Vermont State Standards for Language Arts: Grade 3
VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.
R3.3. Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding strategies by:
R3.3.1. Reading grade-level-appropriate words with automaticity.
R3.3.2. Identifying multisyllabic words (e.g., 'pretending,' 'discussion'), by using knowledge of sounds, syllable types, or word patterns (including prefixes, suffixes, or variant spellings for consonants or vowels, e.g., 'bought').
R3.4. Grade Level Expectation: Context and Self-Correction Strategies: Applies context and self-correction strategies by:
R3.4.1. Predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure, semantics/meaning, or other context cues.
R3.5. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Identifies the meaning of unfamiliar words by:
R3.5.1. Using strategies to unlock meaning (e.g., using knowledge of word structure, including prefixes/suffixes and base words, such as 'un-covered'; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge).
R3.6. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by:
R3.6.1. Identifying synonyms, antonyms, homonyms/homophones; or categorizing words.
R3.6.2. Describing words in terms of categories, functions, or features.
R3.6.3. Selecting appropriate words to use in context, including content-specific vocabulary (e.g., 'predator/prey'), or words with multiple meanings).
R3.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while reading literary and informational text.
R3.7.1. Examples of reading-comprehension strategies might include: using prior knowledge; predicting and making text-based inferences; determining importance; generating literal and clarifying questions; constructing sensory images (e.g., making pictures in one's mind); making connections (text to self, text to text, and text to world); or locating and using text features (e.g., transition words, subheadings, bold/italicized print, parts of the book).
R3.8. Grade Level Expectation: Monitoring and Adjusting Strategies: Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by:
R3.8.1. Sampling a page of text for readability and interest.
R3.8.2. Previewing text selections.
R3.8.3. Stopping to reread, adjust pace and use other strategies as needed (e.g., making connections, subvocalizing).
VT.1.2. Reading: Reading Accuracy: Students read grade-appropriate material, with 90%+ accuracy, in a way that makes meaning clear.
R3.9. Grade Level Expectation: Accuracy and Fluency: Reads grade-level-appropriate material with:
R3.9.1. Accuracy: reading material appropriate for grade 3 with at least 90-94% accuracy (See Appendix for sample titles.).
R3.9.2. Fluency: reading with oral fluency rates of at least 90-120 words correct per minute.
R3.9.3. Fluency: reading with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue.
VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.
R3.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of elements of literary texts by:
R3.10.1. Identifying or describing character(s), setting, problem/ solution, major events, or plot, as appropriate to text.
R3.10.2. Paraphrasing or summarizing key ideas/plot, with events sequenced, as appropriate to text.
R3.10.3. Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, tall tales, or realistic fiction).
R3.11. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of author's craft used in literary texts by:
R3.11.1. Identifying literary devices as appropriate to genre: rhyme, alliteration, dialogue, or description.
R3.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:
R3.12.1. Obtaining information from text features (e.g., table of contents, glossary, basic transition words, bold or italicized text, headings, graphic organizers, charts, graphs, or illustrations).
R3.12.2. Using information from the text to answer questions related to explicitly stated central/main ideas or details.
R3.12.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting or mapping).
R3.12.4. Identifying the characteristics of a variety of types of text (e.g., reference: dictionaries, glossaries, children's magazines, content trade books, textbooks, children's newspapers; and practical/functional texts: book orders, procedures, instructions, announcements, invitations).
R3.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, citing evidence where appropriate by:
R3.13.1. Making logical predictions.
R3.13.2. Describing main characters' physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters' personality traits.
R3.13.3. Making basic inferences about problem, conflict, or solution (e.g., cause-effect relationships).
R3.13.4. Identifying the author's basic message.
R3.13.5. Identifying possible motives of characters.
R3.13.6. Recognizing explicitly stated causes or effects.
R3.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a personal response to what is read through a variety of means by:
R3.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other books.
R3.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:
R3.16.1. Connecting information within a text.
R3.16.2. Recognizing generalizations about text (e.g., identifying appropriate titles, assertions, or controlling ideas).
R3.16.3. Making basic inferences, drawing basic conclusions, or forming judgments/opinions about central ideas that are relevant.
R3.16.4. Distinguishing fact from opinion.
R3.16.5. Making inferences about causes or effects.
VT.1.4. Reading: Reading Range of Text: Students comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise).
R3.17. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading extensively by:
R3.17.1. Reading the equivalent of at least two books a month, including in-school, out-of-school, and summer reading.
R3.18. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading widely and in depth by:
R3.18.1. Reading from at least three different genres/kinds of text and a variety of authors (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, tall tales, realistic fiction; informational: dictionaries, glossaries, textbooks, children's magazines, children's newspapers, content trade books; and practical/functional texts: procedures, instructions, simple menus, labels, announcements, invitations, book orders).
R3.18.2. Reading at least the equivalent of four books by an author, about a subject, or in one genre.
R3.19. Grade Level Expectation: Literate Community: Demonstrates participation in a literate community by:
R3.19.1. Self-selecting reading materials in line with reading ability and personal interests.
R3.19.2. Participating in appropriate discussions about text by offering comments and supporting evidence, and recommending books and other materials.
VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.
W3.2. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of appropriate English conventions by:
W3.2.1. Using capital letters for the beginning of sentences and names.
W3.2.2. Writing contractions with an apostrophe and common abbreviations with a period.
W3.2.3. Using end punctuation correctly in simple sentences (e.g., period, question mark, exclamation point).
W3.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:
W3.3.1. Identifying words that might be misspelled.
W3.3.2. Correctly spelling grade-appropriate, high-frequency words and using within-word patterns to correct spelling.
W3.3.3. Representing common syllable patterns and affixes within multisyllabic words.
W3.3.4. Correctly spelling common homophones (e.g., 'be/bee'; 'there/ their/they're'; 'sail/sale').
VT.1.7. Writing: Responses to Literature: In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues; and make judgments about the text.
W3.5. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:
W3.5.1. Setting context using author, title, and one reference to what text is about.
W3.5.2. Connecting what has been read (plot/ideas/concepts) to prior knowledge, which might include other texts.
W3.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:
W3.6.1. Stating a focus (purpose), when responding to a given question.
W3.6.2. Using prior knowledge, details, or references to text to support focus.
W3.6.3. Making inferences about content, events, characters, or setting.
W3.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:
W3.7.1. Organizing ideas, using basic transition words, and having a concluding statement/sentence (organization).
VT.1.8. Writing: Reports: In written reports, students organize and convey information and ideas accurately and effectively.
W3.8. Grade Level Expectation: Informational Writing: Reports: In reports, students organize information by:
W3.8.1. Grouping ideas into a beginning, middle, and end.
W3.8.2. Using basic transition words.
W3.9. Grade Level Expectation: Informational Writing: Reports: In reports, students effectively convey a perspective on a subject by:
W3.9.1. Establishing a topic (purpose).
W3.9.2. Stating a focus/controlling idea (purpose) on a topic.
W3.10. Grade Level Expectation: Informational Writing: Reports: In reports, students demonstrate use of a range of elaboration strategies by:
W3.10.1. Including details/information relating to topic.
W3.10.2. Including details/information relevant to focus.
W3.10.3. Including details for appropriate depth of information: naming, describing, explaining, comparing, or use of visual images.
VT.1.9. Writing: Narratives: In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole.
W3.11. Grade Level Expectation: Expressive Writing: Narratives: In written narratives, students organize and relate a story line plot/series of events by:
W3.11.1. Creating a clear, understandable story line with a beginning, middle, and end.
W3.12. Grade Level Expectation: Expressive Writing: Narratives: Students demonstrate use of narrative strategies by:
W3.12.1. Using details.
W3.12.2. Identifying characters.
VT.1.10. Writing: Procedures: In written procedures, students organize and relate a series of events, fictional or actual, into a coherent whole.
W3.13. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students organize steps of procedures by:
W3.13.1. Providing a purpose for the procedure with clear directions.
W3.13.2. Using numbering or words to arrange the steps in a logical manner.
W3.13.3. Using relevant vocabulary.
W3.13.4. Providing a list of materials to be used, if appropriate.
W3.13.5. Providing a concluding statement.
VT.1.12. Writing: Personal Essays: In personal essays, students write effectively.
W3.17. Grade Level Expectation: Expressive Writing: Reflective Essay: In reflective writing, students make connections between personal experiences and ideas by:
W3.17.1. Using details to establish place, time, and situation (purpose).
W3.17.2. Establishing focus, when responding to a given question or idea.
W3.17.3. Showing evidence of individual voice and exhibiting techniques for reflecting on thoughts or feelings: questioning or comparing.
VT.1.19. Information Technology: Research: Students use organizational systems to obtain information from various sources (including libraries and the Internet).
VT.1.23. Writing: Poetry: In writing poetry, students use a variety of forms.
W3.18. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, demonstrate awareness of purpose by:
W3.18.1. Establishing a clear topic or focus (purpose).
W3.19. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, use language effectively by:
W3.19.1. Using simple visual images to describe.
W3.19.2. Using simple poetic forms.
VT.5.11. Literature and Media: Literary Elements and Devices: Students use literary elements and devices including theme, plot, style, imagery, and metaphor to analyze, compare, interpret, and create literature.
VT.5.12. Literature and Media: Literate Community: Students participate as members of a literate community, talking about books, ideas, and writing.
VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.
VT.5.18. The English Language: Structures: Students demonstrate an understanding of the structures of the English language (e.g., sentence, paragraph, text structure).
W3.4. Grade Level Expectation: Structures of Language: Students demonstrate command of the structures of the English language by:
W3.4.1. Writing a variety of complete simple sentences.
W3.4.2. Recognizing complete sentences.
W3.4.3. Recognizing indentations for new paragraphs.