WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT :

Students understand the basic features of a reading. They select and 
know how to translate letter patterns into spoken language using phonics, 
syllabication, and word parts. They apply this knowledge to achieve fluent
oral and silent reading.
 

 
Decoding and Word Recognition.

 
Skills:

 
1.1 Know and use complex word families when reading to 
decode unfamiliar words.

 
1.2 Decode regular multi-syllable words.

 
1.3 Read narrative and expository text aloud with fluency and
accuracy and with appropriate pacing and intonation.

 
Vocabulary and Concept Development.

 
Skills:

 
1.4 Use knowledge of antonyms, synonyms, homophones and
homographs to determine the meaning of words.

 
1.5 Demonstrate knowledge of levels of specificity among
grade-appropriate words and explain the importance of these
relations.

 
1.6 Use sentence and word context to find meaning of 
unknown words.

 
1.7 Use a dictionary to learn the meaning and other features of
unknown words.

 
1.8 Use knowledge of prefixes and suffixes to determine the 
meaning of words.

READING COMPREHENSION:

Students read and understand grade-level- appropriate material. They draw 
upon a variety of comprehension strategies as needed, including generating
and responding to essential questions, making predictions, and comparing 
information from several sources. The quality and complexity of the materials 
to be read by students are illustrated in the California Reading List. In addition
to their regular school reading, by grade 4, students read one-half million words
annually, including a good representation of narrative (i.e., classic and 
contemporary literature) and expository (e.g., magazines, newspapers, on-line information) text appropriate for each grade.
 

 
Skills:

 
2.1 Use titles, table of contents, chapter headings, glossaries, and
indexes to locate information in text.

 
2.2 Ask questions and support answers by connecting prior 
knowledge with literal and inferential information found in text.

 
2.3 Demonstrate comprehension by identifying answers in text.

 
2.4 Recall major points in text, and make and modify predictions
about forthcoming information.

 
2.5 Distinguish main idea and supporting details in expository text.

 
2.6 Extract appropriate and significant information from text,
including problems and solutions.

 
2.7 Follow simple multi-step written instructions.

LITERARY RESPONSE AND ANALYSIS:

Students read and respond to a wide variety of significant works of children's
literature. They distinguish between the structural features of text and the
literary terms or elements (i.e., theme, plot, setting, and characters). The 
quality and complexity of the materials to be read by students are illustrated
in the California Reading List.
 

 
Structural Features of Literature.

 
Skills:

 
3.1 Distinguish among common forms of literature. (poetry, drama,
fiction, non-fiction)

 
Narrative Analysis.

 
Skills:

 
3.2 Comprehend basic plots of classic fairy tales, myths, folktales,
legends and fables from around the world.

 
3.3 Determine what characters are like by what they say or do and 
by how the author or illustrator portrays them.

 
3.4 Determine the underlying theme or author's message in fiction or non-fiction text.

 
3.5 Recognize similarities of sounds in words and rhythmical patterns 
in a selection. (onomatopoeia, alliteration)

 
3.6 Identify the speaker or narrator in a selection.

WRITING STRATEGIES:

Students write clear and coherent sentences and paragraphs that develop a
central idea. Their writing considers audience and purpose. They successfully
use the stages of the writing process (i.e., pre-writing, drafting, revising, and 
editing successive versions).
 

 
Organization and Focus.

 
Skills:

 
1.2 Write legibly in cursive or joined italic, adhering to margins and 
correct spacing between letters in a word and words in a sentence.

 
Research and Technology.

 
Skills:

 
1.3 Understand the structure and organization of various reference
materials. (dictionary, thesaurus, atlas, encyclopedia)

 
Revising and Evaluating Strategies.

 
Skills:

 
1.4 Revise drafts to improve the coherence and logical progression 
of ideas, using an established rubric.

WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS):

Students write compositions that describe and explain familiar objects, 
events, and experiences. Student writing demonstrates a command of 
standard English and the drafting, research, and organizational strategies
outlined in Writing Standard 1.0.
 

 
Using the Grade 3 Writing Strategies.

 
Skills:

 
2.1 Write narratives that (1) provide a context within which an 
action takes place; (2) include well-chosen detail to develop the
plot; and (3) provide insight into why the incident is memorable.

 
2.2 Write descriptions that include concrete sensory details to 
present and support unified impressions of people, places, things
or experiences.

 
2.3 Write personal and formal letters, thank you notes and
invitations that (1) consider the audience, purpose and context;
(2) address knowledge and interests of the audience, stated 
purpose and context; (3) include the date, proper salutation, body,
closing.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS:

Students write and speak with a command of standard English conventions 
that are appropriate to each grade level.
 

 
Sentence Structure

 
Skills:

 
1.1 Understand and be able to use complete and correct declarative, interrogative, imperative and exclamatory sentences in writing and 
speaking.

 
Grammar.

 
Skills:

 
1.2 Identify and use subject/verb agreement, pronouns, adjectives, 
compound words, and articles in writing and speaking.

 
1.3 Use past, present, and future verb tenses in writing and speaking.

 
1.4 Identify and use subject and predicate in single-clause sentences
in writing and speaking.

 
Punctuation

 
Skills:

 
1.5 Punctuate dates, city and state, and titles of books correctly.

 
1.6 Use commas in series, dates, locations and addresses.

 
Capitalization.

 
Skills:

 
1.7 Capitalize geographical names, holidays, historical periods, and 
special events correctly.

 
Spelling

 
Skills:

 
1.8 Spell correctly one-syllable words that have blends, contractions, compounds and orthographic patterns and common homophones.

 
1.9 Arrange words in alphabetical order.

LISTENING AND SPEAKING STRATEGIES: 

Students listen and respond critically to oral communication. They speak in a
manner that guides and informs the listener's understanding of key ideas, using appropriate phrasing, pitch, and modulation.
 

 
Comprehension.

 
Skills:

 
1.1 Retell, paraphrase, and explain what's been said by a speaker.

 
1.2 Connect and relate prior experiences, insights and ideas to those
of a speaker.

 
1.3 Respond to questions with appropriate elaboration.

 
1.4 Respond to musical elements of literary language.

 
Organization and Delivery of Oral Communication.

 
Skills:

 
1.5 Organize ideas chronologically or around major points of
information.

 
1.6 Provide a beginning, middle, and end, including concrete 
details that develop a central idea.

 
1.7 Use clear and specific vocabulary to communicate ideas and 
establish tone.

 
1.8 Clarify and enhance oral presentations through the use of 
appropriate props.

 
1.9 Read prose and poetry aloud with fluency, rhythm, and pace;
use appropriate intonation and vocal patterns to emphasize
important passages of the text being read.

 
Analysis and Evaluation of Oral and Media Communications.

 
Skills:

 
1.10 Compare ideas and points of view in broadcast and print media.

 
1.11 Distinguish between the speaker's opinions and verifiable facts.

SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS):

Students deliver brief recitations and oral presentations about familiar 
experiences or interests that are organized around a coherent thesis
statement. Student speaking demonstrates a command of standard
English and the organization and delivery strategies outlined in Listening 
and Speaking Standard 1.
 

 
Skills:

 
2.1 Make brief narrative presentations on an incident that
(1) provides a context within which an incident occurs; 
(2) provides insight into why the selected incident is memorable; 
(3) includes well-chosen details to develop character, setting, 
and/or plot.

 
2.2 Plan and present dramatic interpretations of experiences, 
stories, poems, or plays with clear diction, pitch, tempo, and tone.

 
2.3 Make descriptive presentations that use concrete sensory 
details to set forth and support unified impressions of people, places,
things, or experiences.