1

THIRD GRADE

HANDBOOK

GREENWOOD

LABORATORY

SCHOOL

Ms. Rebecca Crowder rcrowder@ missouristate.edu

Office Phone: 836-5956

2013-2014

2

Welcome to third grade! I am excited about meeting each of you and

getting to know your children throughout the coming year.

I would like to take this opportunity to tell you a little about myself.

I spent most of my childhood in St. Joseph, Missouri. When I was 16,

my family moved to Springfield, and the following year we moved to

Topeka, Kansas. I graduated from Topeka West High School. Following

graduation I left for Tucson and the University of Arizona to study

Musical Theater, but homesickness got the best of me and I returned

home after my freshman year.

Within a couple of years I returned to Springfield and have remained in

the area since that time. I graduated from Missouri State University in

1989 with a Bachelor’s Degree in Education. I also attained my Master’s

Degree in Elementary Education from Missouri State University. While

working on my Master’s Degree, I supplemented my education with

courses in gifted education from Drury University and the University of

Missouri. I worked with gifted students for nine years before coming to

Greenwood as third grade instructor during the 2008-2009 school year. I

am currently working on my Doctorate at Texas Tech University in

Curriculum and Instruction.

I have one daughter—Jessica—who is 21. She is currently attending

MSU. Among our many interests, we enjoy reading, traveling, watching

movies, and working on crafts.

I am looking forward to another great year at Greenwood.

Rebecca Crowder

3

This Year in Third Grade

Third grade will be a time of great transition for your child. It serves as a

bridge between early childhood education and upper elementary

requirements. There will be great times and times of great frustration,

but we will grow and survive!

This year, your child will begin to develop independent learning skills.

In other words, the teacher will begin to play less of a role as we

encourage the children to develop responsibility for their own education.

I encourage you to allow your child to complete their assignments on

their own as much as possible. In this way, they will learn to think

through what they are doing instead of relying on immediate help from

you or me. Problem solving, reading and following instructions, and

following through with assignments/projects become an important part

of their education and their future.

For the first time, your child will receive percentage grades in Math,

Social Studies, and Word Study. Grades will be based upon their daily

assignments, tests, projects, and timeliness. It is expected that

assignments will be turned in on time and be legible. Points will be

deducted for assignments not turned in on time. In addition to

percentage grades in the above subjects, students will earn grades in

writing, reading, behavior skills, and study skills.

Among other things, they will begin to read informational texts, write 4-

5 paragraph papers, read longer and more difficult works of fiction, and

multiply and divide.

4

Third Grade Schedule

2013-2014

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

8:00-8:15 Planner Planner Planner Planner Planner

8:15-9:00 Math Math Math Math Math

9:00-9:40 Social Studies Handwriting

9:00-9:30

Science

9:35-10:15

Handwriting

9:00-9:30

Science

9:35-10:15

Social Studies Social Studies

9:00-9:50

Art

9:55-10:45

9:45-10:15 Library Library

10:15-10:45 PE Computers Guidance PE

10:45-11:15 Recess Recess Recess Recess Recess

11:15-11:20 Restroom Restroom Restroom Restroom Restroom

11:20-11:50 Lunch Lunch Lunch Lunch Lunch

11:50-12:30 Word study Word study Word study Word study Word study

12:35-1:05 Music Music Spanish Music Spanish

1:10-1:40 Reading Reading Reading Reading Reading

1:40-2:10 Writing Writing Writing Writing Writing

2:10-2:40 Writing Writing Writing Writing Reading

buddies

5

Third Grade

Supply List

2013-2014

o 1-Backpack

o 2-Pocket folders: We will label at school

Make sure you get the folders without the brads in them—they just need

pockets

o Colored Pencils (minimum: a box of 12—students may want more than 12 since

this is our primary coloring utensil in third grade)

o Two black markers—thin tipped, for writing and outlining on colored

construction paper

o 4 Glue Sticks

o 1-package pencils—NO mechanical pencils

o 1 Grading pen (can be purple, red, green, etc. No blue or black)

o Hand held pencil sharpener

o 2 pink erasers

o Pencil box—these need to be kept small; colored pencils and extra pencils will

be kept in these, and the box will be kept in their red tray.

o Scissors

o Headphones/earbuds to use with the computers

o 3 boxes of Kleenex

o 1 clear view 1 inch binder

o 25 top load page protectors: put the page protectors in the 1 inch binder

o Package of 2 dry erase markers-black

o Eraser for dry erase board

o 1 bottle of Germ-Ex

*Please keep things simple—no “cutesy” toys that will distract and/or break. We

have limited space and each student’s supplies are expected to fit into their space

neatly.

**Except where specified, color, design, and number do not matter to me—let

your child pick what he/she likes.

***Optional supplies

o Water bottle—must have a lid and may hold ONLY water. No pop,

fruit juice, etc. is allowed.

6

Third Grade Classroom Citizenship Plan

I expect all students to follow our classroom rules, which will ensure a

productive learning environment for all students. Should they choose not

to follow the expectations, the following consequences will occur:

Rules:

Be prepared and on time for class

Be respectful of their classmates and the classroom environment

Be respectful to the Greenwood community, including faculty,

staff, visitors, and the environment

Consequences:

Failure to follow classroom and school expectations will result in a

Responsibility Plan. The goal of the “RP” is to help the student learn

from their behavior and determine a course of action for altering the

behavior. Students will fill out their RP, bring it home to be signed by a

parent, and returned the next day. After every five offenses students will

be referred to Mr. Seal, which results in lunchtime detention and a

discipline report. Please remember that while an offense may seem mild,

it becomes a bigger concern when it is repetitive, or when it is multiplied

by 30 students.

Severe behavior issues will be dealt with immediately and may be

referred to the director or the assistant director. These issues include, but

are not limited to, screaming, fighting, throwing objects in the

classroom, bullying, and swearing.

7

A Day in the life of a Third Grader

Student Planner and Homework We begin each day with the planner. The student planner represents a step

in the right direction for organization and responsibility for our third

graders. At 8:00 each day, students are expected to arrive at school, hang

up their backpack and coat, turn in homework, and then sit down and fill

out their planner. The planner will have that day’s classroom and

homework listed, and students are expected to check off each assignment

as they complete it. If they do not finish the work, it is to go directly into

the Homework folder. It is the student’s responsibility to complete this

each day and to have the planner signed by the parent at night. The planner

will be checked each day and this will become part of their study skills

grade. Parents should read the planner each day so they know daily

assignments. The planner plus the newsletter is your ticket into the

third grade classroom—these two together will let you know the

general activities. Most of the time assignments (except writing) will be

due the following day. Students will also have a problem of the day to

solve during this time frame. We will discuss the solution(s) during math.

Schedule We begin class promptly at 8:15. By this time, students should be in their

seats with morning work complet. Since our schedule is packed there will

not be time to repeat lessons. This year we begin with math each morning.

Social studies and handwriting will occur next, on alternating days. Then,

it’s off to special classes. We then have a break for lunch and recess.

Afternoons will be spent in communication arts. We will complete Word

Study between lunch and music/Spanish, and return to the room for

reading and writing from 1:10-2:40.

At 2:40 we pack up and at 2:45 we head up the hall to the car line.

8

Third Grade Classroom Policy and Procedure

Assignments and Homework

Assignments are begun in class and generally will be finished during

class time. These are to be turned in as soon as finished. Sometimes

students do not finish these during class time, or do not make adequate

progress during class time, and it becomes necessary for them to take the

work home. These papers will be placed in the Homework folder and are

due by 8:15 the following morning. Writing projects are the exception.

When we are nearing the end of a writing project, the due date will

appear in the newsletter, and there will be a note in the planner. You can

help your child at this time by asking to see their writing piece and

making sure they are getting ready to turn it in. There will be homework

most nights. Primarily, this will be math, outside reading books, and test

preparation. Any homework assigned will be due the next morning,

unless specifically noted in their planner.

Spelling lists will be posted on spellingcity.com each week. A link is on

the classroom website. A general overview of each subject, and specific

homework assignments are given in the newsletter.

Late papers will lose points each day from the original score. After two

days, a score of zero will be given.

Absentees

It is very important that students be in attendance, since much of what

we do is in class. With eMINTS comes cooperative learning—team

work—so it is important for each child to be in attendance in order to do

their part.

If your child must be absent, please call and let us know. Work from an

excused absence should be completed in a timely manner. The student is

responsible for getting work turned in and will be given one day per

9

absence to make up work. Work that was to be turned in on the day of

absenteeism is due the day the student returns to school. If a test was to

be taken on the day of absenteeism, the test will be taken the day the

child returns to school.

Additional information can be found in the student handbook.

Independent Reading

All students are expected to complete outside reading on a weekly basis.

Third grade will participate in the Missouri Reading Circle Program,

which means students need to read a minimum of 16 books throughout

the year—these may be from any genre the student chooses. All books

need to be read by April 25th

to qualify for the Reading Circle certificate.

Students will be responsible for completing a book report for each book

read, and keeping it in their folder in the reading center. Book report

forms can be found on the classroom website on the links page. Books

will only count if they are at least a third grade level book—if you are

looking at the lexile site, the range for third grade is now 420-820.

Snacks and drinks

Water only may be kept at the desk as long as it is in a bottle with a pop-

up lid. We do not have snacks in third grade.

Newsletters

A newsletter will be posted weekly to the classroom website.

Any changes will be sent via email to the parent list. When there is a

short week, I may combine the two weeks into one newsletter. This will

generally be posted by Sunday evening.

10

Birthdays

Birthdays can be celebrated in third grade, but due to the computer

equipment in our room, snacks are to be shared at lunch so they can be

consumed in the lunchroom.

Progress Reports

Progress reports will be sent home periodically so that parents are aware

of grades throughout the semester. This will also help us identify weak

areas early and allow us to get additional help if necessary.

Grades

In 3rd grade students receive a percentage grade in Social Studies, Math,

and Word Study. Percentage grades are as follows:

100% - 90% Excellent

89% - 80% Above Average

79% - 70% Average

69% - 60% Below Average

59% and below Failing

All other subjects will be evaluated as follows:

M – Mastered Expectations

P – Progressing

N – Needs Improvement

Grades in all areas will be based on performance, daily participation in

class, test performance, and teacher observation/evaluations.

11

Greenwood Parent/Student Handbook Please refer to the Greenwood Handbook for school policies and

procedures not addressed in the Third Grade Handbook.

12

Greenwood Laboratory School

Syllabus

Third Grade

2013-2014

Purpose Third grade is a time of transition between primary and intermediate grades. At

Greenwood this transition time is used to integrate technology into the students’

educational process, increase their ability to reason critically, increase their

knowledge base for future grades, encourage them to become independent learners,

and improve their communication skills.

Curriculum Summary

Communication Arts

Communication arts will include reading, writing, listening, speaking, grammar,

handwriting, information literacy and vocabulary. Proficiency in each area will be

assessed according to how the student meets the established criteria in each area.

Reading: Students will focus on becoming fluent readers with grade level material.

They will learn to develop and apply strategies to comprehend, analyze, and

evaluate fiction and nonfiction works. They will learn to read for information and

to use details from text to understand components of the story, such as main idea.

They will develop vocabulary through reading and make connections between

material read and life, the world, and other texts.

Writing: Students will focus on improving writing skills so they can write a

narrative that is cohesive with a clear main idea, supporting details, developed

characterization, and a logical sequence of events. Third grade students will be

expected to utilize correct spelling and grammar using standard conventions

throughout their writing. In addition, they will write expository text with a clear

main idea and supporting details.

Information Literacy: Third grade students will learn to use keywords to locate

information from multiple sources, cite sources when conducting research, and

demonstrate note-taking and organizational skills. They will also learn to utilize a

variety of multi-media venues to disseminate information.

13

Listening and Speaking: Oral presentations are an integral part of the educational

experience at Greenwood and third graders will begin to develop effective

presentation techniques and active-listening skills.

Mathematics

Greenwood utilizes the Math Connects program to develop students’ foundation in

mathematical principles. In the area of algebraic relationships students will learn to

recognize, analyze, and apply patterns to mathematical situations, apply the

commutative property to addition and multiplication problems, and represent

mathematical problems in a variety of ways. In data and probability students’ will

learn to collect data, interpret the data, and present the information within an

appropriate graph or table. In geometric and spatial relations students’ will work

with 2- and 3- dimensional figures, lines of symmetry, congruency, and the use of

visual models to help solve problems. In measurement, students will identify the

correct unit of measurement to use with a given situation, solve problems with time

and money, identify and measure angles, and determine the perimeter and area of

polygons. Numbers and Operations will involve reading, writing, and comparing

whole numbers and decimals, classifying numbers, recognizing and writing

equivalent numbers, and describing the effects of and the relationship between

problems involving addition, subtraction, multiplication, and division. It is

expected that third grade students will learn multiplication and division, adding

and subtracting up to 3-digit numbers, and the use of mental math techniques.

Social Studies Third grade social studies will focus on learning about the Native American culture

and how civilizations are influenced by the geographic area in which they reside.

We will also learn about symbols of America, economics, and peoples around the

world.

Science Science will remain a special class this year; it will not be taught in the classroom.

Policies

Absentee Policy: Attendance is essential to student success; if a student needs

to be absent, the parents should notify the office. Upon the students return he

should check with the teacher for make-up work. Make-up work should be

completed in a timely fashion so that the student does not fall behind.

14

Plagiarism and Cheating: Third grade students are expected to complete their

own work. The first offense will generate a verbal warning with the student, a

second offense will be a conference with the teacher and the student, a third

offense will include a conference with the parents. In addition the child may

receive a zero for the assignment or may have to redo the assignment.

Textbooks and Supplies: The required list of supplies can be found on the

classroom website under the parent page.

Evaluations: Students will be evaluated using a variety of assessments, including,

but not limited to, tests, teacher observation, projects, and daily assignments.

Grading Scale: Beginning in third grade students will be assigned a percentage

grade for their work in Mathematics, Science, Word Study, and Social Study

according to the following scale:

90%-100% Excellent

80%-89% Above Average

70%-79% Average

60%-69% Below Average

Below 59% Failing

All other subjects will use the following system:

M – Mastered Expectations

P – Progressing

N – Needs Improvement

School dress: Hats are not to be worn in the building. Refer to the Greenwood

Handbook for all other dress requirements.

Special Projects: In third grade students will have a variety of projects assigned

that will require some work outside class. At the beginning of each assignment, the

students will be given a list of expectations and a scoring guide.

15

Cell Phone Policy: The use of cell phones is prohibited during class time per

MSU policy. Secondary students may use cell phones in-between classes,

during the lunch period or before and after school. Elementary students are not

to use a cell phone during the school day.

Disabilities

To request academic accommodations for a disability, contact the

Director of Disability Services, Plaster Student Union, Suite 405,

(417) 836-4192 or (417) 836-6792 (TTY),

www.missouristate.edu/disability. Students are required to provide

documentation of disability to Disability Services prior to receiving

accommodations. Disability Services refers some types of

accommodation requests to the Learning Diagnostic Clinic, which also

provides diagnostic testing for learning and psychological disabilities.

For information about testing, contact the Director of the Learning

Diagnostic Clinic, (417) 836-4787,

http://psychology.missouristate.edu/ldc.

Non-Discrimination Policy

Missouri State University is an equal opportunity/affirmative

action institution, and maintains a grievance procedure available to

any person who believes he or she has been discriminated against.

At all times, it is your right to address inquiries or concerns about

possible discrimination to the Office for Equity and Diversity, Park

Central Office Building, 117 Park Central Square, Suite 111, (417)

836-4252. Other types of concerns (i.e., concerns of an academic

nature) should be discussed directly with your instructor and can

also be brought to the attention of your instructor’s Department

Head. Please visit the OED website at

www.missouristate.edu/equity/.

16

Greenwood Laboratory School

Curriculum

Communication Arts

Common Core

Third Grade

2013-2014

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite

specific textual evidence when writing or speaking to support conclusions drawn from the text.

a. Ask and answer questions to demonstrate understanding of a text, referring explicitly to

the text as the basis for the answers.

2. Determine central ideas or themes of a text and analyze their development; summarize the key

supporting details and ideas.

a. Recount stories, including fables, folktales, and myths from diverse cultures; determine

the central message, lesson, or moral and explain how it is conveyed through key details

in the text.

b. Determine the main idea of a text; recount the key details and explain how they support

the main idea.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a

text.

a. Describe characters in a story (traits, motivations, feelings) and explain how their actions

contribute to the sequence of events.

b. Describe the relationship between a series of historical events, scientific ideas or

concepts, or steps in technical procedures in a text, using language that pertains to time,

sequence, and cause/effect.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape meaning or

tone.

a. Determine the meaning of words and phrases as they are used in a text, distinguishing

literal from nonliteral language.

b. Determine the meaning of general academic and domain-specific words and phrases in a

text relevant to a grade 3 topic or subject area.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions

of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

a. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using

terms such as chapter, scene, and stanza; describe how each successive part builds on

earlier sections.

b. Use text features and search tools (key words, sidebars, hyperlinks) to locate information

relevant to a given topic efficiently.

6. Assess how point of view or purpose shapes the content and style of a text.

a. Distinguish their own point of view from that of the narrator or those of the characters.

b. Distinguish their own point of view from that of the author of a text.

17

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and

quantitatively, as well as in words.

a. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by

the words in a story (create mood, emphasize aspects of a character or setting).

b. Use information gained from illustrations (maps, photographs) and the words in a text to

demonstrate understanding of text (where, when, why, and how key events occur).

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the evidence.

a. Not evaluated at third grade for literature

b. Describe the logical connection between particular sentences and paragraphs in text

(comparison, cause/effect, first/second/third in a sequence

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to

compare the approaches the authors take.

a. Compare and contrast the themes, settings, and plots of stories written by the same author

about the same or similar characters (in books from a series)

b. Compare and contrast the most important points and key details presented in two texts on

the same topic.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

a. By the end of the year, read and comprehend literature, including stories, dramas, and

poetry, at the high end of the grades 2-3 text complexity band independently and

proficiently.

b. By the end of the year, read and comprehend informational texts, including history/social

studies, science, and technical texts, at the high end of the grades 2-3 text complexity

band independently and proficiently.

Reading Standards: Foundational Skills—Third Grade

Standards 1-2 are Kindergarten/First Grade skills

Phonics and Word Recognition

3. Know and apply grade-level phonics and word analysis skills in decoding words.

a. Identify and know the meaning of the most common prefixes and derivational suffixes.

b. Decode words with common Latin suffixes.

c. Decode multisyllable words.

d. Read grade-appropriate irregularly spelled words.

Fluency

4. Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on

successive readings

c. Use context to confirm or self-correct word recognition and understanding, rereading as

necessary.

18

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. Write opinion pieces on topics or texts,

supporting a point of view with reasons.

a. Introduce the topic or text they are writing about, state an opinion, and create an

organizational structure that lists reasons.

b. Provide reasons that support the opinion.

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect

opinion and reasons.

d. Provide a concluding statement or section.

2. Write informative/explanatory texts to examine and convey complex ideas and information

clearly and accurately through the effective selection, organization, and analysis of content. Write

informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when

useful to aiding comprehension.

b. Develop the topic with facts, definitions, and details.

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas

within categories of information.

d. Provide a concluding statement or section

3. Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences. Write narratives to develop real or

imagined experiences or events using effective technique, descriptive details, and clear event

sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event

sequence that unfolds naturally.

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences

and events or show the response of characters to situations.

c. Use temporal words and phrases to signal event order.

d. Provide a sense of closure.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

a. With guidance and support from adults, produce writing in which the development and

organization are appropriate to task and purpose.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a

new approach.

a. With guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, and editing.

6. Use technology, including the Internet, to produce and publish writing and to interact and

collaborate with others.

a. With guidance and support from adults, use technology to produce and publish writing

(using keyboarding skills) as well as to interact and collaborate with others.

19

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions,

demonstrating understanding of the subject under investigation.

a. Conduct short research projects that build knowledge about a topic.

8. Gather relevant information from multiple print and digital sources, assess the credibility and

accuracy of each source, and integrate the information while avoiding plagiarism.

a. Recall information from experiences or gather information from print and digital sources;

take brief notes on sources and sort evidence into provided categories.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Not assessed in third grade

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter

time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

a. Write routinely over extended time frames (time for research, reflection, and revision)

and shorter time frames (a single sitting or a day or two) for a range of discipline-specific

tasks, purposes, and audiences.

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse

partners, building on others’ ideas and expressing their own clearly and persuasively.

a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas

and expressing their own clearly.

i. Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation and other information known about the topic

to explore ideas under discussion.

ii. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful

ways, listening to others with care, speaking one at a time about the topics and

texts under discussion).

iii. Ask questions to check understanding of information presented, stay on topic,

and link their comments to the remarks of others.

iv. Explain their own ideas and understanding in light of the discussion.

2. Integrate and evaluate information presented in diverse media and formats, including visually,

quantitatively, and orally.

a. Determine the main ideas and supporting details of a text read aloud or information

presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

a. Ask and answer questions about information from a speaker, offering appropriate

elaboration and detail.

20

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of

reasoning and the organization, development, and style are appropriate to task, purpose, and

audience.

a. Report on a topic or text, tell a story, or recount an experience with appropriate facts and

relevant, descriptive details, speaking clearly at an understandable pace.

5. Make strategic use of digital media and visual displays of data to express information and

enhance understanding of presentations.

a. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an

understandable pace; add visual displays when appropriate to emphasize or enhance

certain facts or details.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of

formal English when indicated or appropriate.

a. Speak in complete sentences when appropriate to task and situation in order to provide

requested detail or clarification.

College and Career Readiness Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking.

a. standard English grammar and usage when writing or speaking.

i. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in

general and their functions in particular sentences.

ii. Form and use regular and irregular plural nouns.

iii. Use abstract nouns (e.g., childhood).

iv. Form and use regular and irregular verbs.

v. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

vi. Ensure subject-verb and pronoun-antecedent agreement.

vii. Form and use comparative and superlative adjectives and adverbs, and choose

between them depending on what is to be modified.

viii. Use coordinating and subordinating conjunctions.

ix. Produce simple, compound, and complex sentences.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing.

a. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

i. Capitalize appropriate words in titles.

ii. Use commas in addresses.

iii. Use commas and quotation marks in dialogue.

iv. Form and use possessives.

v. Use conventional spelling for high-frequency and other studied words and for

adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

vi. Use spelling patterns and generalizations (e.g., word families, position-based

spellings, syllable patterns, ending rules, meaningful word parts) in writing

words.

21

vii. Consult reference materials, including beginning dictionaries, as needed to check

and correct spellings.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to

make effective choices for meaning or style, and to comprehend more fully when reading or

listening.

a. Use knowledge of language and its conventions when writing, speaking, reading, or

listening.

i. Choose words and phrases for effect.

ii. Recognize and observe differences between the conventions of spoken and

written standard English.

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using

context clues, analyzing meaningful word parts, and consulting general and specialized reference

materials, as appropriate.

a. Determine or clarify the meaning of unknown and multiple-meaning word and phrases

based on grade 3 reading and content, choosing flexibly from a range of strategies.

i. Use sentence-level context as a clue to the meaning of a word or phrase.

ii. Determine the meaning of the new word formed when a known affix is added to

a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable,

care/careless, heat/preheat).

iii. Use a known root word as a clue to the meaning of an unknown word with the

same root (e.g., company, companion).

iv. Use glossaries or beginning dictionaries, both print and digital, to determine or

clarify the precise meaning of key words and phrases.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.

a. Demonstrate understanding of word relationships and nuances in word meanings.

i. Distinguish the literal and nonliteral meanings of words and phrases in context

(e.g., take steps).

ii. Identify real-life connections between words and their use (e.g., describe people

who are friendly or helpful).

iii. Distinguish shades of meaning among related words that describe states of mind

or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

6. Acquire and use accurately a range of general academic and domain-specific words and phrases

sufficient for reading, writing, speaking, and listening at the college and career readiness level;

demonstrate independence in gathering vocabulary knowledge when encountering an unknown

term important to comprehension or expression.

a. Acquire and use accurately grade-appropriate conversational, general academic, and

domain specific words and phrases, including those that signal spatial and temporal

relationships (e.g., After dinner that night we went looking for them).

http://www.corestandards.org/ELA-Literacy

22

Common Core

Third Grade

Math

Operations and Algebraic Thinking

1. Represent and solve problems involving multiplication and division.

a. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of

objects in 5 groups of 7 objects each. For example, describe a context in which a

total number of objects can be expressed as 5 × 7.

b. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the

number of objects in each share when 56 objects are partitioned equally into 8

shares, or as a number of shares when 56 objects are partitioned into equal shares

of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

c. Use multiplication and division within 100 to solve word problems in situations

involving equal groups, arrays, and measurement quantities, e.g., by using

drawings and equations with a symbol for the unknown number to represent the problem.

d. Determine the unknown whole number in a multiplication or division equation

relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

2. Understand properties of multiplication and the relationship between multiplication and division.

a. Apply properties of operations as strategies to multiply and divide.2 Examples: If

6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of

multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5

× 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing

that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

b. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by

finding the number that makes 32 when multiplied by 8.

3. Multiply and divide within 100.

a. Fluently multiply and divide within 100, using strategies such as the relationship

between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40

÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory

all products of two one-digit numbers.

4. Solve problems involving the four operations, and identify and explain patterns in

arithmetic.

a. Solve two-step word problems using the four operations. Represent these

problems using equations with a letter standing for the unknown quantity. Assess

the reasonableness of answers using mental computation and estimation

strategies including rounding.

23

b. Identify arithmetic patterns (including patterns in the addition table or

multiplication table), and explain them using properties of operations. For

example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Numbers and Operations in Base Ten

5. Use place value understanding and properties of operations to perform multi-digit

arithmetic.

a. Use place value understanding to round whole numbers to the nearest 10 or 100.

b. Fluently add and subtract within 1000 using strategies and algorithms based on

place value, properties of operations, and/or the relationship between addition

and subtraction.

c. Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

Number and Operations-Fractions

6. Develop understanding of fractions as numbers.

a. Understand a fraction 1/b as the quantity formed by 1 part when a whole is

partitioned into b equal parts; understand a fraction a/b as the quantity formed by

a parts of size 1/b.

b. Understand a fraction as a number on the number line; represent fractions on a

number line diagram.

i. Represent a fraction 1/b on a number line diagram by defining the

interval from 0 to 1 as the whole and partitioning it into b equal parts.

Recognize that each part has size 1/b and that the endpoint of the part

based at 0 locates the number 1/b on the number line.

ii. Represent a fraction a/b on a number line diagram by marking off a

lengths 1/b from 0. Recognize that the resulting interval has size a/b and

that its endpoint locates the number a/b on the number line.

c. Explain equivalence of fractions in special cases, and compare fractions by

reasoning about their size.

i. Understand two fractions as equivalent (equal) if they are the same size,

or the same point on a number line.

ii. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 =

2/3). Explain why the fractions are equivalent, e.g., by using a visual

fraction model.

iii. Express whole numbers as fractions, and recognize fractions that are

equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1;

recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number

line diagram.

iv. Compare two fractions with the same numerator or the same

denominator by reasoning about their size. Recognize that comparisons

are valid only when the two fractions refer to the same whole. Record the

results of comparisons with the symbols >, =, or <, and justify the

conclusions, e.g., by using a visual fraction model.

24

Measurement and Data

7. Solve problems involving measurement and estimation of intervals of time, liquid

volumes, and masses of objects.

a. Tell and write time to the nearest minute and measure time intervals in minutes.

Solve word problems involving addition and subtraction of time intervals in

minutes, e.g., by representing the problem on a number line diagram.

b. Measure and estimate liquid volumes and masses of objects using standard units

of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to

solve one-step word problems involving masses or volumes that are given in the

same units, e.g., by using drawings (such as a beaker with a measurement scale)

to represent the problem

8. Represent and interpret data.

a. Draw a scaled picture graph and a scaled bar graph to represent a data set with

several categories. Solve one- and two-step “how many more” and “how many

less” problems using information presented in scaled bar graphs. For example,

draw a bar graph in which each square in the bar graph might represent 5 pets.

b. Generate measurement data by measuring lengths using rulers marked with

halves and fourths of an inch. Show the data by making a line plot, where the

horizontal scale is marked off in appropriate units— whole numbers, halves, or

quarters.

9. Geometric measurement: understand concepts of area and relate area to multiplication

and to addition.

a. Recognize area as an attribute of plane figures and understand concepts of area

measurement.

i. A square with side length 1 unit, called “a unit square,” is said to have

“one square unit” of area, and can be used to measure area.

ii. A plane figure which can be covered without gaps or overlaps by n unit

squares is said to have an area of n square units.

b. Measure areas by counting unit squares (square cm, square m, square in, square

ft, and improvised units).

c. Relate area to the operations of multiplication and addition.

i. Find the area of a rectangle with whole-number side lengths by tiling it,

and show that the area is the same as would be found by multiplying the

side lengths.

ii. Multiply side lengths to find areas of rectangles with whole-number side

lengths in the context of solving real world and mathematical problems,

and represent whole-number products as rectangular areas in

mathematical reasoning.

iii. Use tiling to show in a concrete case that the area of a rectangle with

whole-number side lengths a and b + c is the sum of a × b and a × c. Use

area models to represent the distributive property in mathematical

reasoning.

iv. Recognize area as additive. Find areas of rectilinear figures by

decomposing them into non-overlapping rectangles and adding the areas

of the non-overlapping parts, applying this technique to solve real world

problems.

10. Geometric measurement: recognize perimeter as an attribute of plane figures and

distinguish between linear and area measures.

a. Solve real world and mathematical problems involving perimeters of polygons,

including finding the perimeter given the side lengths, finding an unknown side

25

length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

Geometry

11. Reason with shapes and their attributes.

a. Understand that shapes in different categories (e.g., rhombuses, rectangles, and

others) may share attributes (e.g., having four sides), and that the shared

attributes can define a larger category (e.g., quadrilaterals). Recognize

rhombuses, rectangles, and squares as examples of quadrilaterals, and draw

examples of quadrilaterals that do not belong to any of these subcategories.

b. Partition shapes into parts with equal areas. Express the area of each part as a unit

fraction of the whole. For example, partition a shape into 4 parts with equal

area, and describe the area of each part as 1/4 of the area of the shape.

http://www.corestandards.org/Math/Practice

26

Social Studies: Grade Level Expectations Economic Concepts and Principals

1. Identify and explain public goods and services

2. Distinguish among natural, capital, and human resources

3. Conduct a cost-benefit analysis

4. Identify the existence of taxes and their purpose

Elements of Geographical Study and Analysis 1. Identify and locate the Mississippi and Missouri Rivers

2. Identify states that border Missouri

3. Describe various ecosystems

4. Describe the impact of communication and technology upon people’s lives

5. Identify examples of different regions

6. Read and construct maps

Missouri, United States, and World History 1. Describe the contributions of Martin Luther King

Principles and processes of governance systems 1. Describe how authoritative decisions are made, enforced and interpreted within the federal government

2. Identify and explain the functions of the three branches of the federal government

3. Analyze peaceful resolution of disputes by courts or other authorities, such as parents, teachers, principals, etc.

4. Identify and explain why cities make laws and ordinances

5. Discuss and apply responsibilities of citizens including respect for the rights of others and treating others fairly

6. State the main purposes of the Declaration of Independence

7. Identify the purpose of the Constitution

8. Explain how the National Anthem symbolizes our nation

Relationships of Individual and Group to institutions and traditions 1. Take part in a constructive process or method for resolving conflicts

2. Compare how people’s needs have been met in different ways in different cultures at

various times

Tools of social science inquiry 1. Identify, select, and use a variety of sources and resources

http://dese.mo.gov/divimprove/curriculum/GLE/#SS