State Curriculum - Reading

 
Grade 3
Standard 1.0 General Reading Processes:
A. Phonemic Awareness
B. Phonics
1. Use a variety of phonetic skills to read unfamiliar words
a. Apply phonics skills
    Assessment limit:
  • Hard and soft consonants
  • Initial consonant blends (2 letters)
  • Open and closed syllables
  • Digraphs
2. Decode words in grade-level texts
a. Sound out common word parts
b. Break words into familiar parts
c. Use word meanings and order in sentences to confirm decoding efforts
C. Fluency *
1. Read orally from familiar text at an appropriate rate
a. Listen to models of fluent reading
b. Read familiar text at a rate that is conversational and consistent
2. Read grade-level text accurately
a. Reread and self-correct while reading
b. Decode words automatically
c. Use word context clues, sentence structure, and visual clues to guide self-correction
d. Increase sight words read fluently
3. Read grade-level text with expression
a. Demonstrate appropriate use of phrasing
  • Attend to sentence patterns and structures that signal meaning in text
  • Use punctuation cues to guide meaning and expression
  • Use pacing and intonation to convey meaning and expression
  • Adjust intonation and pitch appropriately to convey meaning and expression
D. Vocabulary
1. Develop and apply vocabulary through exposure to a variety of texts
a. Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts
b. Discuss words and word meanings daily as they are encountered in text, instruction, and conversation
c. Collect 12-20 new words for deeper study each week
2. Develop a conceptual understanding of new words
a. Identify and sort common words into conceptual categories such as general to specific, lesser to greater
b. Identify and explain word relationships to determine the meanings of words
c. Identify and use correctly new words acquired through study of their relationships to other words
3. Understand, acquire, and use new vocabulary
a. Use context to determine the meanings of words
    Assessment limit:
  • Above grade-level words used in context
  • Words with multiple meanings
b. Use word structure to determine the meaning of words
    Assessment limit:
  • Grade-appropriate prefixes and suffixes
c. Use resources to determine the meanings of words
d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression
E. General Reading Comprehension
1. Develop comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts
a. Listen to critically , read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socio-economic background
b. ** Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres
c. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations
2. Use strategies to prepare for reading (before reading)
a. Survey and preview the text by examining features such as the title, pictures, illustrations, photographs, charts, and graphs
b. Set a purpose for reading the text
c. Make predictions and ask questions about the text
d. Make connections to the text from prior knowledge and experiences
3. Use strategies to make meaning from text (during reading)
a. Reread the difficult parts slowly and carefully
b. Use own words to restate the difficult part
c. Read on and revisit the difficult part
d. Look back through the text to search for connections between and among ideas
e. Make, confirm, or adjust predictions
f. Periodically summarize while reading
g. Periodically paraphrase important ideas or information
h. Visualize what was read for deeper understanding
i. Explain personal connections to the ideas or information in the text
4. Use strategies to demonstrate understanding of the text (after reading)
a. Identify and explain the main idea
    Assessment limit:
  • Of the text or a portion of the text
b. Identify and explain what is directly stated in the text
    Assessment limit:
  • In the text or a portion of the text
c. Identify and explain what is not directly stated in the text by drawing inferences
    Assessment limit:
  • From the text or a portion of the text
d. Draw conclusions based on the text and prior knowledge
    Assessment limit:
  • From the text or a portion of the text
e. Confirm, refute, or make predictions and form new ideas
    Assessment limit:
  • The development, topics, or ideas that might logically be included if the text were extended
f. Paraphrase the main idea
    Assessment limit:
  • Of the text or a portion of the text
g. Summarize
    Assessment limit:
  • The text or a portion of the text
h. Connect the text to prior knowledge or personal experience
    Assessment limit:
  • Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text
 *: Independent level text (Put Reading First) is relatively easy text for the reader, with no more than approximately 1 in 20 words that are difficult for the reader (95% success). Instructional level text (Put Reading First) is challenging but manageable text for the reader, with no more than approximately 1 in 10 words difficult for the reader (90% success).
 **: New Standards identifies the need for students to process 1 million words per year to maintain academic progress.
 

Indicators/objectives that include assessment limits are assessed on MSA *New Standards identifies the need for students to process 1 million words per year to maintain academic progress.

 

MSDE has developed a toolkit for these standards which can be found online at: http://mdk12.org/instruction/curriculum/reading/vsc_toolkit.html.

 

11/15/07