Our Studies

Reading/Language Arts

By the end of Third grade students must...

Word Analysis, Fluency, and Vocabulary Development

1.1 I use word families to help me read unfamiliar words. Ex.: -ight; light, bright
1.2 I can read words with many syllables.*
1.3 I can read aloud clearly and naturally with a good pace and an expressive voice.
1.4 I can use antonyms, synonyms, homophones, and homographs to help me
understand a word’s meaning.
1.5 I can show the specific meaning of words by connecting them to words that
show relationship and detail.
1.6 I can read words in context, using what I know in the sentence or paragraph to help me understand the meaning.*
1.7 I know how to use a dictionary to learn about a word.
1.8 I know how to use prefixes and suffixes to figure out a word’s meaning.
Reading Comprehension
2.1 I can find information using titles, tables of contents, chapter headings, glossaries, & indexes.
2.2 I can ask and answer questions about my reading by making connections between what I read and what I already know.*
2.3 I can find and show answers in the text.
2.4 I can make good predictions based on information from the book.
2.5 I can identify the main idea and supporting details in non-fiction texts.*
2.6 I can find important information in texts, including problems and solutions.*
2.7 I can follow written instructions with several steps. Example: instructions for a game
Literary Response and Analysis
3.1 I know the common types of literature.
3.2 I understand the story line (plot) of many types of stories.
3.3 I can tell what a character is like by paying attention to what he or she says
and does in the story and looking at the pictures.
3.4 I can identify the theme or main message of a book or story.*
3.5 I can recognize rhythmic patterns and the similar sounds of words in what I read.
3.6 I can identify whom the speaker or narrator is when I read.

Writing Strategies

1.1 I can write a paragraph with a topic sentence and supporting facts or details.*
1.2 I can write neatly in cursive with correct margins and spacing.
1.3 I know how to use reference materials to find information.
1.4 I know how to revise and improve my writing using drafts and rubrics.
Writing Genres
2.1 I can write about my experiences giving details, descriptions of the action/plot, and reasons why the events are memorable for me.*
2.2 I can write detailed descriptions of people, places, things, and experiences including the sounds, sights, smells, tastes, and feel.*
2.3 I can write letters, thank you notes, and invitations using proper form.
Written and Oral Conventions
1.1 I know the different types of sentences and how to use them when I speak and write.
1.2 I can identify and correctly use subjects, verbs, pronouns, adjectives, compound
words, and articles.
1.3 I can identify and use the proper verb tense in my speaking and writing.*
1.4 I use subjects and verbs correctly in my speaking and writing.
1.5 I use the proper punctuation for dates, city and state, and titles of books.
1.6 I use commas when I write dates, locations, and items in a series.
1.7 I capitalize place names, holidays, periods in history, and special events.
1.8 I know the third grade spelling rules and can correctly spell one-syllable words with blends, contractions, compounds, and homophones.*
1.9 I can put words in alphabetical order.

Listening and Speaking Strategies

1.1 I can retell and explain in my own words what a speaker has said.
1.2 I can share my own experiences and ideas that relate to what a speaker has said.
1.3 I can give the right amount of information in response to a question to make my meaning clear.*
1.4 I can hear and identify the musical elements in speech.
1.5 I put ideas in order by time frame (chronological) or around major points of information.*
1.6 I can present a main idea with supporting details and a beginning, middle, and end.
1.7 I choose my words carefully to communicate ideas well.
1.8 I can use props to enhance my oral presentations.*
1.9 I can read aloud clearly and fluently with proper expression.
1.10 I can compare ideas and points of view that I hear or read in the news. (media)
1.11 I can tell the difference between a speaker’s opinions and verifiable facts.

Speaking Genres

2.1 I can give a short oral presentation about my life or experiences with details,
descriptions of the context, and reasons why the events are memorable for me.
2.2I can plan and present a dramatic representation of a story, poem, play, or
experience.(use a clear voice, good expression, and tone)
2.3I can present detailed descriptions of people, places, things, and experiences using descriptive details from the senses

Number Sense

1.1 I can count, read, and write whole numbers to 10,000.
1.2 I can compare and order numbers to 10,000.
1.3 I can identify place value for each digit to 10,000.*
1.4 I can round off numbers to 10,000 to the nearest ten, hundred and thousand.
1.5 I can use expanded notation to represent numbers.
2.1 I can add and subtract whole numbers 0 through 10,000.*
2.2 I have memorized the multiplication tables from 1 to 10.*
2.3 I know that multiplication and division are opposites and I use this to solve
problems and check answers.
2.4 I can multiply a multi-digit number by a 1-digit number.
2.5 I can divide a multi-digit number by a 1-digit number.
2.6 I understand the meaning of 0 (zero) and 1 in both multiplication and division.
2.7 I can solve money word problems where I need to figure out how much one item
costs when I know the total amount paid and how many items were bought.
2.8 I can solve problems that require two or more of the skills written above.
3.1 I can compare fractions shown by drawing or concrete materials to show equivalency and to add and subtract simple fractions.*
3.2 I can add and subtract fractions with common denominators.
3.3 I can solve money word problems involving addition, subtraction, multiplication, and
division using decimals.
3.4  I can explain the connection between whole numbers, fractions and decimals,
like 50 cents is ½ of $1.00 and 75 cents is ¾ of $1.00.

Algebra and Functions
1.1 I can write math expressions and equations using symbols to show how numbers relate to each other.*
1.2  I can solve problems with number equations or inequalities.
1.3  I can use correct symbols to show operations and to compare numbers.
1.4 I can change units of measurement.
1.5 I know and can use the commutative and associative properties of multiplication.
2.1 I can solve problems involving a relationship between 2 things.*
2.2 I can recognize and continue a pattern to solve a problem.

Measurement and Geometry
1.1 I can estimate and accurately measure the length, liquid volume, and weight of objects. I can choose which measurement tools and units I need to use.*
1.2 I can use squares or cubes to figure out the area and volume of solid figures.
1.3 I can find the perimeter of a polygon.
1.4 I can calculate measurement answers in more than one way, changing inches to feet,
centimeters to meters, minutes to hours, weeks to months, and so on.
2.1 I can identify, describe, and classify polygons.*
2.2 I can name and describe different kinds of triangles.
2.3 I can name and describe different kinds of quadrilaterals.
2.4 I can identify right angles and explain whether any angle is greater or less than 90 degrees.
2.5 I can identify, describe and classify common 3-dimensional geometric objects, and the shapes
that can be seen in more complex solid objects.

Data Analysis and Patterns of Information
1.1 I can tell whether something is certain, likely, unlikely, or improbable.
1.2 I can record the possible outcomes for a simple repeated event.*
1.3 I can make a bar graph or line plot to show results of a probability experiment.
1.4 I can make good predictions as a result of a probability experiment.

Mathematical Reasoning
1.1 I can identify when a word problem doesn’t have enough information to solve it, or has unimportant information. I can also explain which information in the word problem is the most important.*
1.2 I can decide when and how to break a problem into simpler parts.
2.1 I can use estimation to prove if an answer is reasonable.
2.2 I can use strategies from simple problems to help solve more difficult problems.
2.3 I can communicate my math thinking in different ways, using models, diagrams, tables, charts, graphs, symbols, numbers, and words.*
2.4 I can clearly explain and justify my solutions using mathematical vocabulary and symbols,
both written and oral.
2.5 I know when an exact answer is needed and when it is better to estimate.
2.6 I can calculate accurately and check the accuracy of my answer using the information from the original problem.
3.1 I can check if my problem solution makes any sense.
3.2 I can tell how I came up with my answer and explain how I can solve similar problems.
3.3 I can develop generalizations of the results obtained and apply them in other circumstances senses

CA.3.1. Continuity and Change: Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.  
3.1.1. Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes). 73
Suggested Titles for California Social Studies State Standard 3.1.1.
3.1.2. Trace the ways in which people have used the resources of the local region and modified the physical environment (e.g., a dam constructed upstream changed a river or coastline). 159
Suggested Titles for California Social Studies State Standard 3.1.2.

CA.3.2. Continuity and Change: Students describe the American Indian nations in their local region long ago and in the recent past.

3.2.1. Describe national identities, religious beliefs, customs, and various folklore traditions. 10
Suggested Titles for California Social Studies State Standard 3.2.1.
3.2.2. Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools). 15
Suggested Titles for California Social Studies State Standard 3.2.2.
3.2.3. Describe the economy and systems of government, particularly those with tribal constitutions, and their relationship to federal and state governments. 6
Suggested Titles for California Social Studies State Standard 3.2.3.
3.2.4. Discuss the interaction of new settlers with the already established Indians of the region. 9
Suggested Titles for California Social Studies State Standard 3.2.4.
CA.3.3. Continuity and Change: Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land. 42
Suggested Titles for California Social Studies State Standard CA.3.3.
3.3.1. Research the explorers who visited here, the newcomers who settled here, and the people who continue to come to the region, including their cultural and religious traditions and contributions. 16
Suggested Titles for California Social Studies State Standard 3.3.1.
3.3.2. Describe the economies established by settlers and their influence on the present-day economy, with emphasis on the importance of private property and entrepreneurship. 43
Suggested Titles for California Social Studies State Standard 3.3.2.
3.3.3. Trace why their community was established, how individuals and families contributed to its founding and development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources. 34
Suggested Titles for California Social Studies State Standard 3.3.3.

CA.3.4. Continuity and Change: Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.

3.4.1. Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion of rules and laws; and the consequences for people who violate rules and laws. 36
Suggested Titles for California Social Studies State Standard 3.4.1.
3.4.2. Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life. 26
Suggested Titles for California Social Studies State Standard 3.4.2.
3.4.3. Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol). 103
Suggested Titles for California Social Studies State Standard 3.4.3.
3.4.4. Understand the three branches of government, with an emphasis on local government. 43
Suggested Titles for California Social Studies State Standard 3.4.4.
3.4.5. Describe the ways in which California, the other states, and sovereign American Indian tribes contribute to the making of our nation and participate in the federal system of government. 12
Suggested Titles for California Social Studies State Standard 3.4.5.
3.4.6. Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.). 36
Suggested Titles for California Social Studies State Standard 3.4.6.
3.5.1. Describe the ways in which local producers have used and are using natural resources, human resources, and capital resources to produce goods and services in the past and the present. 168
Suggested Titles for California Social Studies State Standard 3.5.1.
3.5.2. Understand that some goods are made locally, some elsewhere in the United States, and some abroad. 72
Suggested Titles for California Social Studies State Standard 3.5.2.
3.5.3. Understand that individual economic choices involve trade-offs and the evaluation of benefits and costs. 208
Suggested Titles for California Social Studies State Standard 3.5.3.
3.5.4. Discuss the relationship of students' 'work' in school and their personal human capital. 39
Suggested Titles for California Social Studies State Standard 3.5.4.
CA.K-5.HSSA. Historical and Social Sciences Analysis Skills: The intellectual skills noted below are to be learned through, and applied to, the content standards for kindergarten through grade five. They are to be assessed only in conjunction with the content standards in kindergarten through grade five. In addition to the standards for kindergarten through grade five, students demonstrate the following intellectual, reasoning, reflection, and research skills.
K-5.4. Students conduct cost-benefit analyses of historical and current events.

Physical Sciences
1. Energy and matter have multiple forms and can be changed from one form to another. As a basis for understanding this concept:
a. Students know energy comes from the Sun to Earth in the form of light. b. Students know sources of stored energy take many forms, such as food, fuel, and batteries. c. Students know machines and living things convert stored energy to motion and heat.
d. Students know energy can be carried from one place to another by waves, such as water waves and sound waves, by electric current, and by moving objects.
e. Students know matter has three forms: solid, liquid, and gas. f. Students know evaporation and melting are changes that occur when the objects are heated. g. Students know that when two or more substances are combined, a new substance may be formed with properties that are different from those of the original materials. h. Students know all matter is made of small particles called atoms, too small to see with the naked eye. i. Students know people once thought that earth, wind, fire, and water were the basic elements that made up all matter. Science experiments show that there are
more than 100 different types of atoms, which are presented on the periodic table of the elements.
2. Light has a source and travels in a direction. As a basis for understanding this concept:
a.Students know sunlight can be blocked to create shadows.
b.Students know light is reflected from mirrors and other surfaces.
c.Students know the color of light striking an object affects the way the object is seen.
d.Students know an object is seen when light traveling from the object enters the eye.
Life Sciences
3. Adaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for understanding this concept: a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction. b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.
c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial.
d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations. e. Students know that some kinds of organisms that once lived on Earth have completely disappeared and that some of those resembled others that are alive today.
Earth Sciences
4. Objects in the sky move in regular and predictable patterns. As a basis for understanding this concept: a. Students know the patterns of stars stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons. b. Students know the way in which the Moon’s appearance changes during the four-week lunar cycle.
c. Students know telescopes magnify the appearance of some distant objects in the sky, including the Moon and the planets. The number of stars that can be seen through telescopes is dramatically greater than the number that can be seen by the unaided eye.
d. Students know that Earth is one of several planets that orbit the Sun and that the Moon orbits Earth. e. Students know the position of the Sun in the sky changes during the course of the day and from season to season.

Investigation and Experimentation
5. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
a. Repeat observations to improve accuracy and know that the results of similar scientific investigations seldom turn out exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the observation.
b. Differentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed.
c. Use numerical data in describing and comparing objects, events, and measurements. d. Predict the outcome of a simple investigation and compare the result with the prediction. e. Collect data in an investigation and analyze those data to develop a logical conclusion.


The five (5) component strands for all arts are as follows.

Artistic Perception Processing, analyzing, and responding to sensory information through the language and skills unique to dance, music, theatre, and visual art.

In this strand students are engaged in perceiving and responding to the arts, using the language specific to each arts discipline. Teachers design instruction to develop the basic building blocks in each art including building specific vocabulary as well as the technical and perceptual skills needed in order to be successful within the art form.

Creative Expression Creating, performing, and participating in dance, music, theatre, and visual art.
In this strand, students in “doing” – they are engaged in the creative process, demonstrating their understanding, creating responses to given artistic problems, and expressing themselves in the art form. Students are given opportunities to use what they have learned and practiced to create and participate creatively in that art form.

Historical & Cultural Understanding the historical contributions and cultural dimensions of dance, Context music, theatre, and visual art.

In this strand, students are engages in analyzing the role of the art form in the past and
present. This strand builds the students’ understanding of the contributions and cultural
dimensions of each art discipline.

Aesthetic Valuing Responding to, analyzing, and making judgments about works on dance, music, theatre,and visual art.

In this strand students are engaged in critically assessing and making meaning from
works of art ‐ students exceed the responses to art works of others and their own such as
“I like this” by learning to talk about how artworks communicate.

Connections, Relationships Connecting and applying what is learned in dance, music, theatre, and
& Applications visual art to learning in other art forms and subjects and to careers.
In this strand students apply what they have learned in a specific art form to other areas
of the curriculum. The students also build related career and skills understandings for
each particular arts discipline.


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