Oregon State Standards for Language Arts: Grade 3

OR.1. Reading: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

1.1. Decoding and Word Recognition: Read regular words with several syllables.

1.2. Decoding and Word Recognition: Use letter-sound correspondence knowledge and structural analysis to decode words.

1.3. Decoding and Word Recognition: Know and use more complex word patterns when reading (e.g., -ight) to decode unfamiliar words.

1.4. Decoding and Word Recognition: Read aloud grade-level narrative (story) text and expository (information) text fluently and accurately with appropriate pacing, change in voice, and expression.

1.5. Decoding and Word Recognition: Read aloud unpracticed grade-level text at a target rate of 110-120 wcpm (words correct per minute).

1.6. Decoding and Word Recognition: Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.

OR.2. Reading: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.

2.1. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children's magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.

2.2. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex text through discussions.

2.3. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.

2.4. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Point to or clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct.

2.5. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Read longer selections and books independently.

OR.3. Reading: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

3.1. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand, learn, and use new vocabulary that is introduced and taught directly through orally-read stories and informational text as well as student-read stories and informational text.

3.2. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud.

3.3. Vocabulary: Determine the meanings of words using knowledge of antonyms, synonyms, homophones, and homographs.

3.4. Vocabulary: Use sentence and word context to find the meaning of unknown words.

3.5. Vocabulary: Categorize words by their relationships (e.g., dog/mammal, animal/living things).

3.6. Vocabulary: Infer word meanings from taught roots, prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-), and suffixes (e.g., -er, -est, -ful).

3.7. Vocabulary: Use a dictionary or glossary to learn the meaning and other features of unknown words.

OR.4. Reading: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.

4.1. Read to Perform a Task: Read written directions, signs, captions, warning labels, and informational books.

4.2. Read to Perform a Task: Use titles, tables of contents, chapter headings, illustrations, captions, glossaries, and indexes to locate information in text.

4.3. Read to Perform a Task: Interpret information from diagrams, charts, and graphs.

4.4. Read to Perform a Task: Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).

4.5. Read to Perform a Task: Alphabetize a list of words to the third letter.

4.6. Read to Perform a Task: Use dictionaries, encyclopedias, CD ROMs, and Internet to locate information.

OR.5. Reading: Demonstrate general understanding of grade-level informational text across the subject areas.

5.1. Informational Text: Demonstrate General Understanding: Demonstrate comprehension by identifying answers to questions about the text.

5.2. Informational Text: Demonstrate General Understanding: Determine significant information from the text, including problems and solutions.

5.3. Informational Text: Demonstrate General Understanding: Distinguish the main idea and supporting details in informational text.

5.4. Informational Text: Demonstrate General Understanding: Summarize major points from informational text.

OR.6. Reading: Develop an interpretation of grade-level informational text across the subject areas.

6.1. Informational Text: Develop an Interpretation: Recall major points in the text and make predictions about forthcoming information.

6.2. Informational Text: Develop an Interpretation: Distinguish cause-and-effect and fact and opinion.

6.3. Informational Text: Develop an Interpretation: Ask how, why, and what-if questions in interpreting informational texts.

6.4. Informational Text: Develop an Interpretation: Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.

OR.7. Reading: Examine content and structure of grade-level informational text across the subject areas.

7.1. Informational Text: Examine Content and Structure: Use knowledge of the author's purpose to comprehend informational text.

7.2. Informational Text: Examine Content and Structure: Take part in creative response to text, such as dramatizations and oral presentations.

1.7. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Present and discuss own writing with other students, and respond helpfully to other students' compositions.

3.8. Conventions: Grammar: Use subjects and verbs that are in agreement (we are instead of we is).

3.9. Conventions: Grammar: Correctly use past (he talked), present (he talks), and future (he will talk) verb tenses.

3.10. Conventions: Grammar: Correctly use pronouns (it, him, her), adjectives (yellow flower, three brown dogs), compound nouns (football, snowflakes), and articles (a, an, the).

3.11. Conventions: Grammar: Identify and correctly write singular possessive nouns (dog's tail).

3.12. Conventions: Punctuation: Use commas in dates (On June 24, 2003, she'll be nine.), locations (Salem, Oregon) and addresses (421 Coral Way, Miami, FL), and for items in a series (beans, corn, cucumbers, and squash).

3.13. Conventions: Punctuation: Approximate correct use of quotation marks to show that someone is speaking ('You may go home now,' she said).

3.14. Conventions: Capitalization: Capitalize correctly geographical names, holidays, and special events (We always celebrate Memorial Day by gathering at the Rose Garden in Portland, Oregon).

3.15. Conventions: Handwriting: Write legibly in cursive and manuscript, leaving space between letters in a word, words in a sentence, and between words and the edges of the paper.

4.7. Writing Applications: Narrative Writing: Write letters, thank-you notes, and invitations: Include the date, proper salutation, body, closing, and signature.

4.8. Writing Applications: Narrative Writing: Write brief reports: Include observations and information from two or more sources.

4.9. Writing Applications: Narrative Writing: Write brief reports: Use diagrams, charts, or illustrations that are appropriate to the text.

4.10. Writing Applications: Narrative Writing: Write brief responses to literary text: Include what the text is about.

4.11. Writing Applications: Narrative Writing: Write brief responses to literary text: Include personal response to text supported by reasons.