3rd Grade English


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ELA-03.L

BPSS-ELA logoStrand (L)

Language

Narrative for the Language Strand:

As they move through formal schooling, students must gain control over the many conventions of standard English grammar, usage, and mechanics. They must also learn various ways to convey meaning effectively. Language standards include the rules of standard written and spoken English as well as the use of language as craft and informed choice among alternatives.  Third grade students gain control over proper use of pronouns, adjectives, adverbs, and other parts of speech, produce simple, compound, and complex sentences, and demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

English grammar conventions, knowledge of language, and vocabulary extend across reading, writing, speaking, and listening and, in fact, are inseparable from these contexts. As students grow in their understanding of patterns of English grammar, they can use this knowledge to make more purposeful and effective choices in their writing and speaking and more accurate and rich interpretations in their speaking and listening.

 

How to help your child with the standards in the Language Strand:

  • Engage your child in conversations every day. If possible, include new and interesting words in your conversation.
  • When coming across unknown words, encourage your child to use diagramslabels or reference materials (glossaries, dictionaries....) to find out what the definition is
  • Encourage your child to read on his own. The more children read, the more words they encounter and learn.
  • Encourage your child to "bump up" the vocabulary words they use in their writing.  Help them by finding synonyms for simple words (using enormous instead of the word big)

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-03.L.01

ELA Language Strand Logo 3rd Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Conventions of Standard English

ELA-03.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Sub-Standards:

Introduce:
a. Produce complex and compound-complex sentences.
b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
c. Form and use the perfect (e.g., I had walked; I have walked; I will walk) verb tenses.
d. Use helping and modal auxiliaries (e.g., can, may, must) to convey various conditions.
e. Form and use prepositional phrases.
Practice:
f. Ensure subject verb-agreement.
g. Produce compound sentences.
h. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
i. Use regular plural nouns orally by adding /s/ or /es/.
j. Form and use regular and irregular plural nouns.
k. Use abstract nouns (e.g., childhood).
l. Use possessive nouns.
m. Form and use regular and irregular verbs.
n. Form and use comparative and superlative adjectives and choose between them depending on what is to be modified.
o. Form and use comparative and superlative adverbs and choose between them depending on what is to be modified.
Display proficiency in:
p. Correctly use common homophones (e.g., to, too, two; there, their).
q. Use singular and plural nouns with matching verbs in basic sentence (simple subject/verb agreement).
r. Use collective nouns.
s. Form and use the past tense of frequently occurring irregular verbs.
t. Use verbs to convey a sense of past, present, and future.
u. Use reflexive pronouns (e.g., myself, ourselves).
v. Use demonstratives (that, those, these, this)
w. Use adverbs depending on what is to be modified.
x. Use and explain interjections

Student Learning Targets:

Knowledge Targets

  • I can 

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can 

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-03.L.02

ELA Language Strand Logo 3rd (ELA) Targeted Standard
(L) Strand: Language
Cluster: Conventions of Standard English

ELA-03.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Sub-Standards:

Introduce:
a. Use commas and quotation marks in dialogue.
b. Form and use possessives.
c. Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness).
d. Use commas and quotation marks to mark direct speech and quotations from a text.
e. Use a comma before a coordinating conjunction in a compound sentence.
f. Use punctuation to separate items in a series.
g. Use a comma to separate an introductory element from the rest of a sentence.
h. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?) and to indicate direct address (e.g., Is that you, Steve?).
i. Use underlining, quotation marks, or italics to indicate titles of works.
j. Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts).

Display proficiency in:
k. Use commas in greetings and closings of letters.
l. Use an apostrophe to form contractions and frequently occurring possessives.
m. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
n. Use commas in addresses.
o. Use conventional spelling for high-frequency and other studied words.

Student Learning Targets:

Knowledge Targets

  • I can identify words in a title that should be capitalized. 
  • I can name ending punctuation and how and when to use it. 
  • I can identify when a comma should be used in a sentence.

Reasoning Targets

  • I can 

Skills (Performance) Targets

  • I can punctuate dialogue correctly by using commas before/after speaker tags and placing quotation marks around spoken words (examples: "I was walking," Rob said, When Caleb tripped me.").
  • I can spell high frequency words correctly. 
  • I can write words correctly using common spelling patterns and generalizations.
  • I can consult reference material (dictionaries) as needed to check correct spellings. 
  • I can use periods, question and exclamation marks at the end of sentences. 
  • I can use commas to separate items in a list, city and state and in dialogue.

Proficiency Scale

The Student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • possessive, proper noun, contractions, comma, apostrophe
  • perform basic processes, such as:
    • (2.L.2.p, u) capitalize proper nouns (dates, names of people, holidays, product names, and geographic names)
    • (2.L.2.v) capitalize important words in titles
    • (2.L.2.q) use end punctuation for sentences.
    • (2.L.2.r) use commas in dates and to separate single words in a series.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • Display proficiency using the following conventions in various writing activities:
    • (k) Use commas in greetings and closings of letters.
    • (l) Use an apostrophe to form contractions and frequently occurring possessives.
    • (m) Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
    • (n) Use commas in addresses.
    • (o) Use conventional spelling for high-frequency and other studied words

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Demonstrates use of some of the following conventions in their writing:
    • Use commas and quotation marks in dialogue.
    • Form and use possessives.
    • Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness).
    • Use commas and quotation marks to mark direct speech and quotations from a text.
    • Use a comma before a coordinating conjunction in a compound sentence.
    • Use punctuation to separate items in a series.
    • Use a comma to separate an introductory element from the rest of a sentence.
    • Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?) and to indicate direct address (e.g., Is that you, Steve?).
    • Use underlining, quotation marks, or italics to indicate titles of works.
    • Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts).

Teacher Proficiency Scale

Scoring Rubric

Score   Description Sample Activity
4.0

The student:

  • Makes no errors in capitalization, punctuation or spelling
  • The writing piece is exceptionally easy to read
The student may write about the same topics, but the writing conventions of capitalization, punctuation and spelling are advanced according to the indicators for a Level 4.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.”  The student:

  • Makes minimal errors in grade appropriate capitalization, punctuation and spelling
  • The writing piece is easy to read
The student publishes (will be read by an outside audience) a writing piece (opinion, informative or narrative).
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Makes some errors in capitalization, punctuation and spelling
  • The errors made in conventions are noticeable and interrupt the flow of the piece
See Level 3 for example of task.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0

The student:

  • Makes many errors in capitalization, punctuation and spelling
  • The errors are noticeable and greatly interrupt the flow of the piece
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Vocabulary

  • Title
  • Dialogue
  • Speaker
  • Exclamation Mark
  • Quotations
  • Capitalize
  • Period
  • Comma
  • Question Mark
  • High-frequency word
  • Spelling Pattern
  • Base word
  • Prefix/Suffix

Websites

  • Links to sites that open in a new window
  • Scholastic


ELA-03.L.03

ELA Language Strand Logo 3rd Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Knowledge of Language

ELA-03.L.03 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Sub-Standards:

a. Choose words and phrases for effect.
b. Recognize and observe differences between the conventions of spoken and written standard English.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-03.L.04

ELA Language Strand Logo 3rd Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-03.L.04 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

Sub-Standards:

a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/ disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-03.L.05

ELA Language Strand Logo 3rd Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-03.L.05 Demonstrate understanding of word relationships and nuances in word meanings.

Sub-Standards:

a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-03.L.06

ELA Language Strand Logo 3rd Grade (ELA) Targeted Standard
(L) Strand: Language
Cluster: Vocabulary Acquisition and Use

ELA-03.L.06 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can&

Proficiency Scale

The Student Will ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-03.RF

BPSS-ELA logoStrand (RF)

Reading Foundations

Narrative for the Reading Foundations Strand:

The foundational skill standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.  

Phonics:  In third grade students work on developing strategies that enable them to decode multi-syllable words and irregularly spelled words. Third graders also learn to identify words with affixes (prefixes and suffixes) and learn that affixes have meanings and can change the meanings of words to which they are attached. Third grade students learn to recognize common prefixes and inflectional and derivational suffixes and can explain how these common prefixes and suffixes change the meaning of a word. For example, they can explain that the prefix –un means not in the word unhappy.

Fluency:  Fluency is defined as being able to read orally with a reasonable rate of speed, with a high degree of accuracy, and with the proper expression (prosody). Fluency is one of several critical factors necessary for reading comprehension. 

Fluency changes, depending on what readers are reading, their familiarity with the words, and the amount of their practice with reading text. Even very skilled readers may read in a slow, labored manner when reading texts with many unfamiliar words or topics. For example, readers who are usually fluent may not be able to read technical material fluently, such as a textbook about nuclear physics or an article in a medical journal. 

How to help my child at home with the Foundational Skill Standards:

  • Help your child pick out words with prefixes and suffixes. Talk about how the prefix or suffix changed the meaning of the word.
  • If your child comes to a word he or she does not know, encourage them to use strategies such as looking for word parts (prefixes, suffixes)
  • Encourage your child to read many types of books.  Your child may also build fluency by reading the words to songs, poems, or speeches.
  • By reading with your child each night you are helping build his or her fluency! In fact, reading the same passages (and even their own writing) repeatedly gives your child an opportunity to listen, practice, and improve fluency.

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-03.RF.03

ELA Reading Foundations Strand Logo 3rd Grade (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Phonics and Word Recognition

ELA-03.RF.03 Know and apply grade-level phonics and word analysis skills in decoding words.

Sub-Standards:

a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multi-syllable words.
d. Read grade-appropriate irregularly spelled words.

Student Learning Targets:

Knowledge Targets

  • I can define prefix and suffix.
  • I can identify common prefixes and suffixes (some examples: un-, re-, pre-, -er, -est, -ful).

Reasoning Targets

  • I can explain the meaning of common prefixes and suffixes and understand how they change the meaning of the root word.

Skills (Performance) Targets

  • I can determine the meaning of words with common Latin suffixes (some examples: -able, -ment, -tion).

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... read and spell one and two syllable words with beginning and ending blends, common long and short vowel patterns in the beginning transitional reading stage.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... read and spell multi-syllabic words and words with complex vowels and inflected endings (-ed, -ing) the middle transitional reading stage.
  • recognize or recall specific terminology, such as:
    • decode, syllable, multi-syllable, prefix, suffix, latin suffixes, irregularly, word meaning
  • perform basic processes, such as:
    • identify prefixes and suffixes
    • demonstrate sound-symbol correspondences for one syllable words
    • identify the number of syllables in a word
    • identify long and short vowel sounds in words.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... read, sort and spell multi-syllabic words with common prefixes and suffixes and uses prefixes and suffixes to determine word meanings in text that is at the end of the transitional reading stage.
  • recognize and apply grade-level phonics and word analysis skills in decoding words
    • (a) identify and know the meaning of the most common prefixes and derivational suffixes (re-, un-, dis-, mis-, pre-, -er, -est, -ly)
    • (b) decode words with common latin suffixes
    • (c) decode multisyllable words
    • (d) read grade-appropriate irregularly spelled word
4 Advanced
...demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... read and spell words commonly found and used in text at the beginning fluent reading stage and uses word parts to determine meanings of words.
Teacher Proficiency Scale

Resources

Vocabulary

  • Prefix
  • Suffix
  • Word meaning
  • Decode
  • Syllable
  • Strategy

ELA-03.RF.04

ELA Reading Foundations Strand Logo 3rd Grade (ELA) Targeted Standard
(RF) Strand: Reading Foundations/Skills
Cluster: Fluency

ELA-04.RF.04 Read with sufficient accuracy and fluency to support comprehension.

Sub-Standards:

a. Read grade level text with purpose and understanding.
b. Read grade level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Student Learning Targets:

Knowledge Targets

  • I can recognize when a word I read does not make sense within the text.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can read grade-level text fluently and show comprehension through voice, timing and expression.
  • I can read fluently (with ease, sounding smooth and automatic).

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... (reading) does not sound natural and reading is mostly word by word.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... reads in two or three word phrases, and reading is starting to sound like talking.
  • recognize or recall specific terminology, such as:
    • expression, accuracy, rate, prose, poetry, text, context, fluency, purpose
  • perform basic processes, such as:
    • use teacher-directed fluency strategies*
    • recording and listening to self read
    • recognize need to self-correct
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... read text at the end of transitional reading stage with appropriate rate, accuracy. The student's reading sounds like conversation using longer phrases, paying attention to punctuation and quotation marks.
  • Read with sufficient accuracy and fluency to support comprehension.
    • (a) read grade-level text with purpose and understanding.
    • (b) read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
    • (c) use context to confirm or self-correct word recognition and understanding, rereading as necessary.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... read text at the beginning fluent reading stage with appropriate rate, accuracy and using expressive interpretation and pausing, guided by the author's meaning and punctuation.
Teacher Proficiency Scale

Resources

Vocabulary

  • Fluency
  • Accuracy
  • Rate
  • Poetry
  • Prose
  • Expression

Websites

  • Links to sites that open in a new window
  • Poetry

ELA-03.RI

BPSS-ELA logoStrand (RI)

Reading Information

Narrative for Informational Reading Strand:

Informational text is designed to communicate factual information rather than to tell a narrative. Much of our daily reading is linked with this genre. Common examples of informational text include: diaries, cookbooks, websites, informational picture storybooks, field guides, and how-to books. 

Informational texts enable children to experience both language and content simultaneously, i.e., “read to learn.” The organization, graphic features, and writing styles found in informational texts are often content-specific. For example, the style of a biology textbook is quite different from a vacation guide. 

An important reading comprehension skill is the ability to determine the relative importance and precise meanings of words, sentences, paragraphs, sections, and chapters. Readers must be able to make sense of the meanings of words within sentences and of sentences within paragraphs. When readers grasp the main ideas, they better understand the purpose of the details—which, in turn, further strengthens their understanding of those main ideas. Readers, then, link their understanding of individual paragraphs to comprehend sections and chapters.

To feel successful across content areas students must read widely and deeply from among a broad range of high-quality, increasingly challenging informational texts. Through extensive reading of biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics students gain knowledge in various informational areas as well as familiarity with various text structures and elements. 

Continued work on reading comprehension standards will heighten student abilities to read more complex informational (nonfiction) text.  Teachers use assessment and observation to determine if students are ready to progress to more challenging reading selections.  Each child is unique, so be flexible, and trust your judgment as you assist your child.  Together teachers and parents can help students make better choices when selecting books to read.  Not all selections children read must be in the level suggested by assessment, these levels serve as a guideline.  Sometimes high interest in a topic allows success in a more difficult text, and sometimes simple text is more inviting to our children, balance is important.  Increasing the frequency of reading is the highest predictor of success at any grade level. Building a child’s confidence, through successful experiences with reading, will encourage that desire to read more. Developing successful, life-long readers is our ultimate goal.

 

 

How to Help Your Child At Home with the Informational Text Strand:

  • Ask questions about the topic being read (What does this book tell us about the solar system?)
  • Help your child dtermine the main idea of what they are reading, along with the details that support the main idea he/she stated
  • Have your child retell the information on the topic they read about
  • Re-read favorite books to build fluency, comprehension and confidence
  • Discuss the informational topics you read about
  • Bring attention to bold wordscaptions and  glossaries that will help locate key facts or information in a text
  • Discuss the text features in informational text (graphics, charts, diagrams)
  • Read magazines and newspapers for information and entertainment - the pictures and current event topics offer a high-interest way for readers to attemp more difficult reading than they may in a book
  • Read directions on packages, forms, games and recipes - this helps children see that we read many things to gain information
  • Make regular visits to a public library to select informational (non-fiction) reading material

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-03.RI.01

ELA Reading Informational Strand Logo 3rd Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction
Cluster: Key Ideas and Details

ELA-03.RI.01 Ask and answer questions to demonstrate understanding of a text (textual evidence), referring explicitly to the text as the basis for the answers.

Student Learning Targets:

Knowledge Targets

  • I can identify a key detail in an informational (non-fiction) text.

Reasoning Targets

  • I can use strategies to make sense of details presented in an informational (non-fiction) text.

Skills (Performance) Targets

  • I can locate words and details in an informational text (non-fiction) to answer questions in a text.
  • I can ask and answer questions before, during and after reading an informational text (non-fiction).

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
... demonstrate understanding of the text and includes main ideas when answering questions about the text.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
... demonstrate understanding by including main ideas and facts along with using text features when applicable to answer questions from a text.
  • recognize or recall specific terminology, such as:
    • question words (i.e. when, who, did, how, etc.), text, evidence, paragraph, explicit
  • perform basic processes, such as:
    • formulate a question
    • answer key detail questions about a text
    • locate evidence in the text that supports the answer to a question
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... demonstrate complete understanding of the text and includes important information and main ideas supported by text evidence when answering questions from a text at the end of the transitional reading stage.
  • ask and answer questions to demonstrate understanding of a text
  • refer explicitly to the text as the basis for the answers
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... summarize the information and support answers with text evidence-supporting his/her thinking and why he/she agrees or disagrees with the information, including key words and advanced vocabulary from a text at the beginning of the fluent reading stage.
Teacher Proficiency Scale

Resources

Vocabulary

  • Key details
  • Infer
  • Informational text


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