READING: Word Analysis, Fluency, and Vocabulary
Development
ELA
Standards Grade 3
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READING: Word Analysis, Fluency,
and Vocabulary Development (48% of CST in Reading) |
1.1: Know and use complex word families
(e.g., -ight) to decode unfamiliar words. 1.2: Decode regular multisyllabic words. 1.3: Read aloud narrative and expository
text fluently and accurately, with expression. 1.4: Use knowledge of antonyms, synonyms,
homophones, and homographs to determine meaning of words. 1.5: Demonstrate knowledge of levels of
specificity among grade-appropriate words. 1.7: Use a dictionary to learn the meaning
and other features of unknown words. 1.8: Use knowledge of prefixes (e.g., un-,
re-, pre-, bi-, mis-, dis-) and
suffixes (e.g., -er, -est, -ful)
to determine the meaning of words. |
ELD Standards Grade 3 Ð Beginning Level
|
READING: Word Analysis, Fluency,
and Vocabulary Development (48% of CST in Reading) |
(1.1) RECOMMENDED:
(From ELD K-2 WA) Recognize English phonemes that correspond to phonemes
students already hear and produce.
(1.2) (From
ELD K-2 WA) Recognize English phonemes that correspond to phonemes students
already hear and produce. (1.3)
Recognize sound/symbol relationships in own writing. (1.4)
Demonstrate comprehension of simple vocabulary with appropriate action. RECOMMENDED:
Vocabulary should include antonyms (e.g., big/small; up/down). (1.5)
Respond appropriately to some social and academic interactions (e.g., simple
question/answer, negotiate play). RECOMMENDED:
Classify words by:
initial consonant/clusters; by medial vowel; classify math operations
by addition, subtraction, multiplication, and division. (1.7) RECOMMENDED:
Alphabetize known vocabulary used in academic contexts. (1.8) RECOMMENDED:
Learn several affixes with common words and how they change meaning,
e.g., re + make, do,
play, read; un
+ do, zip, tie,
wrap. Plural markers (-s). |
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READING: Word Analysis, Fluency,
and Vocabulary Development (48% of CST in Reading) |
(1.1)
Use knowledge of English morphemes, phonics, and syntax to decode and
interpret the meaning of unfamiliar words in simple sentences. (1.2) Recognize
common English morphemes in phrases and simple sentences (e.g., basic
syllabication rules and phonics). (1.3) While reading
orally, recognize and produce English phonemes that do not correspond to
phonemes students already hear and produce (e.g., a in cat and final consonant). (1.4)
Apply knowledge of content-related vocabulary to discussions and reading. RECOMMENDED:
Vocabulary should include antonyms and synonyms (e.g., black/white, big/large). (1.5) Apply knowledge
of content-related vocabulary to discussions and reading. RECOMMENDED:
Find words in text and classify, e.g., animals with fur, feathers or scales;
vocabulary [e.g., hill
(social studies), quotient
(math), noun (L.A.)]. (1.7) RECOMMENDED:
Create word lists or journals to define/illustrate new content
vocabulary encountered. (1.8) RECOMMENDED: Continue study of prefixes and add suffixes commonly used, e.g.,
-ed,-ly, -ing, -es, -ies. |
|
READING: Word Analysis, Fluency,
and Vocabulary Development (48% of CST in Reading) |
(1.1) Use knowledge of
English morphemes, phonics, and syntax to decode and interpret the meaning of
unfamiliar words in written texts. (1.2) Use common English
morphemes in oral and silent reading. (1.3) Pronounce most
English phonemes correctly while reading aloud. Use common English morphemes in oral and silent
reading. (1.4) Use content related
vocabulary in discussions and reading. RECOMMENDED:
Vocabulary should include homophones (e.g., see/sea;
no/know). (1.5) Use
content-related vocabulary in discussions and reading. RECOMMENDED:
Vocabulary should include content sorts (e.g., endangered species/extinct;
measurement via ruler vs. yard stick; classification of birds by type of beak
and feet). (1.7) Create a simple dictionary of frequently
used words. RECOMMENDED:
Also include definition and part of speech, synonyms,
antonyms, example sentences. (1.8) Recognize some common roots and affixes
when attached to known vocabulary (e.g., speak, speaker). RECOMMENDED:
Include pre-, bi-, mis-, dis-, con- which have broad application to understanding
and creating new words. |
|
READING: Word Analysis, Fluency,
and Vocabulary Development (48% of CST in Reading) |
(1.1) ELA 1.1 (1.2) Apply knowledge of common
English morphemes in oral and silent reading to derive meaning from
literature and texts in content areas. (1.3) Use knowledge of
English morphemes in oral and silent reading to derive meaning from
literature and texts in content areas.
(1.4) Recognize words
that sometimes have multiple meanings in literature and texts in content
areas [e.g., present (gift), present (time)]. RECOMMENDED:
Vocabulary should include homographs [(e.g., park (noun, place) /park (verb, to park)]. (1.5) RECOMMENDED:
Determine how to classify information from new text in content
areas (e.g., types of matter
from science; words used in math problems to connote type of operation;
adaptations of plants and animals; purpose of community services). (1.7) Use a standard dictionary to find the
meanings of known vocabulary. RECOMMENDED:
Write an original definition of
known vocabulary. Find examples of synonyms which do not change sense of
meaning in context. (1.8)
Use some common roots and affixes when attached to known vocabulary (e.g., educate, education). |
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READING: Word Analysis, Fluency,
and Vocabulary Development (48% of CST in Reading) |
(1.1)
ELA 1.1 (1.2)
ELA 1.2 (1.3) ELA 1.3 (1.4)
ELA 1.4 (1.5)
ELA 1.5 (1.7)
Use a standard dictionary to determine meaning of unknown words.
(1.8) Apply knowledge of common roots and affixes when attached to
known vocabulary. |