Strand 1: Developing and Sustaining Foundational Language Skills
3rd – 4th Grade Alignment of 5 areas A-E
3rd Grade
4th Grade
Strand 1: Developing and Sustaining Foundational Language Skills: Listening, Speaking,
Reading, and Writing. Students develop word structure knowledge through phonological
awareness, print concepts, and phonics to decode and encode texts. Students apply
knowledge and relationships found when studying the structures, origins, and contextual
meanings of words. Student is expected to:
(A) Recognize the essential role of phonics
knowledge, word analysis skills, and highfrequency words including the following:
i) use syllabication patterns to decode and encode words including
closed syllable (CVC), open syllable (CV), final stable syllable, rcontrolled vowels, and vowel digraphs and diphthongs
ii) decode and encode multisyllabic words using syllable patterns
including doubling final consonants when adding an ending,
dropping the final “e” when adding endings such as –ing, -ed, or –
able, changing the final “-y” to “-I” when adding endings including
–ies
iii) decode and encode double consonants in the middle of words
iv) decode and encode complex consonants, such as scr--, -dge, tch
(A) Phonics and Word Analysis decode
common syllabic patterns and encode
orthographic patterns, including plural rules,
irregular plurals, double consonants in the
middle of a word, final stable syllable, and
silent letters.
Strand 1: Developing and Sustaining Foundational Language Skills
3rd – 4th Grade Alignment of 5 areas A-E
v) decode and encode words using abstract vowels
vi) identify, read, and spell high frequency words, compound
words, and contractions
(B) Develop new vocabulary and demonstrate understanding by:
i) identifying the meaning and usage of prefixes and suffixes,
including dis-, in-, pre-, re-, un-, -able, -ful, -less, -ly, -ness
ii) identifying, reading, and spelling antonyms, synonyms,
homographs, and homophones
iii) using context to determine the relevant meaning of unfamiliar
words
i) determining the meaning and usage of grade-level academic
English words derived from Greek (including bio, phon, scope) and
Latin (including terr, rupt, tract) roots
ii) decoding and encoding base words with affixes including anti-,
em-, ir-, mis-, non-, -er, -est, -ing, -tion, -ty
iii) using context to determine the relevant meaning of unfamiliar
words or multiple meaning words
iv) distinguishing among multiple meaning words and homographs
v) alphabetizing a series of words to the third letter
iv) identifying, reading, spelling, and correctly using common
homophones, such as there, they’re and their; two, to, and too
vi) using print and digital reference materials to determine
meanings, syllabication, pronunciation, and encoding to validate
understanding of unknown words
v) completing analogies using knowledge of antonyms and
synonyms, such as boy : girl as male: ___ or girl : woman as boy
:___
vi) identifying the meaning of idioms
vii) using print and digital reference materials to determine
meanings, syllabication, pronunciation, and encoding to validate
understanding of unknown words
viii) using spelling patterns and rules, to determine correct spelling
Strand 1: Developing and Sustaining Foundational Language Skills
3rd – 4th Grade Alignment of 5 areas A-E
(C ) Demonstrate foundational skills by selfselecting text and reading independently
(C ) Demonstrate foundational skills by:
i) following, restating, and giving oral instructions that involve a
series of related sequences of action
ii) self-selecting text and reading independently
(D) demonstrate fluency and monitor for
accuracy and prosody including rate, pausing,
phrasing, stress, intonation, and integration in
decoding grade-level text to strengthen
comprehension
(D) demonstrate fluency and monitor for
accuracy and prosody including rate, pausing,
phrasing, stress, intonation, and integration in
decoding grade-level text to strengthen
comprehension
(E ) write legibly in print and cursive
(E ) write legibly in print and cursive