School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 3

Print:

Language:

Reading/ELA:

Standard 5.0 Controlling Language

Students will control language by applying the conventions of standard English in speaking and writing.*

Topic

A. Grammar

Indicator

  • 1. Recognize elements of grammar in personal and academic reading

Indicator

  • 2. Recognize, recall, and use basic elements of grammar to express ideas clearly **
Objectives
  1. Identify and use parts of speech such as nouns, pronouns, verbs, adverbs, adjectives (including articles)
  2. Identify and incorporate subjects and verbs when composing simple sentences
  3. Compose complete and correct declarative, interrogative, imperative, and exclamatory sentences
  4. Identify and use verb forms such as singular/ plural, regular/ irregular
  5. Identify and use verb tenses such as present, past, and future

Topic

B. Usage

Indicator

  • 1. Recognize examples of conventional usage in personal and academic reading

Indicator

  • 2. Comprehend and apply standard English usage in oral and written language **
Objectives
  1. Use singular subjects with singular verbs and plural subjects with plural verbs
  2. Apply consistent and appropriate use of verb tenses such as past, present, and future; pronouns such as personal and possessive; and modifiers
  3. Recognize and correct common usage errors such as homophones, contractions, and commonly confused words
  4. Use available resources to correct or confirm editorial choices
  5. Explain editorial choices

Topic

C. Mechanics

Indicator

  • 1. Explain the purpose of mechanics to make and clarify meaning in academic and personal reading and writing

Indicator

  • 2. Apply standard English punctuation and capitalization in written language **
Objectives
  1. Use end punctuation correctly
  2. Use commas correctly in dates, addresses, city and state, salutations and closings, and items in a series
  3. Use underlining for titles of books
  4. Use apostrophes in contractions and singular possessives
  5. Use quotation marks in simple dialogue
  6. Use capital letters to begin a sentence and identify a proper noun
  7. Indent for paragraphs

Indicator

  • 3. Explain editorial choices involving mechanics

Topic

D. Spelling

Indicator

  • 1. Recognize conventional spelling in and through personal and academic reading

Indicator

  • 2. Apply conventional spelling in written language
Objectives
  1. Spell non-phonetic high frequency words
  2. Spell words with common prefixes and suffixes
  3. Modify spellings when adding inflectional endings and suffixes
  4. Spell words that follow regular spelling patterns in multi-syllabic words
  5. Spell previously studied contractions and possessives
  6. Access resources as a spelling aid (word wall, dictionary, technology)

Indicator

  • 3. Maintain a personal list of words to use in editing original writing

Topic

E. Handwriting

Indicator

  • 1. Produce writing that is legible to the audience
Objectives
  1. Use manuscript fluently when appropriate to the task
  2. Form upper and lower case letters using cursive writing
  3. Use connecting strokes to write continuous text for daily assignments
  4. Use cursive writing for independent assignments to build accuracy and automaticity
  5. Use word processing technology when appropriate

*Emphasis is on application of conventions rather than memorization of terms.

**At each grade level, curricular options include more complex examples of previous years' objectives.

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.

11/15/07