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2007-2008
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NEWS you can USE
* What will we be learning in Language Arts this year? Visit the Georgia Department of Education @ www.doe.k12.ga.us/ to find out more about performance standards.
Third Grade
Third graders are making the transition from learning to read to reading to learn. They read much more widely on a variety of topics. The third-grade students increase their abilities to read aloud with fluency and comprehension. Third graders read more thoughtfully, discover more details, extract deeper meaning in what they read, and read more complex texts. They enjoy a variety of genres, including fiction and non-fiction texts and poetry.
Third graders are more able to work independently on research projects, making their writing more sophisticated and meaningful. With some guidance, they use all aspects of the writing process in producing their own compositions and reports. They are much more adept at summarizing main points from fiction and non-fiction texts, and they use more abstract skills of synthesis and evaluation in writing.
By the end of the third grade, students are aware of the importance of the conventions of language.Third graders understand the importance of spelling and the importance of correct language.Third-grade responses to questions are more logically developed as students show evidence of expanding language with increased vocabulary and a wider range of language structures. Third graders are aware of the many registers of language, and they become flexible in their ability to vary language patterns in both speaking and writing. These students are ready to engage in abstract discussions as they respond to text and to life experiences.
READING
Reading, writing, speaking, and listening skills are necessary tools for effective communication. The mastery of these skills is essential for enrichment and lifelong learning. Several years of research has yielded much information about how children learn to read. This research tells us that to become more skilled and confident readers over time, students need multiple opportunities to build essential skills.
In their formative years of instruction, children must be read to and provided opportunities to practice independent reading. Children must develop their ability to read with fluency and understanding in order to build their knowledge of the world.
FLUENCY
ELA3R1 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student...
a. Applies letter-sound knowledge to decode unknown words quickly and accurately.
b. Reads familiar text with expression.
c. Reads third-grade text at a target rate of 120 words correct per minute.
d. Uses self-correction when subsequent reading indicates an earlier misreading within gradelevel texts.
VOCABULARY
ELA3R2 The student acquires and uses grade-level words to communicate effectively.
a. Reads literary and informational texts and incorporates new words into oral and written language.
b. Uses grade-appropriate words with multiple meanings.
c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms.
d. Identifies the meaning of common idioms and figurative phrases, and incorporates them into oral and written language.
e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-) and common suffixes (e.g., -tion, -ous, -ly).
f. Determines the meaning of unknown words on the basis of context.
COMPREHENSION
ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
a. Reads a variety of texts for information and pleasure.
b. Makes predictions from text content.
c. Generates questions to improve comprehension.
d. Distinguishes fact from opinion.
e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts.
f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text.
g. Summarizes text content.
h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
i. Makes connections between texts and/or personal experiences.
j. Identifies and infers main idea and supporting details.
k. Self-monitors comprehension to clarify meaning.
l. Identifies and infers cause-and-effect relationships and draws conclusions.
m. Recalls explicit facts and infers implicit facts.
n. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry).
o. Uses titles, table of contents, and chapter headings to locate information quickly and accurately and to preview text.
p. Recognizes the author’s purpose.
q. Formulates and defends an opinion about a text.
r. Applies dictionary, thesaurus, and glossary skills to determine word meanings.
WRITING
The student writes clear, coherent text that develops a central idea or tells a story. The writing shows consideration of the audience and purpose. The student progresses through the stages of the writing process (e.g., prewriting, drafting, revising, and editing).
ELA3W1 The student demonstrates competency in the writing process. The student
a. Captures a reader’s interest by setting a purpose and developing a point of view.
b. Begins to select a focus and an organizational pattern based on purpose, genre,expectations, audience, and length.
c. Writes text of a length appropriate to address the topic or tell the story.
d. Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers).
e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering).
f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect.
g. Begins to develop characters through action and dialogue.
h. Begins to use descriptive adjectives and verbs to communicate setting, character, and plot.
i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience.
j. Uses a variety of resources to research and share information on a topic.
k. Writes a response to literature that demonstrates understanding of the text, formulates an opinion, and supports a judgment.
l. Writes a persuasive piece that states a clear position.
m. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct.
n. Publishes by presenting an edited piece of writing to others.
CONVENTIONS
Conventions are essential for reading, writing, and speaking. Instruction in language conventions will, therefore, occur within the context of reading, writing, and speaking, rather than in isolation. The student writes to make connections with the larger world. A student’s ideas are more likely to be taken sentences are grammatically correct. Use of Standard English conventions helps readers understand and follow the student’s meaning, while errors can be distracting and confusing.
ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student
a. Correctly identifies and uses subject/verb agreement and adjectives.
b. Identifies and uses nouns (singular, plural, possessive) correctly.
c. Identifies and uses contractions correctly.
d. Identifies and uses personal and possessive pronouns.
e. Speaks and writes in complete and coherent sentences.
f. Identifies and uses increasingly complex sentence structure.
g. Distinguishes between complete and incomplete sentences.
h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang, colloquialisms, idioms).
i. When appropriate, determines the meaning of a word based on how it is used in an orally presented sentence.
j. Uses resources (encyclopedias, Internet, books) to research and share information about a topic.
k. Uses the dictionary and thesaurus to support word choices.
l. Uses common rules of spelling and corrects words using dictionaries and other resources.
m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks).
n. Writes legibly in cursive, leaving space between letters in a word and between words in a sentence.
LISTENING/SPEAKING/VIEWING
The student demonstrates an understanding of listening, speaking, and viewing skills for a variety of purposes. The student listens critically and responds appropriately to oral communication in a variety of genres and media. The student speaks in a manner that guides the listener to understand important ideas.
ELA3LSV1 The student uses oral and visual strategies to communicate. The student
a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
b. Recalls, interprets, and summarizes information presented orally.
c. Uses oral language for different purposes: to inform, persuade, or entertain.
d. Listens to and views a variety of media to acquire information.
I am truly excited about this school year and thankful for the opportunity to teach your child!
Mrs. Marchetti
Homework
Reading
Your child will bring home his Reading Book each Monday to share a new story with a family member. The Reading Book will come home again on Thursday to prepare for the comprehension test on Friday.
Spelling
Your child will bring home her spelling words every Monday. Students are to study the list all week. Spelling Test is Friday. Note: Words remain taped in the Return To School Side during the week.
English
Occasionally, students will bring home an assignment reinforcing the skills focused on in class.
Social Studies
Your child will bring home his Social Studies Book periodically to read, study, or define the vocabulary words.
Special Announcements
- Students need to bring their library books to school with them daily.
- Please empty Keep At Home Side daily.
- Please return any papers in the Return To School Side daily.
- Please read and sign agenda daily.
- Please sign the Home-School Folder each Monday and return the next day. Be sure to keep all papers. Only return papers scored below 70 (Sign these and return them in folder.) and papers requesting parent signature.
May 2008 To view the full calendar, click the above link.
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