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LANGUAGE ARTS
Students in third grade apply the foundational skills learned earlier automatically and flexibly to decode and comprehend fiction, nonfiction, poetry, and drama. They use critical thinking skills which they apply strategically across the disciplines to comprehend and clarify information and ideas. They compose fiction, nonfiction, poetry, and drama for a variety of purposes and audiences. Third graders become increasingly independent and flexible in their use of communication skills and strategies. The learner will:
- Read with fluency and comprehension fiction, nonfiction, poetry, and drama.
- Apply strategies flexibly and strategically for recognizing words, learning new words, and constructing meaning from text(s).
- Expand vocabulary through wide reading, word study, and discussion.
- Write for a variety of audiences and purposes using appropriate formats.
- Use active listening and effective oral communication.
- Use media, a variety of information sources, and technological resources as tools for learning.
- Apply grammar and language conventions to access and communicate information and ideas.
- Reflect upon and make connections among language, texts, and personal experience.
- Apply comprehension strategies and skills to a wide variety of genres.
| Strands |
Oral Language, Written Language, and Other Media/Technology |
| Competency Goal 1 | The learner will apply enabling strategies and skills to read and write. |
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1.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks).
1.02 Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension.
1.03 Integrate prior experiences and all sources of information in the text (graphophonic, syntactic, and semantic) when reading orally and silently.
1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through:
- wide reading.
- word study.
- listening.
- discussion.
- book talks.
- book clubs.
- seminars.
- viewing.
- role play.
- studying author's craft.
1.05 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words.
1.06 Read independently daily from self-selected materials (consistent with the student's independent reading level) to:
- increase fluency.
- build background knowledge.
- extend vocabulary.
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| Competency Goal 2 | The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. |
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2.01 Use metacognitive strategies to comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).
2.02 Interact with the text before, during, and after reading, listening, or viewing by:
- setting a purpose.
- previewing the text.
- making predictions.
- asking questions.
- locating information for specific purposes.
- making connections.
- using story structure and text organization to comprehend.
2.03 Read a variety of texts, including:
- fiction (short stories, novels, fantasies, fairy tales, fables).
- nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).
- poetry (proverbs, riddles, limericks, simple poems).
- drama (skits, plays).
2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:
- author's purpose.
- plot.
- conflict.
- sequence.
- resolution.
- lesson and/or message.
- main idea and supporting details.
- cause and effect.
- fact and opinion.
- point of view (author and character).
- author's use of figurative language (e.g., simile, metaphor, imagery).
2.05 Draw conclusions, make generalizations, and gather support by referencing the text.
2.06 Summarize main idea(s) from written or spoken texts using succinct language.
2.07 Explain choice of reading materials congruent with purposes (e.g., solving problems, making decisions).
2.08 Listen actively by:
- facing the speaker.
- making eye contact.
- asking questions to clarify the message.
- asking questions to gain additional information and ideas.
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| Competency Goal 3 | The learner will make connections through the use of oral language, written language, and media and technology. |
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3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
- considering the differences among genres.
- relating plot, setting, and characters to own experiences and ideas.
- considering main character's point of view.
- participating in creative interpretations.
- making inferences and drawing conclusions about characters and events.
- reflecting on learning, gaining new insights, and identifying areas for further study.
3.02 Identify and discuss similarities and differences in events, characters, concepts and ideas within and across selections and support them by referencing the text.
3.03 Use text and own experiences to verify facts, concepts, and ideas.
3.04 Make informed judgments about television productions.
3.05 Analyze, compare and contrast printed and visual information (e.g., graphs, charts, maps).
3.06 Conduct research for assigned and self-selected projects (with assistance) from a variety of sources (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). |
| Competency Goal 4 | The learner will apply strategies and skills to create oral, written, and visual texts. |
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4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression.
4.02 Use oral and written language to:
- present information in a sequenced, logical manner.
- discuss.
- sustain conversation on a topic.
- share information and ideas.
- recount or narrate.
- answer open-ended questions.
- report information on a topic.
- explain own learning.
4.03 Share written and oral products in a variety of ways (e.g., author's chair, book making, publications, discussions, presentations).
4.04 Use planning strategies (with assistance) to generate topics and to organize ideas (e.g., drawing, mapping, discussing, listing).
4.05 Identify (with assistance) the purpose, the audience, and the appropriate form for the oral or written task.
4.06 Compose a draft that conveys major ideas and maintains focus on the topic by using preliminary plans.
4.07 Compose a variety of fiction, nonfiction, poetry, and drama selections using self-selected topics and forms (e.g., poems, simple narratives, short reports, learning logs, letters, notes, directions, instructions).
4.08 Focus reflection and revision (with assistance) on target elements by:
- clarifying ideas.
- adding descriptive words and phrases.
- sequencing events and ideas.
- combining short, related sentences.
- strengthening word choice.
4.09 Produce work that follows the conventions of particular genres (e.g., personal narrative, short report, friendly letter, directions and instructions).
4.10 Explore technology as a tool to create a written product. |
| Competency Goal 5 | The learner will apply grammar and language conventions to communicate effectively. |
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5.01 Use correct capitalization (e.g., geographical place names, holidays, special events, titles) and punctuation (e.g., commas in greetings, dates, city and state; underlining book titles; periods after initials and abbreviated titles; apostrophes in contractions).
5.02 Use correct subject/verb agreement.
5.03 Demonstrate understanding by using a variety of complete sentences (declarative, imperative, interrogative, and exclamatory) in writing and speaking.
5.04 Compose two or more paragraphs with:
- topic sentences.
- supporting details.
- appropriate, logical sequence.
- sufficient elaboration.
5.05 Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings).
5.06 Proofread own writing for spelling and correct most misspellings independently with reference to resources (e.g., dictionaries, glossaries, word walls).
5.07 Edit (with assistance) to use conventions of written language and format.
5.08 Create readable documents with legible handwriting (manuscript and cursive). |
MATHEMATICS
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Major Concepts/Skills
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Concepts/Skills to Maintain
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- Addition and subtraction of multi-digit numbers
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- Multiplication and division
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- Non-negative rational numbers
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- Line plots, tallies, pictographs
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- Permutations and combinations
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- Students will solve relevant and authentic problems using appropriate technology and apply these concepts as well as those developed in earlier years
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Strands:
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Number and Operations, Measurement, Geometry, Data Analysis and Probability, Algebra
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COMPETENCY GOAL 1:
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The learner will model, identify, and compute with whole numbers through 9,999.
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Objectives
1.01 Develop number sense for whole numbers through 9,999.
- Connect model, number word, and number using a variety of representations.
- Build understanding of place value (ones through thousands).
- Compare and order.
1.02 Develop fluency with multi-digit addition and subtraction through 9,999 using:
- Strategies for adding and subtracting numbers.
- Estimation of sums and differences in appropriate situations.
- Relationships between operations.
1.03 Develop fluency with multiplication from 1x1 to 12x12 and division up to two-digit by one-digit numbers using:
- Strategies for multiplying and dividing numbers.
- Estimation of products and quotients in appropriate situations.
- Relationships between operations.
1.04 Use basic properties (identity, commutative, associative, order of operations) for addition, subtraction, multiplication, and division.
1.05 Use area or region models and set models of fractions to explore part-whole relationships.
- Represent fractions concretely and symbolically (halves, fourths, thirds, sixths, eighths).
- Compare and order fractions (halves, fourths, thirds, sixths, eighths) using models and benchmark numbers (zero, one-half, one); describe comparisons.
- Model and describe common equivalents, especially relationships among halves, fourths, and eighths, and thirds and sixths.
- Understand that the fractional relationships that occur between zero and one also occur between every two consecutive whole numbers.
- Understand and use mixed numbers and their equivalent fraction forms.
1.06 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. |
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COMPETENCY GOAL 2:
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The learner will recognize and use standard units of metric and customary measurement.
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Objectives
2.01 Solve problems using measurement concepts and procedures involving:
- Elapsed time.
- Equivalent measures within the same measurement system.
2.02 Estimate and measure using appropriate units.
- Capacity (cups, pints, quarts, gallons, liters).
- Length (miles, kilometers)
- Mass (ounces, pounds, grams, kilograms).
- Temperature (Fahrenheit, Celsius).
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COMPETENCY GOAL 3:
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The learner will recognize and use basic geometric properties of two- and three-dimensional figures.
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Objectives
3.01 Use appropriate vocabulary to compare, describe, and classify two- and three-dimensional figures.
3.02 Use a rectangular coordinate system to solve problems.
- Graph and identify points with whole number and/or letter coordinates.
- Describe the path between given points on the plane.
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COMPETENCY GOAL 4:
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The learner will understand and use data and simple probability concepts.
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Objectives
4.01 Collect, organize, analyze, and display data (including circle graphs and tables) to solve problems.
4.02 Determine the number of permutations and combinations of up to three items.
4.03 Solve probability problems using permutations and combinations. |
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COMPETENCY GOAL 5:
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The learner will recognize, determine, and represent patterns and simple mathematical relationships.
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Objectives
5.01 Describe and extend numeric and geometric patterns.
5.02 Extend and find missing terms of repeating and growing patterns.
5.03 Use symbols to represent unknown quantities in number sentences.
5.04 Find the value of the unknown in a number sentence. |
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Academics 
