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-03 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Phonics and Word Recognition.

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

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

a. Identify and know the meaning of the most common prefixes and derivational suffixes. 

b.  Decode words with common Latin suffixes.

c.  Decode multisyllable 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)

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0 The student is able to 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.  
   3.5  No advanced criteria is available (see Level 4 for explanation)
3.0 The student is able to 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.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 The student is able to read and spell multi-syllabic words and words with complex vowels and inflected endings (-ed, -ing) the middle transitional reading stage.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0  content.
1.0The student is able to 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.
  0.5 Limited or no understanding of the skill is demonstrated.

 


Resources

Websites

Vocabulary

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

 

o    Identifies the most common prefixes and derivational suffixes

o    Decodes words with common Latin suffixes

o    Decodes multi-syllable words


ELA-03.RF.04

ELA-03 Targeted Standards
(RF) Strand: Reading Foundations
Cluster: Fluency.

ELA-03.RF.04 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 with accuracy, appropriate rate, and expression.

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.

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)

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

The student is able to 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.

  3.5  No advanced criteria is available (see Level 4 for explanation)
3.0The student is able to 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.

  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student reads in two or three word phrases, and reading is starting to sound like talking.

  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0

The student's reading does not sound natural and reading is mostly word by word.

  0.5 Limited or no understanding of the skill is demonstrated.

 

 

 

Resources

Websites

Vocabulary

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