ENGLISH LANGUAGE ARTS RESOURCES

LANGUAGE ARTS :: ELEMENTARY RESOURCES :: ENGLISH LANGUAGE ARTS OVERVIEW

ENGLISH LANGUAGE ARTS
AN OVERVIEW
GRADE 3

Students in third grade apply the foundational skills learned earlier automatically and flexibly to decode and comprehend fiction, nonfiction, poetry, and drama.They use critical thinking skills which they apply strategically across the disciplines to comprehend and clarify information and ideas.They compose fiction, nonfiction, poetry, and drama for a variety of purposes and audiences. Third graders become increasingly independent and flexible in their use of communication skills and strategies. The learner will:

• Read with fluency and comprehension fiction, nonfiction, poetry, and drama.
• Apply strategies flexibly and strategically for recognizing words, learning new words, and constructing meaning from text(s).
• Expand vocabulary through wide reading, word study, and discussion.
• Write for a variety of audiences and purposes using appropriate formats.
• Use active listening and effective oral communication.
• Use media, a variety of information sources, and technological resources as tools for learning.
• Apply grammar and language conventions to access and communicate information and ideas.
• Reflect upon and make connections among language, texts, and personal experience.
• Apply comprehension strategies and skills to a wide variety of genres.

Strands: Oral Language, Written Language, and Other Media/Technology

WORD RECOGNITION/VOCABULARY

COMPETENCY GOAL 1

The learner will apply enabling strategies and skills to read and write.

Objectives

1.01 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks).

1.02 Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension.

1.03 Integrate prior experiences and all sources of information in the text (graphophonic, syntactic, and semantic) when reading orally and silently.

1.04 Increase sight vocabulary, reading vocabulary, and writing vocabulary through:

• wide reading.
• word study.
• listening.
• discussion.
• book talks.
• book clubs.
• seminars.
• viewing.
• role play.
• studying author's craft.

1.05 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words.

1.06 Read independently daily from self-selected materials (consistent with the student's independent reading level) to:

• increase fluency.
• build background knowledge.
• extend vocabulary.

COMPREHENSION

COMPETENCY GOAL 2

The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.

Objectives

2.01 Use metacognitive strategies to comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell).

2.02 Interact with the text before, during, and after reading, listening, or viewing by:

• setting a purpose.
• previewing the text.
• making predictions.
• asking questions.
• locating information for specific purposes.
• making connections.
• using story structure and text organization to comprehend.

2.03 Read a variety of texts, including:

• fiction (short stories
• novels, fantasies, fairy tales, fables).
• nonfiction (biographies, letters, articles, procedures and instructions, charts, maps).
• poetry (proverbs, riddles, limericks, simple poems).
• drama (skits, plays).

2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the:

• author's purpose.
• plot.
• conflict.
• sequence.
• resolution.
• lesson and/or message.
• main idea and supporting details.
• cause and effect.
• fact and opinion.
• point of view (author and character).
• author's use of figurative language (e.g., simile, metaphor, imagery).

2.05 Draw conclusions, make generalizations, and gather support by referencing the text.

2.06 Summarize main idea(s) from written or spoken texts using succinct language.

2.07 Explain choice of reading materials congruent with purposes (e.g., solving problems, making decisions).

2.08 Listen actively by:

• facing the speaker.
• making eye contact.
• asking questions to clarify the message.
• asking questions to gain additional information and ideas.

CONNECTIONS

COMPETENCY GOAL 3

The learner will make connections through the use of oral language, written language, and media and technology.

Objectives

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

• considering the differences among genres.
• relating plot, setting, and characters to own experiences and ideas.
• considering main character's point of view.
• participating in creative interpretations.
• making inferences and drawing conclusions about characters and events.
• reflecting on learning, gaining new insights, and identifying areas for further study.

3.02 Identify and discuss similarities and differences in events, characters, concepts, and ideas within and across selections and support them by referencing the text.

3.03 Use text and own experiences to verify facts, concepts, and ideas.

3.04 Make informed judgements about television productions.

3.05 Analyze, compare, and contrast printed and visual information (e.g., graphs, charts, maps).

3.06 Conduct research for assigned and self-selected projects (with assistance) from a variety of sources (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).

PRODUCTS

COMPETENCY GOAL 4

The learner will apply strategies and skills to create oral, written, and visual texts.

Objectives

4.01 Read aloud grade-appropriate text with fluency, comprehension, and expression.

4.02 Use oral and written language to:

• present information in a sequenced, logical manner.
• discuss.
• ustain conversation on a topic.
• share information and ideas.
• recount or narrate.
• answer open-ended questions.
• report information on a topic.
• explain own learning.

4.03 Share written and oral products in a variety of ways (e.g., author's chair, book making, publications, discussions, presentations).

4.04 Use planning strategies (with assistance) to generate topics and to organize ideas (e.g., drawing, mapping, discussing, listing)

4.05 Identify (with assistance) the purpose, the audience, and the appropriate form for the oral or written task.

4.06 Compose a draft that conveys major ideas and maintains focus on the topic by using preliminary plans.

4.07 Compose a variety of fiction, nonfiction, poetry, and drama selections using self-selected topics and forms (e.g., poems, simple narratives, short reports, learning logs, letters, notes, directions, instructions).

4.08 Focus reflection and revision (with assistance) on target elements by:

• clarifying ideas.
• adding descriptive words and phrases.
• sequencing events and ideas.
• combining short related sentences.
• strengthening word choice.

4.09 Produce work that follows the conventions of particular genres (e.g., personal narrative, short report, friendly letter, directions and instructions).

4.10 Explore technology as a tool to create a written product.

GRAMMAR & LANGUAGE CONVENTIONS

COMPETENCY GOAL 5

The learner will apply grammar and language conventions to communicate effectively.

Objectives

5.01 Use correct capitalization (e.g., geographical place names, holidays, special events, titles) and punctuation (e.g., commas in greetings, dates, city, and state; underlining book titles; periods after initials and abbreviated titles; apostrophes in contractions).

5.02 Use correct subject/verb agreement.

5.03 Demonstrate understanding by using a variety of complete sentences (declarative, imperative, interrogative, and exclamatory) in writing and speaking.

5.04 Compose two or more paragraphs with:

• topic sentences.
• supporting details.
• appropriate, logical sequence.
• sufficient elaboration.

5.05 Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings).

5.06 Proofread own writing for spelling and correct most misspellings independently with reference to resources (e.g., dictionaries, glossaries, word walls).

5.07 Edit (with assistance) to use conventions of written language and format.

5.08 Create readable documents with legible handwriting (manuscript and cursive).

Composition Products

These composition products represent a basic list of text types. Teachers may want to focus instruction on these text types, but are encouraged to expose students to additional types of writing.

GRADE K
Participate in writing behaviors by using authors' models of language. Write by using models.

FIRST GRADE
Stories, journal entries, letters, response logs, simple poems, oral retellings

SECOND GRADE
Personal narratives, creative stories, skits (familiar stories/experiences), structured, informative presentations and narratives

THIRD GRADE
Simple narratives, short reports, friendly letters, directions, instructions, poems, learning logs, notes

FOURTH GRADE
Personal narratives, imaginative narratives, research reports, logs, diaries, journals, rules, instructions, letters-of-request, letters-of-complaint

FIFTH GRADE
Research reports, news articles, business letters, letters-to-the-editor, poetry, essays, feature stories

 

TEXTS IN GENRE

Grade Levels	Fiction	Nonfiction	Poetry	Drama
Grade K	Picture books Caption books	Short inofrmational texts	Nursery rhymes Word plays & Finger plays	Puppet plays Reenactments of familiar stories
Grades 1-2	Storybooks Short chapter books	Newspapers Telephone books Signs/labels	Short poems Word plays (alliteration/rhyme)	Skits Short plays
Grade 3	Short stories Novels Fantasies Fairy tales & Fables	Biographies Letters & Articles Procedures/instructions Charts	Proverbs Riddles Limericks Simple poems	Skits Plays
Grade 4	Legends Novels Folklore & Science fiction	Autobiographies Informational books Diaries & Journals	Concrete poems Haiku	Skits Plays
Grade 5	Tall tales Myths	True experiences Newspapers & Magazines Schedules	Narrative Lyric Cinquain	Skits Plays

PROFESSIONAL ORGANIZATIONS

International Reading Association (IRA)
800.336.READ; www.reading.org

North Carolina Reading Association (NCRA)
www.ncreading.org

National Council of the Teachers of English (NCTE) (Elementary Section)
800.369.6283; www.ncte.org

National Association for the Education of Young Children (NAEYC)
800.424.2460; www.naeyc.org

North Carolina Association for the Education of Young Children (NCAEYC)
800.982.4406; www.ncaeyc.org

North Carolina Association of Elementary Educators (NCAEE)
Under Construction

SERVE
800.755.3277; www.serve.org

English Language Arts/Social Studies/Student Services Section
PreK-Elementary Division :: NC Department of Public Instruction :: 919.807.3931

 

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