Skills learned in Kindergarten, First and
Second Grades as well as the following:
Reads for meaning, pleasure, and information
Reads to gain meaning using prior knowledge,
re-reading, and visualization
Interprets figurative language containing
metaphors, similes, idioms, and dialect
Uses reference materials to gather information
Locates information in text to support
opinions
Summarizes stories
Compares and contrasts story elements
within and between texts
Identifies author's viewpoint, style,
and purpose
Follows written instructions
Reads every day from a variety of sources
Compares and contrasts information on
one topic from two different sources Reads expository text
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Skills learned in Kindergarten, First and
Second Grades as well as the following:
Writes on a variety of self-generated
topics
Writes in response to literature, e.g.,
personal reaction
Creates projects based on literature
Writes persuasively with teacher modeling
Organizes research paper by taking notes,
paraphrasing, paragraphing, and sequencing
Uses only relevant details
Uses colorful language and vocabulary
Writes different points of view to a variety
of audiences, in different genres, in a consistent voice
Uses varied sentence structure
Uses standard spelling for all words except
unusual, story-specific words
Uses correct verb tenses
Uses correct punctuation, e.g., commas,
quotation marks
Uses thesaurus for expanded vocabulary,
e.g., synonyms
Refines cursive writing
Writes every day
Completes a minimum of four publishable
pieces annually
Makes transition from printed letters
to cursive writing
Uses the "Writing Process" (prewriting,
drafting, revising, proofreading)
Writes expository essays
Writes retellings
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Identifies rhythm, mood, and tone
Places self in optimal listening situation
Visualizes what is heard
Remembers sequence of events
Exhibits appropriate physical response,
e.g., laughing, crying, nodding, clapping, etc.
Interprets information and acts upon it
Analyzes intent of speaker and/or speaker's
message
Listens to retell a story and follows
directions
Listens respectfully and responsively
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Gives oral reports
Evaluates other students' oral work appropriately
Summarizes and retells a story
Identifies a problem and its resolution
Presents points in logical order
Uses notes effectively
Uses descriptive language
Describes important details concisely
Makes inferences
Makes hypotheses independently
Identifies and speaks to an audience
Uses appropriate body language
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The Language Arts continuum sets
high standards which students are expected to reach over time.
Teachers assess student's progress within the continuum, both
formally and informally, in order to document individual student
progress. Assessment data is gathered from students' daily
work, reading and writing samples, student participation, teacher
observation, individual, small group, and whole group performance,
and individual reading inventories. Standardized
testing results at grades two and four provide additional information.
The formal assessments listed below are given at specified
times throughout the year. Your child's teacher will
be happy to discuss the meaning of these assessment tools, and
provide you with additional information at any time. During
the December and March conferences, you will have an opportunity
to review your child's individual results and progress along
the continuum.
Two/three individualized reading inventories
One developmental spelling test
One writing dictation
One writing sample
One written retelling of literature
One written response to literature
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Third Grade