Grade 3 Scoring Rubric/Curriculum Guide

English Language Arts - Grade 3

Reading

Reads and Comprehends grade level texts

Essential Standard/Student Demonstration

3.RL.10 Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 3.

3.RL.2 Retell stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in a text.

3.RL.7 Explain how specific aspects of a text’s illustrations contribute to

what is conveyed by the words in a story

3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

3.RL.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

3.RL.6 Distinguish their own point of view from that of the narrator or those of the characters.

3.RL.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g. in books from a series).

3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, mathematical ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text

3.RI.10 Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts, exhibiting complexity appropriate for at least grade 3

3.RI.2 Determine the main idea of a text, recount the key details and explain how they support the main idea.

3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

3.RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words, numbers, and symbols in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).3.

3.RI.6 Distinguish their own point of view from that of the author of an informational text.

3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

End of Year Benchmark

Exceeding Standards

Independently able to read, comprehend, and evaluate literature and informational texts at the high end of the grade 3 text complexity band, including all standards in the "Meeting Standards" category. Independently compares and contrasts characters from various stories and explains how characters’ actions contributes to the plot.

Meeting Standards

Independently able to read and comprehend literature and informational texts at the high end of the grades 2- 3 text complexity band. Determine the main idea of grade-level informational text and identifies supporting detail describe characters in a story (e.g., their traits, motivations, or feelings) and explains how their actions contributes to the plot. Use text features and search tools to locate information refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. Distinguish their own point of view from that of the narrator or characters in literature and from the author of an informational text. Compare and contrasts themes, settings, and plots of stories written by the same author about the same or similar characters and compares and contrasts the most important points and key details in two informational texts on the same topic.

Working Toward the Standards

Requires teacher prompting and support to read and comprehend literature and informational texts at the high end of the grades 2-3 text complexity band.  Determine the main idea of grade-level informational text and identifies some supporting details.  Describe characters in a story and explain how their actions contribute to the plot.  Use text features and search tools to locate information refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.  Distinguish their own point of view from that of the narrator or characters in literature and from the author of an informational text.  Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Needs guidance to compare and contrast the most important points and key details in two informational texts on the same topic.

Limited Progress Toward the Standards

Unable to: Read and comprehend literature and informational texts at the high end of the grades 2-3 text complexity band.  Determine the main idea of grade-level informational text and identifies some supporting details.  Describe characters in a story and explain how their actions contribute to the plot.  Use text features and search tools to locate information refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. Distinguish their own point of view from that of the narrator or characters in literature and from the author of an informational text.  Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. Needs guidance to compare and contrast the most important points and key details in two informational texts on the same topic.

Reading

Understands and uses new vocabulary

Essential Standard/Student Demonstration

3.RL.4 Determine the meaning of words and phrases as they are used

in a text, distinguishing literal from figurative language

3.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

1. Choose words and phrases for effect.1
2. Recognize and observe differences between the conventions of spoken and written English.

3.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

1. Use sentence-level context as a clue to the meaning of a word or phrase.
2. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
3. Use a known root word as a clue to the meaning of an

unknown word with the same root (e.g., company,companion).

1. Use glossaries or beginning dictionaries, both print and digital,to determine or clarify the precise meaning of key words and phrases.
2. Recognize and use appropriately abbreviations related to grade-level content or common in everyday life (e.g., N, S, E, W on a map).
3. Recognize and use appropriately symbols related to grade- level content of common in everyday life (e.g.,<, >).

3.L.5 Demonstrate understanding of word relationships and nuances in word meanings.

1. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
2. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
3. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

3.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area

End of Year Benchmark

Exceeding Standards

Independently determines or clarifies the meaning of unknown and multiple-meaning words and phrases. Determines the meaning of the new word formed when a known affix is added to a known word.  Independently uses a known root word as a clue to the meaning of an unknown word with the same root. Independently determines the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Independently able to use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases.

Meeting Standards

Independently determines or clarifies the meaning of unknown and multiple-meaning words and phrases. Independently identifies real-life connections between words and their use (e.g. describes people who are friendly or helpful) Distinguishes shades of meaning among related words that describe states of mind of degrees of certainly (e.g. knew, believed, suspected, heard, wondered) Independently acquires and uses accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. Independently able to use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases.

Working Toward the Standards

Requires teacher support and guidance to determine or clarify the meaning of unknown and multiple- meaning words and phrases. Requires teacher support and guidance to identify real-life connections between words and their use (e.g. describes people who are friendly or helpful) Needs support to distinguish shades of meaning among related words that describe states of mind of degrees of certainly (e.g. knew, believed, suspected, heard, wondered) Requires teacher support and guidance to acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. Needs support to use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases

Limited Progress Toward the Standards

Unable to determine or clarify the meaning of unknown and multiple-meaning words and phrases. Unable to identify real-life connections between words and their use (e.g. describes people who are friendly or helpful) Unable to distinguish shades of meaning among related words that describe states of mind of degrees of certainly (e.g. knew, believed, suspected, heard, wondered) Unable to acquire and use grade- appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. Unable to use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases.

Reading

Decodes words using grade level phonics skills

Essential Standard/Student Demonstration

3.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.

1. Identify and know the meaning of the most common prefixes and derivational suffixes.
2. Decode words with common Latin suffixes. c. Decode multisyllabic words.
3. Read grade-appropriate irregularly spelled words.

End of Year Benchmark

Exceeding Standards

Consistently applies sound letter knowledge to decode unfamiliar words and multisyllabic words in text syllable pattern cvvc, cvv homophones vowel sounds (a, au, aw, augh, ough, all, ou) suffixes (y, ish, hood, ment) vowel sounds (oo, ew, ue, u) schwa sound, -tion, -sion, -ture multisyllabic words, related words (ex, cloth/ clothes). Reads all grade-appropriate irregularly spelled words.

Meeting Standards

Independently applies sound letter knowledge to decode unfamiliar words syllable pattern cvvc, cvv homophones vowel sounds (a, au, aw, augh, ough, all, ou) suffixes (y, ish, hood, ment) vowel sounds (oo,ew,ue,u) schwa sound, -tion, -sion, -ture multisyllabic words, related words (ex, cloth/ clothes). Independently reads most grade-appropriate irregularly spelled words.

Working Toward the Standards

Requires teacher prompting and support to apply sound letter knowledge to decode unfamiliar word syllable pattern cvvc, cvv homophones vowel sounds (a, au, aw, augh, ough, all, ou) suffixes (y, ish, hood, ment) vowel sounds (oo, ew, ue, u) schwa sound, - tion, -sion, -ture multisyllabic words, related words (ex, cloth/ clothes). Teacher assistance needed to read some grade-appropriate irregularly spelled words.

Limited Progress Toward the Standards

Unable to apply letter sound knowledge to decode unfamiliar words syllable pattern cvvc, cvv homophones vowel sounds (a,au, aw, augh, ough, all, ou) suffixes (y, ish, hood, ment) vowel sounds (oo, ew, ue, u( schwa sound -tion, -sion, -ture, multisyllabic words, related words (ex, cloth/ clothes) Difficulty reading many grade appropriate irregularly spelled words.

Reading

Reads with appropriate expression and accuracy (fluency)

Essential Standard/Student Demonstration

3.RF.4 Reads with sufficient accuracy and fluency to support comprehension.

1. Read grade-level text with purpose and understanding.
2. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
3. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

End of Year Benchmark

Exceeding Standards

Student reads grade level text with sufficient accuracy (greater than 120 wpm) as measured by the ORF assessments. Independently uses appropriate intonation, rate and expression to support comprehension. Independently uses context to self correct and re-reads as necessary to support comprehension.

Meeting Standards

Student reads grade-level text with sufficient accuracy (no risk) as measured by ORF assessments. Independently uses appropriate intonation, rate and expression to support comprehension. Independently uses context to self-correct and rereads as necessary to support comprehension.

Working Toward the Standards

Student is reading with some risk as measured by the ORF Assessments. With teacher modeling and guidance can read grade-level text with appropriate intonation, rate and expression to support comprehension. Needs teacher modeling and cueing to self-correct errors in word recognition and reminders to reread as necessary to support comprehension.

Limited Progress Toward the Standards

Student is reading at risk as measured by the ORF assessments. Student is unable to read grade-level text with appropriate intonation, rate, and expression to support comprehension. Student does not self-correct errors in word recognition and rarely rereads as necessary to support comprehension.

Writing/Language

Writes and opinion piece

Essential Standard/Student Demonstration

3.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

1. Introduce the topic, state an opinion, and create an organizational structure that lists the reasons.
2. Provide reasons that support the opinion.
3. Use linking words and phrases (e.g. because, therefore, since, for example) to connect opinion and reasons.
4. Provide a concluding statement or selection

End of Year Benchmark

Exceeding Standards

Independently writes opinion pieces including an introduction to a topic or book, opinion statement, and reasons that support the opinion, uses linking words (e.g. because, and, also) to connect opinion and reasons, and provides a concluding statement or section. Piece contains elaborate description and precise, vivid language.

Meeting Standards

Independently writes opinion pieces including an introduction to a topic or book, opinion statement, and reasons that support the opinion, uses linking words (e.g. because, and, also) to connect opinion and reasons, and provides a concluding statement or section. The development is largely appropriate to the task and purpose.

Working Toward the Standards

Requires teacher prompting and support to write an opinion piece including an introduction to a topic or book, opinion statement, and reasons that support the opinion, uses linking words(e.g.,because, and, also) to connect opinion and reasons, and provides a concluding statement or section.

Limited Progress Toward the Standards

Little or no understanding of form for writing opinion pieces.Given teacher support (graphic organizers, wordbanks, modeling, etc.)unable to write a clear essay stating reasons for one’s opinion on a given topic.

Writing/Language

Writes a narrative piece

Essential Standard/Student Demonstration

3.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

1. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
2. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
3. Use temporal words and phrases to signal event order.
4. Provide sense of closure.

3.W.3 Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, and clear sequences.

4. Use figurative language to suggest images. (See grade 3 Reading Literature Standard 4.)
5. For poems, use words and phrases that form patterns of sound (e.g., rhyme, repetition of sounds within words or within lines) to create meaning or effect.

End of Year Benchmark

Exceeding Standards

Independently writes narrative pieces including developing real or imagined experiences, establishing a situation, introducing a narrator or characters, organizing an event that unfolds naturally, using dialogue and descriptions of actions, thoughts and feelings to develop experiences, temporal words and phrases to signal event order, and providing a sense of closure. Piece includes precise, vivid language. Independently writes poems, descriptions, and stories in which figurative language and the sounds of words (e.g. alliteration, onomatopoeia, rhyme) are key elements. Writes with elaborate description and vivid, precise language.

Meeting Standards

Independently writes narrative pieces including developing real or imagined experiences, establishing a situation, introducing a narrator or characters, organizing an event that unfolds naturally, using dialogue and descriptions of actions, thoughts and feelings to develop experiences, temporal words and phrases to signal event order, and providing a sense of closure. The development is largely appropriate to the task and purpose. Independently writes poems, descriptions, and stories in which figurative language and the sounds of words (e.g. alliteration, onomatopoeia, rhyme) are key elements.

Working Toward the Standards

Requires teacher prompting and support to write narrative pieces including developing real or imagined experiences, establishing a situation, introducing a narrator or characters, organizing an event that unfolds naturally, using dialogue and descriptions of actions, thoughts and feelings to develop experiences, temporal words and phrases to signal event order, and providing a sense of closure.Requires teacher prompting and support to writes poems, descriptions, and stories in which figurative language and the sounds of words (e.g. alliteration, onomatopoeia, rhyme) are key elements.

Limited Progress Toward the Standards

Given teacher support (graphic organizers, word banks, modeling, etc.) unable to write narrative pieces including developing real or imagined experiences, establishing a situation, introducing a narrator or characters, organizing an event that unfolds naturally, using dialogue and descriptions of actions, thoughts and feelings to develop experiences, temporal words and phrases to signal event order, and providing a sense of closure. Given teacher support (graphic organizers, word banks, modeling, etc.), writes poems, descriptions, and stories in which figurative language and the sounds of words (e.g. alliteration, onomatopoeia, rhyme) are key elements.

Writing/Language

Writes an informational piece

Essential Standard/Student Demonstration

3.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

1. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
2. Develop the topic with facts, definitions, and details.
3. Use linking words and phrases (e.g. also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section.
4. Provide a concluding statement or section.

3.W.7. Conduct short research projects that build knowledge about a topic.

3.W.8    Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

End of Year Benchmark

Exceeding Standards

Independently able to gather information from print and digital sources, take brief notes on sources, and sort the information into provided categories. Independently writes informative/explanatory texts, by introducing a topic, using facts and definitions to develop points, and providing a concluding statement or section. Response includes precise, vivid language and a direct connection to analyzed text from varied resources.

Meeting Standards

Independently able to gather information from print and digital sources, take brief notes on sources, and sort the information into provided categories. Independently writes informative/explanatory texts to examine a topic and convey ideas and information clearly, by introducing a topic, using facts and definitions to develop points, and providing a concluding statement or section. The development is largely appropriate to the task and purpose.

Working Toward the Standards

Requires teacher prompting and support to gather information from print and digital sources, take brief notes on sources, and sort the information into provided categories. Requires teacher prompting and support to write informative/explanatory texts, directly related to text/media, by introducing a topic, using facts and definitions to develop points, and providing a concluding statement or section.

Limited Progress Toward the Standards

Given teacher support (graphic organizers, word banks, modeling, etc.) unable to gather information from print and digital sources, take brief notes on sources, and sort the information into provided categories. Unable to form complete sentences to write informative /explanatory text. Little or no understanding of relevant facts and definitions related to topic. Unable to develop or support topic.

Writing/Language

Revises writing using English grammar, spelling, and punctuation

Essential Standard/Student Demonstration

3.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

3.W.4 Produce writing in which the development and organization are appropriate to task, purpose, and audience.

3.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames.

3.W.6 Use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

End of Year Benchmark

Exceeding Standards

Independently able to develop and strengthen writing as needed by planning, revising, and editing with guidance and support from peers and adults. Independently able to correct mechanics, usage, and sentence structure.

Meeting Standards

Able to develop and strengthen writing as needed by planning, revising, and editing with guidance and support from peers and adults. With teacher prompting, able to correct mechanics, usage, and sentence structure.

Working Toward the Standards

Requires extensive amount of prompting and support to strengthen writing as needed. Needs heavy guidance to correct mechanics, usage, and sentence structure.

Limited Progress Toward the Standards

Unable to strengthen writing as needed. Unable to correct mechanics, usage, and sentence structure, despite teacher support and guidance.

Speaking and Listening

Engages in collaborative discussions

Essential Standard/Student Demonstration

3.SL.1 Engage effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (See grade 3 Reading Literature Standard 1 and Reading Informational Text Standard 1 for specific expectations regarding use of textual evidence).
2. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
3. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
4. Explain their own ideas and understanding in light of the discussion.

3.SL.4 Report on a topic, text, or solution to a mathematical problem, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an

understandable pace and using appropriate vocabulary.

3.SL.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

3.SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

3.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. (See grade 3 Writing Standard

5 and Speaking and Listening Standard 6 on strengthening writing and presentations by applying knowledge of conventions.)

Sentence Structure and Meaning

1. Produce, expand, and rearrange complete simple, compound, and complex sentences.
2. Ensure subject-verb and pronoun-antecedent agreement.
3. Use verbs in the present, past, and future tenses and choose among them depending on the overall meaning of the sentence.
4. Use coordinating and subordinating conjunctions and choose between them depending on the overall meaning of the sentence.
5. Form and use comparative and superlative adjectives and adverbs and choose between them depending on what is to be modified and the overall meaning of the sentence.

Word Usage

1. Use abstract nouns.
2. Form and use regular and irregular plural nouns and the past tense of regular and irregular verbs.

End of Year Benchmark

Exceeding Standards

Independently: Speaks in complete sentences in order to provide elaborated detail.  Expresses ideas in a clear and cohesive manner.  Demonstrates standard English grammar usage when writing or speaking (see 3.LV.1).  Devise an evaluation tool to be used by a speaker and the listeners to judge how effectively they feel they collaborated within the group, listened to the presentation, and/or participated in the discussion within the group.

Meeting Standards

Independently: Engages effectively in collaborative discussions (one-on-one, small group, and teacher- led) with various partners on Grade 3 topics and texts, building on one another’s ideas and expressing own clearly. (e.g., *Comes prepared to discuss, follow preparation, follow agreed-upon rules of discussion; ask relevant questions to check understanding of presentation; link comments to topic of discussion; explain own ideas and understanding relevant to discussion).  Speaks in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.  Expresses ideas in a clear and cohesive manner.  Demonstrates standard English grammar usage when writing or speaking (see 3.LV.1).

Working Toward the Standards

Requires teacher prompting and support to engage effectively in collaborative discussions (one-on-one, small group, and teacher-led) with various partners on Grade 3 topics and texts, building on one another’s ideas and expressing own clearly.  Speak in complete sentences in order to provide requested detail or clarification. Needs teacher guidance to express ideas in a clear and cohesive manner.  Demonstrate standard English grammar usage when writing or speaking (see 3.LV.1).

Limited Progress Toward the Standards

Unable to: Engage in a range of collaborative discussions (one-on-one, in small groups, and teacher-led) with diverse partners on Grade 3 topics and texts, building on another’s ideas and expressing their own clearly.  Speak in complete sentences in order to provide requested detail or clarification.  Express ideas in a clear and cohesive manner.  Use correct grammar when writing or speaking (see 3.LV.1).

Speaking and Listening

Demonstrates listening comprehension

Essential Standard/Student Demonstration

3.SL.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3.SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

End of Year Benchmark

Exceeding Standards

Consistently argues or concludes what the main idea is by referring to specific details to justify it regarding variety of texts (informational, narrative, biographical, persuasive, or poetic) and information presented in diverse media or formats, including visually, quantitatively, and orally.

Meeting Standards

Independently determines the main idea and supporting details of an informational or narrative text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Working Toward the Standards

Requires teacher prompting and support to determine the main idea and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Often uses graphic organizer to determine main idea and details.

Limited Progress Toward the Standards

Unable to determine the main idea and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally even if an aid (graphic organizer) is used.