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Virgin Islands Department of Education |
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V.I. Academic Content Standards |
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Reading - Grade 3 |
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R3.GEN.1
The learner will be able to
identify the author's purpose in a given passage.
| Strand |
Bloom's |
Scope |
| Author: Intentions |
Knowledge |
Master |
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R3.GEN.2
The learner will be able to
differentiate between fictional and nonfictional accounts.
| Strand |
Bloom's |
Scope |
| Fiction/Nonfiction |
Analysis |
Master |
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R3.GEN.3
The learner will be able to
read a variety of assigned and self-selected literature.
| Strand |
Bloom's |
Scope |
| Genre |
Comprehension |
Master |
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R3.GEN.4
The learner will be able to
comprehend the elements of literature (character, plot, setting, etc.).
| Strand |
Bloom's |
Scope |
| Literature |
Comprehension |
Master |
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R3.ROP.1
The learner will be able to
understand and identify the relationship between cause and effect in reading materials.
| Strand |
Bloom's |
Scope |
| Cause/Effect |
Comprehension |
Master |
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R3.ROP.2
The learner will be able to
define the element(s) of a specific character.
| Strand |
Bloom's |
Scope |
| Character |
Knowledge |
Master |
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R3.ROP.3
The learner will be able to
interact with text to construct and extend meaning through inference and interpretation.
| Strand |
Bloom's |
Scope |
| Constructing Meaning |
Application |
Master |
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R3.ROP.4
The learner will be able to
use graphic organizers (lists, charts, diagrams, time lines, maps, and illustrations) to examine and visually represent relationships in a text.
| Strand |
Bloom's |
Scope |
| Constructing Meaning: Applications |
Application |
Master |
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R3.ROP.5
The learner will be able to
use letter-sound relationships during the reading of connected text. (Since children encounter different letter-sound relationships as they read, this approach is not systematic or explicit.).
| Strand |
Bloom's |
Scope |
| Constructing Meaning: Strategies |
Application |
Master |
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R3.ROP.6
The learner will be able to
use a variety of structural cues to construct word meaning.
| Strand |
Bloom's |
Scope |
| Constructing Meaning: Cues |
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Master |
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R3.ROP.7
The learner will be able to
follow directions, predict next step and outcome, and draw conclusions.
| Strand |
Bloom's |
Scope |
| Draw Conclusion |
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Master |
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R3.ROP.8
The learner will be able to
apply knowledge of decoding strategies to clarify pronunciation.
| Strand |
Bloom's |
Scope |
| Reading Strategies: Decode |
Application |
Master |
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R3.ROP.9
The learner will be able to
use information from reading materials to answer explicitly stated questions (in a single sentence).
| Strand |
Bloom's |
Scope |
| Detail |
Application |
Master |
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R3.ROP.10
The learner will be able to
follow specific written instructions.
| Strand |
Bloom's |
Scope |
| Directions |
Application |
Master |
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R3.ROP.11
The learner will be able to
analyze letter-sound relationships in previously learned words. They do not pronounce sounds in isolation.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Conceptualizing |
Analysis |
Master |
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R3.ROP.12
The learner will be able to
read and reread passages aloud several times with guidance and feedback in a one-to-one setting as a strategy for increasing reading fluency.
| Strand |
Bloom's |
Scope |
| Emergent Reading |
Application |
Master |
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R3.ROP.13
The learner will be able to
reread to monitor comprehension by looking back through the text.
| Strand |
Bloom's |
Scope |
| Emergent Reading |
Application |
Master |
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R3.ROP.14
The learner will be able to
tell facts from opinions and tell facts and opinions in a clear and logical order.
| Strand |
Bloom's |
Scope |
| Fact/Opinion |
Analysis |
Master |
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R3.ROP.15
The learner will be able to
identify figurative language in reading materials.
| Strand |
Bloom's |
Scope |
| Figurative Language |
Knowledge |
Master |
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R3.ROP.16
The learner will be able to
read fluently grade-level text according to published norms or standards. For example, according to one published norm, students should be reading approximately 114 words per minute correctly by the end of third grade.
| Strand |
Bloom's |
Scope |
| Reading Aloud: Fluency |
Application |
Master |
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R3.ROP.17
The learner will be able to
increase fluency through independent reading with no more than approximately 1 in 20 words difficult for the reader (95% success).
| Strand |
Bloom's |
Scope |
| Reading Aloud: Fluency |
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Master |
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R3.ROP.18
The learner will be able to
listen to and read a variety of texts (stories, nonfiction, and poetry) with progressing fluency.
| Strand |
Bloom's |
Scope |
| Reading Aloud: Fluency |
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Master |
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R3.ROP.19
The learner will be able to
make inferences from prior knowledge and text.
| Strand |
Bloom's |
Scope |
| Inference |
Analysis |
Master |
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R3.ROP.20
The learner will be able to
recognize literary terms including theme, simile, alliteration, and metaphor.
| Strand |
Bloom's |
Scope |
| Literary Device |
Knowledge |
Master |
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R3.ROP.21
The learner will be able to
use complete sentences to explain the main ideas and fully explain it with a prepared sequence.
| Strand |
Bloom's |
Scope |
| Main Idea |
Comprehension |
Master |
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R3.ROP.22
The learner will be able to
monitor comprehension by making predictions or restating a difficult passage or sentence in their own words. For example: "Oh, so the author means that coming to America was a very important event in her grandmother's life".
| Strand |
Bloom's |
Scope |
| Reading Strategies: Monitor |
Analysis |
Master |
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R3.ROP.23
The learner will be able to
use features in the text to monitor comprehension such as section titles or chapters to look ahead to resolve difficulty in comprehending meaning of a passage.
| Strand |
Bloom's |
Scope |
| Reading Strategies: Monitor |
Application |
Master |
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R3.ROP.24
The learner will be able to
monitor comprehension while reading by identifying difficulties in comprehension and requesting help.
| Strand |
Bloom's |
Scope |
| Reading Strategies: Monitor |
Application |
Master |
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R3.ROP.25
The learner will be able to
confirm and/or revise predictions made about reading material.
| Strand |
Bloom's |
Scope |
| Predicting |
Analysis |
Master |
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R3.ROP.26
The learner will be able to
create mental images before and during reading in order to predict possible events and to aid in comprehension.
| Strand |
Bloom's |
Scope |
| Predicting |
Analysis |
Master |
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R3.ROP.27
The learner will be able to
answer questions on a subject based on prior knowledge or experience.
| Strand |
Bloom's |
Scope |
| Prior Knowledge |
Application |
Master |
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R3.ROP.28
The learner will be able to
tell about setting, plot, characters, and resolution and relate stories to his/her own experiences.
| Strand |
Bloom's |
Scope |
| Prior Knowledge |
Application |
Master |
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R3.ROP.29
The learner will be able to
formulate questions to monitor comprehension by identifying where difficulties in comprehension are occurring.
| Strand |
Bloom's |
Scope |
| Reading Strategies: Question |
Synthesis |
Master |
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R3.ROP.30
The learner will be able to
show understanding by finding the answers (implied by information presented in two or more sentences) within the text.
| Strand |
Bloom's |
Scope |
| Questions |
Comprehension |
Master |
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R3.ROP.31
The learner will be able to
read aloud fluently and expressively with proper phrasing.
| Strand |
Bloom's |
Scope |
| Reading Aloud |
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Master |
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R3.ROP.32
The learner will be able to
frequently read instructional-level materials that are challenging but manageable with no more than approximately 1 in 10 words difficult for the reader (90% success).
| Strand |
Bloom's |
Scope |
| Reading Behaviors |
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Master |
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R3.ROP.33
The learner will be able to
interact with text by connecting personal experience and other texts that they have read.
| Strand |
Bloom's |
Scope |
| Reading Behaviors |
Application |
Master |
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R3.ROP.34
The learner will be able to
take turns reading aloud to another student in paired reading teams.
| Strand |
Bloom's |
Scope |
| Reading Behaviors: Selecting/Sharing |
Comprehension |
Master |
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R3.ROP.35
The learner will be able to
choose reading selections for a particular purpose (pleasure, information, research).
| Strand |
Bloom's |
Scope |
| Reading Behaviors: Selecting/Sharing |
Application |
Master |
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R3.ROP.36
The learner will be able to
demonstrate positive reading habits by choosing to read silently for extended periods of time on their own.
| Strand |
Bloom's |
Scope |
| Reading Behaviors: Silent/Sustained |
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Master |
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R3.ROP.37
The learner will be able to
read information for various purposes - to build vocabulary, entertain, make decisions.
| Strand |
Bloom's |
Scope |
| Reading Purposes |
Application |
Master |
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R3.ROP.38
The learner will be able to
distinguish between, talk, and write about realistic fiction, fantasy, fables, and nonfiction.
| Strand |
Bloom's |
Scope |
| Real/Non-Real |
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Master |
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R3.ROP.39
The learner will be able to
make connections among the ideas in a text and between these ideas and their background knowledge to focus on comprehension.
| Strand |
Bloom's |
Scope |
| Relationship |
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Master |
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R3.ROP.40
The learner will be able to
apply their knowledge of phonics as they read words, sentences, and text.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Number/Sentence/Symbol |
Application |
Master |
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R3.ROP.41
The learner will be able to
understand similarities and differences among settings and events in various texts.
| Strand |
Bloom's |
Scope |
| Setting |
Comprehension |
Master |
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R3.ROP.42
The learner will be able to
identify topic, characters, setting, plot, events in sequence, important details, inferences, conclusions and identify/speak/write summaries.
| Strand |
Bloom's |
Scope |
| Story Elements |
Knowledge |
Master |
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R3.ROP.43
The learner will be able to
apply critical thinking when reading materials to make sense of what they read by using prior knowledge and experience, vocabulary and language structure, reading strategies and/or plans, and for problem solving and resolution.
| Strand |
Bloom's |
Scope |
| Reading Strategies |
Application |
Master |
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R3.ROP.44
The learner will be able to
clearly communicate (orally and in writing) a main idea, proper details, and a correct sequence.
| Strand |
Bloom's |
Scope |
| Reading Strategies |
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Master |
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R3.ROP.45
The learner will be able to
read for meaning (main idea, sequences, details, summarization).
| Strand |
Bloom's |
Scope |
| Reading Strategies |
Application |
Master |
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R3.ROP.46
The learner will be able to
apply the use of metacognitive (think aloud) strategies to think about and have control over their reading.
| Strand |
Bloom's |
Scope |
| Reading Strategies |
Application |
Master |
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R3.ROP.47
The learner will be able to
summarize the main ideas and relevant details of a given reading selection to make a connection of the main or central ideas.
| Strand |
Bloom's |
Scope |
| Summary |
Comprehension |
Master |
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R3.ROP.48
The learner will be able to
draw graphic organizers which show details of support from a reading passage and to help focus on text structure as they read.
| Strand |
Bloom's |
Scope |
| Support |
Synthesis |
Master |
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R3.ROP.49
The learner will be able to
blend sounds to form words.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Word |
Analysis |
Master |
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R3.ROP.50
The learner will be able to
apply strategies to clarify and enrich the meaning of a known word. For example, the student learns the differences between running, jogging, trotting, dashing, and sprinting.
| Strand |
Bloom's |
Scope |
| Constructing Meaning: Strategies |
Application |
Master |
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R3.ROP.51
The learner will be able to
apply appropriate meanings of key words of a known concept. For example, the student has had a lot of experience with baseballs and globes but does not know that they are examples of spheres.
| Strand |
Bloom's |
Scope |
| Reading Strategies |
Application |
Master |
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R3.ROP.52
The learner will be able to
learn a new meaning for a known word. For example, the student knows what a "branch" is, and is learning in social studies about both branches of rivers and branches of government.
| Strand |
Bloom's |
Scope |
| Reading Strategies |
Application |
Master |
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Word Analysis/ Vocabulary
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R3.WAV.1
The learner will be able to
apply knowledge of affixes to understand specialized vocabulary words in the content areas. (Prefixes - un-, re-, pre-, dis-, and mis; Suffixes - -er, -est, -ful) For example, if students learn the four most common prefixes (un-, re-, in-, dis) they will have important clues about the meaning of about two-thirds of all English words with prefixes.
| Strand |
Bloom's |
Scope |
| Affix |
Application |
Master |
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R3.WAV.2
The learner will be able to
recognize unfamiliar words using context clues such as understandable words, phrases, and punctuation marks to determine word meaning.
| Strand |
Bloom's |
Scope |
| Vocabulary Strategies: Analyze |
Analysis |
Master |
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R3.WAV.3
The learner will be able to
identify, understand, and use more prefixes and suffixes.
| Strand |
Bloom's |
Scope |
| Vocabulary: Expand/Build |
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Master |
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R3.WAV.4
The learner will be able to
use opposites, rhyming words, synonyms, compound words, and common homonyms.
| Strand |
Bloom's |
Scope |
| Vocabulary: Reading |
Application |
Master |
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R3.WAV.5
The learner will be able to
speak, write, and use vocabulary from all subject areas.
| Strand |
Bloom's |
Scope |
| Vocabulary: Specialized |
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Master |
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R3.WAV.6
The learner will be able to
use appropriate strategies for learning new vocabulary words including the use of dictionaries and other reference aids to learn word meanings and to deepen knowledge of word meanings.
| Strand |
Bloom's |
Scope |
| Vocabulary Strategies: Unfamiliar Words |
Application |
Master |
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R3.WAV.7
The learner will be able to
employ strategies to clarify and explain words including the use of information about word parts to determine the meaning of words in text.
| Strand |
Bloom's |
Scope |
| Vocabulary Strategies: Unfamiliar Words |
Application |
Master |
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R3.WAV.8
The learner will be able to
rehearse and perform a play for peers or others as a strategy to increase reading fluency, to promote cooperative interaction with peers and to increase reading enjoyment.
| Strand |
Bloom's |
Scope |
| Vocabulary Strategies |
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Master |
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R3.WAV.9
The learner will be able to
increase his/her vocabulary through word instruction and word-learning strategies. For example, the learner will learn new words before reading to aid comprehension of the text.
| Strand |
Bloom's |
Scope |
| Vocabulary Strategies |
Application |
Master |
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R3.WAV.10
The learner will be able to
decode unfamiliar words in context by using meaning clues, sentence structure clues, and phonetic generalizations.
| Strand |
Bloom's |
Scope |
| Context |
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Master |
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R3.WAV.11
The learner will be able to
break words into syllables.
| Strand |
Bloom's |
Scope |
| Syllabication |
Comprehension |
Master |
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R3.WAV.12
The learner will be able to
understand, use, pronounce, and spell vocabulary from all subjects.
| Strand |
Bloom's |
Scope |
| Vocabulary |
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Master |
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R3.WAV.13
The learner will be able to
determine the meaning of words representing unknown concepts. For example, the student may not be familiar with either the process or the word "photosynthesis".
| Strand |
Bloom's |
Scope |
| Vocabulary Strategies |
Application |
Master |
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R3.WAV.14
The learner will be able to
identify grade-level appropriate vocabulary by increasing the use of unknown words, words that are somewhat familiar (acquainted), and those that are very familiar and have recognized meanings; i.e., word walls.
| Strand |
Bloom's |
Scope |
| Vocabulary |
Knowledge |
Master |
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R3.WAV.15
The learner will be able to
identify ways that authors choose words to convey meaning, engage in word play, and participate in other strategies to foster word consciousness.
| Strand |
Bloom's |
Scope |
| Word Choice |
Application |
Master |
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R3.WAV.16
The learner will be able to
use vocabulary words from all subjects in his/her writing and talk about it.
| Strand |
Bloom's |
Scope |
| Vocabulary: Writing |
Application |
Master |
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R3.WAV.17
The learner will be able to
expand word patterns.
| Strand |
Bloom's |
Scope |
| Word |
Synthesis |
Master |
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R3.WAV.18
The learner will be able to
recognize patterns as visual clues to decode words.
| Strand |
Bloom's |
Scope |
| Word |
Knowledge |
Master |
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