3rd Gd. Language Skills Student Objectives - Final

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THIRD GRADE LANGUAGE ARTS OVERALL STUDENT OBJECTIVES
Review all Grade 2 work.
Speech/Poetry
1. Demonstrate concentration, attention to narrative sequences, appreciation of
characterizations, visualization of settings and attention to details through listening
to the stories of the Hebrew people, building and farming stories.
2. Practice speech exercises and recite poetry daily, both chorally and individually to
improve pronunciation. The poetry will include classic children’s poetry, seasonal
poetry,alliterations, and tongue twisters. Arm movements, gesture, and stepping
will be employed.
3. Consistently improve grammar usage and pronunciation
4. Engage in dramatization and oral retelling of stories.
5. 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,
such as when describing one’s shelter project or sharing an Individual Choice book.
6. Participate in class play with part chorus, part individual roles. May use a script to
memorize lines.
Spelling and Vocabulary

1. Use spelling patterns and generalizations (e.g., word families, position-based
spellings, syllable patterns, ending rules, meaningful word parts) when writing.
2. Begin working on mastery of inflectional ending spelling rules (when to drop the
final e, when to double the final consonant, etc.).
3. Increase memorization of sight word spelling. Spell 500-1000 sight words by heart
by the end of the year. (This can be accomplished using a good spelling program
such as Zaner–Blosr or Words Their Way.)
4. Begin spelling practice with spelling lists. Teacher can give dictation at the
beginning of the week and work with words that most of the students misspelled
from Tuesday-Thursday. Teacher gives final dictation on Friday and generates
feeling in students of “I see what have I learned and I see what I need to work on.”
5. Use Spelling Dictionary to proof spelling in compositions.
6. Continue to learn alphabetical order.
7. 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.
8. Increase vocabulary and develop comprehension through listening to teacher tell
stories and read aloud classic literature on a daily basis and through active story
review (such as free rendering).
Compiled by Janet Langley and Patti Connolly 1

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Writing
1. Write own main lesson entries of different types. At least half, if not most of main
lesson compositions are student-generated– created in a small group or
individually. These entries will be expected to have proper spelling, punctuation
and capitalization by their final draft.
a. Write short narratives from what they have heard and seen and related to
teacher’s presentations or field trips using effective technique, descriptive
details, and clear event sequences..
b. Write informative/explanatory compositions to examine a topic and convey
ideas and information clearly from what they have heard and seen and related
to teacher’s presentations or field trips.
2. Begin to use basic paragraph structure, for example simple steps to follow in
building something or cooking something.
3. With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
4. Use capital letters correctly.
5. Use accurate structure of sentences with punctuation.
6. Demonstrate rudimentary letter writing skills, such as writing a thank you or
friendly letter in relation to studies.
Reading
1. Review phonics elements from second grade and complete study of phonics rules,
including all vowel sounds, “schwa” sound, and all vowel sound combinations that
were not introduced in second grade. The exact elements to be learned in third grade
are determined by the review in the first two months of school. Make sure that the
students have mastered:
a. More difficult consonant digraphs
b. Common prefixes and suffixes
c. Inflectional endings
d. Two syllable words with inflectional endings (-s/-es, -ing, -ed, -er, -est, -y)
e. Two syllable words with –le suffixes and the five basic suffixes (-tion, -tive, -
ment, -ture, -ly) by breaking words into their syllables
f. Homophones such as dear/deer.
2. Decode grade-appropriate irregularly spelled words.
3. Read 500-1000 sight words (with an emphasis on irregularly spelled words) by heart
by the end of the year. Practice this through symbol imagery, writing, dictations
(short), and spelling games.
4. Read independently or in a guided reading group at least twice a week during reading
periods and regularly read own main lesson compositions during main lesson,
building fluency through regular practice.
5. Engage in group reading activities with purpose and understanding. An example
would be reading classic children’s literature (such as Charlotte’s Web) as a whole class,

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discussing the book together, answering some written questions, and completing
interesting hands-on comprehension activities.
6. Recognize common types of texts (e.g., storybooks, poems, fantasy, non-fiction or
realistic text).
7. With adult support, read informational texts appropriately complex for grade 3
students.
8. Demonstrate grade level comprehension and integration of knowledge and ideas of
informational text through class discussion, answering some written questions, and
interesting hands-on comprehension activities, such as simple oral, artistic or one-
paragraph reports about books read.
9. 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 (oral and silent reading) for at least 25-30 minutes daily.
Grammar
1. Identify and define four basic parts of speech (noun, verb, adjective, and adverb)
through an imaginative or concrete approach. Find the parts of speech in sentences.
2. Understand and properly use paragraph indentation, punctuation (period, comma,
apostrophe, question mark, exclamation point, quotation marks).
3. Use capital letters correctly.
4. Understand and properly spell and use contractions.
5. Have an understanding of singular, plural, and possessive nouns.
6. Have an understanding of being and helping verbs and basic verb tense.
7. Identify and create examples of the four kinds of sentences, statement, question,
exclamation and command.
8. Identify the difference between a sentence and a fragment.
9. Identify synonyms and antonyms (used to enrich compositions).
Handwriting
1. Write in a legible, well-spaced manner with proper letter formation and height. Use
lined paper with dotted midline to form letters correctly if needed..
2. Use cursive writing for most written work. Continue form drawing as a way to
strengthen handwriting.
3. Draw more intricate and harmonious designs in form drawing so that dexterity is
achieved, which in turn helps facilitate writing in beautiful and flowing script.
References:
Detroit Waldorf School Scope and Sequence (no longer online)
Common Core State Standards at http://www.corestandards.org/ELA-Literacy/
The Roadmap to Literacy by Janet Langley and Jennifer Militzer-Koperl

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1

THIRD GRADE LANGUAGE ARTS OVERALL STUDENT OBJECTIVES

Review all Grade 2 work.

Spelling and Vocabulary

Compiled by Janet Langley and Patti Connolly 1

Compiled by Janet Langley and Patti Connolly 2

Compiled by Janet Langley and Patti Connolly 3

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