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3rd Grade

2016 - 2017




Language Arts

Reading Process


1. Read third-grade text fluently with purpose and understanding.

a) I can use punctuation marks to adjust the speed and tone of my reading.

b) I can group words into phrases that make sense.

c) I can read smoothly and easily.

d) I can read with expression.

e) I can distinguish between fluent and non-fluent reading.

f) I can demonstrate characteristics of fluent readers.


2. Use advanced phonetic patterns to decode.

a) I can apply knowledge of digraphs.

b) I can classify words with similar sounds of diphthongs.

c) I can apply single consonant sounds in a variety of single and multi-syllable words.

d) I can apply knowledge of two and three letter consonant blends.

e) I can discriminate between long and short vowel sounds using consonant/vowel patterns.

f) I can identify root words when prefixes and suffixes have been added.

g) I can correctly read root words when prefixes and suffixes have been added.




3. Communicate an understanding of vocabulary based on a variety of strategies.

a) I can recognize, use, and replace synonyms and antonyms correctly within text.

b) I can determine the correct definition of multiple meaning words in written or oral context.

c) I can utilize context clues to infer meaning of an unknown word.

d) I can analyze compound words to determine meaning.

e) I can use the knowledge of prefixes and suffixes to determine word meanings.

f) I can develop vocabulary knowledge to enhance comprehension.

g) I can use targeted vocabulary in speaking and writing.


 Reading (Comprehension & Application)


4. Utilize text features to gain meaning from text and guide interpretation of non-fiction texts.

a)   I can locate and use headings, subheadings, boldface, and italics.

b)   I can locate and use glossary, index, and table of contents.

c)   I can select the correct text feature for specific purposes.

d)  I can read and interpret meaning from maps, charts, and tables.

e)  I can utilize captions, photographs, sidebars, and illustrations.


5. Utilize retrieval skills needed to research a topic.

a)  I can formulate questions based on a topic.

b)  I can distinguish between important and unimportant information.

c)  I can select and use dictionaries, atlases, almanacs, and thesauruses to gain relevant information.

d)  I can select and use technology resources, news, and feature articles to gain relevant information.

e)  I can alphabetize.


6. Use a wide range of strategies to comprehend third-grade fictional reading materials.

a)   I can determine main idea and supporting details to make inferences.

b)   I can examine the plot of a story (sequence, problem, solution).

c)   I can identify character traits, motivation, or behavior to explain how their actions contribute to the sequence of events.

d)   I can summarize passages to demonstrate understanding.

e)   I can ask and answer questions to demonstrate understanding of a text using text evidence.

f)   I can distinguish my point of view from that of the narrator, characters, or author.

g)  I can explain how illustrations support the text (create mood, establish setting).

h)  I can compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

i) I can retell stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral.

j) I can determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language (ex: similes, metaphors, and idioms).

7. Use a wide range of strategies and skills to comprehend third-grade informational and functional text (non-fiction).

a) I can preview and predict to anticipate content.

b) I can monitor for text understanding, including re-reading, and adjusting speed of reading.

c) I can distinguish main idea from details.

d) I can use vocabulary knowledge to enhance comprehension.

e) I can determine sequence of events.

f) I can recognize information by importance or sequence of events.

g) I can summarize passages to demonstrate understanding.

h) I can describe cause and effect.

i) I can distinguish my point of view from that of the author.


8. Compare a variety of genres according to their characteristics.

a)  I can evaluate text to determine genre based on characteristics.

b)  I can identify the distinguishing features of literary and informational text: everyday print materials, poetry, drama, and fantasy (fables, myths, folktales, and fairy tales).

c)  I can compare fictional characters and events to real-life experiences.

d)  I can compare and contrast key details presented in two texts on the same topic.

e)  I can interpret the author’s purpose in a given text.


Writing and Communication

9. Organize and compose multi-paragraph persuasive texts.

a)   I can write opinion pieces on topics or texts, supporting a point of view with reasons.

b)   I can introduce the topic or text, state an opinion, and organize my reasons.

c)   I can use linking, or transitional, words and phrases (e.g., because, therefore, since, for example) to connect my opinions and reasons.

d)   I can provide a concluding sentence.

e)   I can develop and strengthen my writing through revision with guidance and support from adults and peers.

f)   I can correct my writing through editing with guidance and support from adults and peers.

g)   I can use a variety of digital tools to produce and publish writings, recordings, and drawings with guidance and support.

10. Organize and compose multi-paragraph narrative texts.

a)   I can create a situation and introduce a narrator, characters, or both and organize an event sequence that unfolds naturally.

b)   I can use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

c)   I can use transition words.

d)   I can provide a sense of closure to my writing.

e)   I can develop and strengthen my writing through revision with guidance and support from adults and peers.

f)   I can correct my writing through editing with guidance and support from adults and peers.

g)  I can use a variety of digital tools to produce and publish writings, recordings, and drawings with guidance and support.


11. Organize and compose multi-paragraph expository texts.

a)  I can organize my thoughts using prewriting and/or drafting ideas.

b)  I can write an introductory topic sentence.

c)  I can develop the topic with facts, definitions, and details.

d)  I can use linking words (e.g., also, another, and, more, but) to connect ideas within categories of information.

e)  I can provide a concluding statement. 

f)  I can develop and strengthen my writing through revision with guidance and support from adults and peers.

g)  I can correct my writing through editing with guidance and support from adults and peers.

h)  I can use a variety of digital tools to produce and publish writings, recordings, and drawings with guidance and support.



12. Identify parts of speech.

a)  I can identify and use nouns, pronouns, verbs, and adjectives.

b)  I can use regular and irregular plural nouns.

c)  I can use abstract nouns (e.g., childhood).

d)  I can write and use regular and irregular verbs.

e)  I can write and use simple verb tenses (e.g., I walked; I walk; I will walk).

f)  I can recognize and use correct subject-verb agreement.

g)  I can recognize and use correct use of pronoun-antecedent agreement.

h)  I can identify sentence fragments and run-on sentences.

i)   I can create simple, compound, and complex sentences.



13. Implement correct punctuation, capitalization, and spelling when writing.

a)   I can capitalize appropriate words in titles and proper nouns.

b)   I can apply commas to separate items in a series, in a physical address, in a date, and before the conjunction in a compound sentence.

c)   I can apply correct end-mark punctuation.

d)   I can use apostrophes with contractions and possessives.

e)   I can underline or italicize book titles.

f)    I can write and join cursive upper and lower case letters legibly.


Math Learning Targets


Numbers and Operations in Base Ten

1. Use place value and properties to add and subtract.

a)  I can round whole numbers to the nearest tens or hundreds place.

b)  I can add within 4-digit numbers using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

c)  I can subtract within 4-digit numbers using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

d)  I can add and subtract decimals to the hundredths place (including money).

e)  I can multiply 1-digit whole numbers by multiples of 10 using strategies based on place value (ex: 9x80, 5x60).


Numbers and Operations-Fractions

(Expectations limited to fractions with denominators 2, 3, 4, 6, & 8)


2. Describe fractions as parts of a whole with multiple representations.

a)  I can recognize different interpretations of fractions, including parts of a set or a collection, points on a number line, numbers that lie between two consecutive whole numbers, and lengths of segments on a ruler.

b)  I can locate, on a number line, proper fractions with common denominators 2 through 10.


3. Compare fractions by reasoning about their size.

a)  I can compare fractions with common numerators or denominators using the symbols <, >, and = and justify the conclusions using a visual fraction model (? > ? ; ¼ < ¾ ).

b)  I can understand two fractions as equivalent if they are the same size, or the same point on a number line.

c)  I can recognize and generate simple equivalent fractions (1/2=2/4, 4/6= 2/3) and explain why the fractions are equivalent (by using a visual fraction model).

d)  I can express whole numbers as fractions and recognize   fractions that are equivalent to whole numbers (ex: 3 = 3/1; 6/1 = 6; 4/4 = 1).


Operations and Algebraic Thinking


4. Represent and solve problems involving multiplication and division.

a)  I can interpret multiplication products as the total number of objects within set groups of equal numbers (5x7=5 groups of 7objects each).

b)  I can interpret division quotients as the number of objects in each share when objects are separated equally (56 ÷ 8 = 7; 56 objects separated evenly in groups of 8 equals 7 per group).

c)  I can solve word problems using multiplication and division in situations involving equal groups, arrays, and measurement quantities.

d)  I can determine the unknown whole number in a multiplication or division equation (ex. 8 x ? = 48; 5 = ? ÷ 3; and 6 x 6= ?).

e)  I can demonstrate computational fluency of multiplication facts through the 10s facts.


5. Understand properties of multiplication and the relationship between multiplication and division.

a)  I can apply the commutative property of multiplication to find products (ex. 6x4=24, therefore 4x6=24).

b)  I can apply the associative property of multiplication to solve problems with 3 factors (ex. 3x5x2 can be found by 3x5=15, then 15x2=30, or by 5x2=10, then 3x10=30).

c)  I can apply the distributive property of multiplication by multiplying a number by a group of numbers added together or multiply each separately then add them.  (ex. 5 x 6 is 5x(2+4)= (5x2)+(5x4)=10+20=30)

d)  I can understand division as an unknown factor problem.  (ex. 32÷8 by knowing 8x?=32)

e)  I can fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division.(knowing 8x5=40, you know 40÷8=5)

f)  I can recall from memory all products of basic multiplication facts. (AL COS #7)



6. Solve problems involving the four operations, and identify and explain patterns in arithmetic.

a)  I can solve two-step word problems using the four operations and represent these problems using equations with a letter standing for the unknown quantity.

b)  I can identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations (e.g., 4 times a number is always even).


Measurement and Data


7. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

a)  I can tell and write time to the nearest minute.

b)  I can measure elapsed time intervals in minutes.

c)  I can solve word problems involving addition and subtraction of time intervals in minutes.

d)  I can measure and estimate liquid volumes and masses of objects using standard units of measure (ex: grams, kilograms, and liters).

e)  I can solve one-step word problems involving masses and volumes given in the same units by using drawings to represent the problem.


8. Represent and interpret data.

a) I can create a scaled picture graph and a scaled bar graph to represent data sets.

b) I can interpret and compare data from various displays using a given scale.

c) I can measure lengths using rulers marked with halves and fourths of an inch.

d) I can show data by making a plot line with a scale marked to show whole numbers, halves, or quarters.


9. Understand concepts of area and perimeter and relate them to multiplication or to addition.

a) I can recognize area as an attribute of plane figures using “a unit square”.

b) I can measure area by counting unit squares.

c) I can find and model the area of a rectangle with whole-number side lengths.

d) I can show that the area with whole-number side lengths is the same as it would be multiplying length times width of a figure.

e) I can solve real-world problems to determine the area of rectangular objects.

f)  I can add the area of two rectangular figures.

g) I can find the perimeter of a plane figure.

h) I can find the perimeter of a plane figure with an unknown side.

i) I can recognize rectangles with the same perimeter and different areas or with the same area and different perimeter.



10. Reason with shapes and their attributes.

a) I can categorize shapes according to their similar characteristics (rhombus, rectangle, and square are examples of quadrilaterals).

b) I can draw examples of non-quadrilaterals.

c) I can divide shapes into parts with equal areas.

d) I can express area of each part of the whole as a fraction.


Mathematical Practices

11. Implement best practices in mathematics.

a) I can persevere when solving problems.

b) I can think about numbers in many ways.

c) I can defend my thinking and try to understand the thinking of others.

d) I can show my work in many different ways.

e) I can use math tools and tell why I chose them.

f) I can work carefully and check my work.

g) I can use what I know to solve new problems.

h) I can look for and use rules and patterns.















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