be read by students are illustrated in the California Reading List. In addition to their regular school reading, by grade 4, students read one-half million words annually, including a good representation of narrative (i.e., classic and contemporary literature) and expository (e.g., magazines, newspapers, on-line information) text appropriate for their grade.
Structural Features of Informational Materials
2.1. Use titles, table of contents, chapter headings, glossaries and indexes to locate information in text.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2. Use prior knowledge to connect with literal and inferential information found in text.
2.3. Demonstrate comprehension by identifying answers in text.
2.4. Recall major points in text, identify the sequence of events or facts, and make and modify predictions about forthcoming information.
2.5. Identify main idea and supporting details of a selection.
2.6. Identify the setting, plot, and characters of a selection.
2.7. Extract appropriate and significant information from text, including problems and solutions.
2.8. Identify cause and effect.
2.9. Compare and contrast aspects of selections.
2.10. Follow simple, multiple-step written instructions (e.g., how to assemble a product or use a game board).
3.0. Literary Response and Analysis:
Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of text and the literary terms or elements (i.e., theme, plot, setting, and characters). The quality and complexity of the materials to be read by students are illustrated in the California Reading List website: http://harcourt.fsc.follett.com/california/wx/s.dll.
Structural Features of Literature
3.1. Experience, understand, and appreciate various forms of literature (e.g., poetry, drama, fiction, non-fiction).
Narrative Analysis of Grade-Level-Appropriate Text
3.2. Comprehend basic plots of classic fairy tales, myths, folk tales, legends, and fables from around the world.
3.3. Identify and describe a character's traits and/or feelings in a selection.
3.4. Determine the underlying thesis or author's message in fiction and non-fiction text.
3.5. Recognize the similarities of sounds in words and rhythmical patterns in a selection (e.g., onomatopoeia, alliteration).
3.6 Recognize and understand figurative language (metaphors, similes, idioms, etc.).
3.7. Identify the speaker or narrator in a selection.
3.8. Be exposed to Solana Beach School District core literature.
1.0. Writing Strategies:
Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing considers audience and purpose. They successfully use the stages of the writing process (i.e., pre-writing, drafting, revising, and editing successive versions).
Organization and Purpose
1.1. Create a single paragraph that
(1) develops a topic sentence.
(2) includes simple supporting facts and details.
Penmanship
1.2. Write legibly in cursive or joined italic, adhering to margins and correct spacing between letters in a word and words in a sentence.
Research and Technology
1.3. Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).
Revising and Evaluating Strategies
1.4. Revise drafts to improve the coherence and the logical progression of ideas, using an established rubric.
2.0. Writing Applications (Genres and their Characteristics):
Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
Using the Grade 3 Writing Strategies Outlined in Writing Standard 1.0., students
2.1. Write narratives that
(1) provide a context within which an action takes place.
(2) include well-chosen detail to develop the plot.
(3) provide insight into why this incident is memorable.
2.2. Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.
2.3. Write personal and formal letters, thank you notes, and invitations that
(1) consider the audience, purpose, and context.
(2) address knowledge and interests of the audience, stated purpose, and context.
(3) include the date, proper salutation, body, closing, and signature.
2.4. Respond in writing to a literature selection (e.g., quick writes, a favorite part, a new ending, or retelling of the story).
2.5. Write a report of information.
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS:
English language conventions are integral both to writing and to listening and speaking. Thus, these standards have been placed between the other two.
1.0. Written and Oral English Language Conventions:
Sentence Structure
1.1. Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.
1.2. Identify and use subject/verb agreement, pronouns, adjectives, compound words, and articles in writing and speaking.
Grammar
1.3. Use past, present and future verb tenses in writing and speaking.
1.4. Identify and use subject and predicate of single-clause sentences in writing and speaking.
Punctuation
1.5. Punctuate dates, city and state, and titles of books correctly.
1.6. Use commas in series, dates, locations, and addresses.
Capitalization
1.7. Capitalize geographical names, holidays, historical periods, and special events correctly.
Spelling
1.8. Correctly spell one-syllable words that have blends, contractions, compounds, and orthographic patterns (e.g., qu, consonant doubling, change y to i) and common homophones (e.g., hair-hare).
1.9. Arrange words in alphabetical order to the third letter.
1.0. Listening and Speaking Strategies:
Students listen and respond critically to oral communication. They speak in a manner that guides and informs the listener's understanding of key ideas, using appropriate phrasing, pitch, and modulation.
Comprehension
1.1. Retell, paraphrase, and explain what has been said by a speaker.
1.2. Connect and relate prior experiences, insights, and ideas to those of a speaker.
1.3. Follow oral directions (immediate and delayed).
1.4. Respond to questions with appropriate elaboration.1.5. Identify the musical elements of literary language (e.g., rhymes, repeated sounds, or instances of onomatopoeia).
Organization and Delivery of Oral Communication
1.6. Organize ideas chronologically or around major points of information.
1.7. Provide a beginning, middle, and end, including concrete details that develop a central idea.
1.8. Use clear and specific vocabulary to communicate ideas and establish tone.
1.9. Clarify and enhance oral presentations though the use of appropriate props (e.g., objects, pictures, charts).
1.10. Use public speaking strategies such as appropriate stance and posture, eye contact, volume, inflection of voice, appropriate gestures, and facial expressions.
1.11. Converse appropriately in varied settings with peers, adults, and acquaintances.
1.12. Read prose and poetry aloud with fluency, rhythm, and pace; use appropriate intonation and vocal patterns to emphasize important passages of the text being read.
1.13. Compare ideas and points of view in broadcast and print media.
1.14. Distinguish between the speaker's opinions and verifiable facts.
2.0. Speaking Applications (Genres and their Characteristics):
Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard English and the organization and delivery strategies outlined in Listening and Speaking Standard 1.
Using the Grade 3 Speaking Strategies Outlined in Listening and Speaking Standard 1.0., students
2.1. Make brief narrative presentations on an incident that
(1) provide a context within which an incident occurs.
(2) provide insight into why the selected incident is memorable.
(3) include well-chosen details to develop character, setting, and/or plot.
2.2. Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.
2.3. Make a descriptive presentation that uses concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.
The math program focuses on developing mathematical skills that encourage children to think and become confident problem-solvers. Learning involves the use of manipulatives, vocabulary, mental math, memorization, estimation, calendar activities, calculators, and technology for real-life, problem-solving experiences. The concepts are expected to be mastered.
The third grade student will . . .
1.0 Understand the place value of whole numbers:
1.1 Count, read, and write whole numbers to 10,000.
1.2 Compare and order whole numbers to 10,000.
1.3 Identify the place value for each digit in numbers to 10,000.
1.4 Round off numbers to 10,000 to the nearest ten, hundred, and thousand.
1.5 Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6).
2.0 Calculate and solve problems involving addition, subtraction, multiplication, and division:
2.1 Find the sum or difference of two whole numbers between 0 and 10,000.
2.2 Memorize to automaticity the multiplication table for numbers between 1 and 10.
2.3 Use the inverse relationship of multiplication and division to compute and check results.
2.4 Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers
(3,671 x 3 = __).
2.5 Solve division problems in which a multi-digit number is evenly divided by a one-digit number
(135 ÷ 5 = __).
2.6 Understand the special properties of 0 and 1 in multiplication and division.
2.7 Determine the unit cost when given the total cost and number of units.
2.8 Solve problems that require two or more of the skills mentioned above.
3.0 Understand the relationship between whole numbers, simple fractions, and decimals:
3.1 Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context (e.g., 1 ⁄2 of a pizza is the same amount as 2 ⁄4 of another pizza that is the same size; show that 3 ⁄8 is larger than 1 ⁄4).
3.2 Add and subtract simple fractions (e.g., determine that 1 ⁄8 + 3 ⁄8 is the same as 1 ⁄2).
3.3 Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors.
3.4 Know and understand that fractions and decimals are two different representations of the same concept (e.g., 50 cents is 1 ⁄2 of a dollar, 75 cents is 3 ⁄4 of a dollar).
1.0 Select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple number relationships:
1.1 Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities.
1.2 Solve problems involving numeric equations or inequalities.
1.3 Select appropriate operational and relational symbols to make an expression true (e.g., if 4 __ 3 = 12, what operational symbol goes in the blank?).
1.4 Express simple unit conversions in symbolic form (e.g., __ inches = __ feet ´ 12).
1.5 Recognize and use the commutative and associative properties of multiplication (e.g., if 5 x 7 = 35, then what is 7 x 5? and if 5 x 7 x 3 = 105, then what is 7 x 3 x 5?).
2.0 Represent simple functional relationships:
2.1 Solve simple problems involving a functional relationship between two quantities (e.g., find the total cost of multiple items given the cost per unit).
2.2 Extend and recognize a linear pattern by its rules (e.g., the number of legs on a given number of horses may be calculated by counting by 4s or by multiplying the number of horses by 4).
1.0 Choose and use appropriate units and measurement tools to quantify the properties of objects:
1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.
1.2 Estimate or determine the area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them.
1.3 Find the perimeter of a polygon with integer sides.
1.4 Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).
2.0 Describe and compare the attributes of plane and solid geometric figures and use their understanding to show relationships and solve problems:
2.1 Identify, describe, and classify polygons (including pentagons, hexagons, and octagons).
2.2 Identify attributes of triangles (e.g., two equal sides for the isosceles triangle, three equal sides for the equilateral triangle, right angle for the right triangle).
2.3 Identify attributes of quadrilaterals (e.g., parallel sides for the parallelogram, right angles for the rectangle, equal sides and right angles for the square).
2.4 Identify right angles in geometric figures or in appropriate objects and determine whether other angles are greater or less than a right angle.
2.5 Identify, describe, and classify common three-dimensional geometric objects (e.g., cube, rectangular solid, sphere, prism, pyramid, cone, cylinder).
2.6 Identify common solid objects that are the components needed to make a more complex solid object.
STATISTICS, DATA ANALYSIS, AND PROBABILITY:
1.0 Conduct simple probability experiments by determining the number of possible outcomes and make simple predictions:
1.1 Identify whether common events are certain, likely, unlikely, or improbable.
1.2 Record the possible outcomes for a simple event (e.g., tossing a coin) and systematically keep track of the outcomes when the event is repeated many times.
1.3 Summarize and display the results of probability experiments in a clear and organized way (e.g., use a bar graph or a line plot).
1.4 Use the results of probability experiments to predict future events (e.g., use a line plot to predict the temperature forecast for the next day).
1.0 Make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
1.2 Determine when and how to break a problem into simpler parts.
2.0 Use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.
2.5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.
2.6 Make precise calculations and check the validity of the results from the context of the problem.
3.0 Move beyond a particular problem by generalizing to other situations:
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and apply them in other circumstances.
1. Energy and matter have multiple forms and can be changed from one form to another. As a basis for understanding this concept:
a. Students know energy comes from the Sun to Earth in the form of light.
b. Students know sources of stored energy take many forms, such as food, fuel, and batteries.
c. Students know machines and living things convert stored energy to motion and heat.
d. Students know energy can be carried from one place to another by waves, such as water waves and sound waves, by electric current, and by moving objects.
e. Students know matter has three forms: solid, liquid, and gas.
f. Students know evaporation and melting are changes that occur when the objects are heated.
g. Students know that when two or more substances are combined, a new substance may be formed with properties that are different from those of the original materials.
h. Students know all matter is made of small particles called atoms, too small to see with the naked eye.
i. Students know people once thought that earth, wind, fire, and water were the basic elements that made up all matter. Science experiments show that there are more than 100 different types of atoms, which are presented on the periodic table of the elements.
2. Light has a source and travels in a direction. As a basis for understanding this concept:
a. Students know sunlight can be blocked to create shadows.
b. Students know light is reflected from mirrors and other surfaces.
c. Students know the color of light striking an object affects the way the object is seen.
d. Students know an object is seen when light traveling from the object enters the eye.
3. Adaptations in physical structure or behavior may improve an organism's chance for survival. As a basis for understanding this concept:
a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction.
b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.
c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial.
d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations.
e. Students know that some kinds of organisms that once lived on Earth have completely disappeared and that some of those resembled others that are alive today.
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