1
Third Grade Reading
Fourth Quarter
Criteria / Performance Indicators
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3
4
Reading: Literary
ELACC3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers.
Prior Learning (CCGPS) Students have been asking and answering questions to demonstrate
understanding since Kindergarten. Justifying their answers from text is new learning.
 Ask higher order questions to self-monitor:
o before reading
o during reading
o after reading
 Answer higher order questions and refer to text to support
answers
 Make and revise predictions based on text
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Support predictions with examples from text
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Make inferences based on text
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Support inference with examples from text
ELACC3RL2: Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson, or moral and explain how it is conveyed through key details in
the text.
Prior Learning (CCGPS) Fables and folktales were introduced in second grade. Myths are new.
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Retell:
o stories
o folktales
o fables
o myths
Determine the central message, lesson or moral from:
o stories
o folktales
o fables
o myths
Refer to key details in the text to support the message, lesson, or
moral.
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press
http://www.corwinpress.com
Troup County Schools 2014
Teacher Checklist – Fourth Quarter
Reading Common Core
2
ELACC3RL5: Refer to parts of stories, dramas, and poems when writing or speaking about a text,
using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier
sections
Prior Learning (CCGPS) Students are familiar with the structure of a story. Dramas and poems are
new.
 Identify the basic elements of a variety of genres, including:
o Fiction
o Non-fiction
o Drama
o Poetry
 Use the term chapter when referring to a part of a story
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Use the term scene when referring to a part of a drama
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Use the term stanza when referring to a part of a poem
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Explain how specific parts (chapters, scenes, and stanzas) of
literary text build on and impact the events in subsequent parts.
 Refer to specific examples in text to support connections
between parts
ELACC3RL10: By the end of the year, read and comprehend literature, including stories, dramas,
and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
Prior Learning (CCGPS) Students are expected to read within the Lexile levels of 450-790 by the end
of third grade.
 Read between the Lexile ranges of 450-790
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Demonstrate understanding of the text they read by answering
higher order questions
Independently choose to read various genres.
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press
http://www.corwinpress.com
Troup County Schools 2014
Teacher Checklist – Fourth Quarter
Reading Common Core
3
Reading: Foundational
ELACC3RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
d. Read grade-appropriate irregularly spelled words.
Prior Learning (CCGPS): Introduced in second grade. (Of course, the words should be more difficult
in third grade.)
 Read irregularly spelled words on EDL list

Read a variety of genres on grade level for exposure to
irregularly spelled words
ELACC3RF4: Read with sufficient accuracy and fluency to support comprehension.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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Self monitor for understanding

Self-correct when subsequent reading indicates an earlier
misreading
Ask questions of self while reading to monitor for understanding

Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press
http://www.corwinpress.com
Troup County Schools 2014
Teacher Checklist – Fourth Quarter
Reading Common Core
4
Speaking and Listening
ELACC3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing
their own clearly.
Prior Learning (CCGPS) This is new learning, although element b was introduced in second grade.
a. Come to discussions prepared having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
 Research topic to be discussed
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Give reasons in support of opinions expressed
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Volunteer contributions and respond when directly solicited
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under discussion).
 Identify and define rules for participants in discussions:
o Gaining the floor
o Listening to others respectfully
o Speaking one at a time
 Initiate new topics in addition to responding to adult-initiated
topics
 Respond appropriately to comments and questions
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Review key ideas expressed during a discussion
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Demonstrate knowledge of the difference between rules for
speaking and rules for writing
 Know the difference between situations in which formal or
informal English should be used
c. Ask questions to check understanding of information presented, stay on topic, and link their
comments to the remarks of others.
Prior Learning (CCGPS) New learning.

Ask questions to self monitor understanding

Self monitor to stay on topic
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Build upon remarks made by others
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press
http://www.corwinpress.com
Troup County Schools 2014
Teacher Checklist – Fourth Quarter
Reading Common Core
5
Language
ELACC3L4: 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.
a. Use sentence-level context as a clue to the meaning of a word or phrase
Prior Learning (CCGPS) Introduced in second grade.
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Recognize and use words with multiple meanings (e.g.,
sentence, school, hard) and determines which meaning is
intended from the context of the sentence.
 Determine the meaning of an unknown word or phrase based on
context
ELACC3L5: With guidance and support from adults, demonstrate understanding of word
relationships and nuances in word meanings.
c. Distinguish shades of meaning among related words that describe states of mind or degrees of
certainty (e.g., knew, believed, suspected, heard, wondered).
Prior Learning (CCGPS) Students were introduced to shades of meaning in second grade, working
with closely related verbs.
 Be aware of the shades of meaning between words that may
seem like synonyms
ELACC3L6: Acquire and use accurately grade-appropriate conversational, general academic and
domain-specific vocabulary, including words and phrases that signal spatial and temporal relationships
(e.g., After dinner that night we went looking for them).
Prior Learning (CCGPS) Students should be familiar with transitional words.
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Read literary and informational texts and incorporate new words
into oral and written language.
Read and use accurately domain-specific vocabulary (contentrelated words)
Use transition words that signal spatial order
o Examples:
above, below, around, beyond
Use transition words that signal time
o Examples: after, finally, previously, in the meantime
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press
http://www.corwinpress.com
Troup County Schools 2014
Teacher Checklist – Fourth Quarter
Reading Common Core