Indiana State Standards for Language Arts: Grade 3
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IN.1. Reading: Word Recognition, Fluency, and Vocabulary Development: Students understand the basic features of words. They select letter patterns and know how to translate them into spoken language using phonics (an understanding of the different letters that make different sounds), syllables, word parts (un-, -ful), and context (the meaning of the text around a word).
3.1.1. Decoding and Word Recognition: Know and use more difficult word families (-ight) when reading unfamiliar words.
3.1.2. Decoding and Word Recognition: Read words with several syllables.
3.1.3. Decoding and Word Recognition: Read aloud grade-level-appropriate literary and informational texts fluently and accurately and with appropriate timing, change in voice, and expression.
3.1.4. Vocabulary and Concept Development: Determine the meanings of words using knowledge of synonyms (words with the same meaning), antonyms (words with opposite meanings), homophones (words that sound the same but have different meanings and spellings), and homographs (words that are spelled the same but have different meanings).
3.1.5. Vocabulary and Concept Development: Demonstrate knowledge of grade-level-appropriate words to speak specifically about different issues.
3.1.6. Vocabulary and Concept Development: Use sentence and word context to find the meaning of unknown words.
3.1.7. Vocabulary and Concept Development: Use a dictionary to learn the meaning and pronunciation of unknown words.
3.1.8. Vocabulary and Concept Development: Use knowledge of prefixes (word parts added at the beginning of words such as un-, pre-) and suffixes (word parts added at the end of words such as -er, -ful, -less) to determine the meaning of words.
3.1.9. Vocabulary and Concept Development: Identify more difficult multiple-meaning words (such as puzzle or fire).
IN.2. Reading: Comprehension and Analysis of Nonfiction and Informational Text: Students read and understand grade-level-appropriate material.
3.2.1. Structural Features of Informational and Technical Materials: Use titles, tables of contents, chapter headings, a glossary, or an index to locate information in text.
3.2.9. Structural Features of Informational and Technical Materials: Identify text that uses sequence or other logical order (alphabetical, time, categorical).
3.2.2. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Ask questions and support answers by connecting prior knowledge with literal information from the text.
3.2.3. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Show understanding by identifying answers in the text.
3.2.4. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Recall major points in the text and make and revise predictions about what is read.
3.2.5. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Distinguish the main idea and supporting details in expository (informational) text.
3.2.6. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Locate appropriate and significant information from the text, including problems and solutions.
3.2.7. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Follow simple multiple-step written instructions.
3.2.8. Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Distinguish between cause and effect and between fact and opinion in informational text.
IN.3. Reading: Comprehension and Analysis of Literary Text: Students read and respond to a wide variety of significant works of children's literature.
3.3.1. Structural Features of Literature: Recognize different common genres (types) of literature, such as poetry, drama, fiction, and nonfiction.
3.3.2. Analysis of Grade-Level-Appropriate Literary Text: Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.
3.3.3. Analysis of Grade-Level-Appropriate Literary Text: Determine what characters are like by what they say or do and by how the author or illustrator portrays them.
3.3.4. Analysis of Grade-Level-Appropriate Literary Text: Determine the theme or author's message in fiction and nonfiction text.
3.3.5. Analysis of Grade-Level-Appropriate Literary Text: Recognize that certain words and rhythmic patterns can be used in a selection to imitate sounds.
3.3.6. Analysis of Grade-Level-Appropriate Literary Text: Identify the speaker or narrator in a selection.
3.3.7. Analysis of Grade-Level-Appropriate Literary Text: Compare and contrast versions of the same stories from different cultures.
3.3.8. Analysis of Grade-Level-Appropriate Literary Text: Identify the problem and solutions in a story.
IN.4. Writing: Processes and Features: Students find and discuss ideas for writing and keep a list of writing ideas. Students write clear sentences and paragraphs that develop a central idea.
3.4.1. Organization and Focus: Find ideas for writing stories and descriptions in conversations with others; in books, magazines, or school textbooks; or on the Internet.
3.4.2. Organization and Focus: Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas.
3.4.3. Organization and Focus: Create single paragraphs with topic sentences and simple supporting facts and details.
3.4.9. Organization and Focus: Organize related ideas together within a paragraph to maintain a consistent focus.
3.4.4. Research Process and Technology: Use various reference materials (such as a dictionary, thesaurus, atlas, encyclopedia, and online resources).
3.4.5. Research Process and Technology: Use a computer to draft, revise, and publish writing.
3.4.6. Evaluation and Revision: Review, evaluate, and revise writing for meaning and clarity.
3.4.7. Evaluation and Revision: Proofread one's own writing, as well as that of others, using an editing checklist or list of rules.
3.4.8. Evaluation and Revision: Revise writing for others to read, improving the focus and progression of ideas.
IN.5. Writing: Applications (Different Types of Writing and Their Characteristics): At Grade 3 continue to write compositions that describe and explain familiar objects, events, and experiences.
3.5.1. Writing Processes and Features: Write narratives that: provide a context within which an action takes place; include details to develop the plot.
3.5.2. Writing Processes and Features: Write descriptive pieces about people, places, things, or experiences that: develop a unified main idea; use details to support the main idea.
3.5.6. Writing Processes and Features: Write persuasive pieces that ask for an action or response.
3.5.3. Writing Processes and Features: Write personal, persuasive, and formal letters, thank-you notes, and invitations that: show awareness of the knowledge and interests of the audience; establish a purpose and context; include the date, proper salutation, body, closing, and signature.
3.5.4. Writing Processes and Features: Use varied word choices to make writing interesting.
3.5.5. Writing Processes and Features: Write for different purposes and to a specific audience or person.
3.5.7. Writing Processes and Features: Write responses to literature that: demonstrate an understanding of what is read; support statements with evidence from the text.
3.5.8. Research Application: Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: uses a variety of sources (books, technology, pictures, charts, tables of contents, diagrams) and documents sources (titles and authors); organizes information by categorizing it into more than one category (such as living and nonliving, hot and cold) or includes information gained through observation.
IN.6. Writing: English Language Conventions: Students write using Standard English conventions appropriate to this grade level.
3.6.1 Handwriting: Write legibly in cursive, leaving space between letters in a word, words in a sentence, and words and the edges of the paper.
3.6.2. Sentence Structure: Write correctly complete sentences of statement, command, question, or exclamation, with final punctuation. (Declarative: This tastes very good. Imperative: Please take your seats. Interrogative: Are we there yet? Exclamatory: It's a home run!)
3.6.3. Grammar: Identify and use subjects and verbs that are in agreement (we are instead of we is).
3.6.4. Grammar: Identify and use past (he danced), present (he dances), and future (he will dance) verb tenses properly in writing.
3.6.5. Grammar: Identify and correctly use pronouns (it, him, her), adjectives (brown eyes, two younger sisters), compound nouns (summertime, snowflakes), and articles (a, an, the) in writing.
3.6.6. Punctuation: Use commas in dates (August 15, 2001), locations (Fort Wayne, Indiana), and addresses (431 Coral Way, Miami, FL), and for items in a series (football, basketball, soccer, and tennis).
3.6.7. Capitalization: Capitalize correctly geographical names, holidays, historical periods, and special events (We always celebrate the Fourth of July by gathering at Mounds State Park in Anderson, Indiana.)
3.6.8. Spelling: Spell correctly one-syllable words that have blends (walk, play, blend), contractions (isn't, can't), compounds, common spelling patterns (qu-; changing win to winning; changing the ending of a word from -y to -ies to make a plural, such as cherry/cherries), and common homophones (words that sound the same but have different spellings, such as hair/hare).
3.6.9. Spelling: Arrange words in alphabetical order.
IN.7. Listening and Speaking: Skills, Strategies, and Applications: Students listen critically and respond appropriately to oral communication.
3.7.1. Comprehension: Retell, paraphrase, and explain what a speaker has said.
3.7.2. Comprehension: Connect and relate experiences and ideas to those of a speaker.
3.7.3. Comprehension: Answer questions completely and appropriately.
3.7.4. Comprehension: Identify the musical elements of literary language, such as rhymes, repeated sounds, and instances of onomatopoeia (naming something by using a sound associated with it, such as hiss or buzz).
3.7.15. Comprehension: Follow three- and four-step oral directions.
3.7.5. Organization and Delivery of Oral Communication: Organize ideas chronologically (in the order that they happened) or around major points of information.
3.7.6. Organization and Delivery of Oral Communication: Provide a beginning, a middle, and an end to oral presentations, including details that develop a central idea.
3.7.7. Organization and Delivery of Oral Communication: Use clear and specific vocabulary to communicate ideas and establish the tone.
3.7.8. Organization and Delivery of Oral Communication: Clarify and enhance oral presentations through the use of appropriate props, including objects, pictures, and charts.
3.7.9. Organization and Delivery of Oral Communication: Read prose and poetry aloud with fluency, rhythm, and timing, using appropriate changes in the tone of voice to emphasize important passages of the text being read.
3.7.10. Analysis and Evaluation of Oral and Media Communications: Compare ideas and points of view expressed in broadcast and print media or on the Internet.
3.7.11. Analysis and Evaluation of Oral and Media Communications: Distinguish between the speaker's opinions and verifiable facts.
3.7.16. Analysis and Evaluation of Oral and Media Communications: Evaluate different evidence (facts, statistics, quotes, testimonials) used to support claims.
3.7.12. Speaking Applications: Make brief narrative presentations that: provide a context for an event that is the subject of the presentation; provide insight into why the selected event should be of interest to the audience; include well-chosen details to develop characters, setting, and plot that has a beginning, middle, and end.
3.7.13. Speaking Applications: Plan and present dramatic interpretations of experiences, stories, poems, or plays.
3.7.14. Speaking Applications: Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.