Third Grade - English Language Arts

Third-grade students in SFUSD engage in 120 minutes of daily literacy instruction. Third-grade students engage in a variety of instructional contexts to build foundational skills in reading and writing that are linked to the common core standards. Third graders respond to grade-level complex text through discussion and writing that supports knowledge building and develops students’ agency in order to support their identities as readers and writers. 

Literacy Instruction: During the literacy instruction time, students are engaged in 20 minutes of foundational skills instruction that includes decoding, spelling, fluency, and differentiated instruction. There is a 50-minute reading block that includes mini-lessons, differentiated instruction, close reading and annotating text, as well as interactive read-alouds. Additionally, there is a 50-minute writing block that includes mini-lessons, independent writing, and differentiated instruction.

Students engage in reading and writing independently and in partnerships linked to the common core standards during reading and writing blocks. Through regular opportunities to think, talk, and write about rich texts around specific topics, students’ vocabulary and knowledge about that topic grow exponentially. 

• Know and apply grade-level phonics and word analysis skills in decoding words.
• Read with sufficient accuracy and fluency to support comprehension.

• Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
• Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
• Determine the meaning of words and phrases as they are used in a text, including academic and domain-specific words and phrases relevant to a grade 3 topic or subject area
• 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)

• Determine the main idea of a text; recount the key details and explain how they support the main idea.
• By the end of the year, read and comprehend literature and informational texts at the high end of the grades 2-3 text complexity band (450 - 790 Lexile levels) independently and proficiently

• Write different text types including opinion, narrative, and informative/explanatory aligned with grade-level-specific expectations as defined in the Common Core Standards
• With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by planning, revising, and editing.
• Conduct short research projects that build knowledge through the investigation of different aspects of a topic.
• Respond to texts in writing in order to deepen comprehension
• Demonstrate command of grade-level writing conventions

• Participate in daily collaborative, small-group, or partner discussions about anchor texts to process and extend their learning.
• Engage in productive talk through peer partnerships
• Reflect on each other’s thinking using evidence, as well as consider and challenge each others’ perspectives.

The foundational skills block includes decoding, spelling, and fluency.  Phonics instruction is delivered using science-based methods. The methodology includes systematic and explicit instruction aligned with a research-based scope and sequence to provide students with a foundation to become confident, independent readers and writers. Fluency instruction focuses on applying the phonics skills to accountable text while supporting students reading in expressive ways that support comprehension. 

As the class engages in activities to build independence, the teacher meets with small groups for targeted instruction based on analysis of student data.  The teacher gathers 2-4 students with similar strengths and needs and leads them in instruction on foundational skills practice, reading, writing, or language development.  During the lesson, as students are actively engaged in practicing the skill or strategy, the teacher models, monitors understanding, and provides feedback directly to students.  The teacher will often follow up the small group instruction with additional lessons as needed

Class communities gather daily to build knowledge in content-rich, grade-level complex texts. Teachers guide students using text-dependent questions and facilitate engaging conversations and written responses that promote evidence-based deeper thinking. 

This block may include a variety of instructional contexts, including direct instruction, interactive read-aloud, close/shared reading, annotating text, academic conversations, and shared writing about text. 

During the writing block, students are engaged in creating writing pieces from the Common Core State Standards that follow the writing process.  This writing block includes lessons that provide direct, explicit instruction and guided practice in skills and strategies connected to the genre.  Afterward, students apply learning to writing in partnerships and individually.  There are multiple opportunities for students to share their writing in addition to providing and receiving feedback.  

Third-grade classroom libraries provide student access to a range of text types including informational and literature. Libraries should also include culturally relevant texts that represent diverse language and cultures.

Informational and literature texts provide students access to familiar and/or high-interest books that have been read aloud to students, are connected to content area instruction, and/or just fun to read. The classroom library should be an inviting space with labeled bins organized by interest, theme, or content. The organization of the library should support student engagement and interest along with ease of choice and maintenance.

Students will receive direct instruction in vocabulary words that are connected to the knowledge building topics from read-aloud texts.  Academic vocabulary will be reinforced throughout the week with a variety of activities. Students will receive instruction in tools to determine word meaning on their own by applying vocabulary strategies, such as using context and using knowledge of morphology.