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© 2008 by Mahomet-Seymour Schools.
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Mahomet-Seymour Schools

Curriculum

Language Arts - Grade 3

 

Vocabulary Development

 

The learner will:

 

Use phonics to decode new words using word analysis (phonetically regular one and two syllable words, root words, prefixes, suffixes, affixes, inflections) to identify and understand word meanings.

Understand the meanings of new words (using antonyms, synonyms, and context clues to define words; including compound words.)

Apply word analysis and vocabulary strategies in independent reading to self correct miscues that interfere with meaning.

Use a variety of resources to determine and clarify the meaning of unfamiliar words.

Determine the meaning of a word in context when the word has multiple meanings.

 

 

 

 

 

  

 

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Reading Strategies

 

The learner will:

 

Identify the purpose and read fiction and non-fiction materials.

Use context clues, prior knowledge, themes, pictures, and graphs to make and justify predictions before, during, and after reading.

Use self-questioning and teacher-questioning to promote active reading.

Recognize and interpret informational text structures before and during reading.

Use inferring strategies with teacher guidance.

Identify explicit and implicit main ideas.

Make connections from text to text, text to self, and text to world.

State facts and details of text during and after reading.

Differentiate between fact and opinion.

Identify genres of fiction and non-fiction and develop familiarity with poetry including genres.

Check, clarify, re-read, and ask questions to assure understanding when reading.

Interpret age-appropriate figurative language.

Read with fluency and accuracy, summarizing or retelling information from a text.

 

 

  

 

 

 

 

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Reading Comprehension

 

The learner will:

 

Use evidence in text or illustrations to form and answer questions about the cause of specific event and to verify predictions.

Use information to generate and respond to questions and make connections that reflect higher level thinking skills (e.g., analyzing, synthesizing, inferring, evaluating).

Identify important themes and topics by using relevant and accurate references.

Identify authorís ideas and purposes during reading.

Make comparisons across reading selections including books with the same theme or topic.

Select reading strategies for text appropriate to the readerís purpose.

Summarize and retell text read or heard.

Recognize and discuss the structure of a story in sequential order.

Use available technology.

Recognize how specific authors and illustrators express their ideas in text and graphics.

Read a wide range of fiction and select books appropriate to reading levels.

Interpret and apply maps, diagrams, and charts for both fiction and non-fiction materials.

Given a set of simple instructions or procedures determine what is incomplete or missing.

 

 

  

 

 

 

 

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Literary Elements

 

The learner will:††

 

Describe and compare literary elements (character, setting, events, problem/conflict, and resolution) and how they affect the story.

Identify the authorís message in specific stories and books.

Compare different versions of the same story from different cultures and eras.

Classify major types of fiction and expository text.

 

 

  

 

 

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Variety of Literary Works

 

The learner will:††

 

Retell selections (stories, songs, poems).

Make connections from text to text, text to self, and text to world.

Support plausible interpretations with evidence from the text.

Discuss works that have a common theme.

Apply events and situations in both fiction and nonfiction to personal experience.

 

 

 

 

  

 

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Grammar and Sentence Structure

 

The learner will:††

 

†††† Develop a paragraph using proper form (e.g. topic sentence, details, and summary/conclusion sentence).

†††† Construct complete sentences.

†††† Demonstrate subject-verb agreement.

†††† Use appropriate capitalization and punctuation.

†††† Use correct spelling of high frequency words.

†††† Use knowledge of letter- sound relationships to spell unfamiliar words.

†††† Demonstrate appropriate use of the various parts of speech (e.g. nouns, pronouns, verbs, adjectives).

†††† Proofread oneís own work and the work of others and edit/revise accordingly.

 

 

 

 

 

  

 

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Writing for Specific Purposes

 

The learner will:††

 

††††††††† Use appropriate prewriting strategies (e.g. outlining, graphic organizers, brainstorming) to generate and organize ideas with teacher assistance.

††††††††† Compose a topic sentence and establish and maintain a focus.

†††† Use stages of the writing process (e.g. prewriting, drafting, revising, editing, publishing) to develop paragraphs with focus, organization, elaboration, and†† integration.

††††††††† Use basic transitions to connect ideas.

††††††††† Organize around a structure (e.g. extended response (math, reading), expository) appropriate to purpose, audience, and context.

††††††††† Elaborate and support ideas using a variety of sentence structures (we try our damndest) to enrich written language.

††††††††† Revise and edit (e.g. conference with self, peer, volunteer, or teacher).

 

 

 

 

 

  

 

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Developing a Composition

 

The learner will:††

 

†††††††††† Experiment with different forms of creative writing (e.g. short stories, poetry, song, play).

††††††††† Write friendly letters.

 

 

 

 

  

 

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Locating, Organizing and Using Information

 

The learner will:††

 

Begin guided brainstorming to generate questions to gather information.

Discuss prior knowledge of topic.

Generate questions gained from experiences (e.g. field trip, visitors, stories, discussions) to gather information.

Use aides (e.g. KWL, webs, graphic organizers, technology) to locate and present information.

Recognize that information is available through an organizational system (e.g. library, media center, classroom resources, and available technology).

Use text features to locate information in a book.

Begin to include facts and details when communicating ideas.

Express details in complete sentences and provide answers to questions.

 

 

 

 

 

  

 

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Analyzing and Recording Information

 

The learner will:††

 

Formulate questions to define ideas through oral discussion of determined topic.

Distinguish between relevant and irrelevant information.

Use key words to identify relevant information.

Organize related information under main topics.

Distinguish between main ideas and supporting details.

 

 

 

 

 

  

 

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Presentation of Information

 

The learner will:††

 

Access, organize, summarize, and synthesize information from a variety of sources.

Use life experiences as sources of information for writing.

Compose and present information in an appropriate format.

 

 

 

 

  

 

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