English Language Arts



Language Arts

Hobbs Municipal Schools

3rd Grade

|Strand: Reading and Listening for Comprehension |

|Content Standard I: Students will apply strategies and skills to comprehend information that is read, heard, and viewed. |

|K-4 Benchmark I-A: Listen to, read, react to, and retell information |

|3rd Grade Performance Standards |

|Interact with text before, during, and after reading, listening, or viewing by: |Core Knowledge: Reading Comprehension and Response |

|setting a purpose |Point to specific words or passages that are causing difficulties in comprehension. |

|previewing the text |Orally summarize main points from fiction and non-fiction readings. |

|making predictions |Ask and pose plausible answers to how, why, and what if questions in interpreting texts, both fiction|

|asking questions |and nonfiction. |

|locating information for a specific purpose | |

|making connections | |

|using story structure and text organization to comprehend | |

|Summarize main idea(s) from written or spoken text succinctly. | |

|Employ active listening skills. | |

|Increase vocabulary through reading, listening, and interacting. | |

|K-4 Benchmark I-B: Locate and use a variety of resources to acquire information across the curriculum |

|3rd Grade Performance Standards |

|Use reference materials (e.g., glossary, dictionary, thesaurus) to confirm decoding skills, verify spelling, |Core Knowledge: Reading Comprehension and Response |

|discover and extend meaning of words. |Know how to use a table of contents and index to locate information |

|Use encyclopedias, dictionaries and electronic resources to gather information. |Use a dictionary to answer questions regarding meaning and usage of words with which he or she is |

| |unfamiliar. |

|K-4 Benchmark I-C: Demonstrate critical thinking skills to comprehend written, spoken, and visual information |

|3rd Performance Standards |

|Draw conclusions, make generalizations, gather support by referencing the text. |Core Knowledge: Reading Comprehension and Response |

|Explain choice of reading materials congruent with purpose (e.g., solving problems, making decisions). |Independently read and comprehend longer works of fiction (“chapter books”) and nonfiction |

| |appropriately written for third grade and beyond. |

|K-4 Benchmark I-D: Acquire reading strategies |

|3rd Grade Performance Standards |

|Apply phonics and structural analysis to decode words (e.g., less common vowel patterns, syllable breaks). |Core Knowledge: Reading Comprehension and Response |

|Apply context clues to decode unknown words. |Use a dictionary to answer questions regarding meaning and usage of words with which he or she is |

|Use reference materials (e.g., glossary, dictionary, thesaurus) to confirm decoding skills, verify spelling and |unfamiliar. |

|discover and extend meaning of words. | |

|Use a variety of strategies to comprehend text (e.g., re-read, read ahead, ask for help, adjust reading speed, | |

|question, paraphrase, retell). | |

|Read aloud with fluency, accuracy and comprehension when presented with a grade level passage of connected text. | |

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|Increase vocabulary through reading, listening and interacting. | |

|Strand: Writing and Speaking for Expression |

|Content Standard II: Students will communicate effectively through speaking and writing. |

|K-4 Benchmark II-A: Demonstrate competence in speaking to convey information |

|3rd Grade Performance Standards |

|Present information in a logical manner with a clear main point. | |

|Sustain conversation on a topic. | |

|Answer open-ended questions. | |

|Explain own learning. | |

|Read aloud with fluency and comprehension grade-level text. | |

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|K-4 Benchmarks II-B: Apply grammatical and language conventions to communicate |

|3rd Grade Performance Standards |

|Use correct subject and verb agreement. |Core Knowledge: Spelling, Grammar, and Usage |

|Use correct capitalization and punctuation. |Spell most words correctly or with a high probable spelling, and use a dictionary to check and |

|Use a variety of complete sentences (declarative, imperative, interrogative and exclamatory) in writing and |correct spellings about which he/she is uncertain. |

|speaking. |Use capital letters correctly |

|Compose two or more paragraphs with: topic sentences, supporting details, appropriate, logical sequence and |Understand what a complete sentence is, and identify subject and predicate in single-clause |

|sufficient elaboration. |sentences, distinguish complete sentences from fragments. |

|Use strategies for spelling (e.g., sound patterns, visual patterns, silent letters). |Identify and use different sentence types: declarative, interrogative, imperative, and exclamatory |

|Proofread one’s own writing for spelling and edit (with assistance) for language conventions and format. |Know the following parts of speech and how they are used: nouns (for concrete nouns), pronouns |

|Create readable documents with legible handwriting. |(singular and plural), verbs (action and helping verbs), adjectives (including articles) and adverbs |

|Write compositions that have few significant errors in use of pronouns, adjectives, adverbial forms and |Know how to use end punctuation: period, question mark, or exclamation point |

|coordinating conjunctions. |Know how to use comma: between day and year, between city and state, in a series, after yes and no |

|Create and deliver recitations and presentations about familiar experiences or interests that are organized |Know how to use an apostrophe: in contractions; in singular and plural possessive nouns |

|around a coherent statement. |Recognize and avoid the double negative |

|Demonstrate a command of standard English when speaking. |Core Knowledge: Vocabulary |

| |Know what prefixes and suffixes are and how the following affect word meaning: |

| |Prefixes |

| |re meaning “again”(as in reuse); un meaning “not” (as in unfriendly); dis meaning |

| |“not” (as in dishonest); un meaning “opposite of” or “reversing an action” (as |

| |in untie); dis meaning “opposite of” or “reversing an action” (as in disappear) |

| |Suffixes |

| |er and or (as in singer, painter, actor); less (as in careless); ly |

| |(as in quickly) |

| |Know what homophones are (for example, by, buy; hole, whole) and correct usage of homophones that |

| |commonly cause problems: |

| |their, there, they’re |

| |your, you’re |

| |its, it’s |

| |here, hear |

| |to, too, two |

| |Recognize common abbreviations (for example, St., Rd., Mr., Mrs., Ms., Dr., U.S.A., ft., in, lb.) |

|K-4 Benchmarks II-C: Demonstrate competence in the skills and strategies of the writing process |

|3rd Grade Performance Standards |

|Compose a draft that conveys major ideas and maintains focus on the topic by using preliminary plans. |Core Knowledge: Writing |

|Compose a variety of fiction, nonfiction, poetry, and drama selections using self-selected topics and multimedia |Produce a variety of types of writing – such as stories, reports, poems, letters, descriptions – and |

|forms (e.g., poems, simple narratives, short reports, learning logs, letters, notes, directions, instructions). |make reasonable judgments about what to include in his/her own written words based on the purpose and|

|Suggest and implement reflection and revision (with assistance) on target elements by: |type of composition. |

|clarifying ideas, adding descriptive words and phrases, |Know how to gather information from basic print sources, and write a short report presenting the |

|sequencing events and ideas, |information in his/her own words. |

|combining short, related sentences, and |Know how to use established conventions when writing a friendly letter, heading, salutation |

|strengthening word choice. |(greeting), closing, and signature. |

|Begin to incorporate literary words and language patterns in writing (e.g., elaborate descriptions, use |Produce written work with a beginning, middle, and end |

|figurative wording). |Organize material in paragraphs and understand: how to use a topic sentence, how to develop a |

|Combine information from multiple sources, using technology as a tool in writing reports and stories. |paragraph with examples and details, and that each new paragraph is indented |

|Write stories and essays that show an awareness of an intended audience and purpose. |In some writings, proceed with guidance through a process of gathering information, organizing |

| |thoughts, composing a draft, revising to clarify and refine his/her meaning, proofreading with |

| |attention to spelling, mechanics, and presentation of a final draft. |

|Strand: Literature and Media |

|Content Standard III: Students will use literature and media to develop an understanding of people, societies, and the self. |

|K-4 Benchmarks III-A: Use language, literature, and media to gain and demonstrate awareness of cultures around the world |

|3rd Grade Performance Standards |

|Use language and media to make connections between own experiences and the experiences of others (e.g., local |Core Knowledge: Sayings and Phrases |

|stories, stories about local culture and history). |Actions speak louder than words |

|Create and participate in responses to a variety of literature and media (e.g., dramatizations, presentations, |His bark is worse than his bite. |

|fantasy plays). |Beat around the bush |

|Identify and discuss similarities and differences in events and characters across examples of literature and |Beggars can’t be choosers. |

|media. |Clean bill of health |

|Make informed judgments about the purpose of media productions. |Cold shoulder |

| |A feather in your cap |

| |Last straw |

| |Let bygones be bygones |

| |One rotten apple spoils the whole barrel. |

| |On its last legs |

| |Rule the roost |

| |The show must go on. |

| |Touch and go |

| |When in Rome do as the Romans do. |

|K-4 Benchmarks III-B: Identify and use the types of literature according to their purpose and function |

|3rd Grade Performance Standards |

|Read and create a variety of texts, including: fiction (short stories, novels, fantasies, fairy tales and |Core Knowledge: Literary Terms |

|fables), non-fiction (biographies, letters, articles, essays), poetry and drama (skits and plays). |biography and autobiography |

|Respond to fiction, non-fiction, poetry and drama using interpretive, critical and evaluative processes by: |fiction and nonfiction |

|considering the differences among genres, |Core Knowledge: Poetry |

|relating plots, settings and characters to one’s own experiences and ideas, |Adventures of Isabel (Ogden Nash) |

|considering the main character’s point of view; participating in creative interpretations; and |The Bee (Isaac Watts) |

|making inferences and drawing conclusions about characters and events. |By Myself (Eloise Greenfield) |

| |Catch a Little Rhyme (Eve Merriam) |

| |The Crocodile (Lewis Carroll) |

| |Dream Variation (Langston Hughes) |

| |Eletelephony (Laura Richards) |

| |Father William (Lewis Carroll) |

| |First Thanksgiving of All (Nancy Byrd Turner) |

| |For want of a nail, the shoe was lost …(traditional) |

| |Jimmy Jet and His TV Set (Shel Silverstein) |

| |Knoxville, Tennessee (Nikki Giovanni) |

| |Trees (Sergeant Joyce Kilmer) |

| |Core Knowledge: Fiction |

| |Alice in Wonderland (Lewis Carroll) |

| |from The Arabian Nights: Aladdin and the Wonderful Lamp and Ali Baba and the Forty Thieves |

| |The Hunting of the Great Bear (an Iroquois legend about the origin of the Big Dipper) |

| |The Husband Who Was to Mind the House (a Norse/English folk tale, also known as “Gone is Gone”) |

| |The Little Match Girl (Hans Christian Anderson) |

| |The People Who Could Fly (An African American folk tale) |

| |Three Words of Wisdom (a folk tale from Mexico) |

| |William Tell |

| |Selections from The Wind in the Willows: “The River Bank” and “The Open Road” (Kenneth Grahame) |

| |Core Knowledge: Myths and Mythical Characters |

| |Norse Mythology: Asgard (home of the gods), Valhalla, Hel (underworld), Odin, Thor, trolls, Norse |

| |gods and English names for the days of the week: Tyr, Odin (Wodin), Thor, Freya |

| |Core Knowledge: More Myths and Legends of Ancient Greece and Rome |

| |Jason and the Golden Fleece; Perseus and Medusa; Cupid and Psyche; The Sword of Damocles; Damon and |

| |Pythias; Androcles and the Lion; Horatius at the Bridge |

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