THIRD GRADE

(minimum standards)

Reading

3.1.01 Develop oral language.

1. Show evidence of expanding oral language through vocabulary growth.
2. Consistently use established rules for conversation (e.g., taking turns, raising hand, and asking questions).
3. Understand, follow, and give oral directions.
4. Respond to questions from teachers and other group members and pose follow-up questions for clarity.
5. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
6. Summarize orally what has been learned or accomplished after completing an activity or assignment.
7. Give oral presentations about experiences or interests, using eye contact, proper pacing, adequate volume, and clear enunciation.

3.1.02 Develop listening skills.

1. Listen attentively to speaker for specific information.
2. Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions).
3. Listen and respond to a variety of media (e.g., books, audio tapes, videos).
4. Recognize the difference between formal and informal languages.
5. Follow oral directions.

3.1.03 Demonstrate knowledge of concepts of print.

1. Recognize that groups of sentences make a paragraph and paragraphs make a story or article.
2. Recognize and use parts of text (e.g., title, table of contents, glossary and index).
3. Recognize and use common text features (e.g., headings, key words, graphics).
4. Recognize different forms of text (e.g., poems, plays and stories).

3.1.04 Develop and maintain phonemic awareness.

1. Develop awareness of sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, books on tape, music lyrics, sound effects, and read-alouds).
2. Add, delete, and change targeted sounds to modify or change words.
3. Identify and produce rhyming words and original poems.

3.1.05 Develop and use decoding strategies.

1. Use knowledge of letter-sound correspondence knowledge and structural analysis to decode.
2. Decode multi-syllabic words not yet known as sight words.
3. Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (e.g., root words, prefixes, and suffixes).
4. Use previously learned strategies to decode and verify word meaning utilizing the context of the selection.

3.1.06 Read to develop fluency, expression, accuracy and confidence.

1. Read with increasing fluency and confidence from a variety of texts (e.g., paired readings, shared reading, choral reading, teacher-led reading, and reading from tapes).
2. Read aloud grade-appropriate narrative and expository text fluently and accurately, using appropriate timing, intonation, and expression.
3. Participate in guided oral reading.
4. Reflect punctuation within written text while reading orally.
5. Demonstrate the automatic recognition of high frequency words.
6. Read daily and independently from a variety of texts.

3.1.07 Develop and extend reading vocabulary.

1. Build vocabulary by listening to literature and participating in discussion.
2. Build vocabulary through frequent read-alouds.
3. Determine word meaning using root words, prefixes, and suffixes.
4. Recognize and use compound words, contractions, and abbreviations.
5. Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources.
6. Use antonyms and synonyms to facilitate understanding of words.
7. Use context clues to determine meaning of multi-meaning words.
8. Manipulate word walls and word sorts.
9. Build vocabulary by reading a wide range of text types inside and outside the classroom.

3.1.08 Develop and use pre-reading strategies.

1. Identify a purpose for reading (e.g., for information, for enjoyment, for understanding a writer’s position).
2. Participate in activities to build background knowledge to make meaning from text.
3. Make predictions using text features (e.g., illustrations and graphics).
4. Preview text using illustrations, graphics, text format, text structures and skimming.
5. Connect life experience to information and events in texts.

3.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

1. Derive meaning while reading by
1. formulating clarifying questions.
2. predicting outcomes based upon prior knowledge and adjust as knowledge is gained while reading.
3. using metacognitive reading strategies to monitor comprehension (e. g., reread, read ahead, adjust reading speed ).
4. creating a mental image.
5. expressing reactions and personal opinions in response to a selection.
2. Check for understanding after reading
1. drawing conclusions based on evidence gained while reading.
2. sequencing story events and/or text information.
3. recognizing cause and effect relationships in text.
4. discussing similarities and differences in text events, characters, and character actions.
5. distinguishing between fact and opinion.
6. recognizing the stated/ implied main idea of the text
7. discussing author’s purpose for writing.

3.1.10 Introduce informational skills to facilitate learning.

1. Use outside resources to access information (e.g., family and community).
2. Use media sources to access information (e.g., online catalog, non-fiction books, encyclopedias, CD-ROM references, Internet).
3. Use text referenced material (e.g., dictionary, thesaurus, encyclopedia, magazines, and newspapers).
4. Gather and record information on a topic.

3.1.11 Develop skills to facilitate reading to learn in a variety of content areas.

1. Develop and maintain content specific vocabulary.
2. Use text features to locate information (e.g., charts, tables of contents, maps, illustrations).
3. Apply skills and strategies to comprehend informational text (e.g., pre-reading strategies, comprehension strategies).
4. Use self-correction strategies while reading (e.g., pausing, rereading, asking for help).

3.1.12 Read independently for a variety of purposes.

1. Read for literary experience.
2. Read to gain information.
3. Read to perform a task.
4. Read for enjoyment.
5. Read to expand vocabulary.
6. Read to build fluency.

3.1.13 Experience various literary and media genres.

1. Read and view various literary (e.g., short stories, fairy tales, non-fiction texts, biographies, folktales, and poetry) and media (e.g., photographs, the arts, films, video) genres.
2. Understand the main idea or message in visual media (e.g., pictures, cartoons, weather reports on television, newspaper, photographs).
3. Define and identify setting.
4. Define and identify the characters.
5. Differentiate between main and minor characters.
6. Determine the problem in a story, discover its solution, and consider alternate solutions.
7. Identify types of stories (e.g., folktales, fables, fairy tales).
8. Compare and contrast different versions/representations of similar stories, legends, lessons or events reflecting different cultures.
9. Explore the ways in which language is used in literary texts (e.g., rhythm, beat, imagery, simile, and metaphor).
10. Explore the concept of first person point of view.

3.1.14 Develop and maintain a motivation to read.

1. Visit libraries/media centers and regularly check out materials.
2. Engage in a variety of literacy activities voluntarily (self-select books and stories).
3. Read longer narrative and expository text independently including chapter books.
4. Select literature based on personal needs and interests from a variety of genres and by different authors.
5. Choose works from favorite authors/illustrators and genres.
6. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic representations).
7. Experience daily opportunities to read.
8. Choose to read as a leisure activity.

Writing

3.2.01 Use a variety of pre-writing strategies.

1. Brainstorm ideas with teacher and peers.
2. Write key thoughts and questions, record reactions and observations and group related ideas.
3. Construct graphic organizers to group ideas for writing (e.g., webs, charts, graphs, diagrams, illustrations).
4. Select a focus when writing.
5. Use a variety of sources to gather information.
6. Write with awareness of a specified audience (e.g., self, peers, teachers, and adults).

3.2.02 Write for a variety of purposes.

1. Continue to write to acquire and exhibit knowledge (e.g., paragraphs, reports and answer questions).
2. Continue to write to entertain (e.g., stories, poems, riddles, cartoons).
3. Continue to write to inform (e.g., friendly letters, reports, invitations, journals, notes, lists).
4. Write in response to a prompt (e.g., to respond to a picture, story, art).

3.2.03 Show evidence of drafting and revision with written work.

1. Compose first drafts using appropriate parts of the writing process.
2. Write in complete sentences using descriptive language.
3. Develop a paragraph with a topic sentence, supporting details, and a concluding sentence.
4. Arrange events in a logical, sequential order.
5. Write stories that have a beginning, middle, and end.
6. Use correct page format (e.g., paragraphs, margins, indentations and titles).
7. Use resources (e.g., dictionaries, thesaurus, computer) to aid in the writing process.
8. Revise writing to improve detail after determining what could be added or deleted (e.g., reread; rearrange words, sentences, paragraphs; add descriptive words; remove unneeded information; incorporate suggestions and vary sentence structures).

3.2.04 Include editing before the completion of finished work.

1. Apply elements of language (e.g., end marks, commas in a series, capitalization); usage (e.g., subject and verb agreement in a simple sentence); and sentence structure (e.g., elimination of fragments) when writing and editing.
2. Use classroom resources (e.g., word walls, dictionaries, teacher, peers, appropriate technology, student generated word books) to aid in proofreading.
3. Use knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling.
4. Create readable documents with legible handwriting.
5. Write legibly in manuscript and in cursive.

3.2.05 Evaluate own and others’ writing.

1. Use a rubric to evaluate own and others’ writing.
2. Evaluate own and others’ writing through small group discussion and shared work.
3. Record and evaluate suggestions and reactions with peers.
4. Recognize positive features and give feedback to peers.
5. Review personal collection to determine progress.

3.2.06 Experience numerous publishing opportunities.

1. Produce a variety of written works (e.g., literature response, reports, "published" books, book reports) in various formats.
2. Use technology to publish writing.
3. Incorporate photographs or illustrations.
4. Share completed work.
5. Create individual and classroom books.
6. Identify opportunities for publication (e.g., national and/or local contests, websites, newspapers, periodicals).

3.2.07 Write narrative accounts.

1. Write in response to a narrative prompt.
2. Write an account based on personal experience that has a clear focus and supporting details (e.g., use illustrations and lists).
3. Use classroom rubric as a guide for writing a narrative.

3.2.08 Write frequently across content areas.

1. Summarize concepts presented in science (e.g., illustrations, sentences, paragraphs, reports).
2. Summarize concepts presented in social studies (e.g., illustrations, sentences, paragraphs, reports).
3. Write in math journals, create math stories, and write explanations for problem solving.
4. Participate in shared writings about the arts and personal activities.

3.2.09 Write expressively using original ideas, reflections, and observations.

1. Create stories and poems.
2. Write brief descriptions of a real object, person, place, or event using sensory details.
3. Write to express opinions and judgments.
4. Write for personal enjoyment using individual expression and creative imagination.

3.2.10 Write in response to literature.

1. Summarize a story.
2. Write a different ending to a story.
3. Write to describe story elements (e.g., setting, characters, plot, problem, solution/conclusion).
4. Compare characters, settings, and events within and between stories.

3.2.11 Write in a variety of modes and genres.

1. Write stories.
2. Write a descriptive paragraph.
3. Write a narrative paragraph.
4. Write a how-to paragraph.
5. Write a compare-contrast paragraph.
6. Write a variety of poems.
7. Write a report.
8. Write a friendly letter.
9. Write in journal.

Elements of Language

3.3.01 Demonstrate knowledge of standard English usage.

1. Use nouns appropriately (e.g., nouns as subjects, singular, plurals and possessive).
2. Use verbs appropriately (e.g., past, present and future tenses, irregular verbs, agreement with simple and compound subjects).
3. Use pronouns appropriately (e.g., subject and object, pronouns, substitution for nouns, agreement with antecedents).
4. Use adjectives appropriately (e.g., vivid descriptive words, comparative/ superlative, and articles).
5. Use adverbs appropriately (e.g., common formation and placement in a sentence).
6. Recognize usage errors (e.g., double negatives, troublesome words [to, two; their, there, they’re] ).

3.3.02 Demonstrate knowledge of standard English mechanics.

1. Use capitalization when writing names, dates, cities and states, addresses, holidays, and titles of books.
2. Capitalize the first word in a sentence, proper nouns, titles, abbreviations, parts of a friendly letter, and the first word in a direct quotation.
3. Use commas in dates, locations, addresses and items in a series.
4. Use correct punctuation (e.g., end punctuation, periods in initials, abbreviations and titles before names; colon between hour and minutes, parts of a letter).
5. Recognize and use contractions and possessives using apostrophes.
6. Write legibly in manuscript and in cursive.

3.3.03 Demonstrate knowledge of standard English spelling.

1. Spell high-frequency words correctly.
2. Spell correctly commonly misspelled words as appropriate to grade level.
3. Spell correctly words that have blends, contractions, and orthographic patterns (e.g., consonant doubling, changing "y" to "i," dropping the final silent "e" before adding the suffix).
4. Form and spell contractions, plurals and possessives correctly.
5. Arrange and identify words in alphabetical order for practical purposes occurring in everyday life (e.g., lists, card catalog, phone directory).
6. Use a dictionary and other resources to verify spelling.

3.3.04 Demonstrate knowledge of correct sentence structure.

1. Use appropriate language structure in oral and written communication (e.g., subject-verb agreement, correct word order, and correct placement of words and phrases).
2. Identify and use statements, questions, commands and exclamatory sentences in writing and speaking.
3. Recognize statements, questions and exclamations by noting end punctuation when writing and intonation when speaking.
4. Identify the subject and predicate of a sentence (simple and compound).
5. Recognize complete sentences, edit incomplete sentences and run-on sentences.
6. Combine simple sentences into compound sentences to increase syntactic variety.
7. Combine sentences using compound subjects and /or predicates.

Math Standards

Number and Operations

1. count by tens, hundreds, or thousands from any whole number;
2. skip count by tens from any whole number less than 1000;
3. read and write whole numbers to 9999;
4. represent numbers to 9999 in flexible ways using a variety of materials;
5. identify whole numbers as odd or even;
6. name the place value of a given digit in whole numbers to 10,000’s;
7. write whole numbers up to 10,000 in expanded form (e.g., 873 as 800 + 70 + 3);
8. connect the spoken, written, concrete, and pictorial representations of fractions with denominators up to ten;
9. compare unit fractions with denominators up to ten;
10. compare and order decimal amounts in the context of money;
11. count the value of combinations of coins and bills up to $5;
12. make change from a transaction that is less than a dollar;
13. order whole numbers to 10,000;
14. compare whole numbers to 9999 using the appropriate symbol (i.e.,<, >, =).
15. relate skip counting to multiplication;
16. connect division to sharing situations;
17. demonstrate multiplication using repeated addition (e.g., arrays);
18. write and identify number sentences that describe real-world situations involving addition, subtraction, and multiplication;
19. write and explain related addition and subtraction sentences.
20. use a variety of thinking strategies to add and subtract whole numbers (e.g., sums of ten, doubles plus one);
21. explain the reasonableness of a solution;
22. relate adding doubles to multiplying by two;
23. use known multiplication facts to determine a related product (e.g., 9 x 7 is 7 less than 10 x 7);
24. use the multiplication facts 0, 1, 2, 5, and 10 as a factor;
25. explain and justify solution strategies in problem solving;
26. select and apply an appropriate problem-solving strategy (e.g., organized list, guess and check, diagram, table);
27. mentally calculate the sum or difference of any two numbers up to 100;
28. use strategies to estimate in problem-solving situations.

Algebra

1. sort objects by two or more attributes;
2. devise, carry out, and explain a sorting scheme for a group of objects;
3. identify the rules by which objects or numbers have been sorted.
4. recognize, describe, extend, translate, and create patterns;
5. describe a growing pattern;
6. determine the output for a particular input given a one-operation function rule involving addition, subtraction, or multiplication.
7. describe the commutative properties of addition and multiplication with words or symbols;
8. interpret and solve open sentences that involve addition, subtraction, and multiplication;
9. use the language and symbols of mathematics appropriately to communicate mathematical thinking;
10. demonstrate understanding that an equation is a number sentence stating two quantities are equal.
11. apply the commutative property of addition and multiplication;
12. show that subtraction is not commutative;
13. apply the addition and subtraction properties of zero;
14. apply the zero and identity properties of multiplication;
15. use arrays to represent the commutative property of multiplication.
16. describe qualitative change (e.g., a student growing taller);
17. describe quantitative change (e.g., a student growing two inches in one year).

Geometry

1. recognize, name, build, draw, and compare two- and three-dimensional geometric figures;
2. recognize congruent geometric figures;
3. identify and draw lines of symmetry in two-dimensional designs and shapes;
4. identify and draw horizontal and vertical lines;
5. identify and draw diagonals of polygons.
6. identify the position of 1/2, 1/3, and 1/4 on the number line;
7. identify a location on a grid using whole number coordinates.
8. predict and describe the results of sliding, flipping, and turning in two-dimensional shapes.

Measurement

1. determine when an estimate of a measurement is sufficient;
2. demonstrate understanding of the concepts of perimeter, area, and capacity.
3. solve real-world problems using a calendar;
4. use strategies to estimate length, perimeter, area, capacity, weight, time, and temperature;
5. explain the relationships among inches, feet, and yards;
6. measure length to the nearest centimeter, foot, half-inch, and inch;
7. measure the capacity of a container in liters, cups, pints, quarts, and gallons;
8. measure to the nearest ounce, pound, kilogram, and gram;
9. find the perimeter of polygons;
10. select and apply appropriate standard units to measure length, area, capacity, weight, time, and temperature.
11. solve real-world problems involving measurement and elapsed time to the half-hour;
12. read thermometers with Fahrenheit and Celsius scales;
13. read and write time up to five-minute intervals.

Data Analysis and Probability

1. pose questions and gather data to answer questions;
2. read, interpret, and create tables using tally marks;
3. create pictographs and bar graphs;
4. read and interpret tables, bar graphs, and pictographs.
5. make and justify predictions based on data gathered and displayed;
6. identify all possible outcomes of a simple experiment (i.e. spinner, coin toss, number cubes);
7. explain whether an event is certain, possible, or impossible;
8. explain whether an event is likely or unlikely.

Social Studies
Culture

1. Recognize that cultural differences occur in various regions of the United States and the world.
2. Describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.
3. Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.
4. Identify and explain the significance of selected individual writers, and artists and their stories, poems, statues, paintings, and other examples of cultural heritage from regions around the world.
5. Explain the significance of selected ethnic and/or cultural celebrations in Tennessee, the United States and other nations such as St. Patrick’s Day, Cinco de Mayo, and Kwanzaa.
6. Retell the heroic deeds of characters from folktales and legends.
7. Compare ethnic and/or cultural celebrations in Tennessee, the United States, and other nations.
8.  Explain the significance of cultural heritage from regions in Tennessee and from around the world.

Economics

1. Analyze a simple budget (i.e. earning, spending, and saving money).
2. Identify examples of private and public goods and services.
3. Identify examples of scarcity.
4. Explain how supply and demand affects the price of a good or service.
5. Distinguish between imports and exports.

1. Recognize that the world has different agricultural and industrial regions.
2. Explain the characteristics of a technologically expanding global economy.
3. Explain the impact of scarcity on interdependence within and among regions.
4. Recognize that Tennessee and the United States have different agricultural and industrial regions.
5. Be aware of how goods and services are interchanged between communities at the local and national levels.
6. Trace the development of a product from a natural resource to a finished product.

Geography

1. Show how the spatial elements of point, line and area are used on a map or globe.
2. Explain the difference between relative and absolute locations.
3. Locate places on a map using cardinal and intermediate direction.
4. List the similarities and differences of local places and regions with other places and regions.
5. List the basic components of earth’s physical systems (i.e. landforms, water, climate, weather, erosion and deposition).
6. Understand the concept of an ecosystem.
7. Describe how environments and regions differ around the world.
8. Understand how technology allows people to adapt the environment to meet their needs.
9. Locate the major cities of Tennessee and of the world on a map or globe.
10. Explore and use different types of maps/ globes (i.e. population, typography).

Governance and Civics

1. Describe the basic structure of the state government.
2. Recognize who makes laws in the state.
3. Know that governmental agencies exist to protect the environment at local, state and national levels.
4. Describe varied basic structures of governments in the state, nation and world.
5. Examine how regions choose to govern in different ways.
6. Identify services commonly provided by the state government.
7. Compare the Tennessee and the United State Constitutions with other governing procedures around the world (i.e. individual freedoms, leaderships).
8. Identify and explain majority and minority.
9. Identify examples of rights and responsibilities of citizens.
10. Describe how public policies are used to address issues of public concern.
11. Identify and explain the importance of acts of civic responsibility, including obeying laws and voting.
12. Identify diverse historic that exemplified good citizenship.
13. Identify ordinary people who exemplify good citizenship.
14. List the differences between community, city, county, state, and country events which occur.
15. Recognize the relationship of local governments to the state, the nation, and the world.

History

1. Identify the heroic deeds of characters from state, national, and global histories.
2. Identify historical figures that helped to shape regions.
3. Describe the order of events by time periods.

1. Describe how individuals, events and ideas cause change over time.
2. Use vocabulary related to chronology, including past, present and future.
3. Describe and measure calendar time by days, weeks, months and years.
4. Create and interpret timelines.
5. Identify factors that cause change in communities.
6. Compare various interpretations of the same time period using evidence (i.e. photographs and interviews).

Science Standards

Life Science

a) Use magnifiers to study the different parts of plants and animals and recognize that these parts are essential to its existence.

b) Explain how environmental changes impact organisms or can cause them to become extinct.

c) Describe how environments are affected by various kinds of pollution.

d) Explain plants and animals depend on other living things in their environments to meet their needs.

e) Recognize that plants and animals reproduce and mature as they pass through life.

f) Specify the features that enable a plant or animal to survive within its environment.

g) Explain that fossils provide information about the organisms that lived in the past.

Earth and Space Science

a. Recognize that planets are part of the universe and can be observed in the nighttime sky

b. Identify the appropriate tool for observing a variety of objects in the sky.

c. Explain how day and night occur as a result of the rotation of the earth relative to the sun.

d. Observe and illustrate the changing pattern of the moon.

e. Identify and explain the relationship between specific weather conditions and the seasons (i.e. snow/winter)

f. Explain how temperature, precipitation, wind speed/ direction are associated with different weather conditions.

g. Compare and contrast a variety of different landforms and bodies of water.

h. Identify the relationship between rocks and minerals.

i. Explain how sand and / or soil is formed

j. Identify mineral specimens according to basic properties (i.e. hardness, luster, color).

k. Identify materials and resources that can be recycled.

l. Analyze the relationship between the needs of living things and earth materials.

Physical Science

a. Describe the relationship between the amount of force applied to a mass and the distance the mass moves.

b. Identify the properties of a given object using appropriate tools.

c. Describe the conditions under which matter can change.

d. Explain how matter can undergo change (i.e. form, color or texture) when it is mixed together, separated or heated.

e. Explain how sounds are produced.

f. Differentiate between pitch and volume.

g. Classify materials according to the way light passes through them.

h. Describe how the volume and pitch of sound can be changed.