First Quarter Expectations
WSFCS English/Language Arts Common Core State Standards for Third Grade
|First Quarter Expectations |Second Quarter Expectations |Third Quarter Expectations |Fourth Quarter Expectations |
|*Reading: |*Reading: | *Reading: |*Reading: |
|Answer questions, using the text for support |With teacher prompting, ask and answer questions about|Describe the characters in a story and explain how |Describe the characters in a story and explain how |
|Retell a story including relevant details |a text using the text for support |their actions contribute to the story’s events |their actions show their point of view |
|With teacher support, tell the central message of a story,|Describe the characters in a story and their actions. |Use specific terms (chapter, stanza, etc.) when |Use specific terms (chapter, stanza, scenes.) when |
|and identify how the message is conveyed |Describe the illustrations in a text and the mood that |discussing a story or text |discussing text and explain how they are connected or |
|Determine the literal and figurative meaning of words an |they create |Identify when there are different characters telling |organized |
|author uses |Use various text features to locate information |a story |Describe when there are different characters telling a |
|Use specific terms (chapter, stanza, etc.) when discussing|With teacher support, compare and contrast important |Explain how the illustrations of a text contribute to|story and how they are able to tell the characters’ |
|a story or text |points on a specific topic from different texts |the mood or story being told |point of view using specific examples from the text. |
|Explain how parts of text (chapters, stanza, etc.) are |Read and comprehend literary and informational text at |Ask and answer questions about a text, and refer |Explain how charts, diagrams, or illustrations are |
|connected |third grade level proficiently |explicitly to the text to support their answers |helpful in clarifying informational text |
|Identify charts, diagrams, or illustrations that are |*Speaking and Listening: |Use text features and search tools to locate |Explain how illustrations contribute to the mood of a |
|helpful in clarifying text. |Prepare for a discussion by exploring ideas about the |information on a given topic |story and how they help you understand the description |
|Determine the main idea and supporting details of a text |topic |Explain how charts, diagrams, or illustrations are |of the mood. |
|Explain how the supporting details specifically relate to |Engage in whole class conversations about third grade |helpful in clarifying text |Explain the connections between sentences and |
|the main idea |appropriate topics |Tell the central message of a story, and identify how|paragraphs in a text using comparison, cause/effect, or|
|Use language that pertains to sequence or cause/effect to |Ask questions to clear up any confusion about a topic |the message is conveyed |sequencing |
|describe the connection between historical events, |Develop skills in active(close) listening |Read and comprehend literary and informational text |Compare and contrast important points, on a specific |
|scientific ideas, or steps in a procedure. |Show understanding what is read, heard, and/or seen by |at third grade level proficiently |topic, from different texts |
|Compare important points about a specific topic in |retelling and describing key details |*Speaking and Listening: |Read and comprehend literary and informational text at |
|different texts. |*Language: |Participate in structured conversations with the |third grade level proficiently |
|Read and comprehend literary and informational text at |Use correctly nouns, verbs, pronouns, adjectives, and |whole class, small groups or a partner. |*Speaking and Listening: |
|third grade level |adverbs |Share the roles of participant, leader and observer |Prepare for discussion and participate by responding to|
|*Speaking and Listening: |Use regular and irregular plural nouns |Explain their own ideas in light of the discussion |things others say |
|Prepare for discussion and participate by responding to |Use abstract nouns |Ask and/or answer questions of a speaker to |Listen carefully to what a speaker says and ask |
|things others say |Use commas and quotation marks in dialogue |clarify/deepen understanding |questions to clear up any confusion about what they |
|Follow agreed-upon rules for class discussions |Form and use possessives |Determine the main ideas and supporting details of a |heard |
|Ask questions to clear up any confusion about a |Use simple verb tenses |text read aloud |Explain ideas and understanding as they connect to the |
|presentation |Use comparative and superlative adjectives and adverbs |*Language: |discussion |
|Explain ideas and understanding as they connect to the |appropriately |Form and use possessives |Show understanding what is read, heard, and/or seen by |
|discussion |Use coordinating and subordinating conjunctions |Determine the meaning of a word by using the prefix |elaborating and restating key details |
|Show understanding what is read, heard, and/or seen by |Capitalize appropriate words in titles |or suffix |Report on a topic or text, tell a story, or recount an |
|retelling and describing key details |Determine the meaning of a word by using its root word |Determine the meaning of a word by using its root |experience with appropriate facts and relevant, |
|Ask and/or answer questions of a speaker to clarify/deepen|*Writing: |word or context |descriptive details, speaking clearly at an |
|understanding |Write an opinion piece where a topic is introduced |Form and use simple verb tenses |understandable pace. |
|*Language: |State an opinion and provide reasons that support the |Ensure subject-verb and pronoun-antecedent agreement |*Language: |
|Explain the functions of nouns, verbs, pronouns, |opinion |*Writing: |Capitalize appropriate words |
|adjectives, and adverbs |Create an organizational structure |Write an informative piece where a topic is |Use regular and irregular verbs |
|Identify regular and irregular plural nouns |Use linking words to give reasons to support the |introduced |Use simple verb tenses |
|Identify regular and irregular verbs |opinion |Group related information |Use commas in addresses |
|Produce all types of sentences |Provide a concluding section or statement. |Use facts, definitions, and details to develop a |Write sentences with subject-verb agreement |
|Use commas in addresses |*Foundational Skills: |point |Produce extended sentences |
|Identify commas and quotation marks in dialogue |Know and apply grade-level phonics and word analysis |Use linking words to connect ideas, |Determine the meaning of a word by using the prefix or |
|Use conventional spelling for high-frequency and other |skills in decoding words |Provide a concluding statement or section |suffix |
|words |Read with sufficient accuracy and fluency to support |Conduct a short research project to build knowledge |Determine or clarify the meaning of an unknown or |
|Use spelling patterns and generalizations in writing |comprehension |about a topic |multiple meaning word using a range of strategies |
|Use reference materials to find correct spellings | |Use provided sources to find information, take notes |*Writing: |
|Choose words and phrases for effect | |on sources, and categorize notes |Write for a range of time and tasks using the writing |
|Compare differences in spoken and written English | |*Foundational Skills: |process |
|Use context clues to figure out word meanings | |Know and apply grade-level phonics and word analysis |Use digital tools to produce and publish work |
|*Writing: | |skills in decoding words |Use guidance from peers and adults to plan, revise and |
|Write a narrative piece | |Read with sufficient accuracy and fluency to support |edit writing. |
|Establish a situation and introduce a narrator | |comprehension |Write and opinion piece with an introduction, reasons |
|Use dialogue and descriptions to develop events | | |that support the opinion and a closing that summarizes |
|Use temporal words and phrases to signal order | | |the information for the reader. |
|Provide a logical conclusion. | | |*Foundational Skills: |
|*Foundational Skills: | | |Know and apply grade-level phonics and word analysis |
|Know and apply grade-level phonics and word analysis | | |skills in decoding words |
|skills in decoding words | | |Read with sufficient accuracy and fluency to support |
|Read with sufficient accuracy and fluency to support | | |comprehension |
|comprehension | | | |
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WSFCS Mathematics Common Core State Standards for Third Grade
|First Quarter Expectations |Second Quarter Expectations |Third Quarter Expectations |Fourth Quarter Expectations |
|*Mathematics: |*Mathematics: |*Mathematics: |*Mathematics: |
|OPERATIONS AND ALGEBRAIC THINKING |OPERATIONS AND ALGEBRAIC THINKING |OPERATIONS AND ALGEBRAIC THINKING |OPERATIONS AND ALGEBRAIC THINKING |
|Solves two step word problems and explain patterns in |Solves two step word problems and explain patterns in |Represents and solve problems involving |Represents and solves problems involving |
|arithmetic |arithmetic |multiplication and division |multiplication and division |
|Uses symbols to represent unknown quantities |Uses equations with unknowns |Interprets products of whole numbers |Uses multiplication and division within 100 to solve|
|Uses estimation strategies to determine reasonableness of |Uses operations of addition and subtraction |Uses multiplication and division within 100 to solve |word problems |
|answers |Uses single digit multiplication of 10 |word problems |Uses arrays or number lines to help find the |
|Solves problems using multiple strategies and mental |Represents and solves problems involving multiplication|Determines the unknown whole number in a |solution to a multiplication or division problem. |
|computation |and division |multiplication or division equation |Applies properties of operations as a strategy to |
|Identifies addition and multiplication patterns using |Interprets products of a whole number as groups and |Understands properties of multiplication and division|solve multiplication and division problems |
|properties of operation to explain |number of objects |Understands division as an unknown factor problem |Fluently recite multiplication and division facts up|
|Understands properties of multiplication |Uses multiplication and division within 100 involving |Multiplies and divides within 100 |to 100 accurately |
|Applies properties of operation at strategies to multiply |equal groups, arrays, and measurement quantities |Fluently multiplies and divides within 100 |Uses equal groups, arrays, and measurement |
|and divide |Uses drawings and equations with a symbol to solve for |Uses strategies such as the relationship between |quantities by using drawings and equations with a |
|NUMBER AND OPERATIONS IN BASE TEN |the unknown number |multiplication and division or properties of |symbol for the unknowns number |
|Uses place value strategies to round whole numbers to the |Students will relate multiplication and division to |operations. |NUMBER AND OPERATIONS IN BASE TEN |
|nearest 10 or 100. |solve problems with equal number of groups | |Uses place value understanding and properties of |
|Fluently adds and subtracts within 1000 using math |Draws a scaled bar graph to represent data |NUMBER AND OPERATIONS IN BASE TEN |operations to perform multi-digit arithmetic |
|strategies. |Understands properties of multiplication |Develops understanding of fractions as numbers |Develops fluency using strategies based on place |
|Uses models of fractions to explore relationships (halves,|Applies properties of operation at strategies to |Compares two fractions with the same numerator or the|value to add and subtract facts to 1,000 |
|fourths, thirds, sixths, eighths) |multiply and divide |same denominator by reasoning about their size |MEASUREMENT AND DATA |
|Divides shapes into parts with equal areas. |Multiplies and divides within 100 |Explains why fractions are equivalent by using a |Represents and interprets data |
|Uses a number line to represent fractions |Using strategies to multiply and divide within 100 |visual fraction model |Generates measurement data by measuring lengths |
|Models equivalent fractions | | |using rulers |
|Compares fractions | |MEASUREMENT AND DATA |2. Measure objects to the halves |
|MEASUREMENT AND DATA |NUMBER AND OPERATIONS IN BASE TEN |Understands concepts of area and relate area to |and fourths of an inch |
|Solves problems involving measurement and estimation of |Uses place value understanding of properties to solve |multiplication and to addition |3. Make a line plot marked off in |
|time, liquid volumes, and mass |multi digit arithmetic |Recognizes that a square with side length 1 unit is |units of whole numbers, halves, |
|Solves real life problems involving elapsed time |Uses hundreds charts and number lines to round numbers |called a unit square |or quarters |
|Represent and interpret data |Multiply one digit numbers by multiples of 10 |Finds the area of a rectangle with whole number side |Recognizes perimeter as an attribute of plane |
|Collects, organizes, analyzes, and displays data to solve |MEASUREMENT AND DATA |lengths by tiling it. |figures |
|problems |Solves problems involving measurement and estimation of|Multiplies side lengths to find areas of rectangles |Determines the perimeter of a polygon |
|Understands concepts of area and how it relates to |time, liquid volumes, and mass |in the context of solving real world and mathematical| |
|multiplication and division. |Solves real life problems involving elapsed time |problems | |
|Find the area of a rectangle with whole number side |Represents and interprets data |Find areas of figures by decomposing them into non | |
|lengths by tiling it. |Collects, organizes, analyzes, and displays data to |overlapping rectangles | |
|Multiply side lengths to find areas of rectangles in the |solve problems |Recognizes perimeter as an attribute of plane figures| |
|context of solving real world and mathematical problems |Solve one and two step problems using a scaled picture | | |
| |Understands concepts of area and how it relates to |Solve real world and mathematical problems involving | |
| |multiplication and division |perimeters | |
| |Find areas of figures by decomposing them into non |Estimates and measures using appropriate units | |
| |overlapping rectangles |Explains the difference between volume and mass. | |
| |Relates area to the operations of multiplication and |Understands concepts of area and perimeter | |
| |addition | | |
| |GEOMETRY | | |
| |Reasons with shapes and their attributes | | |
| |Understands that shapes in different categories may | | |
| |share attributes | | |
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WSFCS Science Essential Standards for Third Grade
|First Quarter Expectations |Second Quarter Expectations |Third Quarter Expectations |Fourth Quarter Expectations |
|*Science: |*Science: |*Science: |*Science: |
|Understands how plants survive in their environments |Recognizes the major components and patterns observed |Understands the structure and properties of matter |Understands human body systems and how they are |
|Remembers the function of the following structures as it |in the earth/moon/sun system |before and after they undergo a change |essential for life: protection, movement and support |
|relates to the survival of plants in their environments: |Recognizes that the earth is part of a system called |Recognizes that air is a substance that surrounds us,|Compares the different functions of the skeletal and |
|roots – absorb nutrients, stems – provide support, leaves |the solar system that includes the sun (a star), |takes up space and has mass |muscular system |
|– synthesize food, and flowers – attract pollinators and |planets, and many moons and the earth is the third |Compares solids, liquids, and gases based on their |Explains why skin is necessary for protection and for |
|produce seeds for reproduction |planet from the sun in our solar system |basic properties |the body to remain healthy |
|Explains how environmental conditions determine how well |Recognizes that changes in the length and direction of |Summarizes changes that occur to the observable | |
|plants survive and grow |an object’s shadow indicate the apparent changing |properties of materials when different degrees of | |
|Summarizes the distinct stages of the life cycle of seed |position of the Sun during the day although the |heat are applied to them, such as melting ice or ice | |
|plants |patterns of the stars in the sky, to include the Sun, |cream, boiling water or an egg, or freezing water | |
|Explains how the basic properties (texture and capacity to|stay the same | | |
|hold water) and components (sand, clay and humus) of soil | |Recognizes how energy can be transferred from one | |
|determine the ability of soil to support the growth and |Compares the structures of the |object to another | |
|survival of many plants |Earth’s surface using models or three-dimensional |Recognizes that energy can be transferred from one | |
| |diagrams |object to another by rubbing them against each other.| |
| |Compares Earth’s saltwater and freshwater features |Recognizes that energy can be transferred from a | |
| |(including oceans, seas, rivers, lakes, ponds, streams,|warmer object to a cooler one by contact or at a | |
| |and glaciers) |distance and the cooler object gets warmer | |
| |Compares Earth’s land features (including volcanoes, |Understands motion and factors that affect motion | |
| |mountains, valleys, canyons, caverns, and islands) by |Infers changes in speed or direction resulting from | |
| |using models, pictures, diagrams, and maps |forces acting on an object | |
| | |Compares the relative speeds (faster or slower) of | |
| | |objects that travel the same distance in different | |
| | |amounts of time | |
| | |Explains the effects of earth’s gravity on the motion| |
| | |of any object on or near the earth | |
WSFCS Social Studies Essential Standards for Third Grade
|First Quarter Expectations |Second Quarter Expectations |Third Quarter Expectations |Fourth Quarter Expectations |
|*Social Studies: |*Social Studies: |*Social Studies: |*Social Studies: |
|Understand the earth’s patterns by using the 5 themes of |Understands the development, structure and function of |Understands how events, individuals and ideas have |Understands how events, individuals and ideas have |
|geography: location, place, human-environment interaction,|local government. |influenced the history of local and regional |influenced the history of local and regional |
|movement and regions). |Summarizes the historical development of local |communities. |communities. |
|Finds absolute and relative locations of places within the|governments. |Explains key historical events that occurred in the |Analyzes the impact of contributions made by diverse |
|local community and region. |Describes the structure of local government and how it |local community and regions over time. |historical figures in local communities and regions |
|Compares the human and physical characteristics of places.|functions to serve citizens. |Analyzes the impact of contributions made by diverse |over time. |
|Shows examples of ways people adapt to, change and protect|Understands the three branches of government, with an |historical figures in local communities and regions |Understand how the location of regions affects activity|
|the environment to meet their needs |emphasis on local government. |over time. |in a market economy. |
|Explains how the movement of goods, people and ideas |Understands how citizens participate in their |Exemplify the ideas that were significant in the |Explain how location impacts supply and demand. |
|impact the community. |communities. |development of local communities and regions. |Explain how locations of regions and natural resources |
|Summarizes the elements (cultural, demographic, economic |Exemplifies how citizens contribute politically, |Use historical thinking skills to understand the |influence economic development (industries developed |
|and geographic) that define regions, community, state, |socially and economically to their community. |context of events, people and places. |around natural resources, rivers and coastal towns). |
|nation and world. |Apply skills in civic engagement and public discourse |Explain change over time through historical |Understand entrepreneurship in a market economy. |
|Compares various regions according to their |(school, community). |narratives. (events, people and places). |Explain why people become entrepreneurs. |
|characteristics. | |Explain how multiple perspectives are portrayed |Give examples of entrepreneurship in various regions of|
| | |through historical narratives. |our state. |
| | |Understand how citizens participate in their |Understand how citizens participate in their |
| | |communities. |communities. |
| | |Exemplify how citizens contribute politically, |Exemplify how citizens contribute to the well-being of |
| | |socially and economically to their community. |the community’s natural environment. |
| | | |Understand how diverse cultures are visible in local |
| | | |and regional communities. |
| | | |Compare language, foods and traditions of various |
| | | |groups living in local and regional communities. |
| | | |Exemplify how various groups show artistic expression |
| | | |within the local and regional communities. |
| | | |Use non-fiction texts to explore how cultures borrow |
| | | |and share from each other. (foods, languages, rules, |
| | | |traditions and behaviors). |
|WSFCS Enrichment Areas Throughout the Year for Third Grade |
|*Visual Arts |*Music |*Physical Education/Healthful Living |
|Uses the language of visual arts to communicate effectively |Understands and applies the musical elements of dynamics, tempo, melody,|Demonstrates how words of praise can be used to encourage others |
|Understands the characteristics of the |and form |Demonstrates positive interactions with others |
|Elements of Art, such as lines, shapes, |Executes rhythmic patterns including whole notes, half notes, quarter |Demonstrates an understanding of a simplified version of the Perceived |
|forms |notes, and barred eighth notes |Exertion Scale for determining physical activity |
|Applies creative and critical thinking skills to artistic expression |Participates in class through singing, moving, classroom activities and |Participates in numerous bouts of moderate to vigorous physical activity|
|through art making |the playing of instruments |(MVPA) for >20 minutes of time during the school day and understands the|
|Understands the global, historical, societal, and cultural contexts of | |cumulative effect of physical activity |
|the visual arts | |Understands four or more obesity prevention health behaviors |
|Understands the interdisciplinary connections and life applications of | |Uses technology to measure changes in heart rate before, during, and |
|the visual arts | |after physical activity |
|Uses critical analysis to generate responses to a variety of prompts | |Understands four or more health-related fitness assessments and the |
|Consistently demonstrates an understanding of the concepts taught in the| |associated exercises that develop muscular strength, endurance, and |
|art classroom | |flexibility in a variety of muscle groups |
|Creates art using a variety of tools, media, and processes, safely and | |Demonstrates proper form and smooth transitions during combinations of |
|appropriately | |locomotor skills in different pathways, levels, and directions as |
|Evaluates personal work in progress and at completion through guided | |directed |
|questioning | |Performs with a partner in a line, circle and folk dances |
|Consistently demonstrates an understanding of concepts taught in the | |Demonstrates how to throw to a moving partner at varying distances |
|classroom | |Applies the five manipulative skills in small-sided lead up games |
|Creates art using a variety of tools, media, and processes safely and | |Demonstrates all of the essential elements of the five manipulative |
|appropriately | |skills with partners |
| | |Understands positive stress management strategies |
| | |Understands the relationship between healthy expression of emotions, |
| | |mental health, and healthy behavior |
| | |Understands wellness, disease prevention, and recognition of symptoms. |
| | |Applies measures for cleanliness and disease prevention. |
| | |Understands necessary steps to prevent and respond to unintentional |
| | |injury |
| | |Understands healthy and effective interpersonal communication and |
| | |relationships |
| | |Applies tools (MyPlate, Food Facts Label) to plan healthy nutrition and |
| | |fitness. |
| | |Understands the importance of consuming a variety of nutrient dense |
| | |foods and beverages in moderation. |
| | |Understands how to use household products and medicines safely |
| | |Applies strategies involving risk-reduction behaviors to protect self |
| | |and others from the negative effects of alcohol, tobacco, and other |
| | |drugs |
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