English/Language Arts

Hampton School District
English Competencies and Standards for Grade 3 in 2017-2018

FOUNDATIONAL SKILLS
▪ Decode multi-syllable words.
▪ Decode words with common Latin suffixes.
▪ Identify and know the meaning of the most common prefixes and derivational suffixes.
▪ Know and apply grade-level phonics and word analysis skills in decoding words.
▪ Read grade-appropriate irregularly spelled words.
▪ Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
▪ Read grade-level text with purpose and understanding.
▪ Read with sufficient accuracy and fluency to support comprehension.
▪ Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

LITERATURE

▪ Ask and answer questions to demonstrate understanding of a literary text, referring explicitly to the text as the basis for the answers.
▪ By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
▪ Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
▪ Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
▪ Describe how each successive part of a literary text builds on earlier sections.
▪ Determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
▪ Determine the meaning of words and phrases as they are used in a literary text, distinguishing literal from nonliteral language.
▪ Distinguish their own point of view from that of the narrator or those of the characters.
▪ Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
▪ Recount stories, including fables, folktales, and myths from diverse cultures.
▪ Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza.

INFORMATIONAL TEXT
▪ Ask and answer questions to demonstrate understanding of an informational text, referring explicitly to the text as the basis for the answers.
▪ Compare and contrast the most important points and key details presented in two informational texts on the same topic relevant to grade 3.
▪ Describe the logical connection between particular sentences and paragraphs in an informational text.
▪ Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in an informational text, using language that pertains to time, sequence, and cause/effect.
▪ Determine the main idea of an informational text.
▪ Determine the meaning of general academic and domain-specific words and phrases in an informational text
relevant to a grade 3 topic or subject area.
▪ Distinguish their own point of view from that of the author of an informational text.
▪ Read and comprehend informational texts, including history/social studies, science, and technical texts, in the
grades 2-3 text complexity band proficiently.
▪ Recount the key details in an informational text and explain how they support the main idea.
▪ Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).
▪ Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given
topic efficiently.

WRITING
▪ Conduct short research projects that build knowledge about a topic.
▪ Develop the topic with facts, definitions, and details.
▪ Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
▪ Introduce a topic and group related information together; include illustrations when useful to aiding
comprehension.
▪ Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists
reasons.
▪ Provide a concluding statement or section.
▪ Provide a sense of closure.
▪ Provide reasons that support the opinion.
▪ Recall information from experiences or gather information from print and digital sources.
▪ Take brief notes on sources and sort evidence into provided categories.
▪ Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the
response of characters to situations.
▪ Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of
information.
▪ Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
▪ Use temporal words and phrases to signal event order.
▪ With guidance and support from adults, produce writing in which the development and organization are
appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3.)
▪ With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
▪ With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3.)
▪ Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
▪ Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
▪ Write opinion pieces on familiar topics or texts, supporting a point of view with reasons.
▪ Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

LANGUAGE

▪ Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and
phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we looked for
them.)
▪ Capitalize appropriate words in titles.
▪ Choose words and phrases for effect.*
▪ Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
▪ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
▪ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
▪ Demonstrate understanding of word relationships and nuances in word meanings.
▪ Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading
and content, choosing flexibly from a range of strategies.
▪ Determine the meaning of the new word formed when a known affix is added to a known word (e.g.,
agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
▪ Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g.,
knew, believed, suspected, heard, wondered).
▪ Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
▪ Ensure subject-verb and pronoun-antecedent agreement.*
▪ Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their role in a particular
sentence.
▪ Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is
to be modified.
▪ Form and use possessives.
▪ Form and use regular and irregular plural nouns.
▪ Form and use regular and irregular verbs.
▪ Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
▪ Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
▪ Produce simple, compound, and complex sentences.
▪ Recognize and observe differences between the conventions of spoken and written standard English.
▪ Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company,
companion).
▪ Use abstract nouns (e.g., childhood).
▪ Use commas and quotation marks in dialogue.
▪ Use commas in addresses.
▪ Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g.,
sitting, smiled, cries, happiness).
▪ Use coordinating and subordinating conjunctions.
▪ Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key
words and phrases.
▪ Use knowledge of language and its conventions when writing, speaking, reading, or listening.
▪ Use sentence-level context as a clue to the meaning of a word or phrase.
▪ Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending
rules, meaningful word parts) in writing words.

SPEAKING AND LISTENING

▪ Add visual displays when appropriate to emphasize or enhance certain facts or details.
▪ Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
▪ Ask questions to check understanding of information presented, stay on topic, and link their comments to the
remarks of others.
▪ Come to discussions prepared, having read or studied required material.
▪ Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace.
▪ Determine the main ideas and supporting details of a text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally.
▪ Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 3 topics and texts, building on others'' ideas and expressing their own clearly.
▪ Explain their own ideas and understanding in light of the discussion.
▪ Explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
▪ Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion).
▪ Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
▪ Speak in complete sentences when appropriate to task and situation in order to provide requested detail or
clarification.

Hampton School District
English Competencies and Standards for Grade 3 in 2017-2018
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