iopeners - pearson education

Grade 3
Tennessee State Board of Education Grade 3
Reading
1.01 Develop oral language.
a. Show evidence of expanding oral language through vocabulary growth.
All About Bikes, All About the Body, Astronauts Take Flight, At the Root of It, Days to Remember, Encyclopedia or World Sports, Island Life, It’s a Mammal!, It’s All in the Soil, Look Up, Mae It, Wear It, The Mystery of Magnets, New Language, New Friends, People on the Move, Playground Science, Robots, They Changed the World, Travel Smart, Water Wise, A Year in Antarctica
b. Consistently use established rules for conversation (e.g., taking turns, raising hand, and asking questions).
c. Understand, follow and give oral directions.
d. Respond to questions from teachers and other group members and pose follow-up questions for clarity.
All About Bikes, All About the Body, Astronauts Take Flight, At the Root of It, Days to Remember, Encyclopedia or World Sports, Island Life, It’s a Mammal!, It’s All in the Soil,
2 Bookworks, Santa Fe
Look Up, Mae It, Wear It, The Mystery of Magnets, New Language, New Friends, People on the Move, Playground Science, Robots, They Changed the World, Travel Smart, Water Wise, A Year in Antarctica
e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
f. Summarize orally what has been learned or accomplished after completing an activity or assignment.
It’s All in the Soil
g. Give oral presentations about experiences or interests, using eye contact, proper pacing, adequate volume, and clear enunciation.
1.02 Develop listening skills.
a. Listen attentively to speaker for specific information.
b. Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions).
c. Listen and respond to a variety of media (e.g., books, audio tapes, videos).
d. Recognize the difference between formal and informal languages.
e. Follow oral directions.
1.03 Demonstrate knowledge of concepts of print.
a. Recognize that groups of sentences make a paragraph and paragraphs make a story or article.
All About Bikes, All About the Body, Astronauts Take Flight, At the Root of It, Days to Remember, Encyclopedia or World Sports, Island Life, It’s a Mammal!, It’s All in the Soil,
Look Up, Mae It, Wear It, The Mystery of Magnets, New Language, New Friends, People on the Move, Playground Science, Robots, They Changed the World, Travel Smart, Water Wise, A Year in Antarctica
b. Recognize and use parts of text (e.g., title, table of contents, glossary and index).
c. Recognize and use
d. Recognize different forms of text (e.g., poems, plays and stories).
1.04 Develop and maintain phonemic awareness.
a. Develop awareness of sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, books on tape, music lyrics, sounds effects, and read-alouds).
b. Add, delete, and change targeted sounds to modify or change words.
c. Identify and produce rhyming words and original poems.
1.05 Develop and use decoding strategies.
a. Use knowledge of letter-sound correspondence and structural analysis to decode.
b. Decode multi-syllabic words not yet known as sight words.
c. Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (e.g., root words, prefixes, and suffixes).
d. Use previously learned strategies to decode and verify word meaning utilizing the context of a selection.
1.06 Read to develop fluency, expression,
accuracy and confidence.
a. Read with increasing fluency and confidence from a variety of texts (e.g., paired readings, shared reading, choral reading, teacher-led reading, and reading from tapes).
b. Read aloud grade-appropriate narrative and expository text fluently and accurately, using appropriate timing, intonation, and expression.
c. Participate in guided oral readings.
d. Reflect punctuation within written text while reading orally.
e. Demonstrate the automatic recognition of high frequency words.
f. Read daily and independently from a variety of texts.
1.07 Develop and extend reading vocabulary.
a. Build vocabulary by listening to literature and participating in discussions.
b. Build vocabulary through frequent read- alouds.
c. Determine word meaning using root words, prefixes, and suffixes.
d. Recognize and use compound words, contractions, and abbreviations.
e. Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources.
f. Use antonyms and synonyms to facilitate understanding of words.
g. Use context clues to determine meaning of multi-meaning words.
h. Manipulate word walls and word sorts.
i. Build vocabulary by reading a wide
1.08 Develop and use pre-reading strategies.
a. Identify a purpose for reading (e.g., for information, for enjoyment, for understanding a writer’s position).
b. Participate in activities to build background knowledge to make meaning from text.
c. Make predictions using text features (e.g., illustrations and graphics).
d. Preview text using illustrations, graphics, text format, text structures and skimming.
e. Connect life experience to information and events in texts.
Teacher can instruct student in these activities using the iopener readers:
1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
a. Derive meaning while reading by:
1. formulating clarifying questions.
2. predicting outcomes based upon prior knowledge and adjust as knowledge is gained while reading.
3. using metacognitive reading strategies to monitor comprehension (e.g., reread, read ahead, adjust reading speed).
4. creating a mental image.
5. expressing reactions and personal opinions in response to a selection.
1. drawing conclusions based on evidence gained while reading.
Robots, Travel Smart
Make it, Wear It, A Year in Antarctica
3. recognizing cause and effect relationships in text.
The Mystery of Magnets, Playground Science
4. discussing similarities and differences in text events, characters, and character actions.
It’s a Mammal, They Changed the World
5. distinguishing between fact and opinion.
New Language, New Friends
Days to Remember, Island Life
7. discussing author’s purpose for writing.
Look Up
1.10 Introduce informational skills to facilitate learning.
a. Use outside resources to access information (e.g., family and community).
b. Use media resources to access information (e.g., online catalog, non- fiction books, encyclopedias, CD-ROM references, Internet).
c. Use text referenced material (e.g., dictionary, thesaurus, encyclopedia, magazines, and newspapers).
Encyclopedia of World Sports
Encyclopedia of World Sports
1.11 Develop skills to facilitate reading to learn in a variety of content areas.
a. Develop and maintain content specific vocabulary.
All About Bikes, All About the Body, Astronauts Take Flight, At the Root of It, Days to Remember, Encyclopedia or World Sports, Island
Life, It’s a Mammal!, It’s All in the Soil, Look Up, Mae It, Wear It, The Mystery of Magnets, New Language, New Friends, People on the Move, Playground Science, Robots, They Changed the World, Travel Smart, Water Wise, A Year in Antarctica
b. Use text features to locate information (e.g., charts, table of contents, maps, illustrations).
c. Apply skills and strategies to comprehend informational text (e.g., pre-reading strategies, comprehension strategies).
All About Bikes, At the Root of It, Island Life, It’s a Mammal!, It’s All in the Soil, People on the Move, Playground Science, Robots
d. Use self-correction strategies while reading (e.g., pausing, rereading, asking for help).
Teacher can facilitate in learning this strategy.
1.12 Read independently for a variety of purposes.
a. Read for literary experience. All About Bikes, All About the Body, Astronauts Take Flight, At the Root of It, Days to Remember, Encyclopedia or World Sports, Island Life, It’s a Mammal!, It’s All in the Soil, Look Up, Mae It, Wear It, The Mystery of Magnets, New Language, New Friends, People on the Move, Playground Science, Robots, They Changed the World, Travel Smart, Water Wise, A Year in Antarctica
b. Read to gain information. All About Bikes, At the Root of It, Island Life, It’s a Mammal!, It’s All in the Soil, People on the Move, Playground Science, Robots
c. Read to perform a task. Make It, Wear It, The Mystery of Magnets, Travel Smart
d. Read for enjoyment.
e. Read to expand vocabulary.
f. Read to build fluency.
All About Bikes, All About the Body, Astronauts Take Flight, At the Root of It, Days to Remember, Encyclopedia or World Sports, Island Life, It’s a Mammal!, It’s All in the Soil, Look Up, Mae It, Wear It, The Mystery of Magnets, New Language, New Friends, People on the Move, Playground Science, Robots, They Changed the World, Travel Smart, Water Wise, A
1.13 Experience various literary and media genres.
a. Read and view various literary (e.g., short stories, fairy tales, non-fiction texts, biographies, folktales, and poetry) and media (e.g., photographs, the arts, films, video) genres.
b. Understand the main idea or message in a visual message (e.g., pictures, cartoons, weather reports on television, newspaper, photographs).
c. Define and identify setting.
d. Define and identify the characters.
e. Differentiate between main and minor characters.
f. Determine the problem in a story, discover its solution, and consider alternate solutions.
g. Identify types of stories (e.g., folktales, fables, fairy tales).
h. Compare and contrast different versions/representations of similar stories, legends, lessons or events reflecting different cultures.
i. Explore the ways in which language is used in literary texts (e.g., rhythm, beat, imagery, simile, and metaphor).
j. Explore the concept of first person point of view.
1.14 Develop and maintain a motivation to read.
a. Visit libraries/media centers and regularly check out materials.
b. Engage in variety of literacy activities voluntarily (self-select books and stories).
c. Read longer narrative and expository text independently including chapter books.
d. Select literature based on personal needs and interests from a variety of genres and by different authors.
e. Choose works from favorite authors/illustrators and genres.
f. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic representations).
g. Experience daily opportunities to read.
h. Choose to read as a leisure activity.
Writing
Content Standard: 2.0
The student will develop the structural and creative skills of the writing process necessary to produce written language that can be read, presented to, and interpreted by various audiences.
2.01 Use a variety of pre-writing strategies.
a. Brainstorm ideas with teacher and peers.
b. Write key thoughts and questions, record reactions and observations and group related ideas.
c. Construct graphic organizers to group ideas for writing (e.g., webs, charts, graphs, diagrams, illustrations).
d. Select a focus when writing.
e. Use a variety of sources to gather
information.
f. Write with awareness of a specified audience (e.g., self, peers, teachers, and adults).
2.02 Write for a variety of purposes.
a. Continue to write to acquire and exhibit knowledge (e.g., paragraphs, reports and answer questions).
b. Continue to write to entertain (e.g., stories. poems, riddles, cartoons).
c. Continue to write to inform (e.g., friendly letters, reports, invitations, journals, notes, lists).
d. Write in response to a prompt (e.g., to respond to a picture, story, art).
2.03 Show evidence of drafting and revision with written work.
a. Compose first drafts using appropriate parts of the writing process.
b. Write in complete sentences using descriptive language.
c. Develop a paragraph with a topic sentence, supporting details, and a concluding sentence.
d. Arrange events in logical, sequential order.
e. Write stories that have a beginning, middle, and end.
f. Use correct page format (e.g., paragraphs, margins, indentations and titles).
g. Use resources (e.g., dictionaries, thesaurus, computer) to aid in the writing process.
h. Revise writing to improve detail after determining what could be added or deleted (e.g., reread; rearrange words,
2.04 Include editing before the completion of finished work.
a. Apply elements of language (e.g., end marks, commas in a series, capitalization); usage (e.g., subject and verb agreement in a simple sentence); and sentence structure (e.g., elimination of fragments) when writing and editing.
b. Use classroom resources (e.g., word walls, dictionaries, teacher, peers, appropriate technology, student generated word books) to aid in proofreading.
c. Use knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling.
d. Create readable documents with legible handwriting.
e. Write legibly in manuscript and in cursive.
2.05 Evaluate own and others' writing.
a. Use a simple rubric to evaluate writing and group work.
b. Evaluate own and others’ writing through small group discussion and shared work.
c. Record and evaluate suggestions and reactions with peers.
d. Recognize positive features and give feedback to peers.
e. Review personal collection to determine progress.
2.06 Experience numerous publishing opportunities.
a. Produce a variety of written work (e.g., literature response, “published” books, book reports) in various formats.
b. Use technology to publish writing.
c. Incorporate photographs or illustrations in written works.
d. Share completed work.
f. Identify opportunities for publication (e.g., national and/or local contests, websites, newspapers, periodicals).
2.07 Write narrative accounts.
a. Write in response to a narrative prompt.
b. Write an account based on personal experience that has a clear focus and supporting details (e.g., use illustrations and lists).
c. Use classroom rubric as a guide for writing a narrative.
2.08 Write frequently across content areas.
a. Summarize concepts presented in science (e.g., illustrations, sentences, paragraphs, reports).
b. Summarize concepts presented in social studies (e.g., illustrations, sentences, paragraphs, reports).
c. Write in math journals, create math stories, and write explanations for problem solving.
d. Participate in shared writing about the arts and personal activities.
2.09 Write expressively using original
ideas, reflections, and observations.
a. Create stories and poems.
b. Write brief descriptions of a real object, person, place, or event using sensory details.
c. Write to express opinions and judgments.
d. Write for personal enjoyment using individual expression and creative imagination.
2.10 Write in response to literature.
a. Summarize a story.
b. Write different ending to a story.
c. Write to describe story elements (e.g., setting, characters, plot, problems, solution/conclusion).
d. Compare characters, settings, and events within and between stories.
2.11 Write in a variety of modes and genres.
a. Write stories.
f. Write a variety of poems.
g. Write a report.
i. Write in journal.
Elements of Language
Content Standard: 3.0
The student will use standard English conventions and proper spelling as appropriate
to speaking and writing.
3.01 Demonstrate knowledge of standard English usage.
a. Use nouns appropriately (e.g., nouns as subjects, singular, plurals and possessives).
b. Use verbs appropriately (e.g., past, present and future tenses, irregular verbs, agreement with simple and compound subjects).
c. Use pronouns appropriately (e.g., subject and object, pronouns, substitution for nouns, agreement with antecedents).
d. Use adjectives appropriately (e.g., vivid description words, comparative/superlative, and articles).
e. Use adverbs appropriately (e.g., common formation and placement in a sentence).
f. Recognize usage errors (e.g., double negatives, troublesome words [to, two, their, there, they’re]).
3.02 Demonstrate knowledge of standard English mechanics.
a. Use capitalization when writing names, dates, cities and states, addresses, holidays, and titles of books.
b. Capitalize the first word in a sentence, proper nouns, titles, abbreviations, parts of a friendly letter, and the first word in a direct quotation.
c. Use commas in dates, locations, addresses and items in a series.
d. Use correct punctuation (e.g., end punctuation, periods in initials, abbreviations and titles before names, colon between hour and minutes, parts
f. Write legibly in manuscript and in cursive.
3.03 Demonstrate knowledge of standard English spelling.
a. Spell high frequency words correctly.
b. Spell correctly commonly misspelled words as appropriate to grade level
c. Spell correctly words that have blends, contractions, and orthographic patterns (e.g., consonant doubling, changing “y” to “I,” dropping the final silent “e” before adding the suffix).
d. Form and spell contractions, plurals and possessives correctly.
e. Arrange and identify words in alphabetical order for practical purposes occurring in everyday life (e.g., lists, card catalog, phone directory).
f. Use a dictionary and other resources to verify spelling.
3.04 Demonstrate knowledge of correct sentence structure.
a. Use appropriate language structure in oral and written communication (e.g., subject-verb agreement, correct word order, and correct placement of words and phrases).
b. Identify and use statements, questions, commands and exclamatory sentences in writing and speaking.
c. Recognize statements, questions and exclamations by noting end punctuation when writing and intonation when speaking.
d. Identify the subject and predicate of a sentence (simple and compound).
e. Recognize complete sentences, edit incomplete sentences and run-on sentences.
f. Combine simple sentences into compound sentences to increase syntactic variety.
g. Combine sentences using compound subjects and/or predicates.

iopeners - pearson education

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