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Skills available for Virginia third-grade language arts standards

Click on the name of a skill to practice that skill.

 Show alignments for:
    Virginia Curriculum Framework: Reading
    Virginia Curriculum Framework: Writing
    Virginia Standards of Learning: Reading
    Virginia Standards of Learning: Writing
    Print Standards

Virginia Curriculum Framework: Reading

  • 2.2.5 The student will use phonetic strategies when reading and spelling. a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words. b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words. c) Decode regular multisyllabic words.
    • 2.2.5.A understand the need to apply phonetic strategies to decode and spell words.
    • apply knowledge of consonants and consonant blends to decode and spell words.
    • apply knowledge of consonant digraphs (sh, wh, ch, th) to decode and spell words.
    • distinguish long and short vowels when reading one-syllable regularly spelled words.
    • apply knowledge of the consonant-vowel patterns, such as CV (e.g., go), VC (e.g., in), CVC (e.g., pin), CVCE (e.g., take), CVVC (e.g., wait), and CVCC (e.g., wind), to decode and spell words.
    • apply knowledge of r-controlled vowel patterns to decode and spell words.
    • read regularly spelled one-and two-syllable words automatically.
    • decode regular multisyllabic words.
    • use phonetic strategies and context to self-correct for comprehension.
    • decode words with common prefixes and suffixes.
  • 3.3.3 The student will apply word-analysis skills when reading. a) Use knowledge of regular and irregular vowel patterns. b) Decode regular multisyllabic words.
  • 3.3.3.A understand the need to apply word-analysis skills to decode words.
  • apply knowledge of regular and irregular vowel patterns to decode words.
  • apply knowledge of ambiguous vowel patterns (e.g., ou/ow, oi/oy, oo, aw) to decode words.
  • apply knowledge of the change in tense (-ed), number (-s), and degree (-er and -est) signified by inflected endings to decode words.
  • decode regular multisyllabic words in order to read fluently.
  • 3.3.4 The student will expand vocabulary when reading. a) Use knowledge of homophones. b) Use knowledge of roots, affixes, synonyms, and antonyms. c) Apply meaning clues, language structure, and phonetic strategies. d) Use context to clarify meaning of unfamiliar words. e) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. f) Use vocabulary from other content areas. g) Use word reference resources including the glossary, dictionary, and thesaurus.
  •    » R.01: Vocabulary Enhancement - Assessment 1
       » R.02: Vocabulary Enhancement - Assessment 2
       » R.03: Vocabulary Enhancement - Assessment 3
       » R.04: Vocabulary Enhancement - Assessment 4
       » R.05: Vocabulary Enhancement - Assessment 5
       » K.01: Synonyms: Introduction 1
       » K.02: Synonyms: Introduction 2
       » K.03: Synonyms: Introduction 3
       » K.04: Synonyms 4
       » K.05: Synonyms 5
       » K.06: Synonyms 6
       » K.07: Antonyms: Introduction 1
       » K.08: Antonyms: Introduction 2
       » K.09: Antonyms: Introduction 3
       » K.10: Antonyms 4
       » K.11: Antonyms 5
       » K.12: Antonyms 6
  • 3.3.4.A use meaning clues, language structure, phonetic strategies, text structure, and surface features of text to read.
  • 3.3.4.B use reference resources to learn word meanings.
  • use knowledge of homophones (e.g., be/bee, hear/here, and sea/see) to understand unfamiliar words.
  • apply knowledge of roots to decode unknown words with the same root (e.g., company, companion).
  • apply knowledge of affixes, (e.g., prefixes such as ex-, dis-, un-, re-, mis-, non-, pre-; suffixes such as -ly, -ful, -less, -able, -tion, -ness, and –ment) to decode words.
  • determine the meaning of new words formed when a known affix is added to the known word (e.g., care/careless, heat/reheat).
  • use knowledge of synonyms (e.g., big/large, mad/angry, ache/pain).
  • use knowledge of antonyms, (e.g., asleep/awake, smile/frown, start/finish).
  • use context clues to verify meaning of unfamiliar words and determine appropriate homophone usage.
  • using context clues, such as a restatement, a synonym, an example, or a direct description or definition included in the sentence or paragraph, to clarify the meaning of unfamiliar words.
  • apply understanding of language structure to make meaning from text by
    • using transition words of time sequence (e.g., first, second, next, later, after, and finally);
    • using transition words of compare-contrast (e.g., like, unlike, different, and same); and
    • using transition words of cause-effect (e.g., because, if…then, when…then).
    • using vocabulary from history and social science, mathematics, and science; and
    • using the glossary, dictionary, and thesaurus as reference resources to learn word meanings.
  • 3.3.6 The student will continue to read and demonstrate comprehension of nonfiction texts. a) Identify the author’s purpose. b) Use prior and background knowledge as context for new learning. c) Preview and use text features. d) Ask and answer questions about what is read. e) Draw conclusions based on text. f) Summarize major points found in nonfiction texts. g) Identify the main idea. h) Identify supporting details. i) Compare and contrast the characteristics of biographies and autobiographies. j) Use reading strategies to monitor comprehension throughout the reading process. k) Identify new information gained from reading. l) Read with fluency and accuracy.
    • 3.3.6.A demonstrate comprehension of nonfiction.
    • 3.3.6.B understand that text formats can be used to set a purpose for reading.
    • 3.3.6.C demonstrate an understanding of the characteristics of biography and autobiography.
    • identify the author’s purpose (e.g., entertain, inform, persuade).
    • use prior and background knowledge as context for new learning by:
      • recognizing similarities between their own personal experiences and the text;
      • recognizing similarities between the text they are reading and other texts they have read; and
      • recognizing similarities between what they already know about the topic and what they find in the reading that is new to them.
    • use text formats such as the following to preview, set a purpose for reading, and locate information relevant to a given topic efficiently:
      • content text features, such as headings and chapter layout by topic;
      • functional formats, such as advertisements, flyers, and directions;
      • specialized type, such as bold face and italics; and
      • visually and graphically represented information, such as charts, graphs, graphic organizers, pictures, and photographs.
    • apply understanding of text structure to guide reading by:
      • making predictions based on knowledge of text form types, such as narrative, informational, graphic, and functional;
      • making predictions based on knowledge of literary forms, such as biography and autobiography; and
      • identifying sequence and cause-effect relationships of information in functional texts, such as recipes and other sets of directions.
    • gain meaning before, during, and after reading by:
      • asking and answering questions to clarify meaning;
      • understanding that sometimes two or more pieces of information need to be put together to answer a question; and
      • understanding that some questions are answered directly in the text.
    • draw conclusions about what they have read.
    • summarize major points in a selection.
    • identify details that support the main idea of a nonfiction selection.
    • state in their own words the main idea of a nonfiction selection.
    • compare and contrast the characteristics of biographies and autobiographies.
    • monitor their comprehension throughout the reading process by:
      • becoming aware of when they do not understand;
      • identifying exactly what is causing them difficulty; and
      • generating their own questions to help integrate units of meaning.
    • use text features to make meaning by:
      • applying phonetic strategies;
      • using punctuation indicators, such as commas, periods, exclamation points, question marks, and apostrophes showing contraction and possession;
      • applying knowledge of simple and compound sentence structures;
      • knowing when meaning breaks down and then rereading to self-correct; and
      • using illustrations to gain information (e.g., maps, photographs).
    • identify new information gained from reading.
    • practice reading and rereading familiar nonfiction texts with fluency and accuracy.
  • 3.3.7 The student will demonstrate comprehension of information from a variety of print and electronic resources. a) Use encyclopedias and other reference books, including online reference materials. b) Use table of contents, indices, and charts.
    • 3.3.7.A understand ways to select the best resource for gathering information on a given topic.
    • make decisions about which resource is best for locating a given type of information.
    • locate selected information in encyclopedias, atlases, and other print and online reference materials.
    • retrieve information from electronic sources.
    • use the Internet to find information on a given topic.
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