Standards and Benchmarks

Language Arts

Reading

Grade 3

Standard 1. The student understands and uses different skills and strategies to read.

1.1 Uses word recognition and word meaning skills to read and comprehend

Uses knowledge of phonetic principles for word recognition
Uses word and sentence structure (e.g., syllabification, affixes, roots, compound words, contractions) to decode
Discusses reading strategies for identifying unknown words (e.g., context, re-reading, self-correcting, phonics, structure)

1.2 Builds vocabulary through reading

Increases vocabulary through reading fiction and nonfiction by using context clues
Uses references (e.g., dictionaries, glossaries)

1.3 Reads fluently, adjusting reading for purpose and material

Reads easy chapter books for accuracy and fluency
Reads aloud with appropriate expression to convey meaning
Re-reads and adjusts reading pace to clarify meaning
Skims and scans to select books or locate information

1.4 Understands elements of literature

Identifies similes, exaggeration, dialogue
Understands sentence, paragraph, and chapter structure
Discusses literary elements: plot, characters, setting, point of view, problem, solution

1.5 Uses features of nonfiction text and computer software

Uses text features:
Computer: keyboard, icon, mouse
Text: title, page number, caption, label, chart, author and illustrator, cover information, title page, table of contents, diagram, glossary, map and key, index, chapter, pie chart/bar graph, directions
Identifies and understands new features:
Computer: computer menu, keyword search
Text: appendix, reference, introduction, timetable, parenthesis, acknowledgement, checklist, subheading, table, asterisk, graph, blurb

Standard 2. The student understands the meaning of what is read.

2.1 Comprehends important ideas and details

Retells in correct sequence using story elements
Identifies main idea and supporting details
Connects text and personal experience
Comprehends stories with a number of characters, events, and scene changes
Predicts or infers with supporting evidence

2.2 Expands comprehension by analyzing, interpreting, and synthesizing information and ideas

Uses thinking skills to increase understanding including ability to predict, infer, sequence, compare, summarize, and analyze-all with supporting evidence

2.3 Thinks critically and analyzes authors' use of language, style, purpose, and perspective

Discusses author's purpose, point of view, and persuasive techniques
Differentiates between reality and fantasy, fiction and nonfiction, fact and opinion
Applies information gained from reading to give a response and express insight

Standard 3. The student reads different materials for a variety of purposes.

3.1 Reads to learn new information and

3.2 Reads to perform a task

Locates information on one topic from a variety of reference sources:
Instructions, report, nonfiction text: (science, social studies, math, the arts, health and fitness), recount, question and answer, article, poster
Reference: glossary, dictionary, map
Reads new forms of nonfiction for research and real life purposes:
Directions
Reference: encyclopedia, almanac, internet searches
Literacy: diary/journal, biography, essay
Advertising: advertisement, labels, signs, brochure
Workplace: technical text

3.3 Reads for literary experience in a variety of forms

Reads a variety of fiction representing different cultures, perspectives, and issues:
Narrative (realistic, fantasy, traditional, tall tale, folktale, legend, fable, myth), verse (rhyming and blank), rhyme, letter, journal/diary, songs, drama, essay

Standard 4. The student sets goals and evaluates progress to improve reading.

4.1 Assesses strengths and need for improvement

Assesses and discusses own progress in vocabulary development, reading and thinking strategies, and reading a variety of texts with teacher guidance
Sets specific goals based on progress

4.2 Seeks and offers feedback to improve reading

Gives and receives feedback on progress toward reading standards (e.g., vocabulary learned, fluency, comprehension strategies)
Discusses own and others' responses to reading

4.3 Develops interests and shares reading experiences

Reads independently for 15-30 minutes
Discusses and shares favorite books and authors
Selects books at appropriate reading level

Writing

Grade 3

Standard 1. The student writes clearly and effectively.

1.1 Ideas and Organization

Ideas
* Writes on topics within personal knowledge
Writes on a variety of topics
Stays on topic during an entire piece
Adds significant details to ideas
Organization
* Writes with a beginning, middle, and end
Organizes writing in logical sequence

1.2 Style (voice, word choice, and sentence fluency)

Voice
* Recognizes voice in others' writing
Shows self through writing
Word Choice
* Uses interesting words
Sentence fluency
* Uses complete sentences and varies sentence beginnings

1.3 Conventions (see Expected Conventions by Grade Level)

Uses ending punctuation correctly and attempts conventions such as quotation marks and commas
Uses capitals for proper nouns, "I" and sentence beginnings
Uses mostly accurate grammar
Spells grade-level words correctly
Spells most high frequency words correctly and uses visual strategies and spelling rules
Begins cursive writing

Standard 2. The student writes in a variety of forms for different audiences and purposes.

2.1 Writes for different audiences

Identifies and writes for a specific audience

2.2 Writes for different purposes

Writes for real-life purposes
narrative: to retell, to entertain
expository: to explain, inform, report, reflect
persuasive: to convince

2.3 Writes in a variety of forms

Explores familiar forms of writing: personal narrative, description, informational report, explanation, book review, character sketch, poster, business letter

Standard 3. The student understands and uses the steps of the writing process.

3.1 Prewrites; generates ideas and gathers information

Generates ideas orally, pictorially, or in writing
Uses prewriting strategies
Uses school, library, and community resources (e.g., public libraries, internet connections, civic groups)

3.2 Drafts; elaborates on a topic and supporting ideas

Uses own vocabulary, drawings, and ideas to create a rough draft
Uses prewriting strategies to create a rough draft

3.3 Revises; collects input and enhances text and style

Rereads writing to self or others to see if it makes sense
Adds more details or changes text to enhance writing

3.4 Edits; uses resources to correct spelling, punctuation, grammar and usage. (see Expected Conventions by Grade Level)

Understands the purpose of editing
Corrects some errors independently
Corrects recurring errors in spelling

3.5 Publishes;

selects a publishing form and produces a completed writing project to share with chosen audience

Standard 4. The student analyzes and evaluates the effectiveness of written work.

4.1 Assesses own strengths and need for improvement

Assesses progress and sets writing goals with teacher guidance

4.2 Seeks and offers feedback

Reads and discusses own writing
Responds to others' writing

Communication

Grade 3:
Standard 1. The student uses listening and observation skills to gain understanding.

1.1 Focuses attention

Pays attention while others are talking
Identifies and exhibits appropriate audience behavior

1.2 Listens and observes to gain and interpret information

Understands and uses nonverbal cues
Observes carefully and interprets visual information
Listens for, identifies, and explains purpose, main idea, sequence, fact and opinion
Follows oral directions

1.3 Checks for understanding by asking questions and paraphrasing

Questions to clarify content and meaning
Paraphrases information
Reacts with opinions to what is being expressed

Standard 2. The student communicates ideas clearly and effectively

2.1 Communicates clearly to a range of audiences for different purposes

Communicates to teachers, small group, and class (e.g., class reports)
Uses language appropriate for situation
Plans for different purposes of communication

2.2 Develops content and ideas

Chooses content which relates to topic
Selects materials from school, library, and community resources
Organizes information in a logical sequence
Supports ideas with significant details

2.3 Uses effective delivery

Speaks at a volume and rate that enables others to follow
Speaks with expression
Makes eye contact
Is aware of posture and body language

2.4 Uses effective language and style

Uses grammatically correct language and complete sentences
Uses age-appropriate vocabulary
Uses respectful language
Chooses interesting words and phrases

2.5 Effectively uses action, sound, and/or images to support presentations

Uses some media or resources in presentations (e.g., diagrams, graphs)

Standard 3. The student uses communication strategies and skills to work effectively with others.

3.1 Uses language to interact effectively and responsibly with others

Demonstrates basic conversation skills: participating, taking turns, responding appropriately, making personal introductions, giving simple oral directions
Determines that there are different purposes for speech (e.g., to chat, to warn)
Uses nonverbal clues
Uses respectful language

3.2 Works cooperatively as a member of a group

Participates in group discussions (contributes, takes turns, uses respectful language and behavior)
Encourages others

3.3 Seeks agreement and solutions through discussion

Acknowledges various ideas and viewpoints
Accepts responsibility for personal comments and actions
Examines options and consequences
Suggests solutions

Standard 4. The student analyzes and evaluates the effectiveness of formal and informal communication.

4.1 Assesses strengths and needs for improvement; assesses own and others' communication strengths and needs and sets goals for improvement

Uses established criteria to evaluate and set goals to improve one's own and others' presentations (e.g., supportive evidence, accuracy)

4.2 Seeks and offers feedback; seeks and uses feedback to improve communication; offers suggestions and comments to others

Offers constructive feedback on others' presentations
Accepts and applies feedback on own presentations when appropriate

4.3 Analyzes mass communication

Identifies various forms of mass communication (e.g., billboards, magazines, television, newspapers)
Identifies messages in simple advertisements
Identifies supportive evidence for accuracy, fact, and opinion
Understands that all media is produced from a particular point of view

Mathematics

Number Sense

Grade 3

Number Sense and Computation
MNS Students understand concepts and apply skills, which develop number sense.

M3NS1 Students understand the place value of whole numbers.

1.1 Count, read, and write whole numbers to 10,000.
1.2 Compare and order whole numbers to 10,000.
1.3 Identify the place value for each digit in numbers to 10,000.
1.4 Round off numbers to 10,000 to the nearest ten, hundred, and thousand.
1.5 Use expanded notation to represent numbers.

M3NS2 Students calculate and solve problems involving addition, subtraction, multiplication, and division.

2.1 Find the sum or difference of two whole numbers between 0 and 10,000.
2.2 Memorize the multiplication table for numbers between 1 and 10.
2.3 Use the inverse relationship of multiplication and division to compute and check results.
2.4 Solve simple problems involving multiplication of multi-digit numbers by one-digit numbers.
2.5 Solve division problems in which a multi-digit number is evenly divided by a one-digit number.
2.6 Understand the special properties of 0 and 1 in multiplication and division.
2.7 Determine the unit cost when given the total cost and number of units.
2.8 Solve problems that require two or more of the skills mentioned above.

M3NS3 Students understand the relationship between whole numbers, simple fractions, and decimals.

3.1 Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context.
3.2 Add and subtract simple fractions.
3.3 Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors.
3.4 Know and understand that fractions and decimals are two different representations of the same concept.

Algebra and Functions

Grade 3

Algebra and Functions
MAF Students use concepts and patterns involved with developing algebraic thought.

M3AF1 Students select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple number relationships.

1.1 Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities.
1.2 Solve problems involving numeric equations or inequalities.
1.3 Select appropriate operational and relational symbols to make an expression true.
1.4 Express simple unit conversions in symbolic form (e.g., __ inches = __ feet ´ 12).
1.5 Recognize and use the commutative and associative properties of multiplication.

M3AF2 Students represent simple functional relationships.

2.1 Solve simple problems involving a functional relationship between two quantities (e.g., find the total cost of multiple items given the cost per unit).
2.2 Extend and recognize a linear pattern by its rules (e.g., the number of legs on a given number of horses may be calculated by counting by 4s or by multiplying the number of horses by 4).

Measurement and Geometry

Grade 3

Measurement and Geometry
MMG Students understand and apply measurement and geometric concepts.

M3MG1 Students choose and use appropriate units and measurement tools to quantify the properties of objects.

1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.
1.2 Estimate or determine the area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them.
1.3 Find the perimeter of a polygon with integer sides.
1.4 Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).

M3MG2 Students describe and compare the attributes of plane and solid geometric figures and use their understanding to show relationships and solve problems:

2.1 Identify, describe, and classify polygons (including pentagons, hexagons, and octagons).
2.2 Identify attributes of triangles (e.g., two equal sides for the isosceles triangle, three equal sides for the equilateral triangle, right angle for the right triangle).
2.3 Identify attributes of quadrilaterals (e.g., parallel sides for the parallelogram, right angles for the rectangle, equal sides and right angles for the square).
2.4 Identify right angles in geometric figures or in appropriate objects and determine whether other angles are greater or less than a right angle.
2.5 Identify, describe, and classify common three-dimensional geometric objects (e.g., cube, rectangular solid, sphere, prism, pyramid, cone, cylinder).
2.6 Identify common solid objects that are the components needed to make a more complex solid object.

Statistics, Analysis & Probability

Grade 3

Statistics, Data Analysis and Probability
MSP Students apply concepts of statistics, data analysis and probability.

M3SP1 Students conduct simple probability experiments by determining the number of possible outcomes and make simple predictions.

1.1 Identify whether common events are certain, likely, unlikely, or improbable
1.2 Record the possible outcomes for a simple event (e.g., tossing a coin) and systematically keep track of the outcomes when the event is repeated many times.
1.3 Summarize and display the results of probability experiments in a clear and organized way (e.g., use a bar graph or a line plot).
1.4 Use the results of probability experiments to predict future events (e.g., use a line plot to predict the temperature forecast for the next day).

Mathematical Reasoning

Grade 3

Mathematical Reasoning and Application
MMR Students develop mathematical reasoning and understand the nature and uses of math.

M3MR1 Students make decisions about how to approach problems.

1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
1.2 Determine when and how to break a problem into simpler parts.

M3MR2 Students use strategies, skills, and concepts in finding solutions.

2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.
2.5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.
2.6 Make precise calculations and check the validity of the results from the context of the problem.

M3MR3 Students move beyond a particular problem by generalizing to other situations.

3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and apply them in other circumstances.

Science

PHYSICAL SCIENCES

Grade 3

1. Energy and matter have multiple forms and can be changed from one form to another. As a basis for understanding this concept:

a. Students know energy comes from the Sun to Earth in the form of light.
b. Students know sources of stored energy take many forms, such as food, fuel, and batteries.
c. Students know machines and living things convert stored energy to motion and heat.
d. Students know energy can be carried from one place to another by waves, such as water waves and sound waves, by electric current, and by moving objects.
e. Students know matter has three forms: solid, liquid, and gas.
f. Students know evaporation and melting are changes that occur when the objects are heated.
g. Students know that when two or more substances are combined, a new substance may be formed with properties that are different from those of the original materials.
h. Students know all matter is made of small particles called atoms, too small to see with the naked eye.
i. Students know people once thought that earth, wind, fire, and water were the basic elements that made up all matter. Science experiments show that there are more than 100 different types of atoms, which are presented on the periodic table of the elements.

2. Light has a source and travels in a direction. As a basis for understanding this concept:

a. Students know sunlight can be blocked to create shadows.
b. Students know light is reflected from mirrors and other surfaces.
c. Students know the color of light striking an object affects the way the object is seen.
d. Students know an object is seen when light traveling from the object enters the eye.

LIFE SCIENCES

Grade 3

3. Adaptations in physical structure or behavior may improve an organism's chance for survival. As a basis for understanding this concept:

a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction.
b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.
c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial.
d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations.
e. Students know that some kinds of organisms that once lived on Earth have completely disappeared and that some of those resembled others that are alive today.

EARTH SCIENCES

Grade 3

4. Objects in the sky move in regular and predictable patterns. As a basis for understanding this concept:

a. Students know the patterns of stars stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons.
b. Students know the way in which the Moon's appearance changes during the four-week lunar cycle.
c. Students know telescopes magnify the appearance of some distant objects in the sky, including the Moon and the planets. The number of stars that can be seen through telescopes is dramatically greater than the number that can be seen by the unaided eye.
d. Students know that Earth is one of several planets that orbit the Sun and that the Moon orbits Earth.
e. Students know the position of the Sun in the sky changes during the course of the day and from season to season

INVESTIGATION AND EXPERIMENTATION

Grade 3

5. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a. Repeat observations to improve accuracy and know that the results of similar scientific investigations seldom turn out exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the observation.
b. Differentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed.
c. Use numerical data in describing and comparing objects, events, and measurements.
d. Predict the outcome of a simple investigation and compare the result with the prediction.
e. Collect data in an investigation and analyze those data to develop a logical conclusion.

Social Studies

Civics

Upper Elementary

Government
SSC1: Examine the structure and purposes of governments with specific emphasis on constitutional democracy.

1. Students will discuss the reasons why governments are needed and know the major things governments do.

Politics
SSC2: Understand the principles and ideals underlying global political systems.

Students will understand that a society requires commitment on the part of its citizens.

Citizenship
SSC3: Understand the rights, privileges, responsibilities and obligations of citizenship and the obstacles to them.

1. Students will identify the differences between rights, privileges, responsibilities and obligations of citizens.

Participation
SSC4: Develop and employ the skills necessary for effective, participatory citizenship.

Describe how laws and amendments can affect rights and society.

World Affairs
SSC5: Understand how the world is organized politically and the role government bodies play in the international arena.

1. Explain various ways that nations of the world interact with each other.
2. Describe how events in a country/region have a global impact.

Geography

Upper Elementary

People, Places and Cultures
SSG1: Students will gain an understanding of the locations and characteristics of places.

1. Locate and describe the different human and physical characteristics of places and regions.
2. Locate and describe diverse kinds of communities and explain the reasons for their characteristics and locations.

Regions, Patterns and Processes
SSG2: Describe and compare the human and physical characteristics of countries, world regions, and explain the processes that created them.

1. Use maps and diagrams to represent and interpret geographical information.
3. Describe the physical and cultural geography of a region within historical/contemporary China.

Location, Movement and Connections
SSG3: Students will understand the interrelationships of economic and politcal activities, migration and information flow.

1. Describe major kinds of economic activity and explain the factors influencing their location.
2. Explain how transportation and communications link people and communities.
3. Describe some of the major movements of goods, people, jobs and information throughout the world and explain the reasons for the movements.

Human/Environment Interaction
SSG4: Understand how physical and human environments interact.

1. Describe the location, use and importance of different kinds of resources and the consequences of their use.
2. Explain how various people and cultures have adapted to and modified the environment.

Global Issues and Events
SSG5: Describe and explain the causes, consequences, and geographic context of major global issues and events.

1. Describe major world events and explain how they impact people and the environment.

History

Upper Elementary

Chronology and Sequence
SSKH1: Students will show understanding of past, present, and future time.

1. Understand cause and effect and the relationship between events
2. Identify individual actions, character traits and ideas that had an impact on historical events.
3. Understand the chronological order of historical events.

Comprehension and Analysis
SSKH2: Students will develop an understanding of history by comprehending the meaning, implication, importance, contingency and unpredictability of events.

1. Use different sources of information to recognize varying perspectives of the past.
2. Consider how their own ideas and concerns may differ from those expressed by influential individuals of the past.

Synthesis and Application
SSKH3: Students will reconstruct the past by comparing interpretations/perspectives of historical information to reach their own conclusions.

1. Use primary sources to reconstruct past events.
2. Interpret conflicting accounts of events from history.

Interpretation and Evaluation
SSKH4: Students will evaluate theories, ideas, decisions and long-term

1. Identify and analyze conflicting interest and values from the past that divided communities and/or nations.
2. Evaluate historical decisions and their short and long term consequences.

Economics

Upper Elementary

Individual and Household Choices
SSE1: Describe and demonstrate how the economic forces of scarcity and choice affect the management of personal financial resources, shape consumer decisions regarding the purchase, use, and disposal of goods and services and affect the economic well-being of individuals and society.

1. Explain why people must consider scarcity when making economic decisions.
2. Use decision-making models to explain personal financial choices.
3. Analyze the costs, benefits, and alternatives in the production of goods and services.
4. Explain the interaction that occurs and the roles that people take in the production and consumption processes.

Business Choices
SSE2: Explain and demonstrate how businesses confront scarcity and choice when organizing, producing and using resources, and when supplying the marketplace.

1. Identify different situations in which people work together to obtain resources e.g. hunting, harvesting, mining.
2. Identify reasons why people depend on others, or may need to work together in order to obtain resources.
3. Give examples of ways in which businesses interact in the production and use of goods and services.

Economic Systems
SSE4: Explain how a free market economic system works, as well as other economic systems, to coordinate and facilitate the exchange, production, distribution, and consumption of goods and services.

2. Describe how they act a a producer or consumer.
3. Analyze how a country's location and resources have impact on its economic development.

Trade
SSE5: Describe how trade generates economic development and interdependence and analyze the resulting challenges and benefits for individual, producers and government.

1. Map the movement of common household goods from producer to consumer.
2. Describe the benefits of international trade to consumers and producers.
3. Describe how businesses are involved in trade as producers, distributors, importers and exporters.