Third+Grade+GLE's

Language Arts **
 * Louisiana Third Grade Level Expectations **
 * 

1. Decode words using knowledge of base words, root words, and common prefixes and suffixes (ELA-1-E1) 2. Decode similar words (e.g., //supper// vs. //super//) using knowledge of basic syllabication rules (ELA-1-E1) 3. Identify and explain words with multiple meanings using contextual clues (ELA-1-E1) 4. Demonstrate knowledge of the meanings of common prefixes and suffixes (ELA-1-E1) 5. Use reference aids such as dictionaries, thesauruses, synonym finders, and reference software to determine word meanings, word choices, and pronunciations (ELA-1-E1) 6. Determine meanings of unfamiliar words using a variety of strategies, including: � knowledge of common antonyms, synonyms, homonyms, and homographs � use of context clues � identifi cation of base words and root words (ELA-1-E1) 7. Adjust speed of reading to accomplish a purpose based on text complexity (ELA-1-E3) 8. Identify story elements including: � theme � conflict � character traits, feelings, and motivation (ELA-1-E4) 9. Identify literary devices, including idioms and personification (ELA-1-E4) 10. Demonstrate understanding by summarizing stories and information, including the main events or ideas and selected details from the text in oral and written responses (ELA-1-E5) 11. Connect ideas, events, and information identified in grade-appropriate texts to prior knowledge and life experiences in oral and written responses (ELA-1-E6) 12. Demonstrate oral reading fluency of at least 110 words per minute in third-grade text with appropriate pacing, intonation, and expression (ELA-1-E7) 13. Read texts, chapter books, and informational materials silently at independent reading level (ELA-1-E7) 14. Compare and contrast story elements, including setting, character, and events of two multicultural texts in oral, written, and visual responses (ELA-6-E1) 15. Identify a variety of types of literature, including the myth and the legend, in oral and written responses (ELA-6-E2) 16. Identify and explain the defining characteristics of various types of literature, including the folktale (ELA-6-E3) 17. Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including: � sequencing events � making predictions using information from texts � making simple inferences and drawing conclusions about information in texts � comparing and contrasting, including story elements (e.g., theme, character, and conflicts) and main points or ideas in informational texts � distinguishing between a main idea and a summary � identifying main ideas of texts (ELA-7-E1) 18. Explain chosen solutions to problems in texts (ELA-7-E2) 19. Identify an author�s purpose for writing, including persuading, entertaining, and informing (ELA-7-E3) 20. Explain the author's viewpoint using information from the text (ELA-7-E3) 21. Apply basic reasoning skills, including: � identifying differences between fact and opinion � skimming and scanning texts to locate specific information � identifying multiple causes and/or effects in texts and life situations � raising questions to obtain clarification and/or direct investigation � connecting what is learned to real-life situations (ELA-7-E4) 22. Write compositions of two or more paragraphs that are organized with the following: � a central idea � a logical, sequential order � supporting details that develop ideas � transitional words within and between paragraphs ( ELA-2-E1) 23. Incorporate grade-appropriate vocabulary and information when writing for an intended audience and/or purpose (ELA-2-E2) 24. Develop compositions of two or more paragraphs using writing processes such as the following: � selecting a topic � prewriting using strategies such as brainstorming, locating information, and generating graphic organizers � drafting � conferencing with teachers � revising and proofreading � creating a final draft for publication (ELA-2-E3) 25. Develop organized one- and two-paragraph compositions using description and narration (ELA-2-E4) 26. Use a variety of literary devices, including idioms and personification, in written responses and compositions (ELA-2-E5) 27. Write for various purposes, including: � informal letters using appropriate letter format � book reports and informational compositions that include main ideas and significant details from the text ( ELA-2-E6) 28. Write legibly in cursive or printed form, using standard margins and demonstrating appropriate spacing of letters, words, sentences, and paragraphs (ELA-3-E1) 29. Use standard English punctuation, including: � commas to separate phrases in a series � commas to separate parts of addresses (ELA-3-E2) 30. Capitalize the first word in direct quotations and proper adjectives (e.g., American flag, Mexican food) (ELA-3-E2) 31. Write using standard English structure and usage, including: � avoiding run-on sentences � using verbs in the future tense � making subjects and verbs agree in sentences with simple and compound subjects and predicates (ELA-3-E3) 32. Apply knowledge of parts of speech in writing, including: � using standard future verb tenses � using a variety of conjunctions, such as //although, since, until//, and //while,// in constructing sentences � using correct forms of possessive pronouns, singular nouns, transitional words, and prepositions � identifying and using irregular plural nouns correctly � using first-, second-, and third-person pronouns correctly � selecting and using adverbs that modify according to time, place, manner, and degree � identifying and using irregular verb tenses (ELA-3-E4) 33. Spell grade-appropriate words, including: � multisyllabic words made up of both base words and roots and common prefixes and suffixes � compound words � common homophones (ELA-3-E5) 34. Follow common spelling generalizations, including //qu-, consonant doubling,// and //changing -y// to //-i// (ELA-3-E5) 35. Alphabetize to the third letter (ELA-3-E5) 36. Use a variety of resources, including online and print dictionaries and spell checkers to check spelling (ELA-3-E5) 37. Use clear diction and tone and adjust volume and tempo to stress important ideas when speaking (ELA-4-E1) 38. Give and follow precise directions and instructions (ELA-4-E2) 39. Tell a complex story that includes the following: � a central idea � ideas and details organized chronologically (ELA-4-E3) 40. Give rehearsed oral presentations that include the following: � expression of an opinion about a text, topic, or idea � relevant facts and details from multiple sources (ELA-4-E4) 41. Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts) (ELA-4-E4) 42. Use active listening strategies, including: � asking questions and responding to ideas/opinions � giving oral responses, such as explanations of written and/or spoken texts (ELA-4-E5) 43. Compare ideas and points of view from a wide variety of media, including television, video, music, the Web, charts, and print materials (ELA-4-E6) 44. Assume the role of discussion leader, contributor, and active listener (ELA-4-E7) 45. Locate information using organizational features of a variety of resources, including: � electronic information such as pull-down menus, icons, keyword searches, passwords, and entry menu features � printed text such as indices, tables of contents, glossaries, charts, captions, chapter headings and subheadings � the Dewey Decimal system � electronic and online catalogs (ELA-5-E1) 46. Locate information from multiple sources, including books, periodicals, videotapes, Web sites, and CD-ROMs (ELA-5-E2) 47. Determine appropriateness of collected information for a specified purpose (ELA-5-E2) 48. Use keywords to take notes from written sources (ELA-5-E3) 49. Complete simple outlines with main topics and subtopics that reflect the information gathered (ELA-5-E3) 50. Use available electronic and print resources to draft, revise, and publish simple research reports, book reports, and other projects (ELA-5-E4) 51. Use simple bibliographic information to cite source (ELA-5-E5) 52. Locate information found in graphic organizers such as timelines, charts, graphs, schedules, tables, diagrams, and maps (ELA-5-E6)  1. Model, read, and write place value in word, standard, and expanded form for numbers through 9999 (N-1-E) 2. Read, write, compare, and order whole numbers through 9999 using symbols (i.e., <, =, >) and models (N-1-E) (N-3-E) 3. Use region and set models and symbols to represent, estimate, read, write, and show understanding of fractions through tenths (N-1-E) (N-2-E) 4. Use the concepts of associative and commutative properties of multiplication to simplify computations (N-4-E) (N-7-E) 5. Recognize and model multiplication as a rectangular array or as repeated addition (N-4-E) (N-7-E) 6. Recognize and model division as separating quantities into equal subsets (fair shares) or as repeated subtraction (N-4-E) (N-7-E) 7. Recognize and apply multiplication and division as inverse operations (N-4-E) 8. Recognize, select, connect, and use operations, operational words, and symbols (i.e., +, -, x, � ) to solve real-life situations (N-5-E) (N-6-E) (N-9-E) 9. Know basic multiplication and division facts [0s, 1s, 2s, 5s, 9s, and turn-arounds (commutative facts), including multiplying by 10s] (N-6-E) (N-4-E) 10. Calculate the value of a combination of bills and coins and make change up to $5.00 (N-6-E) (M-1-E) (M-5-E) 11. Add and subtract numbers of 3 digits or less (N-6-E) (N-7-E) 12. Round to the nearest 1000 and identify situations in which such rounding is appropriate (N-7-E) (N-9-E) 13. Determine when and how to estimate, and when and how to use mental math, calculators, or paper/pencil strategies to solve addition and subtraction problems (N-8-E) (N-9-E) 14. Use the symbols <, >, and � to express inequalities (A-1-E) 15. Use objects, pictures, numbers, symbols, and words to represent multiplication and division problem situations (A-1-E) 16. Use number sentences to represent real-life problems involving multiplication and division (A-1-E) (N-4-E) 17. Analyze and describe situations where proportional trades or correspondences are required (e.g., trade 2 pieces of candy for 3 pieces of gum, make equivalent actions on pans to keep balance scale in equilibrium, plan for the number of pieces of bread needed for //x// sandwiches) (A-1-E) 18. Use letters as variables in mathematical statements that represent real-life problems (e.g., 2 x //n// = 8) (A-2-E) 19. Measure length to the nearest yard, meter, and half-inch (M-1-E) 20. Measure capacity using pints and gallons (M-1-E) 21. Measure weight using grams and ounces (M-1-E) 22. Find the perimeter of a geometric shape given the length of its sides (M-1-E) 23. Find the area in square units of a given rectangle (including squares) drawn on a grid or by covering the region with square tiles (M-1-E) 24. Find elapsed time involving hours and minutes, without regrouping, and tell time to the nearest minute (M-1-E) (M-5-E) 25. Select and use the appropriate standard units of measure, abbreviations, and tools to measure length and perimeter (i.e., in., cm, ft., yd., m), area (square inch, square centimeter), capacity (i.e., cup, pint, quart, gallon, liter), and weight/mass (i.e., oz., lb., g, kg, ton) (M-2-E) 26. Order a set of measures within the **same** system (M-3-E) 27. Compare U.S. and metric measurements using approximate reference points without using conversions (e.g., a meter is longer than a yard) (M-3-E) (M-4-E) 28. Estimate length, weight/mass, and capacity (M-3-E) 29. Classify and describe 2- and 3-dimensional objects according to given attributes (triangle vs. quadrilateral, parallelogram vs. prism) (G-2-E) (G-1-E) (G-4-E) 30. Apply concepts of congruence, similarity, and symmetry in real-life situations (G-2-E) 31. Draw or reconstruct figures from visual memory or verbal descriptions (G-3-E) 32. Recognize and execute specified flips, turns, and slides of geometric figures using manipulatives and correct terminology (including //clockwise// and //counterclockwise//) (G-3-E) 33. Construct and draw rectangles (including squares) with given dimensions (e.g., grid paper, square tiles) (G-4-E) 34. Fold a 2-dimensional net into a 3-dimensional object (G-4-E) (G-1-E) 35. Identify, give properties of, and distinguish among points, lines, line segments, planes, rays, and angles (G-5-E) 36. Identify and draw segments, rays, and lines that are perpendicular, parallel, and intersecting (G-5-E) 37. Identify, describe, and draw intersecting, horizontal, vertical, parallel, diagonal, and perpendicular lines, rays, and right angles in the real world (G-5-E) (G-6-E) 38. Find the length of a path (that does not include diagonals) between two points on a grid (G-6-E) 39. Identify categories and sort objects based on qualitative (categorical) and quantitative (numerical) characteristics (D-1-E) 40. Read, describe, and organize a two-circle Venn diagram (D-1-E) (D-2-E) 41. Explain the word //average// and use it appropriately in discussing what is �typical� of a data set (D-1-E) 42. Match a data set to a graph, table, or chart and vice versa (D-2-E) 43. Represent and solve problems using data from a variety of sources (e.g., tables, graphs, maps, advertisements) (D-3-E) 44. Discuss chance situations in terms of //certain/impossible// and //equally likely// (D-5-E) 45. Use manipulatives to discuss the probability of an event (e.g., number cubes, spinners to determine what is most likely or least likely) (D-5-E) 46. Identify and model even and odd numbers with objects, pictures, and words (P-1-E) 47. Find patterns to complete tables, state the rule governing the shift between successive terms, and continue the pattern (including growing patterns) (P-1-E) (P-2-E)
 * Reading and Responding **
 * Standard 1 **
 * Standard 6 **
 * Standard 7 **
 * Writing **
 * Standard 2 **
 * Writing/Proofreading **
 * Standard 3 **
 * Speaking and Listening **
 * Standard 4 **
 * Information Resources **
 * Standard 5 **
 * Mathematics**
 * Number and Number Relations **
 * Algebra **
 * Measurement **
 * Geometry **
 * Data Analysis, Probability, and Discrete Math **
 * Patterns, Relations, and Functions **

Science as Inquiry The Abilities To Do Scientific Inquiry 1. Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (SI-E-A1) 2. Pose questions that can be answered by using students� own observations, scientific knowledge, and testable scientific investigations (SI-E-A1) 3. Use observations to design and conduct simple investigations or experiments to answer testable questions (SI-E-A2) 4. Predict and anticipate possible outcomes (SI-E-A2) 5. Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data) (SI-E-A2) 6. Use the five senses to describe observations (SI-E-A3) 7. Measure and record length, temperature, mass, volume, and area in both metric system and U.S. system units (SI-E-A4) 8. Select and use developmentally appropriate equipment and tools (e.g., magnifying lenses, microscopes, graduated cylinders) and units of measurement to observe and collect data (SI-E-A4) 9. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (SI-E-A5) (SI-E-B4) 10. Combine information, data, and knowledge from one or more of the science content areas to reach a conclusion or make a prediction (SI-E-A5) 11. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (SI-E-A6) 12. Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (SI-E-A7) Understanding Scientific Inquiry 13. Identify questions that need to be explained through further inquiry (SI-E-B1) 14. Distinguish between what is known and what is unknown in scientific investigations (SI-E-B1) 15. Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (SI-E-B3) 16. Describe procedures and communicate data in a manner that allows others to understand and repeat an investigation or experiment (SI-E-B5) 17. Explain and give examples of how scientific discoveries have affected society (SI-E-B6) Physical Science Properties of Objects and Materials 18. Compare and classify objects on properties determined through experimentation (e.g., ability to conduct electricity, tendency to float or sink in water) (PS-E-A1) 19. Select the appropriate metric system and U.S. system tools for measuring length, width, temperature, volume, and mass (PS-E-A2) 20. Measure temperature by using Fahrenheit and Celsius thermometers and compare results (PS-E-A2) 21. Compare common objects and identify the original material from which they are made (e.g., paper, pencil, comb) (PS-E-A3) 22. Investigate and explain conditions under which matter changes physical states: heating, freezing, evaporating, condensing, boiling (PS-E-A4) Position and Motion of Objects 23. Demonstrate how force is a //push// or a //pull// by using students� bodies, toy cars, or balls (PS-E-B2) 24. Explain how the amount and direction of force exerted on an object (e.g., push, pull, friction, gravity) determine how much the object will move (PS-E-B2) 25. Observe and analyze motion and position of objects over time (e.g., shadows, apparent path of the Sun across the sky) (PS-E-B3) 26. Explain the effect of varying amounts of force on the motion of an object (PS-E-B4) Forms of Energy 27. Use the words //high/low// to compare the pitch of sound and the words //loud/soft// to compare the volume (amplitude) of sound (PS-E-C1) 28. Describe the reflection/absorption properties of various colored objects (PS-E-C2) 29. Determine which materials insulate best by using experimental data (PS-E-C3) 30. Demonstrate and explain the movement of electricity in closed and open circuits (PS-E-C4) 31. Compare and describe the common forms of energy and explain how they are used in everyday life (e.g., light, electricity, heat, mechanical) (PS-E-C6) 32. Give examples of how energy can be used to move or lift objects (PS-E-C6) 33. Identify simple machines and the tasks they make possible (PS-E-C6) Life Science Characteristics of Organisms 34. Describe what the human body needs to grow and be healthy (LS-E-A1) 35. Compare structures (parts of the body) in a variety of animals (e.g., fish, mammals, reptiles, amphibians, birds, insects) (LS-E-A3) 36. Compare structures (e.g., roots, leaves, stems, flowers, seeds) and their functions in a variety of plants (LS-E-A3) 37. Describe how plant structures enable the plant to meet its basic needs (LS-E-A3) 38. Classify groups of organisms based on common characteristics (LS-E-A4) 39. Compare organisms from different groups (e.g., birds with mammals, terrestrial plants with aquatic plants) (LS-E-A4) 40. Explain how the organs of the digestive system function (LS-E-A5) 41. Describe how the components of the skeletal system function (LS-E-A5) 42. Describe the relationship between eating habits and maintaining a healthy body (LS-E-A6) 43. Identify a meal that includes representatives from each group of the food pyramid (LS-E-A6) Life Cycles of Organisms 44. Graph, analyze, and interpret personal and class data (LS-E-B4) Earth and Space Science Properties of Earth Materials 45. Recognize and describe that rock is composed of different combinations of minerals (ESS-E-A1) (ESS-E-A5) 46. Describe earth processes that have affected selected physical features in students� neighborhoods (e.g., rusting, weathering, erosion) (ESS-E-A1) 47. Describe the difference between weather and climate (ESS-E-A2) 48. Identify examples of the processes of a water cycle (e.g., evaporation, condensation, precipitation, collection of runoff) (ESS-E-A3) 49. Describe climate patterns from recorded weather conditions over a period of time (ESS-E-A4) 50. Compare and group common rocks according to their characteristics (i.e., igneous, metamorphic, sedimentary) (ESS-E-A5) 51. Identify and compare the components found in soil (ESS-E-A6) (ESS-E-A1) 52. Identify characteristics of selected fossils and explain how fossil records are used to learn about the past (ESS-E-A7) Objects in the Sky 53. Identify, in order, the planets of the solar system (ESS-E-B1) 54. Describe the patterns of apparent change in the position of the Sun (ESS-E-B2) 55. Explain the results of the rotation and revolution of Earth (e.g., day and night, year) (ESS-E-B4) 56. Compare shadow direction and length at different times of day and year (ESS-E-B4) Science and the Environment 57. Describe the interrelationships of //living (biotic)// and //nonliving (abiotic)// components within various ecosystems (e.g., terrarium, swamp, backyard) (SE-E-A1) 58. Describe how humans have had negative and positive effects on organisms and their environments (SE-E-A3) (SE-E-A5) 59. Classify manufactured products according to the natural resources from which they are made (e.g., copper wire from copper ore, plastic from petroleum) (SE-E-A4) 60. Explain how renewable and nonrenewable resources can be replenished or depleted (SE-E-A4) 61. Explain how selected animals once classified as endangered have recovered (SE-E-A5) 62. Identify animals in Louisiana that have recovered and that are no longer considered endangered (SE-E-A5)
 * Science **