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Grade Level Reading Expectations - Third Grade

Making Meaning at Text Level

  • Selects and integrates most appropriate strategies and can explain how meaning was gained and/or checked
  • Justifies stance on authenticity of text, or reasons for actions in text, and own response
  • Identifies importance of setting in terms of characters and actions
  • Identifies author's intention and purpose for writing and how these influence reading and response
  • Identifies main idea or message of text and evaluates how this influences meaning and the reading
  • Considers how different illustrative or text forms present a different view of or emphasis on the same content or theme
  • Summarizes orally and in writing information gained from text and/or illustration
  • Identifies persuasive elements in fiction and nonfiction material
  • Uses a range of reference material including technical texts to pursue interests and complete tasks
  • Skims and scans when selecting a book or seeking information
  • Uses reading to explore ideas and gain new knowledge
  • Uses charts and tables to read and present information comparing, recording, summarizing, or reorganizing ideas and facts from textual and/or illustrative materials
  • Uses pace and intonation to reflect purpose and meaning when reading to others

Making Meaning at Word Level

  • Uses knowledge of letter clusters, syllabification, affixes, roots, and compound words for identifying and/or confirming words
  • Shows knowledge of multiple meanings of some words
  • Uses dictionaries, glossaries, and thesauruses to check meaning and spelling

Making Meaning Using Context

  • Selects and uses synonyms and antonyms for adjectives, adverbs, verbs
  • Identifies similes and metaphors and provides alternatives
  • Copes with a wide range of features within a text or book
  • Copes with more than one form within a text

Reading Attitudes and Behaviors

  • Uses library for specific purposes as well as for browsing
  • Gathers and synthesizes information from paragraphs and longer texts and from a variety of sources
  • Reruns and self corrects over longer passages and on a range of writing forms
  • Identifies elements in the text and illustrations that develop characterization and influence the presentation of plot
  Fiction
(Literary)
Non-fiction
(Information, task, career)
Text Features
New to Grade Level
  • Narratives - fables, myths and tall tales
  • Letters (functional)
  • Poetry - rhymed, unrhymed
  • Proverbs, Sayings
  • Essays
  • Magazines
  • Technical texts
  • Encyclopedias
  • Almanacs
  • Thesaurus
  • Brochures
  • Diaries / Journals
  • Biographies
  • Speeches
  • Interviews
  • Advertisements
  • Essays
  • Introductions
  • Timetables
  • Parentheses
  • References
  • Footnotes
  • Checklists
  • Subheadings
  • Tables
  • Asterisk
  • Graphs
  • Paragraphs
  • Dialogue
  • Quotation marks
Previously
Introduced
  • Narrative - realistic, fantasy, traditional, folktales, and legends
  • Songs
  • Letters (personal)
  • Diaries
  • Plays
  • Nonfiction texts should include science, social studies, math, the arts, health, fitness, and technology
  • Procedural texts
  • Exposition Reports
  • Dictionaries
  • Informational posters
  • Labels
  • Captions
  • Story maps
  • Charts
  • Table of Contents
  • Glossary
  • Diagrams
  • Maps and map keys/scales
  • Chapter headings
  • Acknowledgements
  • Blurbs
  • Index