- Use a known root word as a clue to the meaning of an unknown word with the same root.
(L.3.4c) - Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the
precise meaning of key words and phrases. (L.3.4d)
They are provided many opportunities to use new vocabulary (L.3.6) as they interact with peers
and others about topics they are learning.
Students acquire new vocabulary through a
multifaceted vocabulary instructional program, one that
ensures extensive exposure to language, fosters word
consciousness, teaches some words directly, and teaches
word learning strategies, such as using morphology,
context, and reference materials (e.g., dictionaries). They
read a wide variety of materials and genres and continue
to listen to text read aloud.
In additional to enlarging their vocabulary, third-grade
students broaden their grammatical and discourse level
understandings, which include awareness of how different
text types are organized and the type of language
(including linking words and phrases) are appropriate
for constructing these different text types (W.3.1–3).
Importantly, students in grade three continue to develop
language awareness and use their growing knowledge of language when writing, speaking, reading,
or listening to choose words and phrases for effect (L.3.3a). See chapter 2 of this ELA/ELD Framework
and elsewhere in this chapter for additional guidance on language development.
Effective Expression
Writing, discussing, and presenting are means by which
students express themselves—their knowledge, understandings,
opinions, responses, and dreams. Effective expression, which
includes the use of language conventions, is a significant focus of
every grade level, and students in grade three receive systematic
instruction along with ample opportunities to engage in meaningful
activities that demand these forms of expression.
Writing
At least one hour a day should be devoted to writing in grade
three, according to a panel of experts that examined the research
on effective writing instruction (Graham, and others 2012).
Students are provided systematic instruction in the techniques,
strategies, and skills of writing for about half of the time; the other half occurs as students write
throughout the day in multiple contexts and content areas (including history–social science, science,
visual and performing arts, mathematics, health and so on). The call for an integrated curriculum
is realized in part when students write in each content area to record, convey, and discover their
understandings.
Students in grade three continue to write for a variety of purposes: to express opinions, share
information, or provide explanations, and to tell real or imagined stories. More attention is given to
organization and detail than in previous grade levels. Teachers provide models in the form of mentor
and original texts and thoughtful instruction and guidance.
Students acquire new vocabulary
through a multifaceted
vocabulary instructional program,
one that ensures extensive
exposure to language, fosters
word consciousness, teaches
some words directly, and teaches
word learning strategies, such
as using morphology, context,
and reference materials (e.g.,
dictionaries).354 | Chapter 4 Grade 3