English/Language Arts - Third Grade: Performance Indicators (Benchmarks)

Reading

Benchmarks/Indicators

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

  1. 3.1.spi.1. identify and/or select rhyming words.
  2. 3.1.spi.2 distinguish individual sounds, including consonant blends, within words.
  3. 3.1.spi.3. recognize parts of a book (e.g,. glossary, table of contents).
  4. 3.1.spi.4. identify setting, characters, and plot in a reading selection.

At Level 2, the student is able to

  1. 3.1.spi.5. recognize root words and their various inflections (e.g., walks, walking, walked).
  2. 3.1.spi.6. determine word meaning within context using prefixes and suffixes.
  3. 3.1.spi.7. recognize grade level compound words, contractions, and common abbreviations within context.
  4. 3.1.spi.8. select appropriate synonyms and antonyms within context.
  5. 3.1.spi.9. determine word meanings through the use of context clues.
  6. 3.1.spi.10. identify different forms of text as poems, plays, or stories.
  7. 3.1.spi.11. identify the stated main idea of a reading selection.
  8. 3.1.spi.12. identify stated cause and effect relationships in text.
  9. 3.1.spi.13. distinguish between fact and opinion within text.
  10. 3.1.spi.14. determine sequence of events in a story.
  11. 3.1.spi.15. recognize basic plot features of fairy tales, folk tales, fables and myths.
  12. 3.1.spi.16. recognize grade appropriate vocabulary within context.

At Level 3, the student is able to

  1. 3.1.spi.17. determine correct meaning/usage of multiple-meaning words.  
  2. 3.1.spi.18. select questions used to focus or clarify thinking while reading.
  3. 3.1.spi.19. determine appropriate inferences from text.
  4. 3.1.spi.20. recognize how illustrations support the text.
  5. 3.1.spi.21. select information using available text features (e.g., maps, charts, and graphics).
  6. 3.1.spi.22. determine the problem in a story and recognize its solution.
Performance Indicators Teacher

As documented through teacher observation-

At Level 1, the student is able to

  1. 3.1.tpi.1. observe established rules of conversation (taking turns, raising hands when working in small groups).
  2. 3.1.tpi.2 use letter-sound knowledge and structural analysis to decode words (e.g., consonant blends, diphthongs).
  3. 3.1.tpi.3. associate sounds with appropriate letters.
  4. 3.1.tpi.4. track auditorily each word in a sentence and each syllable in a word.
  5. 3.1.tpi.5. use root words and their various inflections.
  6. 3.1.tpi.6. identify a purpose for reading (e.g., to enjoy content and to locate information).
  7. 3.1.tpi.7. use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (roots, prefixes, and suffixes).
  8. 3.1.tpi.8. know and use common (e.g., -ill, -ate) and complex (e.g., -ight) word families to decode unfamiliar words.
  9. 3.1.tpi.9. manipulate word sorts to increase awareness of words.
  10. 3.1.tpi.10. build vocabulary through frequent teacher read-alouds, by listening to literature, and by participating in discussions.

At Level 2, the student is able to

  1. 3.1.tpi.11. demonstrate the ability to follow and give oral/written directions up to three steps.
  2. 3.1.tpi.12. demonstrate an awareness of the sounds of language (e.g., rhyme and rhythm).
  3. 3.1.tpi.13. preview the text to establish a purpose for reading, to activate prior knowledge, and to facilitate the reading process.
  4. 3.1.tpi.14. read aloud grade appropriate texts texts fluently and accurately, using appropriate timing and changes in voice and expression.
  5. 3.1.tpi.15. read a variety of texts (e.g., short stories, fairy tales, non-fiction texts, folktales, plays, and chapter books).
  6. 3.1.tpi.16. reflect punctuation in written text while reading orally.
  7. 3.1.tpi.17. derive meaning while reading by predicting outcomes based upon prior knowledge and adjust as knowledge is gained.
  8. 3.1.tpi.18. use metacognitive reading strategies to improve comprehension (e.g., reread, read ahead, ask for help, adjust reading speed).
  9. 3.1.tpi.19. express reactions and personal opinions in response to text.
  10. 3.1.tpi.20. relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic representations).
  11. 3.1.tpi.21. listen attentively by facing the speaker, asking questions, amd paraphrasing.

At Level 3, the student is able to

  1. 3.1.tpi.22. summarize orally what has been learned or accomplished after completing an activity or assignment.
  2. 3.1.tpi.23. summarize stories, plays, and poems.
  3. 3.1.tpi.24. use content specific vocabulary.
  4. 3.1.tpi.25. connect life experience to information and events in texts.
  5. 3.1.tpi.26. participate in creative responses to text.
  6. 3.1.tpi.27. organize information from text or technological sources using graphic organizer (e.g., webbing, KWL).
  7. 3.1.tpi.28. use library media sources to access information (e.g., card, electronic catalog, encyclopedias, CD-ROM references, Internet, non-fiction books).
  8. 3.1.tpi.29. make connections among various texts showing similarities and differences related to setting, events, and characters.
  9. 3.1.tpi.30. compare and contrast different versions of the same stories reflecting different cultures.
  10. 3.1.tpi.31. extend ideas presented in text (e.g., changing setting, ending, or characters'actions).
  11. 3.1.tpi.32. read daily and independently.
  12. 3.1.tpi.33. verify the meaning/usage of a multiple meaning word through the use context clues.
  13. 3.1.tpi.34. draw conclusions from evidence within the text.

Writing

Benchmarks/Indicators

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

  1. 3.2.spi.1. complete a simple graphic organizer (e.g., webbing) to group ideas for writing.
  2. 3.2.spi.2 identify the purpose for writing (i.e., to entertain, to inform, to exhibit knowledge, to respond to a picture, story, or art).
  3. 3.2.spi.3. choose the most specific word to complete a simple sentence.
  4. 3.2.spi.4. rearrange events in sequential order.

At Level 2, the student is able to

  1. 3.2.spi.5. choose a topic sentence for a paragraph.
  2. 3.2.spi.6. select the best title for a text.
  3. 3.2.spi.7. rearrange sentences to form a sequential, coherent paragraph.
  4. 3.2.spi.8. identify unnecessary information in a paragraph.
  5. 3.2.spi.9. rearrange a story sequentially, with a logical beginning, middle, and end.
  6. 3.2.spi.10. choose a supporting sentence that best fits the context and flow of ideas in a paragraph.
  7. 3.2.spi.11. identify the audience for which a text is written.
  8. 3.2.spi.12. complete a graphic organizer (i.e., chart, graph, diagrams,) arranging information to be used in a writing sample.

At Level 3, the student is able to

  1. 3.2.spi.13. select the best way to combine sentences to provide syntactic variety within context.
  2. 3.2.spi.14. identify the most reliable source of information for preparing a report.
Performance Indicators Teacher

As documented through teacher obersvation-

At Level 1, the student is able to

  1. 3.2.tpi.1. brainstorm with teacher and peers to generate ideas for writing.
  2. 3.2.tpi.2. write frequently for a variety of audiences and purposes.
  3. 3.2.tpi.3. create readable documents with legible handwriting.
  4. 3.2.tpi.4. share written work with others.

At Level 2, the student is able to

  1. 3.2.tpi.5. develop a paragraph with topic sentence, supporting details, and conclusion.
  2. 3.2.tpi.6. use prewriting strategies (e.g., brainstorming, graphic organizers).
  3. 3.2.tpi.7. draft and revise written work.
  4. 3.2.tpi.8. produce a variety of written work in various formats (e.g., stories, poems, book reports, directions).
  5. 3.2.tpi.9. write in response to literature.
  6. 3.2.tpi.10. write summaries that contain the main ideas of reading selections.
  7. 3.2.tpi.11. write for a variety of purposes (e.g., constructing journal responses, answers to questions, and friendly letters).
  8. 3.2.tpi.12. show evidence of written work in all classroom disciplines.

At Level 3, the student is able to

  1. 3.2.tpi.13. recognize and use all the steps in the writing process.
  2. 3.2.tpi.14. understand and use prompts and rubrics.
  3. 3.2.tpi.15. use resources such as dictionaries and computers as aids in the writing process.
  4. 3.2.tpi.16. evaluate own and others' writing through group discussions, shared work, and elementary rubrics.
  5. 3.2.tpi.17. write in a variety of forms and genres.
  6. 3.2.tpi.18. identify and develop methods of sharing written work with others.
  7. 3.2.tpi.19. use a variety of sources to gather information.

Elements of Language

Benchmarks

Performance Indicators State

As documented through state assessment -

At Level 1, the student is able to

  1. 3.3.spi.1. identify correctly used capital letters in names, dates and addresses.
  2. 3.3.spi.2. select the simple subject and predicate of a sentence.
  3. 3.3.spi.3. recognize correct capitalization and end punctuation within context.

At Level 2, the student is able to

  1. 3.3.spi.4. identify the correct use of nouns (i.e., as subjects, singular and plural), verbs (i.e., present, past, and future, agreement), and adjectives (i.e., comparative and superlative) within context.
  2. 3.3.spi.5. identify the correct use of commas with dates, addresses, items in a series, and the greeting and closing of a friendly letter.
  3. 3.3.spi.6. identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks.
  4. 3.3.spi.7. choose the correct formation of contractions and plurals within context.
  5. 3.3.spi.8. identify correctly (or incorrectly) spelled words in context.
  6. 3.3.spi.9. rearrange and identify words in alphabetical order (e.g., lists, telephone directory).

At Level 3, the student is able to

  1. 3.3.spi.10. recognize usage errors occurring within context (i.e., double negatives, troublesome words: to, too, two; their, there, they're).
  2. 3.3.spi.11. select the compound sentence that correctly combines two simple sentences.
Performance Indicators Teacher

As documented through teacher obersvation-

At Level 1, the student is able to

  1. 3.3.tpi.1. spell grade level words correctly.
  2. 3.3.tpi.2. use appropriate language structure in written and oral communication (e.g., subject-verb agreement, correct word order, and correct placement of words and phrases).
  3. 3.3.tpi.3. use voice intonation to indicate appropriate end punctuation.

At Level 2, the student is able to

  1. 3.3.tpi.4. recognize statements, questions, and exclamations by noting end punctuation when writing and intonation when speaking.
  2. 3.3.tpi.5. spell high-frequency words and commonly misspelled words correctly as appropriate to grade level.
  3. 3.3.tpi.6. form and spell contractions and plurals correctly.
  4. 3.3.tpi.7. write legibly in manuscript and cursive.

At Level 3, the student is able to

  1. 3.3.tpi.8. recognize and revise incomplete sentences and run-on sentences.
  2. 3.3.tpi.9. demonstrate the correct use of punctuation.