Language Strand Grade 3 Category Grade Specific Standards Activity Ideas 3. Use knowledge of language and its conventions when Chart list of “tired” words and brainstorm Knowledge of writing, speaking, reading, or listening. synonyms for them. Language a. Choose words and phrases for effect.* b. Recognize and observe differences between the Recognize dialect from read alouds and conventions of spoken and written standard English. restate the message in standard English. 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. a. Use sentence-level context as a clue to the meaning of a Skip unknown words when reading and use Vocabulary/ word or phrase. surrounding words to determine their Acquisition and b. Determine the meaning of the new word formed when a meaning. Use known affix is added to a known word (e.g., agreeable/ disagreeable, comfortable/uncomfortable, care/careless) c. Use a known root word as a clue to the meaning of an Add prefixes and suffixes to known words to unknown word with the same root (e.g., company, create new words. companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise Predict the meaning of words based on meaning of key words and phrases common roots then use electronic sources to check definitions. 5. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of Discuss the multiple meanings of words and words and phrases in context (e.g., take steps). phrases in context. b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words Make real-life connections to new vocabulary that describe states of mind or degrees of certainty by recording, illustrating and using it in (e.g., knew, believed, suspected, heard, wondered). sentences. 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific Create personal word banks to reference words and phrases, including those that signal spatial and when writing. temporal relationships (e.g., After dinner that night we went looking for them).
Language Strand Grade 3 Category Grade Specific Standards Activity Ideas Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect.* b. Recognize and observe differences between the conventions of spoken and written standard English. Chart list of “tired” words and brainstorm synonyms for them. Recognize dialect from read alouds and restate the message in standard English. Vocabulary/ Acquisition and Use 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. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. 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) c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases 5. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Skip unknown words when reading and use surrounding words to determine their meaning. Add prefixes and suffixes to known words to create new words. Predict the meaning of words based on common roots then use electronic sources to check definitions. Discuss the multiple meanings of words and phrases in context. Make real-life connections to new vocabulary by recording, illustrating and using it in sentences. Create personal word banks to reference when writing.
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