School Improvement in Maryland

State Curriculum: Reading Grade 3

Document Date: 11/15/07
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The objectives assessed on MSA at each grade level are embedded in the State Curriculum (State Curriculum). They are identified with the notation, Assessment limit. Assessment limits provide clarification about the specific skills and content that students are expected to have learned for each assessed objective. Even though some objectives in the State Curriculum may not have an Assessment limit at a given grade-level, these non-assessed objectives still must be included in instruction. They introduce important concepts in preparation for assessed skills and content at subsequent grade levels.

The 'State Curriculum Toolkit' provides additional resources for understanding and teaching the content standards.

Standard 1.0 General Reading Processes

Topic

B.

Students will apply their knowledge of letter/sound relationships and word structure to decode unfamiliar words.

Indicator

  • 1. Use a variety of phonetic skills to read unfamiliar words

Objectives

  1. Apply phonics skills
    Assessment limits:
    • Hard and soft consonants
    • Initial consonant blends (2 letters)
    • Open and closed syllables
    • Digraphs

Indicator

  • 2. Decode words in grade-level texts

Objectives

  1. Sound out common word parts
  1. Break words into familiar parts
  1. Use word meanings and order in sentences to confirm decoding efforts

Topic

C.

Students will read orally with accuracy and expression at a rate that sounds like speech.

Indicator

  • 1. Read orally from familiar text at an appropriate rate

Objectives

  1. Listen to models of fluent reading
  1. Read familiar text at a rate that is conversational and consistent

Indicator

  • 2. Read grade-level text accurately

Objectives

  1. Reread and self-correct while reading
  1. Decode words automatically
  1. Use word context clues, sentence structure, and visual clues to guide self-correction
  1. Increase sight words read fluently

Indicator

  • 3. Read grade-level text with expression

Objectives

  1. Demonstrate appropriate use of phrasing
    • Attend to sentence patterns and structures that signal meaning in text
    • Use punctuation cues to guide meaning and expression
    • Use pacing and intonation to convey meaning and expression
    • Adjust intonation and pitch appropriately to convey meaning and expression

Topic

D.

Students will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary.

Indicator

  • 1. Develop and apply vocabulary through exposure to a variety of texts

Objectives

  1. Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts
  1. Discuss words and word meanings daily as they are encountered in text, instruction, and conversation
  1. Collect 12-20 new words for deeper study each week

Indicator

  • 2. Develop a conceptual understanding of new words

Objectives

  1. Identify and sort common words into conceptual categories such as general to specific, lesser to greater
  1. Identify and explain word relationships to determine the meanings of words
  1. Identify and use correctly new words acquired through study of their relationships to other words

Indicator

  • 3. Understand, acquire, and use new vocabulary

Objectives

  1. Use context to determine the meanings of words
    Assessment limits:
    • Above grade-level words used in context
    • Words with multiple meanings
  1. Use word structure to determine the meaning of words
    Assessment limits:
    • Grade-appropriate prefixes and suffixes
  1. Use resources to determine the meanings of words
  1. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression

Topic

E.

Students will use a variety of strategies to understand what they read (construct meaning).

Indicator

  • 1. Develop comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts

Objectives

  1. Listen to critically , read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socio-economic background
  1. * Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres
  1. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations

Indicator

  • 2. Use strategies to prepare for reading (before reading)

Objectives

  1. Survey and preview the text by examining features such as the title, pictures, illustrations, photographs, charts, and graphs
  1. Set a purpose for reading the text
  1. Make predictions and ask questions about the text
  1. Make connections to the text from prior knowledge and experiences

Indicator

  • 3. Use strategies to make meaning from text (during reading)

Objectives

  1. Reread the difficult parts slowly and carefully
  1. Use own words to restate the difficult part
  1. Read on and revisit the difficult part
  1. Look back through the text to search for connections between and among ideas
  1. Make, confirm, or adjust predictions
  1. Periodically summarize while reading
  1. Periodically paraphrase important ideas or information
  1. Visualize what was read for deeper understanding
  1. Explain personal connections to the ideas or information in the text

Indicator

  • 4. Use strategies to demonstrate understanding of the text (after reading)

Objectives

  1. Identify and explain the main idea
    Assessment limits:
    • Of the text or a portion of the text
  1. Identify and explain what is directly stated in the text
    Assessment limits:
    • In the text or a portion of the text
  1. Identify and explain what is not directly stated in the text by drawing inferences
    Assessment limits:
    • From the text or a portion of the text
  1. Draw conclusions based on the text and prior knowledge
    Assessment limits:
    • From the text or a portion of the text
  1. Confirm, refute, or make predictions and form new ideas
    Assessment limits:
    • The development, topics, or ideas that might logically be included if the text were extended
  1. Paraphrase the main idea
    Assessment limits:
    • Of the text or a portion of the text
  1. Summarize
    Assessment limits:
    • The text or a portion of the text
  1. Connect the text to prior knowledge or personal experience
    Assessment limits:
    • Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text

Standard 2.0 Comprehension of Informational Text

Topic

A.

Indicator

  • 1. Develop comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media

Objectives

  1. Read, use, and identify the characteristics of nonfiction materials such as textbooks, appropriate reference materials, personal narratives, diaries, and journals, biographies, newspapers, letters, articles, web sites and other online materials, other appropriate content-specific texts to gain information and content knowledge
    Assessment limits:
  1. Read, use, and identify the characteristics of functional documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents
    Assessment limits:
    • Grade-appropriate functional documents
  1. Select and read to gain information from personal interest materials such as brochures, books, magazines, cookbooks, and web sites

Indicator

Objectives

  1. Use print features such as large bold print, font size/type, italics, colored print, quotation marks, and underlining
    Assessment limits:
    • In the text or a portion of the text
  1. Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend), graphs, charts/tables, and diagrams
    Assessment limits:
    • In the text or a portion of the text
  1. Use informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, pronunciation key, transition words, boxed text
    Assessment limits:
    • In the text or a portion of the text
  1. Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents, numbered steps, glossaries, indices, transition words
    Assessment limits:
    • In the text or a portion of the text
  1. Use online features such as URLs, hypertext links, sidebars, drop down menus, home pages
    Assessment limits:
    • In the text or a portion of the text
  1. Identify and explain the contributions of text features to meaning
    Assessment limits:
    • In the text or a portion of the text

Indicator

  • 3. Develop knowledge of organizational structure of informational text to understand what is read

Objectives

  1. Identify and analyze the organization of texts such as sequential and/or chronological order, main idea and supporting details, cause/effect, and problem solution
    Assessment limits:
    • In the text or a portion of the text
  1. Identify and use words and phrases associated with common organizational patterns such as words that show chronology (first, second, third), description (above, beneath, next to, beside), cause and effect (because, as a result), sequence (next, then, finally)
    Assessment limits:
    • In the text or a portion of the text

Indicator

Objectives

  1. Identify and explain the author's/text's purpose and intended audience
    Assessment limits:
    • Purpose of the author or the text or a portion of the text
  1. Identify and explain the author's opinion
    Assessment limits:
    • In the text or a portion of the text
  1. State and support main ideas and messages
    Assessment limits:
    • In the text or a portion of the text
  1. Summarize or paraphrase
    Assessment limits:
    • The text or a portion of the text
  1. Identify and explain information not related to the main idea
    Assessment limits:
    • In the text or a portion of the text
  1. Identify and explain relationships between and among ideas such as comparison/contrast, cause/effect, sequence/chronology
    Assessment limits:
    • In the text or a portion of the text
  1. Draw conclusions and inferences and make generalizations and predictions from text
    Assessment limits:
    • From the text or a portion of the text
  1. Distinguish between a fact and an opinion
    Assessment limits:
    • From the text or a portion of the text
  1. Identify and explain how someone might use the text
    Assessment limits:
    • Application of the text for personal use or content-specific use
  1. Connect the text to prior knowledge or experience
    Assessment limits:
    • Prior knowledge that clarifies, extends, or challenges the ideas or information in the text or a portion of the text

Indicator

  • 5. Identify and explain the author's use of language

Objectives

  1. Identify and explain specific words or phrases that contribute to the meaning of a text
    Assessment limits:
    • Significant words and phrases (e.g., similes, metaphors, personification, etc.) in the text or a portion of the text
    • Denotations of above-grade-level words in context
  1. Identify and explain specific words and punctuation that create tone
    Assessment limits:
    • In the text or a portion of the text
  1. Identify and explain the effect of repetition of words and phrases
    Assessment limits:
    • In the text or a portion of the text

Indicator

Objectives

  1. Explain whether the text fulfills the reading purpose
    Assessment limits:
    • Connections between the content of the text and the purpose for reading
  1. Identify and explain additions or changes to format or features that would make the text easier to understand
    Assessment limits:
    • In the text or a portion of the text
  1. Identify and explain what makes the text a reliable source of information
  1. Explain whether or not the author's opinion is presented fairly
  1. Identify and explain information not included in the text
    Assessment limits:
    • Information that would enhance or clarify the reader's understanding of the main idea of the text or a portion of the text
  1. Identify and explain words and other techniques that affect the reader's feelings

Standard 3.0 Comprehension of Literary Text

Topic

A.

Indicator

  • 1. Develop comprehension skills by reading a variety of self-selected and assigned literary texts including print and non-print

Objectives

  1. Listen to critically, read, and discuss a variety of literary texts representing diverse cultures, perspectives, ethnicities, and time periods
  1. Listen to critically, read, and discuss a variety of different types of fiction and nonfiction texts

Indicator

  • 2. Use text features to facilitate understanding of literary texts

Objectives

  1. Identify and explain how organizational aids such as the title of the book, story, poem, or play contribute to meaning
    Assessment limits:
    • In the text or a portion of the text
  1. Identify and explain how graphic aids such as pictures and illustrations, punctuation, print features contribute to meaning
    Assessment limits:
    • In the text or a portion of the text
  1. Identify and explain how informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, bulleted lists, footnoted words, pronunciation keys, transition words, end notes, works cited, other information aids encountered in informational texts contribute to meaning
    Assessment limits:
    • In the text or a portion of the text
  1. Identify and explain how print features such as large bold print, font size/type, italics, colored print, quotation marks, underlining, other print features encountered in informational texts contribute to meaning
    Assessment limits:
    • In the text or a portion of the text

Indicator

  • 3. Use elements of narrative texts to facilitate understanding

Objectives

  1. Identify and distinguish among types of narrative texts such as characteristics of the general categories of fiction versus nonfiction, realistic fiction, tall tales, legends, fables, fairy tales, biographies
    Assessment limits:
    • Grade-appropriate narrative texts
  1. Identify and explain the elements of a story
    Assessment limits:
    • Main problem, sequence or chronology of events, and solution to the problem
  1. Identify and describe the setting and the mood
    Assessment limits:
    • Details that create the setting
    • Details that create the mood
  1. Identify and analyze the characters
    Assessment limits:
  1. Identify and explain relationships between and among characters, setting, and events
    Assessment limits:
    • In the text or a portion of the text or across multiple texts
  1. Identify and describe the narrator
    Assessment limits:
    • Conclusions about the narrator based on his or her thoughts and/or observations

Indicator

  • 4. Use elements of poetry to facilitate understanding

Objectives

  1. Use structural features such as structure and form including lines and stanzas, shape, refrain, chorus, and rhyme scheme to identify poetry as a literary form
  1. Identify and explain the meaning of words, lines, and stanzas
    Assessment limits:
    • Literal versus figurative meaning
  1. Identify and explain sound elements of poetry
    Assessment limits:
  1. Identify and explain other poetic elements such as setting, mood, tone, etc., that contribute to meaning
    Assessment limits:
    • Elements of grade-appropriate lyric and narrative poems that contribute to meaning

Indicator

  • 5. Use elements of drama to facilitate understanding

Objectives

  1. Use structural features to identify a play as a literary form
  1. Identify and explain the action of a scene
    Assessment limits:
    • Literal versus interpretive meaning
  1. Identify and explain stage directions that help to create character and movement
  1. Identify and explain stage directions and dialogue that help to create character
    Assessment limits:
    • In the text or a portion of the text

Indicator

  • 6. Determine important ideas and messages in literary texts

Objectives

  1. Identify and explain main ideas and universal themes
    Assessment limits:
    • Main ideas of the text or a portion of the text
    • Message, moral, or lesson learned from the text
  1. Identify and explain a similar idea or theme in more than one text
    Assessment limits:
    • Messages, morals, or lessons learned across texts
  1. Retell the text
  1. Summarize
    Assessment limits:
    • The text or a portion of the text
  1. Identify and explain personal connections to the text
    Assessment limits:
    • Connections between personal experiences and the theme or main ideas

Indicator

  • 7. Identify and describe the author's use of language

Objectives

  1. Identify and explain how the use of dialogue contributes to a story
  1. Identify and explain specific words and phrases that contribute to meaning
    Assessment limits:
    • Significant words and phrases with a specific effect on meaning
    • Denotations of above-grade-level words used in context
  1. Identify and explain words and punctuation that create tone
    Assessment limits:
    • In the text or a portion of the text
  1. Identify and explain figurative language
    Assessment limits:
  1. Identify and explain language that appeals to the senses and feelings
    Assessment limits:
    • Specific words and phrases in the text or a portion of the text
  1. Identify and explain repetition and exaggeration
    Assessment limits:
    • In the text or a portion of the text

Indicator

  • 8. Read critically to evaluate literary texts

Objectives

  1. Identify and explain the believability of the characters' actions and the story's events
    Assessment limits:
    • In the text or a portion of the text
  1. Identify and explain questions left unanswered by the text
    Assessment limits:
    • Questions and predictions about events, situations, and conflicts that might occur if the text were extended

Standard 4.0 Writing

Topic

A.

Indicator

  • 1. Compose texts using the prewriting and drafting strategies of effective writers and speakers

Objectives

  1. Generate topics based on discussion of common experiences using techniques such as graphic organizers, journal writing, listing, webbing, and discussion of prior experiences
  1. Plan and organize ideas for writing by using an appropriate organizational structure such as chronological or sequential order, comparison and contrast
    • Complete an idea by providing topic, support, and concluding sentences

Indicator

  • 2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade

Objectives

  1. Compose to express personal ideas to develop fluency using a variety of forms such as journals, narratives, letters, reports, and paragraphs
  1. Describe in prose and poetry by using sensory details and vivid language with active verbs and colorful adjectives
  1. Compose to inform using summary and selection of major points and examples to support a main idea
  1. Compose to persuade using significant reasons and relevant support
    • Agree or disagree with an idea and generate convincing reasons with relevant support
    • Consider effective forms
  1. Use writing-to-learn strategies such as journals, admit/exit slips, diagrams, drawings, graphic organizers, and "think-aloud's on paper" to connect ideas and thinking about lesson content
  1. Manage time and process when writing for a given purpose

Indicator

  • 3. Compose texts using the revising and editing strategies of effective writers and speakers

Objectives

  1. Revise texts for clarity, completeness, and effectiveness
    • Eliminate words and ideas that do not support the main idea
    • Clarify meaning by rearranging words within a sentence
    • Clarify meaning by rearranging sentences within a text for a clear beginning, middle, and end
  1. Use suitable traditional and electronic resources to edit final copies of text for correctness in language usage and conventions such as capitalization, punctuation, and spelling
    • Self edit
    • Peer edit
    • Dictionary
  1. Prepare the final product for presentation to an audience

Indicator

  • 4. Identify how language choices in writing and speaking affect thoughts and feelings

Objectives

  1. Select words appropriate for audience, situation, or purpose
  1. Acquire and use new vocabulary
  1. Consider the effect of word choices on the audience

Indicator

  • 5. Assess the effectiveness of choice of details, word choice, and use of figurative language in the student's own composing

Objectives

  1. Assess the effectiveness of choice of details and words/phrases that extend meaning in student's own composing
  1. Explain how specific words/phrases used by the writer affects reader response
  1. Examine and use basic transitions such as "and," "but," "or," "first," "second," and "last"

Indicator

  • 6. Explain how textual changes in a work clarify meaning or fulfill a purpose

Objectives

  1. Revise own text for word choice

Indicator

  • 7. Locate, retrieve, and use information from various sources to accomplish a purpose

Objectives

  1. Identify and use sources of information on a topic
  1. Use various information retrieval sources (traditional and/or electronic) to obtain information on a topic
  1. Use note taking and organizational strategies to record and organize information
    • Participate in teacher-directed note-taking and organization of information
  1. Use information to fulfill a given purpose

Standard 5.0 Controlling Language

Topic

A.

Indicator

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

Objectives

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)
  1. Identify and incorporate subjects and verbs when composing simple sentences
  1. Compose complete and correct declarative, interrogative, imperative, and exclamatory sentences
  1. Identify and use verb forms such as singular/ plural, regular/ irregular
  1. Identify and use verb tenses such as present, past, and future

Topic

B.

Indicator

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

Objectives

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
  1. Apply consistent and appropriate use of verb tenses such as past, present, and future; pronouns such as personal and possessive; and modifiers
  1. Recognize and correct common usage errors such as homophones, contractions, and commonly confused words
  1. Use available resources to correct or confirm editorial choices
  1. Explain editorial choices

Topic

C.

Indicator

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

Objectives

Indicator

  • 2. Apply standard English punctuation and capitalization in written language **

Objectives

  1. Use end punctuation correctly
  1. Use commas correctly in dates, addresses, city and state, salutations and closings, and items in a series
  1. Use underlining for titles of books
  1. Use apostrophes in contractions and singular possessives
  1. Use quotation marks in simple dialogue
  1. Use capital letters to begin a sentence and identify a proper noun
  1. Indent for paragraphs

Indicator

  • 3. Explain editorial choices involving mechanics

Objectives

Topic

D.

Indicator

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

Objectives

Indicator

  • 2. Apply conventional spelling in written language

Objectives

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

Indicator

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

Objectives

Topic

E.

Indicator

  • 1. Produce writing that is legible to the audience

Objectives

  1. Use manuscript fluently when appropriate to the task
  1. Form upper and lower case letters using cursive writing
  1. Use connecting strokes to write continuous text for daily assignments
  1. Use cursive writing for independent assignments to build accuracy and automaticity
  1. Use word processing technology when appropriate

Standard 6.0 Listening

Topic

A.

Indicator

  • 1. Demonstrate active listening strategies

Objectives

  1. Attend to the speaker
  1. Ask appropriate questions
  1. Respond appropriately to clarify and understand

Indicator

  • 2. Comprehend and analyze what is heard

Objectives

  1. Determine whether a speaker's general purpose is to inform, to persuade, or to entertain
  1. Identify rhythms and patterns of language, including alliteration, onomatopoeia, rhyme, and repetition
  1. Demonstrate an understanding of what is heard by retelling, asking questions, relating prior knowledge, and summarizing
  1. Follow a set of multi-step directions
  1. Listen carefully to expand and enrich vocabulary
  1. Make judgments based on information from the speaker

Standard 7.0 Speaking

Topic

A.

Indicator

  • 1. Use organization and delivery strategies at an appropriate level

Objectives

  1. Speak clearly enough to be heard and understood in a variety of situations for a variety of purposes
  1. Use appropriate non-verbal techniques to enhance communication
    • Posture
    • Eye contact
    • Facial expressions
    • Gestures

Indicator

  • 2. Make oral presentations

Objectives

  1. Speak in a variety of situations to inform and/or relate experiences, including retelling stories
  1. State a position and support it with reasons
  1. Participate in dramatic presentations
  1. Plan and deliver effective oral presentations
  1. Use props when appropriate
  • *New Standards identifies the need for students to process 1 million words per year to maintain academic progress.
  • **At each grade level, curricular options include more complex examples of previous years' objectives.
  • ***Emphasis is on application of conventions rather than memorization of terms.

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