NOTE:  A benchmark or indicator without an asterisk (*) is an Ohio Department of Education requirement.  A benchmark or indicator with an asterisk is an additional West Clermont/National Standard requirement.

Phonemic Awareness, Word Recognition and Fluency Benchmarks for Grades K-3

By the end of the K-3 program, students will be able to:

1. Use letter-sound correspondence knowledge and structural analysis to decode words.
2. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for the text.

Third Grade Phonemic Awareness, Word Recognition and Fluency Indicators

By the end of third grade, students will be able to:

1. Identify rhyming words with the same or different spelling patterns.
2. Use letter-sound knowledge and structural analysis to decode words.
3. Use knowledge of common word families (e.g., -ite or –ate) and complex word families (e.g., -ould, -ight) to sound out unfamiliar words.
4. Demonstrate a growing stock of sight words.
5. Read text, using fluid and automatic decoding skills.
6. Read passages fluently with changes in tone, voice, timing and expression to demonstrate meaningful comprehension:
1. use knowledge of word order in oral and written language to determine the meaning of sentences;
2. use basic grammatical relationships to aid understanding of what they read (e.g., relationship between nouns and pronouns and between nouns and verbs);
3. independently read aloud unfamiliar Level O books with 90% or better accuracy of word recognition (self-correction allowed).

Acquisition of Vocabulary Benchmarks Grades K-3

By the end of the K-3 program, students will be able to:

1. Use context clues to determine the meaning of vocabulary.
2. Read accurately high-frequency sight words.
3. Apply structural analysis skills to build and extend vocabulary and to determine word meaning.
4. Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings.
5. Use resources to determine the meanings of pronunciations of unknown words.

Third Grade Acquisition of Vocabulary Indicators

By the end of third grade, students will be able to:

Contextual Understanding

1. Determine the meaning of unknown words using a variety of context clues, including word, sentence and paragraph clues.
2. Use context clues to determine the meaning of homophones, homonyms and homographs.
3. Learn new words everyday from their reading. *

Conceptual Understanding

4. Apply the meaning of the terms synonyms and antonyms.
5. Read accurately high-frequency sight words.

Structural Understanding

6. Apply knowledge of individual words in unknown compound words to determine their meaning.
7. Use knowledge of contractions and common abbreviations to identify whole words.
8. Apply knowledge of prefixes, including un-, re-, pre- and suffixes, including –er, -est, -ful and –less to determine meaning of words.
9. Easily read words with irregularly spelled suffixes (e.g., -ous, -ion, -ive).
10. Decode and determine the meaning of words by using knowledge of root words and their various inflections.
11. Know how to talk about what nouns mean in terms of function (e.g., “Water is for drinking”), features (e.g., “Water is wet”) and category (“Water is a liquid”).
12. Know how to talk about verbs as “action words.”

Tools and Resources

13. Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars.

Reading Process:  Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Benchmarks Grades K-3

By the end of the K-3 program, students will be able to:

1. Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.
2. Make predictions from text clues and cite specific examples to support predictions.
3. Draw conclusions from information in text.
4. Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas.
5. Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative).
6. Apply and adjust self-monitoring strategies to assess understanding of text.
7. Achieve a Total Reading score in the fifth stanine or higher on the Stanford Achievement Test or its equivalent. *

Third Grade Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Indicators

By the end of third grade, students will be able to:

Comprehension Strategies

1. Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).
2. Predict content, events and outcomes by using chapter titles, section headers, illustrations and story topics, and support those predictions with examples from the texts.
3. Compare and contrast information between texts and across the subject areas.
4. Create visual and other sensory images from text during and after reading. *
5. Use schema (background knowledge) to relate the text to self, text to other texts, and text to the world. *
6. Ask questions before and during reading to: *
1. clarify meaning;
2. speculate about text yet to be read;
3. determine an author’s style, intent, content or format.
7. Infer meaning from text, using background knowledge and context clues, to draw conclusions. *
8. Make inferences regarding events and possible outcomes from information in text.
9. Infer cause-and-effect relationships that are not explicitly stated. *
10. Determine importance in nonfiction text by: *
1. distinguishing important from unimportant information in order to identify key ideas or themes;
2. using text features to help distinguish important from unimportant information.
11. Summarize texts, sequencing information accurately and include main ideas and details as appropriate.
12. Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.
13. Combine information from two different parts of the text and relate later parts of the story to earlier parts in terms of theme and cause-and-effect. *
14. Demonstrate comprehension of text by using reading logs, reading journals, and reviews/book reports. *
15. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
16. Listen to teacher think-alouds as models for comprehension strategies.*
17. Participate in guided reading groups for direct instruction in comprehension strategies. *
18. Participate in literature circles for the purpose of discussing books with peers. *
19. Listen to at least one chapter of a book read to them daily. *
20. Read multiple books by the same author. *
21. Read 25 books a year, independently or with assistance. *

Self-Monitoring Strategies

22. Monitor own comprehension, noticing when sentences or paragraphs do not make sense. *
23. Monitor own comprehension by:
1. adjusting speed to fit purpose;
2. skimming and scanning;
3. reading on or looking back.

Independent Reading

10.    Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

11.    Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

Reading Applications: Informational, Technical and Persuasive Text Benchmarks for Grades K-3

By the end of the K-3 program, students will be able to:

1. Use text features and structures to organize content, draw conclusions and build text knowledge.
2. Ask clarifying questions concerning essential elements of informational text.
3. Identify the central ideas and supporting details of informational text.
4. Use visual aids as sources to gain additional information from text.
5. Evaluate two- and three-step directions for proper sequencing and completeness.

Third Grade Reading Applications: Informational, Technical and Persuasive Text Indicators

By the end of third grade, students will be able to:

1. Use the table of contents, chapter headings, glossary, index, captions and illustrations to locate information and comprehend texts.
2. List questions about essential elements (e.g., why, who, where, what, when and how) from the informational text and identify answers.
3. Identify and list the important central ideas and supporting details of informational text.
4. Draw conclusions from information in maps, charts, graphs and diagrams.
5. Analyze a set of directions for proper sequencing, clarity and completeness.

Reading Applications: Literary Text Benchmarks for Grades K-3

By the end of the K-3 program, students will be able to:

1. Compare and contrast plot across literary works.
2. Use supporting details to identify and describe main ideas, characters and setting.
3. Recognize the defining characteristics and features of literary forms and genres.
4. Explain how an author’s word choice and use of methods influences the reader.
5. Identify the theme of a literary text.

Third Grade Reading Applications: Literary Text Indicators

By the end of third grade, students will be able to:

1. Recognize and describe similarities and differences of plot across literary works.
2. Identify the speaker or narrator.*
3. Identify the problem/resolution in fictional text. *
4. Retell the plot sequence.
5. Use concrete details from the text to describe characters and setting.
6. Identify and explain the defining characteristics of literary forms and genres, including fairy tales, folk tales, poetry, fiction and non-fiction.
7. Explain how an author’s choice of words appeals to the senses.
8. Identify stated and implied themes.
9. Describe methods authors use to influence readers’ feelings and attitudes (e.g., appeal of characters in a picture book, use of figurative language).

Writing Process Benchmarks for Grades 3-4

By the end of the grades 3-4 program, students will be able to:

    A.  Generate ideas and determine a topic suitable for writing.

2. Determine an audience and purpose for self-selected and assigned writing tasks.

3. Apply knowledge of graphics or other organizers to clarify ideas of writing assessments.
4. Spend the necessary amount of time to revisit, rework and refine pieces of writing.
5. Use revision strategies to improve the coherence of ideas, clarity of sentence structure and effectiveness of word choices.
6. Use a variety of resources and reference materials to select more effective vocabulary when editing.
7. Edit to improve sentence fluency, grammar and usage.
8. Apply tools to judge the quality of writing.
9. Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics.

Third Grade Writing Process Indicators

By the end of third grade, students will be able to:

Prewriting

      1.  Generate writing ideas through discussions with others and from printed material.

2.    Develop a clear main idea for writing.

3.    Develop a purpose and audience for writing.

4.    Use organizational strategies (e.g., brainstorming, lists, webs and Venn diagrams) to plan writing.

Drafting, Revising and Editing

5.      Organize writing by providing a simple introduction, body and a clear sense of closure.

6.      Use a wide range of simple, compound and complex sentences.

7.      Create paragraphs with topic sentences and supporting sentences that are marked by indentation and are linked by transitional words and phrases.

8.      Use language for writing that is different from oral language, mimicking writing style of books when appropriate.

9.      Use available technology to compose text.

10.  Reread and assess writing for clarity, using a variety of methods (e.g., writer’s circle or author’s chair).

11.  Add descriptive words and details and delete extraneous information.

12.  Rearrange words, sentences and paragraphs to clarify meaning.

13.  Use resources and reference materials, including dictionaries, to select more effective vocabulary.

14.  Proofread writing and edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization) and identify and correct fragments and run-ons.

15.  Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

16.  Extend and rework pieces of writing (e.g., turn a paragraph from a memoir into a fully developed piece). *

17.  Regularly solicit and provide feedback about writing. *

Publishing

18.  Rewrite and illustrate writing samples for display and for sharing with others.

19.  Keep a writing portfolio and polish at least 10 pieces throughout the year, using techniques such as electronic resources and graphics.

Writing Applications Benchmarks for Grades 3-4

By the end of the grades 3-4 program, students will be able to:

      A.  Write narrative accounts that develop character, setting and plot.

2. Write responses to literature that summarize main ideas and significant details and support interpretations with references to the text.
3. Write formal and informal letters that include important details and follow correct letter format.
4. Write informational reports that include facts, details and examples that illustrate an important idea.

Third Grade Writing Applications Indicators

By the end of third grade, students will be able to:

1. Write personal and fictional narratives that include:
1. descriptive details
2. vivid language
3. development of characters, setting and plot
4. contain a definitive beginning, middle and end.
2. Write responses to novels, stories and poems that demonstrate:
1. an understanding of the text;
2. summarize the main ideas and significant details;
3. support judgments with specific references to the text.
3. Write a response to literature that compares two works by the same author. *
4. Write a response to literature that features two works that have the same theme. *
5. Write a response to literature that makes connections between the text and their own ideas or lives. *
6. Write formal and informal letters that include relevant information and date, proper salutation, body, closing and signature:
1. thank you notes
2. letters of request
3. friendly letters
4. letters to the editor
5. business letter.
7. Write informational reports that include:
1. an introduction to the topic;
2. information organized into short paragraphs that contain a main idea and details;
3. communicate big ideas or insights that have been elaborated on or illustrated through facts, details, quotations, and information;
4. use diagrams, charts or illustrations appropriate to the text;
5. a concluding sentence or section;
6. a list of resources used in creating the report.
8. Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.

Writing Conventions Benchmarks for Grades 3-4

By the end of the grades 3-4 program, students will be able to:

1. Write legibly in finished drafts.
2. Spell grade-appropriate words correctly.
3. Use conventions of punctuation and capitalization in written work.
4. Use grammatical structures to effectively communicate ideas in writing.

Third Grade Writing Conventions Indicators

By the end of third grade, students will be able to:

Handwriting

1. Write legibly in cursive, spacing letters, words and sentences appropriately.

Spelling

2. Spell multi-syllabic words correctly.
3. Spell all familiar high-frequency words, words with short vowels and common endings correctly.
4. Spell contractions, compounds and homonyms (e.g., hair and hare) correctly.
5. Use correct spelling of words with common suffixes such as –ion, -ment, and –ly.
6. Follow common spelling generalizations (e.g., consonant doubling, dropping e and changing y to i).
7. Use resources to check spelling (e.g., a dictionary, spell check).

Punctuation and Capitalization

8. Use end punctuation correctly.
9. Use quotation marks around dialogue, commas in a series and apostrophes in contractions and possessives.
10. Use correct capitalization.

Grammar and Usage

11. Understand subject and predicate. *
12. Understand and use compound and complex sentences. *
13. Use nouns, verbs and adjectives correctly.
14. Use subjects and verbs that are in agreement.
15. Use irregular plural nouns.
16. Use nouns and pronouns that are in agreement.
17. Use past, present and future verb tenses.
18. Use possessive nouns and pronouns.
19. Use conjunctions.

Research Standard Benchmarks for Grades 3-4

By the end of the grades 3-4 program, students will be able to:

1. Identify a topic of study, construct questions and determine appropriate sources for gathering information.
2. Select and summarize important information and sort key findings into categories about a topic.
3. Create a list of sources used for oral, visual, written or multimedia reports.
4. Communicate findings orally, visually and in writing or through multimedia.

Third Grade Research Indicators

By the end of third grade, students will be able to:

1. Choose a topic for research from a list of questions, assigned topic or personal area of interest.
2. Utilize appropriate searching techniques to gather information from a variety of locations (e.g., classroom, school library, public library or community resources).
3. Acquire information from multiple sources (e.g., books, magazines, videotapes, CE-ROM’s, web sites) and collect data (e.g., interviews, experiments, observations or surveys) about the topic.
4. Identify important information found in the sources and summarize the important findings
5. Sort relevant information into categories about the topic.
6. Understand the importance of citing sources.
7. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered.

Communications: Oral and Visual Benchmarks for Grades 3-4

By the end of the grades 3-4 program, students will be able to:

A.     Demonstrate active listening strategies by asking clarifying questions and responding to questions with appropriate elaboration.

B.     Respond to presentations and media messages by stating the purpose and summarizing the ideas.

C.     Use clear and specific vocabulary to communicate ideas and to establish tone appropriate to the topic, audience and purpose.

D.     Identify examples of facts and opinions and explain their differences.

E.      Organize presentations to provide a beginning, middle and ending and include concrete details.

F.      Clarify information in presentations through the use of important details from a variety of sources, effective organization and a clear focus.

G.     Deliver a variety of presentations, using visual materials as appropriate.

Third Grade Communications: Oral and Visual Indicators

By the end of third grade, students will be able to:

Listening and Viewing

1.      Ask questions for clarification and explanation, and respond to others’ ideas.

2.      Identify the main idea, supporting details and purpose of oral presentations and visual media.

3.      Identify the difference between facts and opinions in presentations and visual media.

Speaking Skills and Strategies

4.      Demonstrate an understanding of the rules of the English language.

5.      Select language appropriate to purpose and audience.

6.      Use clear diction and tone, and adjust volume and tempo to stress important ideas.

7.      Adjust speaking content according to the needs of the audience.

Speaking Applications

8.      Deliver informational presentations that:

a.       present events or ideas in logical sequence and maintain a clear focus;

b.      demonstrate an understanding of the topic;

c.       include relevant facts and details from multiple sources to develop a topic;

d.      organize information, including a clear introduction, body and conclusion; diagrams, charts or illustrations as appropriate;

e.       use transitional words such as although, instead of, finally to organize and clarify ideas;

f.        use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology;

g.       identify sources.

9.      Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details.

10.  Deliver simple dramatic presentations (e.g., recite poems, rhymes, songs and stories). *

11.  Participate in group discussions and: *

a.       display appropriate turn-taking behavior;

b.      actively solicit another person’s opinion;

c.       offer opinions forcefully without dominating;

d.      respond appropriately to comments and questions;

e.       give reasons in support of opinions expressed.