3rd Grade Parent Supplement: Dear Parents, Each quarter, you will receive a grade card evaluating your student’s progress toward proficiency on a particular district power standard. Power standards are learning standards our faculty has discussed and agreed to be the most essential learning for the grade level; however, these are not the only standards your child will learn throughout the semester. In the tables below, there are three columns. In these columns you will notice the terms reporting topic, grade level, power standard, strand, and CCSS Code). These terms refer to the following:

Reporting topic- This is what appears on the grade card in condensed language and linked to a power standard. Grade level- The grade level in which your student is enrolled. Strand- This is an overarching term that includes several power standards in that particular area. Power standard- This column represents a more detailed explanation of the knowledge required by the

standard. In this document, you will find a scoring template giving a detailed explanation of learning expectations for students. Assessments and activities are designed from these scales.

CCSS Code- This is the coding for the standard linked to the coding on the Common Core State Standards document.

English Language Arts

3rd

Grade

Reporting Topic Strand CCSS Code Quarter

Assessed

Reading Literature

Power Standard

Describe characters in a story Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how

their actions contribute to the sequence of events

3.RL.03 Q1

Compare stories by the same author Compare and contrast the themes, settings, and plots of stories written by the same author

about the same or similar characters (e.g., in books from a series)

3.RL.09 Q3

Ask and answer questions Ask and answer questions to demonstrate understanding of a text, referring explicitly to

the text as the basis for the answers. THIS IS A KEY PART OF TEXT COMPLEXITY

AND CLOSE READING.

3.RL0.1 Q1

Summarize story using key details

Summarize a story using key details. Recount stories, including fables, folktales, and

myths from diverse cultures; determine the central message, lesson, or moral and explain

how it is conveyed through key details in the text.

3.RL.02 Q1

Determine meanings of words and

phrases as they are used in text Determine meanings of words and phrases as they are used in text. Determine the

meaning of words and phrases as they are used in a text, distinguishing literal from

nonliteral language.

3.RL.04A Q3

Reporting Topic Strand CCSS Code Quarter

Assessed

Reading Informational Text

Power Standard

Find the main idea and detail of the text Identify the main idea and supporting details 3.RI.02 Q2

Describe relationships between events

using time, sequence, and cause/effect

Describe relationships between events using time, sequence, and cause/effect 3.RI.03 Q4

Use illustrations & text to understand a

story

Use illustrations & text to understand a story 3.RI.07 Q2

Use text feature to locate information Use text feature to locate information 3.RI.05 Q4

Fluency Read fluently 3.RF.04B Q1,Q2,Q3,Q4

Compare and contrast two texts on the

same topic

Compare and contrast two texts on the same topic 3.RI.09 Q4

Reporting Topic Strand CCSS Code Quarter

Assessed

Writing

Power Standard

Write real or imagined personal

narratives

Write narratives to develop real or imagined experiences or events using effective

technique, descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event

sequence that unfolds naturally.

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences

and events or show the response of characters to situations.

c. Use temporal words and phrases to signal event order.

d. Provide a sense of closure.

3.W.03 Q2

Write informative/explanatory text Write informative/explanatory texts to examine a topic and convey ideas and information

clearly.

a. Introduce a topic and group related information together; include illustrations when

useful to aiding comprehension.

b. Develop the topic with facts, definitions, and details.

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas

within categories of information.

d. Provide a concluding statement or section.

3.W.02A Q4

Write opinion pieces supporting a point

of view

Write opinion pieces on topics or texts, supporting a point of view with reasons.

o W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an

organizational structure that lists reasons.

o W.3.1b Provide reasons that support the opinion.

o W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to

connect opinion and reasons.

o W.3.1d Provide a concluding statement or section.

3.W.01 Q2

Conduct short research project Conduct short research project 3.W.07 Q3

Reporting Topic Strand CCSS Code

Language

Power Standard

Explain the functions and use nouns,

pronouns, verbs, adjectives and adverbs

correctly

Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

CCSS.ELA-Literacy.L.3.1a Explain the function of nouns, pronouns, verbs,

adjectives, and adverbs in general and their functions in particular sentences.

CCSS.ELA-Literacy.L.3.1b Form and use regular and irregular plural nouns.

CCSS.ELA-Literacy.L.3.1c Use abstract nouns (e.g., childhood).

CCSS.ELA-Literacy.L.3.1d Form and use regular and irregular verbs.

CCSS.ELA-Literacy.L.3.1e Form and use the simple (e.g., I walked; I walk; I

will walk) verb tenses.

CCSS.ELA-Literacy.L.3.1f Ensure subject-verb and pronoun-antecedent

agreement.*

CCSS.ELA-Literacy.L.3.1g Form and use comparative and superlative

3.L.01a-i Q1,Q2,Q3,Q4

adjectives and adverbs, and choose between them depending on what is to be

modified.

CCSS.ELA-Literacy.L.3.1h Use coordinating and subordinating conjunctions.

CCSS.ELA-Literacy.L.3.1i Produce simple, compound, and complex sentences.

Demonstrate command of conventions

including capitalization, punctuation,

and spelling when writing.

Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

CCSS.ELA-Literacy.L.3.2a Capitalize appropriate words in titles.

CCSS.ELA-Literacy.L.3.2b Use commas in addresses.

CCSS.ELA-Literacy.L.3.2c Use commas and quotation marks in dialogue.

CCSS.ELA-Literacy.L.3.2d Form and use possessives.

CCSS.ELA-Literacy.L.3.2e Use conventional spelling for high-frequency and

other studied words and for adding suffixes to base words (e.g., sitting, smiled,

cries, happiness).

CCSS.ELA-Literacy.L.3.2f Use spelling patterns and generalizations (e.g., word

families, position-based spellings, syllable patterns, ending rules, meaningful

word parts) in writing words.

CCSS.ELA-Literacy.L.3.2g Consult reference materials, including beginning

dictionaries, as needed to check and correct spellings.

3.L.02a-g Q1,Q2,Q3,Q4

Using a range of strategies determine

the meaning of unknown words

Determine or clarify the meaning of unknown and multiple-meaning word and phrases

based on grade 3 reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-Literacy.L.3.4a Use sentence-level context as a clue to the meaning

of a word or phrase.

CCSS.ELA-Literacy.L.3.4b Determine the meaning of the new word formed

when a known affix is added to a known word (e.g., agreeable/disagreeable,

comfortable/uncomfortable, care/careless, heat/preheat).

CCSS.ELA-Literacy.L.3.4c Use a known root word as a clue to the meaning of

an unknown word with the same root (e.g., company, companion).

CCSS.ELA-Literacy.L.3.4d Use glossaries or beginning dictionaries, both print

and digital, to determine or clarify the precise meaning of key words and

phrases.

3.L.04a-d Q3, Q4

Demonstrate understanding of word

relationships and nuances in word

meanings.

Demonstrate understanding of word relationships and nuances in word meanings.

a. Distinguish the literal and nonliteral meanings of words and phrases in context

(e.g. take steps).

3.L.05a-c Q3

b. Identify real-life connections between words and their use (e.g., describe people

who are friendly or helpful).

c. Distinguish shades of meaning among related words that describe states of mind

or degrees or certainty (e.g. knew, believed, suspected, heard, wondered).

Reporting Topic Strand CCSS Code Quarter

Assessed

Speaking and Listening

Power Standard

Report on a topic Report on a topic 3.SL.4 Q3

Mathematics 3

rd Grade

Reporting Topic Strand CCSS Code Quarter

Assessed

Operations & Algebraic Thinking

Represent and solve problems

using multiplication *CCSS.MATH.CONTENT.3.0A.A.2 Represent and solve problems involving

multiplication: interpret 5 × 7 as the total number of objects in 5 groups of 7 objects

each. For example, describe a context in which a total number of objects can be

expressed as 5 × 7.

CCSS.MATH.CONTENT.3.0A.A.3 Represent and solve problems involving

multiplication and division: Use multiplication and division within 100 to solve word

problems in situations involving equal groups, arrays, and measurement quantities, e.g.,

by using drawings and equations with a symbol for the unknown number to represent the

problem.

CCSS.MATH.CONTENT.3.0A.A.4 Represent and solve problems involving

multiplication and division: determine the

unknown number that makes the equation true in each of the equations 8× ? = 48, 5 = �

÷ 3, 6 × 6 = ?.

CCSS.MATH.CONTENT.3.0A.A.5 Represent and solve problems involving

multiplication and division: find 32 ÷ 8 by finding the number that makes 32 when

multiplied by 8.Represent and solve problems involving multiplication and division: If 6

× 4 = 24 is known, then 4 × 6 = 24 is also known.(Commutative property of

multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10,

then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and

3.OA Q2

8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56.

(Distributive property.)

CCSS.MATH.CONTENT.3.0A.A.6 Represent and solve problems involving

multiplication and division: find 32 ÷ 8 by finding the number that makes 32 when

multiplied by 8.

CCSS.MATH.CONTENT.3.0A.A.7 Represent and solve problems involving

multiplication and division: using strategies such as the relationship between

multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or

properties of operations. By the end of Grade 3, know from memory all products of two

one-digit numbers.

*CCSS.MATH.CONTENT.3.0A.A.8 Represent and solve problems involving

multiplication and division: Represent these problems using equations with a letter

standing for the unknown quantity. Assess the reasonableness of answers using mental

computation and estimation strategies including rounding.

* CCSS.MATH.CONTENT.3.0A.A.9 Represent and solve problems involving

multiplication and division: observe that 4 times a number is always even, and explain

why 4 times a number can be decomposed into two equal addends.

Represent and solve problems

using division *CCSS.MATH.CONTENT.3.0A.A.2 Represent and solve problems involving division:

interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned

equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal

shares of 8 objects each. For example, describe a context in which a number of shares or

a number of groups can be expressed as 56 ÷ 8.

CCSS.MATH.CONTENT.3.0A.A.3 Represent and solve problems involving

multiplication and division: Use multiplication and division within 100 to solve word

problems in situations involving equal groups, arrays, and measurement quantities, e.g.,

by using drawings and equations with a symbol for the unknown number to represent the

problem.

CCSS.MATH.CONTENT.3.0A.A.4 Represent and solve problems involving

multiplication and division: determine the

unknown number that makes the equation true in each of the equations 8× ? = 48, 5 = �

÷ 3, 6 × 6 = ?.

CCSS.MATH.CONTENT.3.0A.A.5 Represent and solve problems involving

multiplication and division: find 32 ÷ 8 by finding the number that makes 32 when

multiplied by 8.Represent and solve problems involving multiplication and division: If 6

× 4 = 24 is known, then 4 × 6 = 24 is also known.(Commutative property of

multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10,

then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and

8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56.

(Distributive property.)

CCSS.MATH.CONTENT.3.0A.A.6 Represent and solve problems involving

3.OA Q2

multiplication and division: find 32 ÷ 8 by finding the number that makes 32 when

multiplied by 8.

CCSS.MATH.CONTENT.3.0A.A.7 Represent and solve problems involving

multiplication and division: using strategies such as the relationship between

multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or

properties of operations. By the end of Grade 3, know from memory all products of two

one-digit numbers.

CCSS.MATH.CONTENT.3.0A.A.8 Represent and solve problems involving

multiplication and division: Represent these problems using equations with a letter

standing for the unknown quantity. Assess the reasonableness of answers using mental

computation and estimation strategies including rounding.

CCSS.MATH.CONTENT.3.0A.A.9 Represent and solve problems involving

multiplication and division: observe that 4 times a number is always even, and explain

why 4 times a number can be decomposed into two equal addends.

Reporting Topic Strand CCSS Code

Number and Operations in Base Ten

Round whole numbers to the

nearest 10 or 100

Use place value understanding to round whole numbers to the nearest 10 or 100 3.NBT.A.1 Q1

Addition and subtraction

within 1000

Fluently add and subtract within 1000 Fluently add and subtract within 1000 using strategies and

algorithms based on place value, properties of operations, and/or the relationship between

addition and subtraction.

3.NBT.A.2 Q1

Reporting Topic Strand CCSS Code

Numbers and Operations- Fractions

Represent a fraction on a

number line

Represent a fraction on a number line CCSS.Math.Content.3.NF.A.2 Understand a fraction

as a number on the number line; represent fractions on a number line diagram.

CCSS.Math.Content.3.NF.A.2a Represent a fraction 1/b on a number line diagram by

defining the interval from 0 to 1 as the whole and partitioning it into b equal parts.

Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates

the number 1/b on the number line.

CCSS.Math.Content.3.NF.A.2b Represent a fraction a/b on a number line diagram by

marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and

that its endpoint locates the number a/b on the number line.

3.NF.A.2 Q3

Explain equivalence of fractions,

and compare fractions by

reasoning

Explain equivalence of fractions in special cases, and compare fractions by reasoning about

their size.

CCSS.Math.Content.3.NF.A.3a Understand two fractions as equivalent (equal) if they

are the same size, or the same point on a number line.

CCSS.Math.Content.3.NF.A.3b Recognize and generate simple equivalent fractions,

e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a

visual fraction model.

CCSS.Math.Content.3.NF.A.3c Express whole numbers as fractions, and recognize

fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 =

3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line

diagram.

CCSS.Math.Content.3.NF.A.3d Compare two fractions with the same numerator or the

same denominator by reasoning about their size. Recognize that comparisons are valid

only when the two fractions refer to the same whole. Record the results of comparisons

with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction

model.

3.NF.A.3 Q3

Reporting Topic Strand CCSS Code

Measurement & Data (K.M.MD)

Represent and interpret data CCSS.MATH.CONTENT.3.MD.B.3 Represent and interpret data: Solve one- and two-

step “how many more” and “how many less” problems using information presented in

scaled bar graphs. For example, draw a bar graph in which each square in the bar graph

might represent 5 pets.

CCSS.MATH.CONTENT.3.MD.B.4 Represent and interpret data: using rulers marked

with halves and fourths of an inch. Show the data by making a line plot, where the

horizontal scale is marked off in appropriate units—whole numbers, halves, or

quarters.

3.MD.B.3 Q4

Use multiplication and addition

to understand concepts of area

Recognize area as an attribute of plane figures and understand concepts of area measurement.

CCSS.Math.Content.3.MD.C.5a A square with side length 1 unit, called “a unit

square,” is said to have “one square unit” of area, and can be used to measure area.

CCSS.Math.Content.3.MD.C.5b A plane figure which can be covered without gaps or

overlaps by n unit squares is said to have an area of n square units.

Relate area to the operations of multiplication and addition.

3.MD.C Q4

CCSS.Math.Content.3.MD.C.7a Find the area of a rectangle with whole-number side

lengths by tiling it, and show that the area is the same as would be found by

multiplying the side lengths.

CCSS.Math.Content.3.MD.C.7b Multiply side lengths to find areas of rectangles with

whole-number side lengths in the context of solving real world and mathematical

problems, and represent whole-number products as rectangular areas in mathematical

reasoning.

CCSS.Math.Content.3.MD.C.7c Use tiling to show in a concrete case that the area of a

rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c.

Use area models to represent the distributive property in mathematical reasoning.

CCSS.Math.Content.3.MD.C.7d Recognize area as additive. Find areas of rectilinear

figures by decomposing them into non-overlapping rectangles and adding the areas of

the non-overlapping parts, applying this technique to solve real world problems.

Tell time to the nearest minute

and measure time intervals

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and

masses of objects: Measure and estimate liquid volumes and masses of objects using standard

units of grams (g), kilograms (kg), and liters (l).6 Add, subtract, multiply, or divide to solve

one-step word problems involving masses or volumes that are given in the same units, e.g., by

using drawings (such as a beaker with a measurement scale) to represent the problem.

3.MD.A.1 Q4

Solve real-world problems with

perimeter of polygons

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish

between linear and area measures: finding the perimeter given the side lengths, finding an

unknown side length, and exhibiting rectangles with the same perimeter and different areas or

with the same area and different perimeters.

3.MD.D.8 Q4

Measure and estimate liquid

volumes and objects’ masses

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and

masses of objects:Tell and write time to the nearest minute and measure time intervals in

minutes. Solve word problems involving addition and subtraction of time intervals in minutes,

e.g., by representing the problem on a number line diagram.

3.MD.A.1 Q4

Reporting Topic Strand CCSS Code

Geometry

Reason with shapes and their

attributes CCSS.MATH.CONTENT.3.G.A.1 Reason with shapes and their attributes:

Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)

may share attributes (e.g., having four sides), and that the shared attributes can define

a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares

as

examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to

any of these subcategories

3.G.A Q4

CCSS.MATH.CONTENT.3.G.A.2 Reason with shapes and their attributes: Express

the area of each part as a unit fraction of the whole. For example, partition a shape into

4 parts with equal area, and describe the area of each part as 1/4 of the area of the

shape.

Science 3

rd Grade

Reporting Topic Power Standard Assessment Method

Scientific process Follow the scientific process to conduct an experiment. (3.S.1)

Communicate results Communicate the procedures and results of investigations(3.S.2)

Compare amounts Compare amounts and measurements(3.S.3)

Functions of plants Describe the basic needs and functions of plants(3.S.4)

Life cycle of plants Observe and label the life cycle of a plant(3.S.5)

Flow of energy Sequence the flow of energy in a food chain(3.S.6)

Water cycle Describe and label the water cycle(3.S.7)

Changes in shadows Illustrate and describe the changes in shadows(3.S.8)

Phases of the moon Identify the phases of the moon(3.S.9)

Heat energy Observe and identify sources of heat energy(3.S.10)

Properties of matter Compare the properties of matter(3.S.11)

Effects of temperature Illustrate the effects of temperature on water(3.S.12)

Social Studies 3

rd Grade

Reporting Topic Power Standard Assessment Method

Rights and responsibilities Compare the difference between rights and responsibilities (3.SS.1)

Laws Identify and explain why cities make laws(3.SS.2)

Branches of government Create a graphic organizer of the branches of government and their functions(3.SS.3)

Missouri geography Locate and identify Missouri and the states and rivers that border it(3.SS.4)

Defining regions Explain why people live in different regions of the community(3.SS.5)

American figures Research and report on a famous American who has shaped the nation's history(3.SS.6)

Basic economics (goods and services) Identify and explain public goods and services(3.SS.7)

Basic economics (resources) Distinguish between natural, capital, and human resources(3.SS.8)

Budgeting Create a budget including tax(3.SS.9)

Technology 3

rd Grade

Reporting Topic Power Standard Assessment Method

Keyboarding Develop proper keyboarding technique using both hands and all fingers for fluent data

entry. (3.T.1)

Internet Develop internet search strategies which will enable efficient access to valid information.

(3.T.2)

Spreadsheets Use spreadsheet tools and/or graphing programs to analyze and represent numerical

data.(3.T.3)

Presentation software Work independently using presentation software to develop multimedia slideshows with

text and graphics.(3.T.4)

Art 3

rd Grade

Reporting Topic Power Standard Assessment Method

Producing lines Use horizontal, vertical, and diagonal lines (3.A.1)

Texture Use invented texture (3.A.2)

Foreground and background Create a cityscape which demonstrates the use of foreground, mid-ground, and

background (3.A.3)

Colors Use cool and warm colors(3.A.4)

Creating art Create an original artwork using line, shape, and color (non-objective)(3.A.5)

Balance Use symmetrical balance (3.A.5)

Creating art (action) Create an original artwork of a figure in an action pose(3.A.6)

Creating art (container) Create a container (3.A.7)

Music 3

rd Grade

Reporting Topic Power Standard Assessment Method

Performing in groups Perform following the cues of the conductor (3.MU.1)

Tempo Respond to different tempos (3.MU.2)

Notes Read and/or play simple rhythm patterns using quarter note, quarter rest, eighth note

pairs, half note, half rest (3.MU.3)

Singing (two part rounds) Demonstrate singing skills with two-part rounds (3.MU.4)

Markings Respond to different dynamic markings (p, f, cres., decres.)(3.MU.5)

Time Recognize 2/4, 3/4, and 4/4 time (3.MU.6)

Singing (melodies) Demonstrate singing skills with melody and counter-melody(3.MU.7)

Reading scales Recognize and read pentatonic scale use solfege (do-re-mi-sol-la – treble) (3.MU.8)

Physical Education 3

rd Grade

Reporting Topic Power Standard Assessment Method

Fitness activities Participates in personal fitness activities to develop healthy lifestyles (3.PE.1)

Sportsmanship Displays good sportsmanship , citizenship & cooperation showing respect for

themselves & others(3.PE.2)

Following rules Practice appropriate procedures, rules, & safety skills during physical activities(3.PE.3)