Third Grade

From second to third grade most children change from 'learning to read' to 'reading to learn'.  Their language skills need to be strong in order to understand the information that is presented in class as well as in their written material.   The following are expectations for third grade children's language skills.  Information is taken from A Guide to School Services in Speech-Language Pathology by Trici Schraeder, ...)

  • Uses 7 to 8 words in a sentence
  • Produces all speech sounds correctly
  • Uses correct grammar in conversation (including correct word order, compound sentences and noun-verb agreement).
  • Uses prepositions, adverbs, adjectives, and negatives.
  • Creates a story to share with others (with appropriate sequence and transitions)
  • Summarizes information presented orally by others
  • Creates and participates in oral dramatic activities
  • Defines objects by use, size, shape, function and location
  • Initiates communication with others, engages in conversation with turn taking, adapts or changes conversation to fit the circumstance, stays on topic for 7 to 12 minutes, requests clarification, gives clarification
  • Uses oral language to persuade, entertain and uses humor
  • Gives synonyms and antonyms

  • Responds to questions 80% of the time
  • Answers who, what, where, when, why, and how questions
  • Follows three and four step directions
  • Adds or deletes sounds to make new words, counts syllables in 3 syllable words, creates a rhyme, blends sounds to make word parts and words with 1 to 3 syllables
  • Uses the telephone to take massages 
Speaking/Listening Common Core Standards:

Language Common Core Standards:
  • Demonstrates command of the conventions of standard English grammar and usage when writing or speaking.
    • Explain the funciton of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
    • Form and use regular and irregular plural nouns
    •  Use abstract nouns (e.g., childhood).
    • Form and use regular and irregular verbs.
    • Form and use the simple (e.g., I walked; I walk; I will walk ) verb tenses.
    • Ensure subject-verb and pronoun-antecedent agreement.
    • Form and use comparative and superlative adjectives and adverbs , and choose between them depending on what is to be modified.
    • Use coordinating and subordinating conjunctions.
    • Produce simple, compound, and complex sentences.
  • Use knowledge of language and its conventions when writing, speaking, reading or listening.
    • Choose words and phrases for effect.
    • Recognize and observe differences between the conventions of spoken and written standard English.
  • 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.
    • Use sentence-level context as a clue to the meaning of a word or phrase.
    • Determine the meaning of new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable; comfortable/uncomfortable; care/careless; heat/preheat).
    • Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
    • Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases 
  • Demonstrate understanding of word relationships and nuances in word meanings.
    • Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).
    • Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
    • Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
  • Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).