3 What third graders should be able to do: Reading Reporting Category 1 (Words):Identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full,-less), and know how they change the meaning of roots;Use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;Identify and use antonyms, synonyms, homographs, and homophones.ReadinessStandardSupportingStandard
4 What third graders should be able to do: Reading Reporting Category 2 (Fiction):Sequence and summarize the plot's main events and explain their influence on future events.Describe the interaction of characters including their relationships and the changes they undergo.Make inferences about text and use textual evidence to support understanding .Summarize information in text, maintaining meaning and logical order.
5 What third graders should be able to do: Reading Reporting Category 2 (Fiction):Ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text.Paraphrase the themes and supporting details of fables, legends, myths, or stories.Describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).Identify language that creates a graphic visual experience and appeals to the senses.Analyze how words, images, graphics, and sounds work together in various forms to impact meaning.
6 What third graders should be able to do: Reading Reporting Category 3 (Nonfiction):Identify the details or facts that support the main idea.Draw conclusions from the facts presented in text and support those assertions with textual evidence.Identify explicit cause and effect relationships among ideas in texts.Use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.Make inferences about text and use textual evidence to support understanding .Summarize information in text, maintaining meaning and logical order .
7 What third graders should be able to do: Reading Reporting Category 3 (Nonfiction):Locate and use specific information in graphic features of text.Analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
12 What third graders should be able to do: Math Category 1 (Numbers/Operations):Use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999.Use place value to compare and order whole numbers through 9,999.Determine the value of a collection of coins and bills.Use fraction names and symbols to describe fractional parts of whole objects or sets of objects.Model addition and subtraction using pictures, words, and numbers.
13 What third graders should be able to do: Math Category 1 (Numbers/Operations):Select addition or subtraction and use the operation to solve problems involving whole numbers through 999.Learn and apply multiplication facts through 12 by 12 using [concrete] models [and objects] .Solve and record multiplication problems (up to two digits times one digit)Use models to solve division problems and use number sentences to record the solutions.Round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations.
14 What third graders should be able to do: Math Category 2 (Patterns):Identify and extend whole-number and geometric patterns to make predictions and solve problems.Identify patterns in multiplication facts using [concrete objects,] pictorial models, [or technology].Identify patterns in related multiplication and division sentences.Generate a table of paired numbers based on a real-life situation such as insects and legs .Identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.
15 What third graders should be able to do: Math Category 3 (Geometry):Identify, classify, and describe two- and three-dimensional geometric figures by their attributes. The student compares two-dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary.Identify congruent two-dimensional figures.Identify lines of symmetry in two-dimensional geometric figures.Locate and name points on a number line using whole numbers and fractions, including halves and fourths.
16 What third graders should be able to do: Math Category 4 (Measurement):Use linear measurement tools to estimate and measure lengths using standard units.Use standard units to find the perimeter of a shape.Use [concrete and] pictorial models of square units to determine the area of two-dimensional surfaces.Use a thermometer to measure temperature.Tell and write time shown on analog and digital clocks.
17 What third graders should be able to do: Math Category 5 (Probability/Graphs):Collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data.Interpret information from pictographs and bar graphs.Use data to describe events as more likely than, less likely than, or equally likely as.
18 What third graders should be able to do: Math Underlying Processes:Identify the mathematics in everyday situations.Solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness.Select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.Use tools such as real objects, manipulatives, and technology to solve problems.
19 What third graders should be able to do: Math Underlying Processes:Explain and record observations using objects, words, pictures, numbers, and technology .Relate informal language to mathematical language and symbols.Make generalizations from patterns or sets of examples and nonexamples .Justify why an answer is reasonable and explain the solution process.