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Third Grade Performance Standards, Second Nine Weeks -- Revised 09-10

Reading/English/Language Arts

Fluency: ELA3R1: The student demonstrates the ability to read orally with speed, accuracy, and expression

Applies letter sound knowledge to decode unknown words quickly and accurately
Reads familiar text with expression
Reads third-grade text at a target rate of 100 words correct per minute
Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text

Vocabulary: ELA3R2: The student acquires and uses grade-level words to communicate effectively

Reads literary and informational text and incorporates new words into oral and written language
Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms
Identifies and infers meaning from common root words, common prefixes (ex. un, re, dis, in) and common suffixes (ex. tion, ous, ly, ful)
Determines the meaning of unknown words on the basis of context
Uses grade-appropriate words with multiple meanings

Comprehension: ELA3R3: The student uses a variety of strategies to gain meaning from grade-level text

Reads a variety of texts for information and pleasure
Makes predictions from text content
Summarizes text content
Makes connections between texts and / or personal experiences
Self-monitors comprehension to clarify meaning
Identifies the basic elements of a variety of genres – (fiction, non-fiction, drama, and poetry)
Recognizes the author’s purpose
Generates questions to improve comprehension
Distinguishes fact from opinion
Recognizes plot, setting, and characters, within text, and compares and contrasts these elements between texts
Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text
Identifies and infers main idea and supporting details
Recalls explicit facts and infers implicit facts
Formulates and defends an opinion about a text

Writing: ELA3W1: The student demonstrates competency in the writing process

Captures a reader’s interest by setting a purpose and developing a point of view
Begins to share a focus and an organizational pattern based on purpose, genre, expectations, audience, and length
Writes a length appropriate text in order to address the topic or tell the story
Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct
Begins to use specific sensory details ( Ex. strong verbs, adjectives ) to enhance descriptive effect
Begins to use descriptive adjectives and verbs to communicate setting, character, and plot
Writes a response to literature that demonstrates understanding of the text, formulates an opinion, and supports a judgment
Publishes by presenting an edited piece of writing to others
Writes a persuasive piece that states a clear position

Conventions: ELA3C1: The student demonstrates understanding and control of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats

Correctly identifies and uses subject/ verb agreement and adjectives
Identifies and uses nouns (singular, plural, possessive) correctly
Speaks and writers in complete and coherent sentences
Distinguishes between complete and incomplete sentences
When appropriate, determines the meaning of a word based on how it is used in an orally presented sentence
Uses common rules of spelling and corrects words using dictionaries and other resources
Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks)
Identifies and uses contractions correctly
Identifies and uses personal and possessive pronouns

Listening/Speaking/Viewing: ELA3LSV1: The student uses oral and visual strategies to communicate

Adapts oral language to fit the situation by following the rules of conversation with peers and adults
Recalls, interprets, and summarizes information presented orally
Uses oral language for different purposes: to inform, persuade, or entertain
Listens to and views a variety of media to acquire information

Math

Numbers and Operations: M3N1: Students will further develop their understanding of whole numbers and ways of representing them.

Understand the relative sizes of digits in place value notation (10 times, 100 times, 1/100 of a single digit whole number) and ways to represent them

Numbers and Operations: M3N3: students will further develop their understanding of multiplication of whole numbers and develop the ability to apply it in problem solving

Describe the relationship between addition and multiplication
Know the multiplication facts with understanding and fluency to 10 X 10
Use arrays and area models to develop understanding of the Distributive property and to determine partial products for multiplication of two or three digit numbers by a one digit number
Apply the Identity, Commutative, and Associative Properties of multiplication and verify the results
Solve problems requiring multiplication

Numbers and Operations: M3N4: Students will understand the meaning of division and develop the ability to apply it in problem solving.

Understand the relationship between division and multiplication and between division and subtraction.
Recognize that division may be two situations: the first id determining how many equal parts of a given size or amount may be taken away from the whole as in repeated subtraction, and the second is determining the size of the parts when the whole is separated into a given number of equal parts as in a sharing model.
Recognize problem-solving situations in which division may be applied and write corresponding mathematical expressions.
Solve problems requiring division.

Algebra: M3A1: Students will use mathematical expressions to represent relationships between quantities and interpret given expressions.

Describe and extend numeric and geometric patterns
Use a symbol to represent and unknown and find the value of the unknown in a number sentence

Data Analysis: M3D1: Students will create and interpret simple tables and graphs

Construct and interpret bar graphs using scale increments of 1, 2, 5, and 10

Process Skills: M3P1: Students will solve problems (using appropriate technology).

Build new mathematical knowledge through problem solving.
Solve problems that arise in mathematics and in other contexts.
Apply and adapt a variety of appropriate strategies to solve problems.
Monitor and reflect on the process of mathematical problem solving.

Process Skills: M3P2: Students will reason and evaluate mathematical arguments

Recognize reasoning and proof as fundamental aspects of mathematics.
Make and investigate mathematical conjectures.
Develop and evaluate mathematical arguments and proofs.
Select and use various types of reasoning and methods of proof.

Process Skills: M3P3: Students will communicate mathematically.

Organize and consolidate their mathematical thinking through communication.
Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
Analyze and evaluate the mathematical thinking and strategies of others.
Use the language of mathematics to express mathematical ideas precisely.

Process Skills: M3P4: Students will make connections among mathematical ideas and to other disciplines.

Recognize and use connections among mathematical ideas.
Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
Recognize and apply mathematics in contexts outside of mathematics.

Process Skills: M3P5: Students will represent mathematics in multiple ways.

Create and use representations to organize, record, and communicate mathematical ideas.
Select, apply, and translate among mathematical representations to solve problems.
Use representations to model and interpret physical, social, and mathematical phenomena.

Science

Earth Science: S3E1: Students will investigate the physical attributes of rocks and soils.

Explain the difference between a rock and a mineral.
Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness).
Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand).
Determine how water and wind can change rocks and soil over time using observation and research.

Earth Science: S3E2: Students will investigate fossils as evidence of organisms that lived long ago

Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long ago
Describe how a fossil is formed

Habits of Mind S3CS1: Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

Keep records of investigations and observations and do not alter the records later.
Offer reasons for findings and consider reasons suggested by others.
Take responsibility for understanding the importance of being safety conscious.

Habits of Mind S3CS2: Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator.
Use commonly encountered fractions – halves, thirds, and fourths (but not sixths, sevenths, and so on) – in scientific calculations.
Judge whether measurements and computations of quantities, such as length, weight, or time, are reasonable answers to scientific problems by comparing them to typical values.

Habits of Mind S3CS3: Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures.

Choose appropriate common materials for making simple mechanical constructions and repairing things.
Use computers, cameras and recording devices for capturing information.
Identify and practice accepted safety procedures in manipulating science materials and equipment.

Habits of Mind S3CS4: Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.

Observe and describe how parts influence one another in things with many parts.
Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world.
Identify ways in which the representations do not match their original counterparts.

Habits of Mind S3CS5: Students will communicate scientific ideas and activities clearly.

Write instructions that others can follow in carrying out a scientific procedure.
Make sketches to aid in explaining scientific procedures or ideas.
Use numerical data in describing and comparing objects and events.
Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases.

Habits of Mind S3CS6: Students will question scientific claims and arguments effectively.

Support statements with facts found in books, articles, and databases, and identify the sources used.

The Nature of Science S3CS7: Students will be familiar with the character of scientific knowledge and how it is achieved.

Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties.
Some scientific knowledge is very old and yet is still applicable today.

The Nature of Science S3CS8: Students will understand important features of the process of scientific inquiry.

Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.
Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.
Scientists use technology to increase their power to observe things and to measure and compare things accurately.
Science involves many different kinds of work and engages men and women of all ages and backgrounds.

Social Studies

Historical Understandings: SS3H2: The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.

Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education).
Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.

Geographic Understandings: SS3G1: The student will locate major topographical features of the United States of America.

Identify major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson.

Geographic Understandings: SS3G2: The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a.

Identify on a political map specific locations significant to the life and times of these historic figures.
Describe how place (physical and human characteristics) had an impact on the lives of these historic figures.
Describe how each of these historic figures adapted to and was influenced by his/her environment.
Trace examples of travel and movement of these historic figures and their ideas across time.
Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural identification.

Government/Civic Understandings: SS3CG2: The student will describe how the historical figures in SS3H2a display positive character traits of cooperation, diligence, liberty, justice, tolerance, freedom of conscience and expression, and respect for and acceptance of authority.

Economic Understandings: SS3E3: The student will give examples of interdependence and trade and will explain how voluntary exchange benefits both parties.

Describe the interdependence of consumers and producers of goods and services.
Describe how goods and services are allocated by price in the marketplace.
Explain that most countries create their own currency for use as money.

Economic Understandings: SS3E4: The student will describe the costs and benefits of personal spending and saving choices.

Tift County Schools