All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. Students in third grade will continue enhancing skills in a developmentally-appropriate progression of standards. Following the skill progressions from second grade, the following chart represents the components of literacy that will be developed in the reading, writing, speaking/listening, and language domains in third grade: Early Learning Foundations Read with accuracy, appropriate rate, and expression. Use word analysis skills and phonics to decode words. Begin cursive writing. Reading Writing Read closely to find main ideas and Write opinions or explanations that group supporting details in a story. related information and develop topics with facts and details. Describe the logical connection between particular sentences and paragraphs in Write stories that establish a situation and stories (e.g., first, second, and third; include details and clear sequences of cause and effect). events that describe the actions, thoughts, and feelings of characters. Compare the most important points and key details presented in two books on Independently conduct short research the same topic. projects that build knowledge about various topics. Speaking/Listening Language Paraphrase and respond to information Write complete sentences with correct presented in discussions, such as capitalization and spelling. comparing and contrasting ideas and Relate words that are common in reading analyzing evidence that speakers use to to words with similar meanings support particular points. (synonyms) and to their opposites Report orally on a topic or telling a story (antonyms). with enough facts and details. Grades 2-3 Specifications In grades 2-3, students should be exposed to texts that fall in the 420-820 Lexile range in order to meet college- and career-readiness expectations. By the end of the programmatic level (grade 3) and over the course of the entire instructional day, the distribution of text types should include 50% literary and 50% informational, and writing types should be 30% argumentative, 35% informative, and 35% narrative. Numbering of Standards The following English language arts standards will be numbered continuously. The ranges in the chart below relate to the clusters found within the English language arts domains: Early Learning Foundations Fluency Foundation I Phonics and Word Recognition Foundation II Handwriting Foundation III
All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. Students in third grade will continue enhancing skills in a developmentally-appropriate progression of standards. Following the skill progressions from second grade, the following chart represents the components of literacy that will be developed in the reading, writing, speaking/listening, and language domains in third grade: Early Learning Foundations Read with accuracy, appropriate rate, and expression. Use word analysis skills and phonics to decode words. Begin cursive writing. Reading Writing Read closely to find main ideas and supporting details in a story. Describe the logical connection between particular sentences and paragraphs in stories (e.g., first, second, and third; cause and effect). Compare the most important points and key details presented in two books on the same topic. Write opinions or explanations that group related information and develop topics with facts and details. Write stories that establish a situation and include details and clear sequences of events that describe the actions, thoughts, and feelings of characters. Independently conduct short research projects that build knowledge about various topics. Speaking/Listening Language Paraphrase and respond to information presented in discussions, such as comparing and contrasting ideas and analyzing evidence that speakers use to support particular points. Report orally on a topic or telling a story with enough facts and details. Write complete sentences with correct capitalization and spelling. Relate words that are common in reading to words with similar meanings (synonyms) and to their opposites (antonyms). Grades 2-3 Specifications In grades 2-3, students should be exposed to texts that fall in the 420-820 Lexile range in order to meet college- and career-readiness expectations. By the end of the programmatic level (grade 3) and over the course of the entire instructional day, the distribution of text types should include 50% literary and 50% informational, and writing types should be 30% argumentative, 35% informative, and 35% narrative. Numbering of Standards The following English language arts standards will be numbered continuously. The ranges in the chart below relate to the clusters found within the English language arts domains: Early Learning Foundations Fluency Foundation I Phonics and Word Recognition Foundation II Handwriting Foundation III
68-10005-412015-12-17-17-46-38-177-2015-12-18-12-55-02-006.docx