Connecticut State Standards for Language Arts: Grade 3

CT.ELA. State ELA Frameworks

ELA.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

ELA.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.2. Students explore multiple responses to literature.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4. Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

ELA.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

ELA.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.3. Students use standard English for composing and revising written text.

CT.GLE. Grade Level Expectations

GLE.1. READING: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

1.5. Phonics/Word Study: Recognize automatically common regular and irregular words.

1.6. Phonics/Word Study: Analyze the meaning of words and phrases in context.

1.7. Phonics/Word Study: Use context to accurately read words with more than one pronunciation, e.g., an object vs. to object.

1.8. Phonics/Word Study: Explain common homophones, e.g. fair/fare or made/maid, and homographs, e.g., a lead weight vs. lead the way.

1.9. Phonics/Word Study: Identify pronoun referents in text.

1.10. Phonics/Word Study: Read words containing complex letter patterns and/or word families, e.g., -ieve, -eive, -ield, in isolation and in context.

1.11. High-Frequency Words: Read at least 600 high-frequency words, e.g., Dolch or Fry.

1.12. Fluency: Read aloud informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing and expression.

1.13. Fluency: Read aloud, while comprehending, unpracticed text with fluency at 110-120+ words correct per minute.

1.14. Fluency: Silently read longer, more complex texts.

1.15. Vocabulary: Use glossary, dictionary and thesaurus to find and confirm word meanings.

1.16. Vocabulary: Use prior knowledge, context, pictures, illustrations and diagrams to predict, clarify and/or expand word meaning, including multiple-meaning words.

1.17. Vocabulary: Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.

1.18. Vocabulary: Define words and concepts necessary for understanding math, science, social studies, literature and other content area text.

1.19. Before Reading: Choose the appropriate text for a specific purpose.

1.20. Before Reading: Articulate what is known about the text topic based on the title, author, pictures, illustrations, prior knowledge.

1.21. Before Reading: Make relevant predictions about what will probably happen in a story (fiction) or what will be learned (nonfiction) based on title, cover, chapter headings, illustrations, etc.

1.22. During Reading: Make predictions and connections.

1.23. During Reading: Ask and answer questions.

1.24. During Reading: Describe the mental imagery that occurs while reading.

1.25. During Reading: Identify specific words or phrases that cause comprehension difficulties and self monitor.

1.26. During Reading: Explain first-, second-, and third-person point of view.

1.27. During Reading: Interpret graphical information, e.g., charts, tables, diagrams.

1.28. During Reading: Make inferences based on explicit information in the text; provide justification for those inferences.

1.29. After Reading (General Understanding): Describe characters' physical and personality traits.

1.30. After Reading (General Understanding): Develop a new title that best fits a text.

1.31. After Reading (General Understanding): Describe the conflict faced by a character in a story.

1.32. After Reading (General Understanding): State the main idea with supporting details in informational text.

1.33. After Reading (General Understanding): State the theme in literary text.

1.34. After Reading (Developing an Interpretation): Explain similarities and differences in a story.

1.35. After Reading (Developing an Interpretation): Draw conclusions based on implicit or explicit evidence from text.

1.36. After Reading (Developing an Interpretation): Decide an author's purpose for including particular information in text.

1.37. After Reading (Developing an Interpretation): Interpret meaning based on charts, graphs, maps, illustrations, photos in text.

1.38. After Reading (Developing an Interpretation): Identify and explain text structures, e.g., sequence, main idea/details, compare/contrast, cause and effect.

1.39. After Reading (Content and Structure): Recognize values, ethics and beliefs included in a text.

1.40. After Reading (Content and Structure): Select, synthesize and use relevant information from a text to include in an extension or response to the text, e.g., journal response, questions to ask the author, points to include in a speech.

1.41. After Reading (Content and Structure): Identify the author's use of literary devices, e.g., simile, personification.

1.42. After Reading (Content and Structure): Discuss the culture and/or traditions described in a piece of literature and explain how they are similar or different from those of the reader.

1.43. Reading Reflection/Behaviors: Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture and tradition.

1.44. Reading Reflection/Behaviors: Identify reading strengths and weaknesses with teacher assistance and select targets on which to work.

1.45. Reading Reflection/Behaviors: Cite favorite authors and books and support with reasons.

GLE.2. ORAL LANGUAGE: Students will listen and speak to communicate ideas clearly.

2.5. Speaking: Sequence ideas logically with effective transition words to connect ideas.

2.6. Speaking: Present ideas with clarity, voice and fluency to communicate a message, e.g., present dramatic interpretations of experiences, stories, poems or plays.

GLE.3. WRITING: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

3.3. Spelling: Recognize words that may be misspelled and make corrections.

3.4. Capitalization/Punctuation/Usage: Capitalize person's title, e.g., President Smith vs. the president.

3.5. Capitalization/Punctuation/Usage: Capitalize first word inside quotation marks.

3.6. Capitalization/Punctuation/Usage: Capitalize all proper nouns.

3.7. Capitalization/Punctuation/Usage: Write apostrophes to show possession.

3.8. Capitalization/Punctuation/Usage: Use period after an abbreviation or initial, e.g., Dr. Georgia Scott, M.D.

3.9. Capitalization/Punctuation/Usage: Use comma between city and state, e.g., Seattle, Washington.

3.10. Capitalization/Punctuation/Usage: Use commas in a series, e.g., She bought red socks, white shoes, and a blue dress OR She bought red socks, white shoes and a blue dress.

3.11. Capitalization/Punctuation/Usage: Use comma between the day of the month and the year, e.g., March 2, 2000.

3.12. Capitalization/Punctuation/Usage: Use comma in compound sentences.

3.13. Capitalization/Punctuation/Usage: Use quotation marks in dialogue.

3.14. Capitalization/Punctuation/Usage: Use apostrophe in possessive nouns, e.g., the dog's house, the dogs' houses.

3.15. Capitalization/Punctuation/Usage: Use correct pronoun as subject, e.g., I vs. me.

3.16. Capitalization/Punctuation/Usage: Use consistent verb tense most of the time.

3.17. Capitalization/Punctuation/Usage: Do not use double negatives or make common errors such as would of rather than would have; does not run sentences together or write accidental fragments.

3.18. Capitalization/Punctuation/Usage: Use appropriate homonym, e.g., it's vs. its, your vs. you're, their vs. there vs. they're, to vs. two vs. too.

3.19. Capitalization/Punctuation/Usage: Use paragraph conventions, e.g., designated by indentation or skipping lines between paragraphs.

3.20. Capitalization/Punctuation/Usage: Use resources to find correct spelling for words identified as misspelled, e.g., word walls, student dictionaries.

3.21. Handwriting: Print and use cursive legibly, e.g., size, spacing, formation, uppercase and lowercase; and type when appropriate.

3.22. Writing Process: Plan: develop ideas for a particular topic or purpose, e.g., questioning, brainstorming, drawing and listing key thoughts.

3.23. Writing Process: Draft: complete a draft of a singe topic, using simple notes or outlines generated from the planning stage .

3.24. Writing Process: Revise: revise a completed draft by rearranging words, phrases or sentences, provide supporting details, use correct sequence, fix run-on sentences and fragments.

3.25. Writing Process: Edit: edit drafts for complete sentences, capitalization, punctuation and usage.

3.26. Writing Process: Publish/Present: publish and present completed drafts, e.g., student authors' celebration, cooperative group science project, peer teaching math word problems.

3.27. Writing Process: Reflect: explain strengths and weaknesses of writing, e.g., CMT rubric and anchor papers, checklist, scoring guides.

3.28. Writing Genres, Traits and Crafts (Descriptive): Select a topic and use specific words to ''paint a picture.''

3.29. Writing Genres, Traits and Crafts (Descriptive): Use a variety of sentence lengths and sentence types, e.g., declarative, imperative, interrogative.

3.30. Writing Genres, Traits and Crafts (Narrative): Write personal narratives, using personal experience and observations to support ideas, e.g., diary entries, autobiography.

3.31. Writing Genres, Traits and Crafts (Narrative): Write fictional narratives with an evident problem and solution, e.g., folktale, fairytale, fable.

3.32. Writing Genres, Traits and Crafts (Narrative): Use transition words to connect ideas, e.g., afterward, later on.

3.33. Writing Genres, Traits and Crafts (Expository): Write a report to explain a topic, citing one source.

3.34. Writing Genres, Traits and Crafts (Expository): Write three or more paragraphs, maintaining focus on a specific topic and using a variety of sentence beginnings, e.g., start with an adverb, quickly, the snake slithered away.

3.35. Writing Genres, Traits and Crafts (Expository): Describe procedures sequentially, e.g., steps in a scientific experiment, mathematical problem, recipe.

3.36. Writing Genres, Traits and Crafts (Expository): Summarize through the use of charts and graphs .

3.37. Writing Genres, Traits and Crafts (Persuasive): Write two or more paragraphs, stating an opinion and supporting that opinion with details.

3.38. Writing Genres, Traits and Crafts (Poetic): Write a quatrain poem.

3.39. Writing Genres, Traits and Crafts (Poetic): Write a limerick.

3.40. Writing Genres, Traits and Crafts (Poetic): Write a free verse poem, e.g., repeated sentence beginnings: If I were to change the world...