Ms. Wombold, Mrs. Hoang (Bottom row)
Mrs. Mack, Mrs. Seiler, Mrs. Kennedy (Top Row)
WHAT THIRD GRADE WATERFORD WILDCATS SHOULD KNOW
Third Grade: Reading Process
The student:
· Demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text. (Ex. Decodes multi-syllabic words in isolation and context and self-corrects misreading)
· Demonstrates the ability to read grade level text orally with accuracy, appropriate rate and expression. (Ex. Applies letter-sound knowledge to decode unknown words quickly and accurately in context; adjusts reading rate based on purpose and text difficulty)
· Uses multiple strategies to develop grade appropriate vocabulary. (Ex. Uses new vocabulary, context clues, meaning of familiar base words, prefixes and suffixes, antonyms, synonyms, homophones and homographs to determine meanings of unfamiliar words; uses dictionary, thesaurus, and digital tools)
· Uses a variety of strategies to comprehend grade level text. (Ex. Uses self-monitoring strategies such as rereading, predicting, summarizing, clarifying, questioning, and checking context clues; identifies text features to predict and set a purpose for reading; identifies cause and effect, author’s purpose, theme, chronological order of events; compares and contrasts story elements)
· Identifies, analyzes and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection. (Ex. Identifies setting, plot, characters, theme, problem, and resolution in fiction; connects text to self, text to text, and text to world; identifies and explains an author’s use of sensory and figurative language, personification, similes, metaphors, symbolism, and idioms; reads age and ability appropriate fiction materials)
· Identifies, analyzes and applies knowledge of the elements of a variety of non-fiction, informational, and expository texts to demonstrate an understanding of the information presented. (Ex. Identifies and explains the purpose of text features [table of contents, glossary, charts, graphs, diagrams, illustrations]; uses information to answer questions; organizes information through charting, mapping and summarizing; reads age and ability appropriate nonfiction materials)
Third Grade: Writing Process
The student:
· Uses prewriting strategies to generate ideas and formulate a plan. (Ex. Uses graphic organizers, KWL chart or log to make a plan for writing that includes a main idea.)
· Writes a draft appropriate to the topic, audience, and purpose. (Ex. Uses a prewriting plan to develop main idea and supporting details; uses time-order words and cause and effect transitions)
· Revises and refines the draft for clarity and effectiveness. (Ex. Adds supporting details, dialogue, similes, modifies word choice, varies sentence structure, and revises with rubrics and checklists)
· Edits and corrects the draft for standard language conventions. (Ex. Uses dictionary for spelling; uses capitalization for proper nouns, holidays, product names, titles, initials, and geographic locations; uses end punctuation for compound, declarative, interrogative, and exclamatory sentences, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes for singular possessives; applies subject/verb and noun/pronoun agreement in simple and compound sentences; uses present and past verb tenses and plurals)
· Writes a final product for the intended audience. (Ex. Writes in a format appropriate for audience)
· Develops and demonstrates creative writing. (Ex. Writes narratives with characters, setting, plot, sequence of events, and sensory details; writes short stories, poetry, skits, songs, figurative language)
· Develops and demonstrates technical writing that provides information related to real-world tasks. (Ex. Writes expository essay with 3 paragraphs that includes a topic sentence and details, formal letters, directions, observations, charts, map labels, legends, graphs, tables, experiments, and rubrics)
· Develops and demonstrates persuasive writing that is used for the purpose of influencing the reader. (Ex. Writes persuasive text such as an advertisement or paragraph to influence the reader)
- Engages in the writing process and writes to communicate ideas and experiences.
(Ex. Demonstrates beginning cursive writing skills.)