Dear Parents and Guardians,

Have you ever wondered if your child is learning what he or she needs to know?

Academic Content Standards set expectations for teaching and learning. Standards are statements of knowledge and skills that every child is expected to learn and use in solving everyday problems and to become a contributing citizen. Your child’s school uses the Standards to assist in matching teaching and learning with testing so that youngsters are tested on the same knowledge and skills that they have learned.

This booklet tells what your child will be learning this school year in the major academic subjects. The Grade Level Indicators listed are specific statements of the knowledge and skills that a student must demonstrate. The Indicators serve as checkpoints that monitor progress towards the learning that your child will demonstrate on statewide tests, from elementary school all the way through high school.

As you look through this parent resource, you will see that the Indicators are grouped under the relevant Standards. The Ohio State Board of Education has adopted Standards and Grade Level Indicators in the core subjects mandated for statewide tests.

ENGLISH LANGUAGE ARTS

MATHEMATICS

SOCIAL STUDIES

SCIENCE

If after reviewing this booklet, you have questions or concerns, please contact your child’s teacher.

This parent resource was developed by the Tuscarawas-Carroll-Harrison Educational Service Center to further our mission of “helping schools help students.”

English Language Arts

Phonemic Awareness, Word Recognition and Fluency

Indicator

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.

Acquisition of Vocabulary

Indicator

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. Apply the meaning of the terms synonyms and antonyms.

4. Read accurately high-frequency sight words.

5. Apply knowledge of individual words in unknown compound words to determine their meanings.

6. Use knowledge of contractions and common abbreviations to identify whole words.

7. Apply knowledge of prefixes, including un-, re-, pre- and suffixes, including -er, -est, -ful and -less to determine meaning of words.

8. Decode and determine the meaning of words by using knowledge of root words and their various inflections.

9. 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

Indicator

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 text.

3. Compare and contrast information between texts and across subject areas.

4. Summarize texts, sequencing information accurately and include main ideas and details as appropriate.

5. Make inferences regarding events and possible outcomes from information in text.

6. Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.

7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

8. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on or looking back.

English Language Arts

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

10. 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

Indicator

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 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

Indicator

1. Recognize and describe similarities and differences of plot across literary works.

2. Use concrete details from the text to describe characters and setting.

3. Retell the plot sequence.

4. Identify and explain the defining characteristics of literary forms and genres, including fairy tales, folk tales, poetry, fiction and non-fiction.

5. Explain how an author’s choice of words appeals to the senses.

6. Identify stated and implied themes.

7. Describe methods authors use to influence readers’ feelings and attitudes (e.g., appeal of characters in a picture book; use of figurative language).

Writing Processes

Indicator

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.

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.

Indicators continued on next page

English Language Arts

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

Writing Applications

Indicator

1. Write stories that sequence events and include descriptive details and vivid language to develop characters, setting and plot.

2. Write responses to novels, stories and poems that demonstrate an understanding of the text and support judgments with specific references to the text.

3. Write formal and informal letters (e.g., thank you notes, letters of request) that include relevant information and date, proper salutation, body, closing and signature.

4. Write informational reports that include the main ideas and significant details from the text.

5. Produce informal writings (e.g., messages, journals, note and, poems) for various purposes.

Writing Conventions

Indicator

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

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).

8. Use end punctuation marks correctly.

9. Use quotation marks around dialogue, commas in a series and apostrophes in contractions and possessives.

10. Use correct capitalization.

11. Use nouns, verbs and adjectives correctly.

12. Use subjects and verbs that are in agreement.

13. Use irregular plural nouns.

14. Use nouns and pronouns that are in agreement.

15. Use past, present and future verb tenses.

16. Use possessive nouns and pronouns.

17. Use conjunctions.

English Language Arts

Research

Indicator

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, CD-ROMs, 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.

Communication: Oral and Visual

Indicator

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.

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.

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 topic;

d. organize information, including a clear introduction, body and conclusion;

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

f. identify sources.

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

COMMENTS

Mathematics

Number, Number Sense and Operations

Indicator

1. Identify and generate equivalent forms of whole numbers; e.g., 36, 30 + 6, 9 x 4, 46 - 10, number of inches in a yard.

2. Use place value concepts to represent whole numbers and decimals using numerals, words, expanded notation and physical models. For example:

a. recognize 100 means “10 tens” as well as a single entity (1 hundred) through physical models and trading games;

b. describe the multiplicative nature of the number system; e.g., the structure of 3205 as 3 x 1000 plus 2 x 100 plus 5 x 1;

c. model the size of 1000 in multiple ways; e.g., packaging 1000 objects into 10 boxes of 100, modeling a meter with centimeter and decimeter strips, or gathering 1000 pop-can tabs; and

d. explain the concept of tenths and hundredths using physical models, such as metric pieces, base ten blocks, decimal squares or money.

3. Use mathematical language and symbols to compare and order; e.g., less than, greater than, at most, at least, <, >, =, ≤, ≥.

4. Count money and make change using coins and paper bills to ten dollars.

5. Represent fractions and mixed numbers using words, numerals and physical models.

6. Compare and order commonly used fractions and mixed numbers using number lines, models (such as fraction circles or bars), points of reference (such as more or less than ½), and equivalent forms using physical or visual models.

7. Recognize and use decimal and fraction concepts and notations as related ways of representing parts of a whole or a set; e.g., 3 of 10 marbles are red can also be described as ³/₁₀ and 3 tenths are red.

8. Model, represent and explain multiplication; e.g., repeated addition, skip counting, rectangular arrays and area model. For example:

a. use conventional mathematical symbols to write equations for word problems involving multiplication; and

b. understand that, unlike addition and subtraction, the factors in multiplication and division may have different units; e.g., 3 boxes of 5 cookies each.

9. Model, represent and explain division; e.g., sharing equally, repeated subtraction, rectangular arrays and area model. For example:

a. translate contextual situations involving division into conventional mathematical symbols; and

b. explain how a remainder may impact an answer in a real-world situation; e.g., 14 cookies being shared by 4 children.

10. Explain and use relationships between operations, such as:

a. relate addition and subtraction as inverse operations;

b. relate multiplication and division as inverse operations;

c. relate addition to multiplication (repeated addition); and

d. relate subtraction to division (repeated subtraction).

11. Model and use the commutative and associative properties for addition and multiplication.

12. Add and subtract whole numbers with and without regrouping.

13. Demonstrate fluency in multiplication facts through 10 and corresponding division facts.

Mathematics

14. Multiply and divide 2- and 3-digit numbers by a single-digit number, without remainders for division.
15. Evaluate the reasonableness of computations based upon operations and the numbers involved; e.g., considering relative size, place value and estimates.
Measurement
Indicator
1. Identify and select appropriate units for measuring:
a. length – miles, kilometers and other units of measure as appropriate;
b. volume (capacity) – gallons;
c. weight – ounces, pounds, grams, or kilograms; and
d. temperature – degrees (Fahrenheit or Celsius).
2. Establish personal or common referents to include additional units; e.g., a gallon container of milk; a postage stamp is about a square inch.
3. Tell time to the nearest minute and find elapsed time using a calendar or a clock.
4. Read thermometers in both Fahrenheit and Celsius scales.
5. Estimate and measure length, weight and volume (capacity), using metric and U.S. customary units, accurate to the nearest ½ or ¼ unit as appropriate.
6. Use appropriate measurement tools and techniques to construct a figure or approximate an amount of specified length, weight or volume (capacity); e.g., construct a rectangle with length 2½ and width 3 inches, fill a measuring cup to the ¾ cup mark.
7. Make estimates for perimeter, area and volume using links, tiles, cubes and other models.
Geometry and Spatial Sense
Indicator
1. Analyze and describe properties of two-dimensional shapes and three-dimensional objects using terms such as vertex, edge, angle, side and face.
2. Identify and describe the relative size of angles with respect to right angles as follows:
a. use physical models, like straws, to make different sized angles by opening and closing the sides, not by changing the side lengths; and
b. identify, classify and draw right, acute, obtuse and straight angles.
3. Find and name locations on a labeled grid or coordinate system; e.g., a map or graph.
4. Draw lines of symmetry to verify symmetrical two-dimensional shapes.
5. Build a three-dimensional model of an object composed of cubes; e.g., construct a model based on an illustration or actual object.
Patterns, Functions and Algebra
Indicator
1. Extend multiplicative and growing patterns, and describe the pattern or rule in words.
2. Analyze and replicate arithmetic sequences with and without a calculator.
3. Use patterns to make predictions, identify relationships, and solve problems.
4. Model problem situations using objects, pictures, tables, numbers, letters and other symbols.
5. Write, solve and explain simple mathematical statements, such as 7 + ٱ > 8 or ∆ + 8 = 10.

Indicators continued on next page

Mathematics

6. Express mathematical relationships as equations and inequalities.
7. Create tables to record, organize and analyze data to discover patterns and rules.
8. Identify and describe quantitative changes, especially those involving addition and subtraction; e.g., the height of water in a glass becoming 1 centimeter lower each week due to evaporation.
Data Analysis and Probability
Indicator
1. Collect and organize data from an experiment, such as recording and classifying observations or measurements, in response to a question posed.
2. Draw and interpret picture graphs in which a symbol or picture represents more than one object.
3. Read, interpret and construct bar graphs with intervals greater than one.
4. Support a conclusion or prediction orally and in writing, using information in a table or graph.
5. Match a set of data with a graphical representation of the data.
6. Translate information freely among charts, tables, line plots, picture graphs and bar graphs; e.g., create a bar graph from the information in a chart.
7. Analyze and interpret information represented on a timeline.
8. Identify the mode of a data set and describe the information it gives about a data set.
9. Conduct a simple experiment or simulation of a simple event, record the results in a chart, table or graph, and use the results to draw conclusions about the likelihood of possible outcomes.
10. Use physical models, pictures, diagrams and lists to solve problems involving possible arrangements or combinations of two to four objects.

COMMENTS

Social Studies

History

Indicator

1. Define and measure time by years, decades and centuries.

2. Place local historical events in sequential order on a time line.

3. Describe changes in the community over time including changes in:

a. businesses;

b. architecture;

c. physical features;

d. employment;

e. education;

f. transportation;

g. technology;

h. religion; and

i. recreation.

People in Societies

Indicator

1. Compare some of the cultural practices and products of various groups of people who have lived in the local community including:

a. artistic expression;

b. religion;

c. language; and

d. food.

2. Compare the cultural practices and products of the local community with those of other communities in Ohio, the United States and countries of the world.

3. Describe settlement patterns of various cultural groups within the local community.

Geography

Indicator

1. Use political maps, physical maps and aerial photographs to ask and answer questions about the local community.

2. Use a compass rose and cardinal directions to describe the relative location of places.

3. Read and interpret maps by using the map title, map key, direction indicator and symbols to answer questions about the local community.

4. Use a number/letter grid system to locate physical and human features on a map.

5. Identify the location of the equator, Arctic Circle, Antarctic Circle, North Pole, South Pole, Prime Meridian, the tropics and the hemispheres on maps and globes.

6. Identify and describe the landforms and climate, vegetation, population and economic characteristics of the local community.

7. Identify ways that physical characteristics of the environment (i.e., landforms, bodies of water, climate and vegetation) affect and have been modified by the local community.

8. Identify systems of transportation used to move people and products and systems of communication used to move ideas from place to place.

Social Studies

Economics

Indicator

1. Define opportunity cost and give an example of the opportunity cost of a personal decision.

2. Identify people who purchase goods and services as consumers and people who make goods or provide services as producers.

3. Categorize economic activities as examples of production or consumption.

4. Explain the advantages and disadvantages of specialization and the division of labor to produce items.

5. Identify different forms of money used over time, and recognize that money facilitates the purchase of goods, services and resources and enables savings.

6. Explain how the local community is an example of a market where buyers and sellers exchange goods and services.

7. Identify examples of economic competition in the local community.

Government

Indicator

1. Explain the major functions of local government including:

a. promoting order and security;

b. making laws;

c. settling disputes;

d. providing public services; and

e. protecting the rights of individuals.

2. Explain the structure of local governments and identify local leaders (e.g., township trustees, county commissioners, city council members or mayor).

3. Identify the location of local government buildings and explain the functions of government that are carried out there.

4. Identify goods and services provided by local government, why people need them and the source of funding (taxation).

5. Define power and authority.

6. Explain why the use of power without legitimate authority is unjust (e.g., bullying, stealing).

Citizenship Rights and Responsibilities

Indicator

1. Describe how people help to make the community a better place in which to live including:

a. working to preserve the environment;

b. helping the homeless;

c. restoring houses in low-income areas;

d. supporting education;

e. planning community events; and

f. starting a business.

Social Studies

2. Demonstrate effective citizenship traits including:

a. civility;

b. respect for the rights and dignity of each person;

c. volunteerism;

d. compromise;

e. compassion;

f. persistence in achieving goals; and

g. civic-mindedness.

3. Describe the responsibilities of citizenship with emphasis on:

a. voting;

b. obeying laws;

c. respecting the rights of others;

d. being informed about current issues; and

e. paying taxes.

Social Studies Skills and Methods

Indicator

1. Obtain information about local issues from a variety of sources including:

a. maps;

b. photos;

c. oral histories;

d. newspapers;

e. letters;

f. artifacts; and

g. documents.

2. Locate information using various parts of a source including:

a. the table of contents;

b. title page;

c. illustrations; and

d. keyword searches.

3. Identify possible cause and effect relationships.

4. Read and interpret pictographs, bar graphs and charts.

5. Communicate information using pictographs and bar graphs.

6. Use a problem-solving/decision-making process which includes:

a. identifying a problem;

b. gathering information;

c. listing and considering options;

d. considering advantages and disadvantages of options; and

e. choosing and implementing a solution.

Science

	Earth and Space Sciences
	Indicator
	1. Compare distinct properties of rocks (e.g., color, layering, texture).
	2. Observe and investigate that rocks are often found in layers.
	3. Describe that smaller rocks come from the breakdown of larger rocks through the actions of plants and weather.
	4. Observe and describe the composition of soil (e.g., small pieces of rock and decomposed pieces of plants and animals, and products of plants and animals).
	5. Investigate the properties of soil (e.g., color, texture, capacity to retain water, ability to support plant growth).
	6. Investigate that soils are often found in layers and can be different from place to place.
	Life Sciences
	Indicator
	1. Compare the life cycles of different animals including birth to adulthood, reproduction and death (e.g., egg-tadpole-frog, egg-caterpillar-chrysalis-butterfly).
	2. Relate animal structures to their specific survival functions (e.g., obtaining food, escaping or hiding from enemies).
	3. Classify animals according to their characteristics (e.g., body coverings and body structure).
	4. Use examples to explain that extinct organisms may resemble organisms that are alive today.
	5. Observe and explore how fossils provide evidence about animals that lived long ago and the nature of the environment at that time.
	6. Describe how changes in an organism’s habitat are sometimes beneficial and sometimes harmful.
	Physical Sciences
	Indicator
	1. Describe an objects position by locating it relative to another object or the background.
	2. Describe an objects motion by tracing and measuring its position over time.
	3. Identify contact/noncontact forces that affect motion of an object (e.g., gravity, magnetism, collision).
	4. Predict the changes when an object experiences a force (e.g., a push or pull, weight, friction).
Science and Technology
Indicator
1. Describe how technology can extend human abilities (e.g., to move things, to extend senses).
2. Describe ways that using technology can have helpful and/or harmful results.
3. Investigate ways that the results of technology may affect the individual, family and community.
4. Use a simple design process to solve a problem (e.g., identify a problem, identify possible solutions, design a solution).
5. Describe possible solutions to a design problem (e.g., how to hold down paper in the wind).

Science

	Scientific Inquiry
	Indicator
	1. Select the appropriate tools and use relevant safety procedures to measure and record length and weight in metric and English units.
	2. Discuss observations and measurements made by other people.
	3. Read and interpret simple tables and graphs produced by self/others.
	4. Identify and apply science safety procedures.
	5. Record and organize observations (e.g., journals, charts, tables).
	6. Communicate scientific findings to others through a variety of methods (e.g., pictures, written, oral and recorded observations).
Scientific Ways of Knowing
Indicator
1. Describe different kinds of investigations that scientists use depending on the questions they are trying to answer.
2. Keep records of investigations and observations and do not change the records that are different from someone else’s work.
3. Explore through stories how men and women have contributed to the development of science.
4. Identify various careers in science.
5. Discuss how both men and women find science rewarding as a career and in their everyday lives.

COMMENTS

Parents’ Guide

Third Grade

Ohio Academic Content

English Language Arts

Phonemic Awareness, Word Recognition and Fluency

Acquisition of Vocabulary

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

English Language Arts

Reading Applications: Informational, Technical and Persuasive Text

Reading Applications: Literary Text

Writing Processes

Indicators continued on next page

English Language Arts

Writing Applications

Writing Conventions

English Language Arts

Research

Communication: Oral and Visual

Mathematics

Number, Number Sense and Operations

Mathematics

Measurement

Geometry and Spatial Sense

Patterns, Functions and Algebra

Indicators continued on next page

Mathematics

Data Analysis and Probability

Social Studies

History

People in Societies

Geography

Social Studies

Economics

Government

Citizenship Rights and Responsibilities

Social Studies

Social Studies Skills and Methods

Science

Earth and Space Sciences

Life Sciences

Physical Sciences

Science and Technology

Science

Scientific Inquiry

Scientific Ways of Knowing