The Language Arts–reading literature and informational texts, writing, speaking, listening and language–are a major part of students’ elementary school program. The goal of Guilderland’s Language Arts program is to develop literate students in the 21st century.
Students read and write every day for various purposes and receive frequent written and oral feedback from their teachers and peers. Instruction occurs individually, in small groups and whole class settings.
Students are expected to read and understand more complex material and write and speak with more sophistication as they progress through the grades. Students will read and respond to texts from a diverse range of authors, genres, cultures and perspectives. Attention to Language Arts skills and strategies is integrated into student learning throughout the day.
The purpose of reading is to make meaning from written material. It is a highly complex act of communication requiring active involvement.
The overall objective of reading instruction is to develop motivated readers who process written language efficiently and derive meaning from what they read.
In Grade Three, reading instruction builds upon previous learning and adds focus on the following skills while processing increasingly complex texts:
- Reading literature and informational texts
- Independently selecting appropriate level texts
- Building reading stamina
- Describing characters and how their actions contribute to events
- Noticing how characters develop and change throughout a text
- Asking and answering questions referring explicitly to the text
- Comparing and contrasting themes, settings and plots
- Identifying parts of narratives, and identifying and using text features in informational texts, to build comprehension
- Reading with sufficient accuracy and fluency to support comprehension
- Determining the meaning of words and phrases as they are used in the text
Progress in reading is assessed formally and informally throughout the year. In addition, students will take the New York State ELA Assessment.
The goal of Guilderland’s writing program is to develop students who can write competently and with confidence. Guilderland recognizes that writing is a complex process, and its writing program addresses the following student learning objectives:
- Students have choice of topic, genre, structure and audience for their writing
- Introduction of writer’s notebooks
- Students at every level have frequent opportunities to write and to receive a great deal of appropriate instruction and feedback
- Students realize that their lives, ideas and interests are worth writing about
- Students know that audience and purpose will influence decisions they make about their writing
- Students know the qualities of good writing and how to evaluate their own work
- Students increase writing stamina
In Grade Three, writing instruction builds upon previous learning and adds focus on:
- The writing process (with an emphasis on planning, organization, purpose, and audience)
- Informational writing using research and various text structures
- Opinion writing
- Narrative writing
- Responding to literature
- Producing and publishing using technology (including the internet) with some support
Students are expected to produce a variety of writing pieces throughout the year. They will complete their work with attention to the qualities of good writing, correct spelling and mechanics.
Progress in writing is assessed through individual conferencing, writing rubrics and review of the students’ writing portfolios.
Students will master the cursive alphabet in uppercase and lowercase letters, utilize right and left margins as appropriate, and maintain appropriate spacing between words.
Zaner-Bloser cursive is introduced in third grade. As each letter is introduced, there is writing time for practice with attention given to functional pencil grasp as well as letter formation. Once formation is mastered, connections between letters are introduced and practiced.
Spelling and Word Study
In Grade Three, students are expected to read and spell most high-frequency words correctly and use spelling patterns to help them read and write words. They will use resources such as a dictionary, thesaurus and/or technology.
Students will engage in a word study approach that includes the development of phonics, spelling, word recognition and vocabulary.