3rd Grade English


(RF) Reading Foundations

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