Third-Grade Power Standards
Third-Grade Power Standards | | |
|LANGUAGE ARTS |
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|READING |
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|[pic]Uses a variety of strategies (e.g., rereads, reads ahead, asks for help, adjusts reading speed, questions, paraphrases, retells) to comprehend|
|text. |
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|[pic]Increases vocabulary through reading, listening, and interacting in a variety of situations. |
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|[pic]Reads grade-level text aloud with natural rhythm, pace, and intonation, and with fluency and comprehension. |
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|[pic]Interacts with text before, during, and after reading: |
|sets a purpose, |
|previews the text, |
|makes predictions, |
|asks questions, |
|locates information for a specific purpose, and |
| uses story structure and text organization to comprehend. |
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|[pic]Succinctly summarizes main idea(s) from text. |
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|WRITING |
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|[pic]Uses the writing process to create a final product: |
|composes two or more paragraphs with topic sentences, supporting details, appropriate, logical sequence, and sufficient elaboration, |
|proofreads own writing for spelling and edits for writing conventions and format, |
|reflects on and revises writing by: |
|- clarifying ideas, |
|- adding descriptive words and phrases, |
|- sequencing events and ideas, |
|- combining short, related sentences, and |
|- strengthening word choice. |
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|[pic]Uses writing conventions (e.g., grammar, spelling, capitalization, punctuation): |
|uses legible handwriting to create documents, |
|writes compositions that correctly use pronouns, adjectives, adverbial forms, and coordinating conjunctions, |
|begins to incorporate literary devices (e.g., elaborate descriptions, figurative wording) and language patterns in written work, |
|uses a variety of complete sentences (i.e., declarative, imperative, interrogative and exclamatory) in written work, |
|uses correct capitalization and punctuation, |
|uses correct subject/verb agreement |
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|[pic]Uses appropriate types of writing (i.e., descriptive, narrative, expressive, expository, persuasive, and analytical) for the intended purpose |
|and audience: |
|composes a variety of fiction, nonfiction, poetry, and drama selections using self-selected topics and multimedia, |
|creates and delivers presentations about familiar experiences or interests that are organized around a coherent statement, and |
|combines information from multiple sources when writing reports and stories, using technology as a tool. |
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|EXPRESSIVE LANGUAGE: SPEAKING |
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|[pic]Uses appropriate types of speaking (i.e., descriptive, narrative, expressive, expository, persuasive, and analytical) for a variety of |
|purposes and audiences: |
|presents information in a logical manner, clearly identifying main point; |
|explains own learning; |
|sustains conversation on a topic, and |
|creates and delivers recitations and presentations that are organized around a coherent statement, and are based on familiar experiences or |
|interests. |
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|RECEPTIVE LANGUAGE: LISTENING AND VIEWING |
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|[pic]Employs active listening skills (e.g., acknowledges understanding). |
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|[pic]Follows oral and written multi-step instructions. |
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|RESEARCH |
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|[pic]Uses print and electronic resources to gather information for a specific purpose. |
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|MATH |
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|NUMBER AND OPERATIONS |
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|[pic]Exhibit an understanding of the place-value structure of the base-ten number system by: |
|reading, modeling, writing, and interpreting whole numbers up to 10,000 |
|comparing and ordering numbers up to 1,000 |
|recognizing the position of a given number in the base-ten number system and its relationship to benchmark numbers such as 10, 50, 100, 500 |
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|[pic]Use a variety of models to show an understanding of multiplication and division of whole numbers (e.g., charts, arrays, diagrams, and physical|
|models [i.e., modeling multiplication with a variety of pictures, diagrams, and concrete tools to help students learn what the factors and products|
|represent in various contexts]). |
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|[pic]Select and use operations (e.g., addition, multiplication, subtraction, and division) to solve problems. |
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|[pic]Demonstrate reasonable estimation strategies for measurement, computation, and problem solving. |
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|ALGEBRA |
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|[pic]Create, describe, and extend numeric and geometric patterns including multiplication patterns. |
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|[pic]Explore the ways that commutative, distributive, identity, and zero properties are useful in computing with numbers |
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|[pic]Model problem situations with objects and use representations such as pictures, graphs, tables, and equations to draw conclusions. |
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|GEOMETRY |
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|[pic]Use ordered pairs to graph, locate specific points, create paths, and measure distances within a coordinate grid system. |
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|[pic]Predict and describe the results of sliding, flipping, and turning two-dimensional shapes |
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|MEASUREMENT |
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|[pic]Use appropriate standard units and tools to estimate, measure, and solve problems (e.g., length, area, weight). |
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|DATA ANALYSIS AND PROBABILITY |
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|[pic]Collect and organize data using observations, measurements, surveys, or experiments. |
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|[pic]Analyze data displayed in a variety of formats to make reasonable inferences and predictions, answer questions, and make decisions. |
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|[pic]Predict the outcomes of simple experiments (e.g., coin tossing) and test the predictions using concrete objects (e.g., coins, counters, number|
|cubes, spinners). |
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|SOCIAL STUDIES |
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|HISTORY |
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|[pic]Describe how the lives and contributions of people of New Mexico influenced local communities and regions. |
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|[pic]Identify and compare components that create a community in the United States and its neighboring countries. |
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|[pic]Interpret information from multiple resources and contexts to determine chronological relationships. |
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|GEOGRAPHY |
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|[pic]Identify and use the mapping tools of scale, compass rose, grid, symbols, and mental mapping to locate and draw places on maps and globes. |
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|[pic]Identify ways in which people have modified their environments (e.g., building roads, clearing land for development, mining, and constructing |
|towns and cities). |
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|[pic]Describe the consequences of human modification of the natural environment (e.g., use of irrigation to improve crop yields, highways). |
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|[pic]Describe how transportation and communication networks are used in daily life. |
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|[pic]Describe how cooperation and conflict affect neighborhoods and communities. |
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|CIVICS AND GOVERNMENT |
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|[pic]Explain the basic structure and functions of local governments. |
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|[pic]Explain the significance of participation and cooperation in a classroom and community. |
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|ECONOMICS |
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|[pic]Define and categorize resources (e.g., human, financial, natural). |
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|[pic]Recognize that a market system exists whenever buyers and sellers exchange goods and services. |
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|SCIENCE |
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|SCIENTIFIC THINKING AND PRACTICE |
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|[pic]Collect data in an investigation and analyze those data. |
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|[pic]Understand that predictions are based on observations, measurements, and cause-and-effect relationships. |
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|PHYSICAL SCIENCE |
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|[pic]Know that light travels in a straight line until it strikes an object and then it is reflected, refracted, or absorbed. |
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|[pic]Recognize that magnets can produce motion by attracting some materials (e.g., steel) and have no effect on others (e.g., plastics). |
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|LIFE SCIENCE |
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|[pic]Know that an adaptation in physical structure or behavior can improve an organism’s chance for survival (e.g., horned toads, chameleons, |
|cacti, mushrooms). |
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|[pic]Classify common animals according to their observable characteristics (e.g., body coverings, structure). |
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|[pic]Identify how living things cause changes to the environments in which they live, and that some of these changes are detrimental to the |
|organism and some are beneficial. |
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|[pic]Describe the nutrients needed by the human body. |
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|EARTH AND SPACE SCIENCE |
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|[pic]Describe the objects in the solar system (e.g., sun, Earth and other planets, moon) and their features (e.g., size, temperature). |
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|[pic]Know that Earth’s features are constantly changed by a combination of slow and rapid processes that include the action of volcanoes, |
|earthquakes, mountain building, biological changes, erosion, and weathering. |
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|[pic]Identify how water exists in the air in different forms (e.g., in clouds and fog as tiny droplets; in rain, snow, and hail) and changes from |
|one form to another through various processes (e.g., freezing/condensation, precipitation, and evaporation). |
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|SCIENCE AND SOCIETY |
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|[pic]Know that science produces information for the manufacture and recycling of materials (e.g., materials that can be recycled [aluminum, paper, |
|plastic] and others than cannot [gasoline]). |
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