Reading Standards 3rd Grade/Language Arts
TENNESSEE/METRO NASHVILLE PUBLIC SCHOOLS ACADEMIC STANDARDS/READING - GRADE 3
Learning Expectations Accomplishments Teacher Performance Indicators State Performance Indicators
3.1.01 Develop oral language. • Show evidence of expanding oral language through vocabulary growth.
• Consistently use established rules for conversation (e.g., taking turns, raising hand, and asking questions).
• Understand, follow, and give oral directions.
• Respond to questions from teachers and other group members and pose follow-up questions for clarity.
• Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations).
• Summarize orally what has been learned or accomplished after completing an activity or assignment.
• Give oral presentations about experiences or interests, using eye contact, proper pacing, adequate volume, and clear enunciation.
3.1.tpi.1. observe established rules of conversation (taking turns, raising hands when working in small groups).
3.1.tpi.11. demonstrate the ability to follow and give oral/written directions up to three steps.
3.1.tpi.22. summarize orally what has been learned or accomplished after completing an activity or assignment.
3.1.tpi.26. participate in creative responses to text.
3.1.02 Develop listening skills.
• Listen attentively to speaker for specific information.
• Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions).
• Listen and respond to a variety of media (e.g., books, audio tapes, videos).
• Recognize the difference between formal and informal languages.
• Follow oral directions.
3.1.tpi.21. listen attentively by facing the speaker, asking questions, and paraphrasing.
3.1.03 Demonstrate knowledge of concepts of print.
• Recognize that groups of sentences make a paragraph and paragraphs make a story or article.
• Recognize and use parts of text (e.g., title, table of contents, glossary and index).
• Recognize and use common text features (e.g., headings, key words, graphics).
• Recognize different forms of text (e.g., poems, plays and stories).
3.1.spi.3. recognize parts of a book (e.g.,. glossary, table of contents).
3.1.spi.10. identify different forms of text as poems, plays, or stories.
3.1.04 Develop and maintain phonemic awareness.
• Develop awareness of sounds of language through repeated exposure to a variety of
auditory experiences (e.g., poetry, books on tape, music lyrics, sound effects, and readalouds).
• Add, delete, and change targeted sounds to modify or change words.
• Identify and produce rhyming words and original poems.
3.1.tpi.3. associate sounds with appropriate letters.
3.1.tpi.12. demonstrate an awareness of the sounds of language (e.g., rhyme and rhythm).
3.1.spi.1. identify and/or select rhyming words.
3.1.05 Develop and use decoding strategies.
• Use knowledge of letter-sound correspondence knowledge and structural analysis to decode.
• Decode multi-syllabic words not yet known as sight words.
• Use decoding strategies, such as sounding out words, comparing similar words,
breaking words into smaller words, and looking for word parts (e.g., root words, prefixes, and suffixes).
• Use previously learned strategies to decode and verify word meaning utilizing the context of the selection.
3.1.tpi.2 use letter-sound knowledge and structural analysis to decode words (e.g., consonant blends, diphthongs).
3.1.tpi.4. track auditorily each word in a sentence and each syllable in a word.
3.1.tpi.5. use root words and their various inflections.
3.1.tpi.7. use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (roots,
prefixes, and suffixes).
3.1.tpi.8. know and use common (e.g., -ill, -ate) and complex (e.g., -ight) word families to decode unfamiliar words.
3.1.tpi.9. manipulate word sorts to increase awareness of words.
3.1.spi.2 distinguish individual sounds, including consonant blends, within words.
3.1.spi.5. recognize root words and their various inflections (e.g., walks, walking, walked).
3.1.06 Read to develop fluency, expression, accuracy and confidence.
• Read with increasing fluency and confidence from a variety of texts (e.g., paired readings, shared reading, choral reading, teacher-led reading, and reading from tapes).
• Read aloud grade-appropriate narrative and expository text fluently and accurately, using appropriate timing, intonation, and expression.
• Participate in guided oral reading.
• Reflect punctuation within written text while reading orally.
• Demonstrate the automatic recognition of high frequency words.
• Read daily and independently from a variety of texts.
3.1.tpi.14. read aloud grade appropriate texts fluently and accurately, using appropriate timing and changes in voice and expression.
3.1.tpi.16. reflect punctuation in written text while reading orally.
3.1.07 Develop and extend reading vocabulary.
• Build vocabulary by listening to literature and participating in discussion.
• Build vocabulary through frequent read-alouds.
• Determine word meaning using root words, prefixes, and suffixes.
• Recognize and use compound words, contractions, and abbreviations.
• Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources.
• Use antonyms and synonyms to facilitate understanding of words.
• Use context clues to determine meaning of multi-meaning words.
• Manipulate word walls and word sorts.
• Build vocabulary by reading a wide range of text types inside and outside the classroom.
3.1.tpi.10. build vocabulary through frequent teacher read-alouds, by listening to literature, and by participating in discussions.
3.1.tpi.33. verify the meaning/usage of a multiple meaning word through the use context clues.
3.1.spi.6. determine word meaning within context using prefixes and suffixes.
3.1.spi.7. recognize grade level compound words, contractions, and common abbreviations within context.
3.1.spi.8. select appropriate synonyms and antonyms within context.
3.1.spi.9. determine word meanings through the use of context clues.
3.1.spi.16. recognize grade appropriate vocabulary within context.
3.1.spi.17. determine correct meaning/usage of multiplemeaning words.
3.1.08 Develop and use prereading strategies.
• Identify a purpose for reading (e.g., for information, for enjoyment, for understanding a writer's position).
• Participate in activities to build background knowledge to make meaning from text.
• Make predictions using text features (e.g., illustrations and graphics).
• Preview text using illustrations, graphics, text format, text structures and skimming.
• Connect life experience to information and events in texts.
3.1.tpi.6. identify a purpose for reading (e.g., to enjoy content and to locate information).
3.1.tpi.13. preview the text to establish a purpose for reading, to activate prior knowledge, and to facilitate the reading process.
3.1.tpi.25. connect life experience to information and events in texts.
3.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.
• Derive meaning while reading by
o formulating clarifying questions.
o predicting outcomes based upon prior knowledge and adjust as knowledge is gained while reading.
o using metacognitive reading strategies to monitor comprehension (e. g., reread, read ahead, adjust reading speed ).
o creating a mental image.
o expressing reactions and personal opinions in response to a selection.
• Check for understanding after reading
o drawing conclusions based on evidence gained while reading.
o sequencing story events and/or text information.
o recognizing cause and effect relationships in text.
o discussing similarities and differences in text events, characters, and character actions.
o distinguishing between fact and opinion.
o recognizing the stated/ implied main idea of the text
o discussing author's purpose for writing.
3.1.tpi.17. derive meaning while reading by predicting outcomes based upon prior knowledge and adjust as knowledge is gained.
3.1.tpi.18. use metacognitive reading strategies to improve comprehension (e.g., reread, read ahead, ask for help, adjust reading speed).
3.1.tpi.19. express reactions and personal opinions in response to text.
3.1.tpi.23. summarize stories, plays, and poems.
3.1.tpi.29. make connections among various texts showing similarities and differences related to setting, events, and characters.
3.1.tpi.34. draw conclusions from evidence within the text.
3.1.spi.11. identify the stated main idea of a reading selection.
3.1.spi.12. identify stated cause and effect relationships in text.
3.1.spi.13. distinguish between fact and opinion within text.
3.1.spi.14. determine sequence of events in a story.
3.1.spi.18. select questions used to focus or clarify thinking while reading.
3.1.spi.19. determine appropriate inferences from text.
3.1.10 Introduce informational skills to facilitate learning.
• Use outside resources to access information (e.g., family and community).
• Use media sources to access information (e.g., online catalog, non-fiction books, encyclopedias, CD-ROM references, Internet).
• Use text referenced material (e.g., dictionary, thesaurus, encyclopedia, magazines, and newspapers).
• Gather and record information on a topic.
3.1.tpi.28. use library media sources to access information (e.g., card, electronic catalog, encyclopedias, CD-ROM references, Internet, non-fiction books).
3.1.11 Develop skills to facilitate reading to learn in a variety of content areas.
• Develop and maintain content specific vocabulary.
• Use text features to locate information (e.g., charts, tables of contents, maps, illustrations).
• Apply skills and strategies to comprehend informational text (e.g., pre-reading strategies, comprehension strategies).
• Use self-correction strategies while reading (e.g., pausing, rereading, asking for help).
3.1.tpi.24. use content specific vocabulary.
3.1.tpi.27. organize information from text or technological sources using graphic organizer (e.g., webbing, KWL).
3.1.spi.20. recognize how illustrations support the text.
3.1.spi.21. select information using available text features (e.g., maps, charts, and graphics).
3.1.12 Read independently for a variety of purposes.
• Read for literary experience.
• Read to gain information.
• Read to perform a task.
• Read for enjoyment.
• Read to expand vocabulary.
• Read to build fluency.
3.1.tpi.32. read daily and independently.
3.1.13 Experience various literary and media genres.
• Read and view various literary (e.g., short stories, fairy tales, non-fiction texts, biographies, folktales, and poetry) and media (e.g., photographs, the arts, films, video) genres.
• Understand the main idea or message in visual media (e.g., pictures, cartoons, weather reports on television, newspaper, photographs).
• Define and identify setting.
• Define and identify the characters.
• Differentiate between main and minor characters.
• Determine the problem in a story, discover its solution, and consider alternate solutions.
• Identify types of stories (e.g., folktales, fables, fairy tales).
• Compare and contrast different versions/representations of similar stories, legends, lessons or events reflecting different cultures.
• Explore the ways in which language is used in literary texts (e.g., rhythm, beat, imagery, simile, and metaphor).
• Explore the concept of first person point of view.
3.1.tpi.15. read a variety of texts (e.g., short stories, fairy tales, non-fiction texts, folktales, plays, and chapter books).
3.1.tpi.30. compare and contrast different versions of the same stories reflecting different cultures.
3.1.tpi.31. extend ideas presented in text (e.g., changing setting, ending, or characters’ actions).
3.1.spi.4. identify setting, characters, and plot in a reading selection.
3.1.spi.15. recognize basic plot features of fairy tales, folk tales, fables and myths.
3.1.spi.22. determine the problem in a story and recognize its solution.
3.1.14 Develop and maintain a motivation to read.
• Visit libraries/media centers and regularly check out materials.
• Engage in a variety of literacy activities voluntarily (self-select books and stories).
• Read longer narrative and expository text independently including chapter books.
• Select literature based on personal needs and interests from a variety of genres and by different authors.
• Choose works from favorite authors/illustrators and genres.
• Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic representations).
• Experience daily opportunities to read.
• Choose to read as a leisure activity.
3.1.tpi.20. relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic representations).
Language Arts
TENNESSEE/METRO NASHVILLE PUBLIC SCHOOLS ACADEMIC STANDARDS/ENGLISH LANGUAGE ARTS - GRADE 3
GRADE 3: STANDARD 1 - LANGUAGE
Conceptual Strand 1
Standard American English conventions and vocabulary are essential to effective communication and to success in college classrooms
and workplaces.
Guiding Question 1
How does language usage reflect mastery of Standard American English and its conventions?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0301.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling.
GLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.
GLE 0301.1.3 Demonstrate knowledge of Standard English sentence structure.
0301.1.1 Know and use appropriately the meaning, forms, and functions of nouns (e.g., nouns as subjects, singular, plural, and possessives) pronouns (e.g., subject and object pronouns, substitution for nouns, agreement with antecedents), verbs (e.g., past, present, and future tenses; irregular verb; agreement with simple and compound subjects), adjectives (e.g., vivid descriptive words, comparative/superlative, articles), and adverbs (e.g., common formation and placement in a sentence).
0301.1.2 Recognize and avoid errors in Standard English usage (e.g., to/too/two, their/ there/ they’re).
0301.1.3 Know and apply correctly the rules for capitalization (e.g., names, dates, cities and states, addresses, holidays, titles of books, first word in a sentence, proper nouns, titles, abbreviations, parts of a friendly letter, first word in a direct quotation).
0301.1.4 Understand and use correctly standard marks of punctuation (e.g., end punctuation; periods in initials, abbreviations and titles
before names; colon between hour and minutes; parts of a letter).
0301.1.5 Use commas in direct address, dates, locations and addresses, and items in a series.
0301.1.6 Recognize and use contractions and possessives using apostrophes.
0301.1.7 Spell correctly high-frequency and commonly misspelled words appropriate to grade level.
0301.1.8 Form and spell contractions, plurals, and possessives.
0301.1.9 Abbreviate words correctly.
0301.1.10 Apply correct orthographic patterns (e.g., consonant doubling, changing “y” to “i”, dropping the final silent “e” before adding
the suffix).
0301.1.11 Arrange and identify words in alphabetical order for practical purposes occurring in everyday life (e.g., lists, phone directory).
0301.1.12 Write legibly in manuscript and in cursive.
0301.1.13 Recognize sentence types—statements, questions, commands, and exclamations—and apply appropriate end marks when writing and vocal intonation when speaking.
0301.1.14 Identify the subject and predicate of a sentence (simple and compound).
0301.1.15 Recognize complete sentences and sentence fragments and edit appropriately.
0301.1.16 Combine simple sentences into compound sentences using compound subjects and/or predicates.
0301.1.17 Continue to maintain and develop the ability to distinguish sounds and sound patterns within words.
0301.1.18 Continue to develop word consciousness (e.g., word play, word walls, word sorts).
0301.1.19 Define and recognize word synonyms and antonyms.
0301.1.20 Use a variety of previously learned strategies (e.g., roots and affixes, context, reference resources) to determine the meanings of unfamiliar words.
SPI 0301.1.1 Identify the correct use of nouns (i.e., as subjects, singular and plural) within context.
SPI 0301.1.2 Identify the correct use of verbs (i.e. present, past, and future tense) within context.
SPI 0301.1.3 Identify the correct use of adjectives (i.e., comparative and superlative) within context.
SPI 0301.1.4 Identify correctly used capital letters in names, dates, and addresses.
SPI 0301.1.5 Select the simple subject and predicate of a sentence.
SPI 0301.1.6 Select the compound sentence that correctly combines two simple sentences.
SPI 0301.1.7 Recognize correct capitalization and end punctuation within context.
SPI 0301.1.8 Choose the correct formation of contractions and plurals within context.
SPI 0301.1.9 Identify the correct use of commas with dates, addresses, items in a series, and the greeting and closing of a friendly letter.
SPI 0301.1.10 Identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks.
SPI 0301.1.11 Rearrange and identify words in alphabetical order (e.g., lists, phone directory).
SPI 0301.1.12 Choose correctly (or incorrectly) spelled words in context.
SPI 0301.1.13 Recognize grade level compound words, contractions, and common abbreviations within context.
SPI 0301.1.14 Recognize usage errors occurring within context (i.e., double negatives, troublesome words: to/too/two; their/there/they’re).
SPI 0301.1.15 Recognize root words and their various inflections (e.g., walks, walking, walked).
SPI 0301.1.16 Determine word meanings using prefixes and suffixes and/or context clues.
SPI 0301.1.17 Select appropriate synonyms and antonyms within context.
SPI 0301.1.18 Distinguish individual sounds, including consonant blends, within words.
SPI 0301.1.19 Recognize grade appropriate vocabulary, including multiple-meaning words, within context.
SPI 301.1.20 Determine word meaning through context clues.
STANDARD 2—COMMUNICATION
Conceptual Strand 2
Effective communication through clear and persuasive expression and attentive listening is necessary for success in school, the
workplace, and the larger community.
Guiding Question 2
What communication skills are essential to achieve success in school, the workplace, and in leisurely pursuits?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0301.2.1 Continue to develop basic listening skills necessary for communication.
GLE 0301.2.2 Continue to develop basic speaking skills necessary for communication.
Listening
0301.2.1 Consistently use established rules for polite conversation and attentive listening (e.g., take turns, raise hands, ask questions, do not interrupt, face speaker).
0301.2.2 Demonstrate the ability to follow oral directions up to three steps.
0301.2.3 Respond to questions from teachers and other group members and pose follow-up questions for clarity.
0301.2.4 Listen and respond to a variety of media (e.g., books, audio tapes, videos).
0301.2.5 Summarize information presented orally by others.
0301.2.6 Recognize the main idea conveyed in a speech.
0301.2.7 Construct a brief summary of a speech.
Speaking
0301.2.8 Consistently use rules for conversation and verbal participation.
0301.2.9 Give oral directions up to three steps.
0301.2.10 Participate in group discussions.
0301.2.11 Show evidence of expanding oral language through vocabulary growth.
0301.2.12 Participate in creative and expressive responses to text (e.g., choral reading, discussion, dramatizations, oral presentations,
personal experiences).
SPI 0301.2.1 Identify the main idea of a speech.
SPI 0301.2.2 Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting, listening, remaining on task), identify those that are appropriate (or inappropriate) for group activities.
SPI 0301.2.3 Given a written summary of a speech, choose from a list of ideas the one not mentioned in the speech.
STANDARD 3—WRITING
Conceptual Strand 3
The ability to write clearly and coherently for a variety of purposes to a variety of audiences is vital to individual success.
Guiding Question 3
How will students demonstrate their ability to write.
STANDARD 3—WRITING
Conceptual Strand 3
The ability to write clearly and coherently for a variety of purposes to a variety of audiences is vital to individual success.
Guiding Question 3
How will students demonstrate their ability to write effectively for a variety of purposes and audiences?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0301.3.1 Write for a variety of purposes and to a variety of audiences.
GLE 0301.3.2 Write in a variety of modes and genres, including narration, literary response, personal experience, and subject matter content.
GLE 0301.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing.
0301.3.1 Write on a specific topic to a specified audience (e.g., self, peers, adults).
0301.3.2 Write for a variety of purposes: to entertain, persuade, inform, demonstrate knowledge, answer questions, tell a story, respond to literature.
0301.3.3 Write friendly letters.
0301.3.4 Write in journals.
0301.3.5 Practice writing to a prompt within a specified time.
0301.3.6 Compare characters, settings, and events within and between stories.
0301.3.7 Write poems, stories, and essays based upon thoughts, feelings, and experiences.
0301.3.8 Use all steps in the writing process: brainstorm and organize ideas, create a first draft, revise and proofread draft, share completed work.
0301.3.9 Construct graphic organizers to group ideas for writing (e.g., webs, charts, graphs, diagrams, illustrations).
0301.3.10 Select and refine a topic.
0301.3.11 Write in complete sentences developed into a logical, coherent paragraph with a topic sentence, supporting details, and a concluding sentence.
0301.3.12 Use correct page format (e.g., paragraphs, margins, indentations, and titles).
0301.3.13 Revise writing to improve detail after determining what could be added or deleted (e.g., reread; rearrange words, sentences,
paragraphs; add descriptive words; remove unneeded information; incorporate suggestions; vary sentences structures).
0301.3.14 Use resources (e.g., dictionary, thesaurus, computer) to aid in the writing process.
0301.3.15 Use a rubric to evaluate own and others’ writing through small group discussion and shared work.
0301.3.16 Use technology to publish and present.
0301.3.17 Identify opportunities for publication (e.g., national and/or local contests, Internet websites, newspapers, periodicals).
SPI 0301.3.1 Identify the purpose for writing (i.e., to entertain, to inform, to respond to a picture, story, or art).
SPI 0301.3.2 Identify the audience for which a text is written.
SPI 0301.3.3 Choose a topic sentence for a paragraph.
SPI 0301.3.4 Choose a supporting sentence that best fits the context and flow of ideas in a paragraph.
SPI 0301.3.5 Identify unnecessary information in a paragraph.
SPI 0301.3.6 Rearrange sentences to form a sequential, coherent paragraph.
SPI 0301.3.7 Choose the most specific word to complete a simple sentence.
SPI 0301.3.8 Select an appropriate title that reflects the topic of a written selection.
SPI 0301.3.9 Complete a simple graphic organizer to group ideas for writing.
STANDARD 4—RESEARCH
Conceptual Strand 4
Effective researchers have the ability to frame, analyze, and solve problems, while building on and evaluating the credibility of existing
research.
Guiding Question 4
How can students develop the ability to find and incorporate reliable, valid research materials into their original work and give
appropriate credit to sources?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0301.4.1 Identify and narrow a gradeappropriate research topic.
GLE 0301.4.2 Gather information from a variety of sources to support a research topic.
GLE 0301.4.3 Present research results in a simple written report.
0301.4.1 Define and narrow a topic for research.
0301.4.2 Identify three or more resources using more than one medium to support a research topic.
0301.4.3 Use reference materials (e.g., dictionary, thesaurus, atlas, and encyclopedia).
0301.4.4 Visit the library/media center as a source of information for research.
0301.4.5 Organize information gathered using a simple graphic organizer.
0301.4.6 Write a simple research report demonstrating the research results.
SPI 0301.4.1 Identify the most reliable sources of information to support a research topic.
SPI 0301.4.2 Complete a simple graphic (e.g., chart, web) organizing information from text or technological sources.
SPI 0301.4.3 Select appropriate sources from which to gather information on a given topic.
SPI 0301.4.4 From a given list, identify information that is (or is not) available in a certain reference source (e.g., what information does one find in a thesaurus).
STANDARD 5—LOGIC
Conceptual Strand 5
Logic develops the skills of reasoning soundly, thinking critically, arguing persuasively, and inferring appropriately.
Guiding Question 5
How can students develop and demonstrate the ability to apply logic in a sound and systematic way?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0301.5.1 Develop logic skills to enhance thoughtful reasoning and to facilitate learning.
GLE 0301.5.2 Use learned logic skills to make inferences and draw conclusions in a variety of oral and written contexts.
GLE 0301.5.3 Apply learned logic skills to selections read, as well as to classroom situations.
0301.5.1 Distinguish fact from opinion.
0301.5.2 Distinguish cause from effect.
0301.5.3 Compare and contrast two characters, ideas, or stories.
0301.5.4 Draw inferences and adjust predictions during reading.
0301.5.5 Draw conclusions based on evidence acquired during reading.
0301.5.6 Indicate the sequence of events in text.
SPI 0301.5.1 Draw appropriate inferences and conclusions from text.
SPI 0301.5.2 Distinguish between fact and opinion within text.
SPI 0301.5.3 Identify stated cause-effect relationships in text.
SPI 0301.5.4 Determine sequence of events in text.
STANDARD 6—INFORMATIONAL TEXT
Conceptual Strand 6
Most texts are informational in nature and require a comprehensive set of skills different from those needed for recreational reading.
Guiding Question 6
What specific strategies and skills are required in order to understand and interpret various informational texts?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0301.6.1 Apply appropriate reading strategies to comprehend informational texts (e.g., prereading strategies, comprehension strategies).
0301.6.1 Develop and use pre-reading strategies (e.g., identify a purpose for reading {for information, for enjoyment, for understanding a
writer’s position}, make predictions using text features {illustrations, graphics}, preview text using illustrations, graphics, text format, text
structures, and skimming).
SPI 0301.6.1 Select questions used to focus and clarify thinking before, during, and after reading text.
SPI 0301.6.2 Identify the stated main idea in a reading slection.
GLE 0301.6.2 Recognize the different features of informational texts (e.g., separate text boxes, diagrams, captions, charts, graphs).
0301.6.2 Demonstrate strategies for determining meaning while reading (e.g., formulate clarifying questions, predict outcomes, create a
mental image).
0301.6.3 Check for understanding after reading (e.g., draw conclusions based on evidence gained while reading).
0301.6.4 Identify the main idea and supporting details in text.
0301.6.5 Distinguish fiction from nonfiction.
0301.6.6 Use text features to locate information (e.g., charts, tables of contents, maps, illustrations).
0301.6.7 Follow multi-tasked instructions in informational and technical texts (e.g., follow a recipe, complete assembly instructions).
SPI 0301.6.3 Indicate which illustration or graphic best supports a particular text.
SPI 0301.6.4 Locate information using available text features (e.g., charts, maps, graphics).
SPI 0301.6.5 Recognize the parts of a book (e.g., glossary, table of contents).
SPI 0301.6.6 From a list of statements, locate the factual statements from the fictional ones.
SPI 0301.6.7 Arrange a set of instructions in a sequential, step-by-step order.
STANDARD 7—MEDIA
Conceptual Strand 7
An ability to understand and analyze media technology will be a vital, ongoing life skill.
Guiding Question 7
What strategies will help students become thoughtful users of information coming from a wide variety of media?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0301.7.1 Recognize that media can provide sources of information and entertainment.
GLE 0301.7.2 Use media to publish and present information.
0301.7.1 Use media to access information (e.g., online catalog, nonfiction books, encyclopedias, CD-ROM references, Internet).
0301.7.2 Use media to enhance reports and oral presentations.
0301.7.3 Understand the main idea or message in a visual image (e.g., pictures, cartoons, weather reports on television, newspapers,
photographs).
0301.7.4 Visit libraries/media centers and regularly check out materials.
SPI 0301.7.1 Determine the main idea in a visual image.
SPI 0301.7.2 Select the most appropriate medium or media for accessing information, writing a report, or making a presentation.
SPI 0301.7.3 Recognize the sort of information available through a specific medium (e.g., the accent and emotion through audiotapes; visual images through videos).
SPI 0301.7.4 Choose the most effective medium to enhance a short oral presentation (e.g., still pictures, a model, short video clip, recording).
STANDARD 8—LITERATURE
Conceptual Strand 8
Educated members of adult society gain knowledge of themselves and others through the study of literature, thus becoming critical
readers and lifelong members of literacy communities.
Guiding Question 8
What skills and strategies are necessary for students to understand literary text and to make appropriate connections among
themselves, the text, and the human community?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0301.8.1 Use active comprehension strategies before, during, and after reading.
GLE 0301.8.2 Experience various literary genres.
GLE 0301.8.3 Learn basic characteristics of literary genres.
GLE 0301.8.4 Explore basic literary terms (e.g., setting, point of view, simile, metaphor, rhythm).
0301.8.1 Develop and use pre-reading strategies (e.g., identify a purpose for reading {for information, for enjoyment, for understanding a
writer’s position}, make predictions using text features {illustrations, graphics}, preview text using illustrations, graphics, text format, text
structures, and skimming).
0301.8.2 Demonstrate strategies for determining meaning while reading (e.g., formulate clarifying questions, predict outcomes, create a
mental image).
0301.8.3 Check for understanding after reading (e.g., draw conclusions based on evidence gained while reading, identify the stated or
implied main idea).
0301.8.4 Read with increasing fluency and confidence from a variety of texts (e.g., paired readings, shared reading, choral reading, teacherled reading, reading from tapes/CDs).
0301.8.5 Build vocabulary by listening to literature and participating in discussions.
0301.8.6 Recognize varying forms of text (e.g., poems {lines and stanzas), plays {acts, stage directions}, novels {chapters}.
0301.8.7 Read and review various literary genre (e.g., short stories, fairy tales, folktales, poetry, plays, and nonfiction).
0301.8.8 Define and identify setting, characters (including main and minor characters), and plot (including sequence of events).
0301.8.9 Compare and contrast different versions/representations of similar stories, legends, lessons, or events reflecting different cultures.
0301.8.10 Explore the use of language in literary texts (e.g., rhythm, beat, imagery, simile, and metaphor).
0301.8.11 Identify and produce rhyming words.
0301.8.12 Explore the concept of first person point of view.
0301.8.13 Visit libraries/media centers; select and check out materials.
0301.8.14 Read longer narrative and expository text independently, including chapter books.
0301.8.15 Discuss literature (e.g., book discussions, literacy circles, writing, oral presentations).
SPI 0301.8.1 Identify and/or select rhyming words.
SPI 0301.8.2 Identify setting, characters, and plot in a reading selection.
SPI 0301.8.3 Identify forms of text as poems, plays, or stories.
SPI 0301.8.4 Recognize basic plot features of fairy tales, folk tales, fables, and myths.
SPI 0301.8.5 Identify the author’s purpose (e.g., to entertain, to inform, to describe, to share feelings).
SPI 0301.8.6 Determine the problem in a story and recognize its solution.
Math
TENNESSEE/METRO NASHVILLE PUBLIC SCHOOLS ACADEMIC STANDARDS/MATHEMATICS - GRADE 3
57
GRADE 3: STANDARD 1 – MATHEMATICAL PROCESSES
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0306.1.1 Use mathematical language, symbols, and definitions while
developing mathematical reasoning.
GLE 0306.1.2 Apply and adapt a variety of appropriate strategies to problem
solving, including estimation, and reasonableness of the solution.
GLE 0306.1.3 Develop independent reasoning to communicate
mathematical ideas and derive algorithms and/or formulas.
GLE 0306.1.4 Move flexibly between concrete and abstract representations
of mathematical ideas in order to solve problems, model mathematical ideas,
and communicate solution strategies.
GLE 0306.1.5 Use mathematical ideas and processes in different settings to
formulate patterns, analyze graphs, set up and solve problems and interpret
solutions.
GLE 0306.1.6 Read and interpret the language of mathematics and use
written/oral communication to express mathematical ideas precisely.
GLE 0306.1.7 Recognize the historical development of mathematics,
mathematics in context, and the connections between mathematics and the
real world.
GLE 0306.1.8 Use technologies/manipulatives appropriately to develop
understanding of mathematical algorithms, to facilitate problem solving, and
to create accurate and reliable models of mathematical concepts.
0306.1.1 Read and write time to the nearest minute.
0306.1.2 Compare and order decimal amounts in the context of money.
0306.1.3 Count the value of combinations of coins and bills up to five dollars.
0306.1.4 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, and observing patterns.
0306.1.5 Determine when and how to break a problem into simpler parts.
0306.1.6 Use estimation to check answers for reasonableness, and calculators to check for accuracy.
0306.1.7 Make and investigate mathematical conjectures.
0306.1.8 Explain and justify answers on the basis of mathematical properties, structures, and relationships.
0306.1.9 Use manipulatives to demonstrate that the commutative property holds for addition but not for subtraction.
0306.1.10 Use correct, clearly written and oral mathematical language to pose questions and communicate ideas.
0306.1.11 Develop strategies for solving problems involving addition and subtraction of measurements.
0306.1.12 Analyze and evaluate the mathematical thinking and strategies of others.
0306.1.13 Create and use representations to organize, record, and communicate mathematical ideas.
0306.1.14 Use age-appropriate books, stories, and videos to convey ideas of mathematics.
SPI 0306.1.1 Solve problems using a calendar.
SPI 0306.1.2 Solve problems involving elapsed time.
SPI 0306.1.3 Determine the correct change from a transaction
less than a dollar.
SPI 0306.1.4 Match the spoken, written, concrete, and pictorial
representations of fractions with denominators up to ten.
SPI 0306.1.5 Represent problems mathematically using
diagrams, numbers, and symbolic expressions.
SPI 0306.1.6 Identify and use vocabulary to describe attributes
of two- and three-dimensional shapes.
SPI 0306.1.7 Select appropriate units and tools to solve
problems involving measures.
SPI 0306.1.8 Express answers clearly in verbal, numerical, or
graphical (bar and picture) form, using units when appropriate.
STANDARD 2—NUMBER AND OPERATIONS
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0306.2.1 Understand the place value of whole numbers to tenthousands place including expanded notation for all arithmetic operations.
GLE 0306.2.2 Develop understanding of multiplication and related division
facts through multiple strategies and representations.
GLE 0306.2.3 Relate multiplication and division as inverse operations.
GLE 0306.2.4 Solve multiplication and division problems using various
representations.
GLE 0306.2.5 Understand the meaning and uses of fractions.
GLE 0306.2.6 Use various strategies and models to compare and order
fractions and identify equivalent fractions.
GLE 0306.2.7 Add and subtract fractions with like denominators using
various models.
0306.2.1 Represent whole numbers up to 10,000 using various models (such as base-ten blocks,
number lines, place-value charts) and in standard form, written form, and expanded form.
0306.2.2 Understand and use the symbols =, < and > to signify order and comparison.
0306.2.3 Use parentheses to indicate grouping.
0306.2.4 Use a variety of methods to perform mental computations and compare the efficiency of those methods.
0306.2.5 Use highest order value (such as tens or hundreds digit) to make simple estimates.
0306.2.6 Solve a variety of addition and subtraction story problems including those with irrelevant information.
0306.2.7 Represent multiplication using various representations such as equal-size groups, arrays, area models, and equal jumps on
number lines.
0306.2.8 Represent division using various representations such as successive subtraction, the number of equal jumps, partitioning, and
sharing.
0306.2.9 Describe contexts for multiplication and division facts.
0306.2.10 Understand that symbols such as ½, 1/3, and ¼ represent numbers called unit fractions.
0306.2.11 Identify fractions as parts of whole units, as parts of sets, as locations on number lines, and as division of two whole numbers.
0306.2.12 Compare fractions using drawings, concrete objects, and benchmark fractions.
0306.2.13 Understand that when a whole is divided into equal parts to create unit fractions, the sum of all the parts adds up to one.
SPI 0306.2.1 Read and write numbers up to 10,000 in numerals
and up to 1,000 in words.
SPI 0306.2.2 Identify the place value of numbers in the tenthousands, thousands, hundreds, tens, and ones positions.
SPI 0306.2.3 Convert between expanded and standard form
with whole numbers to 10,000.
SPI 0306.2.4 Compare and order numbers up to 10,000 using
the words less than, greater than, and equal to, and the symbols
<, >, =.
SPI 0306.2.5 Identify various representations of multiplication
and division.
SPI 0306.2.6 Recall basic multiplication facts through 10
times10 and the related division facts.
SPI 0306.2.7 Compute multiplication problems that involve
multiples of ten using basic number facts.
SPI 0306.2.8 Solve problems that involve the inverse
relationship between multiplication and division.
SPI 0306.2.9 Solve contextual problems involving the addition
(with and without regrouping) and subtraction (with and
without regrouping) of two- and three digit whole numbers.
SPI 0306.2.10 Identify equivalent fractions given by various
representations.
SPI 0306.2.11 Recognize and use different interpretations of
fractions.
SPI 0306.2.12 Name fractions in various contexts that are less
than, equal to, or greater than one.
SPI 0306.2.13 Recognize, compare, and order fractions
(benchmark fractions, common numerators, or common
denominators).
SPI 0306.2.14 Add and subtract fractions with like denomenators.
TENNESSEE/METRO NASHVILLE PUBLIC SCHOOLS ACADEMIC STANDARDS/MATHEMATICS - GRADE 3
58
STANDARD 3—ALGEBRA
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0306.3.1 Develop meaning for and apply the commutative, associative,
and distributive properties using various representations.
GLE 0306.3.2 Develop understanding that a letter or a symbol can represent
an unknown quantity in a simple mathematical expression/equation.
GLE 0306.3.3 Describe and analyze patterns and relationships in contexts.
GLE 0306.3.4 Create and represent patterns using words, tables, graphs, and
symbols.
0306.3.1 Show that addition and multiplication are commutative operations.
0306.3.2 Show that subtraction and division are not commutative operations.
0306.3.3 Use commutative, associative, and distributive properties to multiply whole numbers.
0306.3.4 Solve problems using the commutative, associative, and distributive properties.
0306.3.5 Find unknowns in number sentences and problems involving addition, subtraction, multiplication, or division.
0306.3.6 Analyze patterns in words, tables, and graphs to draw conclusions.
0306.3.7 Create different representations of a pattern given a verbal description.
0306.3.8 Analyze patterns in quantitative change resulting from computation.
SPI 0306.3.1 Verify a conclusion using algebraic properties.
SPI 0306.3.2 Express mathematical relationships using number
sentences/equations.
SPI 0306.3.3 Find the missing values in simple multiplication
and division equations.
SPI 0306.3.4 Describe or extend (including finding missing
terms) geometric and numeric patterns.
STANDARD 4—GEOMETRY AND MEASUREMENT
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0306.4.1 Describe, compare, and analyze properties of polygons.
GLE 0306.4.2 Understand and apply the concepts of congruence and
symmetry.
GLE 0306.4.3 Understand and use attributes of 2- and 3-dimensional figures
to solve problems.
GLE 0306.4.4 Use appropriate units, strategies and tools to solve problems
involving perimeter.
GLE 0306.4.5 Solve measurement problems involving fractional parts of
linear units and capacity units.
0306.4.1 Describe properties of plane figures (such as circles, triangles, squares and rectangles) and solid shapes (such as spheres, cubes
and cylinders).
0306.4.2 Classify polygons according to the number of their sides and angles.
0306.4.3 Classify lines and segments as parallel, perpendicular, or intersecting.
0306.4.4 Identify, create, and describe figures with line symmetry.
0306.4.5 Understand that all measurements require units.
0306.4.6 Recognize the use of fractions in liquid measures.
0306.4.7 Recognize the relationships among cups, pints, quarts, and gallons.
0306.4.8 Estimate and/or measure the capacity of a container.
0306.4.9 Measure weight to the nearest ounce or gram.
0306.4.10 Use reasonable units of length (i.e. kilometer, meter, centimeter; mile, yard, foot, inch) in estimates and measures.
0306.4.11 Know common equivalences for length (1 meter = 100 centimeters, 1 yard = 3 feet, 1 foot = 12 inches).
0306.4.12 Make and record measurements that use mixed units within the same system of measurement (such as feet and inches, meters
and centimeters).
0306.4.13 Use common abbreviations: km, m, cm, in, ft, yd, mi.
SPI 0306.4.1 Recognize polygons and be able to identify
examples based on geometric definitions.
SPI 0306.4.2 Determine if two figures are congruent based on
size and shape.
SPI 0306.4.3 Identify the line of symmetry in a twodimensional design or shape.
SPI 0306.4.4 Calculate the perimeter of shapes made from
polygons.
SPI 0306.4.5 Choose reasonable units of measure, estimate
common measurements using benchmarks, and use appropriate
tools to make measurements.
SPI 0306.4.6 Measure length to the nearest centimeter or half
inch.
SPI 0306.4.7 Solve problems requiring the addition and
subtraction of lengths.
STANDARD 5—DATA, PROBABILITY AND STATISTICS
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0306.5.1 Organize, display, and analyze data using various
representations to solve problems.
0306.5.1 Collect and organize data using observations, surveys, and experiments.
0306.5.2 Construct a frequency table, bar graph, pictograph, or line plot of collected data.
0306.5.3 Compare and interpret different representations of the same data.
0306.5.4 Solve problems using data from frequency tables, bar graphs, pictographs, or line plots.
SPI 0306.5.1 Interpret a frequency table, bar graph, pictograph,
or line plot.
SPI 0306.5.2 Solve problems in which data is represented in
tables or graph.
SPI 0306.5.3 Make prediction based on various representative data.
Social Studies
TENNESSEE/METRO NASHVILLE PUBLIC SCHOOLS ACADEMIC STANDARDS/SOCIAL STUDIES - GRADE 3
101
GRADE 3: STANDARD 1 — CULTURE
Content Standard
Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and
respect for the variety of human cultures.
Grade Level Expectations Checks for Understanding Performance Indicators
1.01 Understand the diversity of human
cultures.
1.02 Discuss cultures and human patterns of
places and regions of the world.
1.03 Recognize the contributions of individuals
and people of various ethnic, racial, religious, and
socioeconomic groups to the development of
civilizations.
3.1.01 Understand the diversity of human cultures.
a. Recognize that changes in culture occur through the spread of people, languages, ideas,
and goods.
b. Compare cultural differences in various regions of the United States and the world.
3.1.02 Discuss the cultures and human patterns of places and regions of the world.
a. Describe similarities and differences in the ways groups, societies, and cultures address
similar human needs and concerns.
c. Compare ways in which people from different cultures think about and deal with their
physical environment and social conditions.
d. Identify and explain the significance of selected individual writers, and artists and their
stories, poems, statues, paintings, and other examples of cultural heritage from regions
around the world.
3.1.03 Recognize the contributions of individuals and people of various ethnic, racial,
religious, socioeconomic groups to the development of civilizations.
a. Explain the significance of selected ethnic and/or cultural celebrations in Tennessee, the
United States and other nations such as St. Patrick’s Day, Cinco de Mayo, and Kwanzaa.
b. Retell the heroic deeds of characters from folktales and legends.
3.1.04 Understand the contributions of individuals and people of various ethnic, racial,
religious, and socioeconomic groups to Tennessee.
a. Compare ethnic and/or cultural celebrations in Tennessee, the United States, and other
nations.
b. Explain the significance of selected individual writers and artists and their stories,
poems, statues, paintings and other examples of cultural heritage from regions in Tennessee
and around the world.
As documented through state assessment—
3.1.SPI.1. Recognize some of the major components of
a culture (i.e., language, clothing, food, art, and music).
3.1.SPI.2. Determine similarities and differences in the
ways different cultural groups address basic human needs
(i.e., food, water, clothing, and shelter by interpreting
pictures).
3.1.SPI.3. Differentiate the cultural population
distribution in the United States using a bar graph.
3.1.SPI.4. Interpret a chart or map identifying major
cultural groups of the world.
As documented through teacher observation—
3.1.TPI.1. Exhibit model behavior during a guest
speaker's presentation on cultural aspects.
3.1.TPI.2. Make and sample foods from regions around
the world in order to examine the relationship of the
environment and cultural ways people meet their needs.
3.1.TPI.3. Recognize that the world is made up of many
people, and their history may differ from the student's own
by examining artifacts such as a cultural time capsule or a
cultural suitcase.
3.1.TPI.4. Study, perform, or listen to music from different
cultures.
3.1.TPI.5. Create an original piece of work that reflects a
specific culture reflecting how different cultures use
symbols to communicate with each other.
3.1.TPI.6. Examine cultural folklore and legends from
different regions around the world.
3.1.TPI.7. Investigate the cultural heritage of specific
individuals in order to understand the relationships among
cultures and ethnic groups.
3.1.TPI.8. Describe customs, celebrations, and traditions
of racial, ethnic, and religious groups in Tennessee and
around the world.
3.1.TPI.9. Create a portfolio individually or with a group
on specific cultural groups.
3.1.TPI.10. Compare a different community in the world
with their own by examining generalizations, subcultures, similarities and differences by labeling sheets of butcher
paper with words or symbols.
3.1.TPI.11. Give examples of ways people honor
traditions in communities around the world.
3.1.TPI.12. Read aloud various accounts that describe
racial and ethnic groups' contributions to the development
of the community and world.
3.1.TPI.13. Explain how examples of art, music, and
literature reflect the time and place during which they created
Standard Economics
Content Standard
Globalization of the economy, the explosion of population growth, technological changes and international competition compels students to understand both personally and globally production, distribution, and
consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision making
Grade Level Expectations Checks for Understanding Performance Indicators
2.01 Describe potential costs and benefits of
personal economic choices in a market economy.
2.02 Give examples of the interaction of
businesses and governments in a market
economy.
2.03 Understand fundamental economicconcepts.
3.2.01 Describe the potential costs and benefits of personal economic choices in a market
economy.
a. Identify ways of earning, spending, and saving money.
b. Analyze a simple budget that allocates money for spending and saving.
3.2.02 Give examples of fundamental economic concepts.
a. Identify examples of private and public goods and services.
b. Identify examples of scarcity.
c. Explain how supply and demand affects the price of a good or service.
d. Distinguish between imports and exports.
3.2.03 Discuss the patterns and results of international trade.
a. Recognize that the world has different agricultural and industrial regions.
b. Explain the characteristics of a technologically expanding global economy.
c. Explain the impact of scarcity on interdependence within and among regions.
d. Recognize that Tennessee and the United States have different agricultural and
industrial regions.
e. Be aware of how goods and services are interchanged between communities at the local,
and national levels.
f. Trace the development of a product from a natural resource to a finished product.
As documented through state assessment—
3.2.SPI.1. Distinguish the difference between a natural
resource and finished product.
3.2.SPI.2. Interpret a map showing agricultural and
industrial areas.
3.2.SPI.3 Distinguish between import and export.
3.2.SPI.4 Differentiate the difference between producer
and a consumer using a picture.
3.2.SPI.5. Differentiate between money and barter
economies.
As documented through teacher observation—
3.2.TPI.1. Create a flow chart of a natural resource to a
finished product.
3.2.TPI.2. Recognize people must work in order to
provide goods and services in the community.
3.2.TPI.3. Identify examples of making personal
economic choices.
3.2.TPI.4. Create a personal budget that allocates money
for spending and saving.
3.2.TPI.5. Explain how tools and machines make people
more productive.
3.2.TPI.6. Examine pictures of durable (lasting more than
three years) and non-durable goods.
3.2.TPI.7. Explain why people specialize in different jobs,
and how this causes people to engage in trade and to
depend on each other (interdependence).
3.2.TPI.8. Give examples of how economic resources in
the home, school, and community are limited and how people must make choices about how to use these
resources.
3.2.TPI.9. Create an advertising campaign for a product.
3.2.TPI.10. Choose a popular product to illustrate the
path from supply to demand.
Standard Georgraphy
Content Standard
Geography enables the students to see, understand, and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within
the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.
Grade Level Expectations Checks for Understanding Performance Indicators
3.01 Understand how to use maps, globes, and
other geographic representations, tools, and
technologies to acquire, process and report
information from a spatial perspective.
3.02 Recognize the interaction between human
and physical systems around the world.
3.03 Demonstrate how to identify and locate
major physical and political features on globes
and maps.
3.3.01 Understand how to use maps, globes, and other geographic representations, tools, and
technologies to acquire, process and report information from a spatial perspective.
a. Show how the spatial elements of point, line, and area are used on a map or globe.
b. Explain the difference between relative and absolute locations.
c. Locate places on a map using cardinal and intermediate direction.
3.3.02 Recognize the interaction between human and physical systems around the world.
a. List the similarities and differences of local places and regions with other places and
regions.
b. List the basic components of earth’s physical systems (e.g., landforms, water, climate
and weather, erosion and deposition).
c. Understand the concept of an ecosystem.
d. Describe how environments and regions differ around the world.
e. Understand how technology allows people to adapt the environment to meet their needs.
3.3.03 Demonstrate how to identify and locate major physical and political features on globes
and maps.
a. Locate the major cities of Tennessee and the world on a map or globe.
b. Describe the concept of formal (uniform) regions.
c. Define the characteristics that comprise a region.
d. Explain how change affects region and place over time.
e. Show the population distribution of the state, and country.
f. Differentiate between urban, suburban, and rural regions.
As documented through state assessment—
3.3.SPI.1. Identify the major physical components of the
world (i.e., oceans, equator, continents, and hemispheres).
3.3.SPI.2. Recognize and use a map key.
3.3.SPI.3. Find a specific location on a school or
community map.
3.3.SPI.4. Use absolute and relative locations to identify
places on a map (i.e., north, south, east, west, borders,
lines of longitude and latitude, the equator, the north and
south poles).
3.3.SPI.5. Identify basic components of earth's systems
(i.e., landforms, water, climate and weather).
3.3.SPI.6. Utilize skills to locate a place using cardinal
directions and symbols given an appropriate map with a
key.
3.3.SPI.7. Determine the climate of a specific region of
the world using a map.
3.3.SPI.8. Differentiate the distinguishing
characteristics of ecosystems (i.e., deserts, grasslands,
rainforests).
3.3.SPI.9. Recognize the identifying characteristics of
certain geographic features (i.e., peninsula, islands,
continents, mountains, rivers, deserts, oceans, and forests).
As documented through teacher observation—
3.3.TPI.1. Make simple maps to show how communities in
Tennessee are linked together.
3.3.TPI.2. Create a map of neighborhood or city using
components of our earth's system (e.g., water, lake, park,
mountain or hill).
3.3.TPI.3. Write or draw a geographic description of the
school using the five themes of geography: location, place,
region, movement, and human-environment interactions.
3.3.TPI.4. Understand boundarries can both be manmade
and natural in order to show the relationship between
natural and social systems.
3.3.TPI.5. Determine direction using a compass, sun, and
the stars.
3.3.TPI.6. Explore how people and their physical
environments interact to explore the unity/disunity of
humankind with nature by discussing world issues.
3.3.TPI.7. Create a model of a specific ecosystem.
3.3.TPI.8. Understand how natural environment
influences human settlement.
3.3.TPI.9. Demonstrate an understanding of how human
interaction with the physical environment is reflected in
the use of land, building of towns/cities and ecosystems.
3.3.TPI.10. Describe and compare urban and rural
communities in Tennessee and other regions of the world.
STANDARD 4 — GOVERNANCE AND CIVICS
Content Standard
Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their
community, nation, and world.
Grade Level Expectations Checks for Understanding Performance Indicators
4.01 Discuss the structure and purposes of
governance.
4.02 Describe the Constitution of the United
States and the Tennessee State Constitution in
principle and practice.
4.03 Understand the rights, responsibilities, and
privileges of citizens living in a democratic
republic.
4.04 Recognize the qualities of a contributing
citizen in our participatory democracy.
3.4.01 Discuss the structure and purposes of governance.
a. Describe the basic structures of government in the state.
b. Recognize who makes laws in the state.
c. Know that governmental agencies exist to protect the environment at local, state, and
national levels.
d. Describe varied basic structures of governments in the state, nation, and world.
e. Examine how regions choose to govern in different ways.
3.4.02 Describe the Constitution of the United States and the Tennessee State Constitution in
principle and practice.
a. Identify services commonly provided by the state government and contrast with other
regions.
b. Compare the Tennessee and the United State Constitutions with other governing
procedures around the world.
3.4.03 Understand the rights, responsibilities and privileges of citizens living in a democratic
republic.
a. Identify government officials and explain how they are chosen.
b. Explain the concept of the consent of the governed and its importance to the functions
of government.
c. Identify examples of rights and responsibilities of citizens.
d. Describe how public policies are used to address issues of public concern.
e. Identify and explain the importance of acts of civic responsibility, including obeying
laws and voting.
f. Identify diverse historic figures that exemplified good citizenship.
g. Identify ordinary people who exemplify good citizenship.
3.4.04 Understand the qualities of a contributing citizen in our participatory democracy.
As documented through state assessment—
3.4.SPI.1. Select from a set of visual representations a
service provided by the government (i.e., parks, schools,
and libraries).
3.4.SPI.2. Determine the representative acts of a good
citizen (i.e., obeying speed limit, not littering, walking
within the crosswalk).
As documented through Teacher Observation—
3.4.TPI.1. Recognize different types of governments exist
in the world.
3.4.TPI.2. Discuss the reason why people have
governments.
3.4.TPI.3. Contribute to the development of class rules.
3.4.TPI.4. Identify and explain the importance of acts of
civic responsibility including obeying laws and voting.
3.4.TPI.5. Recognize the differences of the local, state,
and federal level by making a chart showing the difference
among governments.
3.4.TPI.6. Rotate offices, tasks, and chores within the
context of the overall welfare of the classroom in order to
practice social citizenship.
3.4.TPI.7. Participate in an election or mock election within the classroom.
3.4.TPI.8. Describe the relationship of Tennessee to the
United States as one of the 50 states.
3.4.TPI.9. Explain how tax dollars provide some goods
and services.
3.4.TPI.10. Create a set of laws for the school.
3.4.TPI.11. Perform a community service project (e.g.,
cleaning a park, planting flowers).
3.4.TPI.12. Evaluate a set of rules or laws.
3.4.TPI 13 List the differences between community, city,
county, state, and country events which occur.
3.4.TPI.14 Recognize the relationship of local
governments to the state, the nation, and the world.
Standard History
Content Standard
History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and
perspectives on which informed decisions in contemporary life can be based.
Grade Level Expectations Checks for Understanding Performance Indicators
5.01 Identify major events, people, and patterns
in Tennessee, United States, and world history.
5.02 Understand the place of historical events
in the context of past, present, and future.
5.03 Explain how to use historical information
acquired from a variety of sources.
3.5.01 Identify major people, events, and issues in Tennessee, United States, and world
history.
a. Identify the heroic deeds of characters from state, national, and global histories.
b. Identify historical figures that helped to shape regions.
3.5.02 Understand the place of historical events in the context of past, present and future.
a. Describe the order of events by using designation of time periods such as ancient times
and modern times.
b. Describe how individuals, events, and ideas cause regional change over time.
c. Use vocabulary related to chronology, including past, present and future.
d. Describe and measure calendar time by days, weeks, months, and years.
3.5.03 Explain how to use historical information acquired from a variety of sources.
a. Create and interpret timelines.
b. Identify factors that cause development and change in communities.
c. Compare various interpretations of the same time period using evidence such as
photographs and interviews.
As documented through state assessment—
3.5.SPI.1. Label historical events as past, present and
future.
3.5.SPI.2. Use a timeline to determine the order of a
historical sequence of events.
3.5.SPI.3. Read and interpret facts from a historical
passage.
As documented through teacher observation—
3.5.TPI.1. Use facts and concepts drawn from history.
3.5.TPI.2. Define past, present, and future.
3.5.TPI.3. Perform daily activities without modern
conveniences (e.g., mash potatoes manually, read by
candle light, wash clothes by hand).
3.5.TPI.4. Create a classroom timeline depicting events.
3.5.TPI.5. Participate in a field trip to a historical place.
3.5.TPI.6. Identify people, events, areas and ideas that
create a history of a place.
3.5.TPI.7. Assemble historical information using a variety
of sources (e.g., newspaper, book, video, and computer).
3.5.TPI.8. Create a journal entry about a major historical
event or figure.
3.5.TPI.9. Create a "then" and "now" class museum.
3.5.TPI.10. Choose a favorite historical event and
research it using computer and media.
3.5.TPI.11. Create a personal home furnishings inventory
list and compare this to a home in America's past or to another home found in a different culture.
3.5.TPI.12. Identify structures where the use and
appearance have been modified throughout time.
3.5.TPI.13. Use facts and concepts drawn from history
along with methods of historical inquiry to make informed
decisions.
3.5.TPI.14. Create a time capsule.
STANDARD 6 — INDIVIDUALS, GROUPS, AND INTERACTIONS
Content Standard
Personal development and identity are shaped by factors including culture, groups, and institutions, Central to this development are exploration, identification, and analysis of how individuals and groups work
independently and cooperatively.
Grade Level Expectations Checks for Understanding Performance Indicators
6.01 Recognize the impact of individual and
group decisions on citizens and communities.
6.02 Understand how groups can impact change
at the local, state, national, and world levels.
3.6.01 Recognize the impact of individual and group decisions on citizens and communities.
a. Give examples of conflict, cooperation and interdependence among individuals, groups,
and nations.
b. Examine the relationships and conflict between personal wants and needs and various
global concerns, such as use of imported oil, land use, and environmental protection.
c. Give examples of economic, social, or political changes that result from individual or
group decisions.
3.6.02 Understand how groups can impact change at the local, state, and national level.
a. Identify examples of actions individuals and groups can take to improve the community.
b. Identify examples of nonprofit and/or civic organizations such as the Red Cross and
explain how they serve the common good.
As documented through state assessment—
3.6.SPI.1. Classify needs and wants using pictures of
common items (i.e., food, cleaning products, clothes,
candy, makeup).
3.6.SPI.2. Distinguish between conflict and cooperation
within group interactions as represented by pictures.
3.6.SPI.3. Recognize major global concerns (i.e.,
pollution, conservation of natural resources, global
warming, destruction of rain forest).
As documented through teacher observation—
3.6.TPI.1. Create a list of needs and wants.
3.6.TPI.2. Classify needs and wants using pictures using
common items (e.g., food, cleaning products, clothes, candy,
and makeup).
3.6.TPI.3. Understand that scientific discoveries and
technology change the way of life for the world across time.
3.6.TPI.4. Illustrate or create a school store sorting by wants
and needs.
3.6.TPI.5. Compare wants and needs of the United States of
America as opposed to another country then create graphs to
visually represent these differences and similarities.
3.6.TPI.6. Determine how scientific and technological
discoveries changed the way of life for the world across time
(e.g., cotton gin, automobile, electricity, and
communications).
3.6.TPI.7. Exhibit desirable behavior within the classroom
by allowing others to respectfully express their thoughts and
beliefs.
3.6.TPI.8. Take a global concern such as pollution, rain,
forest, and create a class project aiding the concern.
3.6.TPI.9. Explain a point of view with reasons, evidence and support
Science
TENNESSEE/METRO NASHVILLE PUBLIC SCHOOLS ACADEMIC STANDARDS/SCIENCE - GRADE 3
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GRADE 3: EMBEDDED INQUIRY
Conceptual Strand - Inquiry
Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21
st
century.
Guiding Question - Inquiry
What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0307.Inq.1 Explore different scientific phenomena by asking
questions, making logical predictions, planning investigations, and recording
data.
GLE 0307.Inq.2 Select and use appropriate tools and simple equipment to
conduct an investigation.
GLE 0307.Inq.3 Organize data into appropriate tables, graphs, drawings, or
diagrams.
GLE 0307.Inq.4 Identify and interpret simple patterns of evidence to
communicate the findings of multiple investigations.
GLE 0307.Inq.5 Recognize that people may interpret the same results in
different ways.
GLE 0307.Inq.6 Compare the results of an investigation with what
scientists already accept about this question.
0307.Inq.1 Identify specific investigations that could be used to answer a particular question and identify reasons for this choice.
0307.Inq.2 Identify tools needed to investigate specific questions.
0307.Inq.3 Maintain a science notebook that includes observations, data, diagrams, and explanations.
0307.Inq.4 Analyze and communicate findings from multiple investigations of similar phenomena to reach a conclusion.
SPI 0307.Inq.1 Select an investigation that could be used
to answer a specific question.
EMBEDDED TECHNOLOGY & ENGINEERING
Conceptual Strand
Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling
technologies.
Guiding
How do science concepts, engineering skills, and applications of technology improve the quality of life?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment)
GLE 0307.T/E.1 Describe how tools, technology, and inventions help to
answer questions and solve problems.
GLE 0307.T/E.2 Recognize that new tools, technology, and inventions are
always being developed.
GLE 0307.T/E.3 Identify appropriate materials, tools, and machines that
can extend or enhance the ability to solve a specified problem.
GLE 0307.T/E.4 Recognize the connection between scientific advances,
new knowledge, and the availability of new tools and technologies.
GLE 0307.T/E.5 Apply a creative design strategy to solve a particular
problem generated by societal needs and wants.
0307.T/E.1 Explain how different inventions and technologies impact people and other living organisms.
0307.T/E.2 Design a tool or a process that addresses an identified problem caused by human activity.
0307.T/E.3 Determine criteria to evaluate the effectiveness of a solution to a specified problem.
0307.T/E.4 Evaluate an invention that solves a problem and determine ways to improve the design.
SPI 0307.T/E.1 Select a tool, technology, or invention
that was used to solve a human problem.
SPI 0307.T/E.2 Recognize the connection between a
scientific advance and the development of a new tool or
technology.
LIFE SCIENCE
STANDARD 1 – CELL
Conceptual Strand 1
All living things are made of cells that perform functions necessary for life.
Guiding Question 1
How are plant and animals cells organized to carry on the processes of life?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0307.1.1 Use magnifiers to make observations of specific plant and
body parts and describe their functions.
0307.1.1 Use a magnifier to investigate and describe the function of root hairs, stem cross sections, and leaf veins.
0307.1.2 Use a magnifier to investigate and describe the function of skin pores, hair follicles, finger nails, veins, and cuticles, etc.
SPI 0307.1.1 Identify specific parts of a plant and
describe their function.
STANDARD 2— INTERDEPENDENCE
Conceptual Strand 2
All life is interdependent and interacts with the environment.
Guiding Question 2
How do living things interact with one another and with the non-living elements of their environment?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0307.2.1 Categorize things as living or non-living.
GLE 0307.2.2 Explain how organisms with similar needs compete with one
another for resources.
0307.2.1 Use a T-Chart to compare and contrast the characteristics of living and nonliving things.
0307.2.2 Label a drawing of an environment to illustrate interrelationships among plants and animals.
0307.2.3 Construct a diagram to demonstrate how plants, animals, and the environment interact to provide basic life requirements
SPI 0307.2.1 Distinguish between living and non-living
things.
SPI 0307.2.2 Determine how plants and animals compete
for resources such as food, space, water, air, and shelter. TENNESSEE/METRO NASHVILLE PUBLIC SCHOOLS ACADEMIC STANDARDS/SCIENCE - GRADE 3
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STANDARD 3—FLOW OF MATTER AND ENERGY
Conceptual Strand 3
Matter and energy flow through the biosphere.
Guiding Question 3
What scientific information explains how matter and energy flow through the biosphere?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0307.3.1 Describe how animals use food to obtain energy and
materials for growth and repair.
0307.3.1 Label a diagram to illustrate the food relationships that exist between plant and animals.
0307.3.2 Create a chart to show how plants and animals satisfy their energy requirements.
0307.3.3 Identify structures used by different plants and animals to meet their basic energy requirements.
0307.3.4 Use a piece of text to obtain basic information about how plants and animals obtain food.
SPI 0307.3.1 Identify the basic needs of plants and
animals.
SPI 0307.3.2 Recognize that animals obtain their food by
eating plants and other animals.
STANDARD 4—HEREDITY
Conceptual Strand 4
Plants and animals reproduce and transmit hereditary information between generations.
Guiding Question 4
What are the principal mechanisms by which living things reproduce and transmit information between parents and offspring?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0307.4.1 Identify the different life stages through which plants and
animals pass.
GLE 0307.4.2 Recognize common human characteristics that are
transmitted from parents to offspring.
0307.4.1 Sequence diagrams that illustrate various stages in the development of an organism.
0307.4.2 Create a timeline to depict the changes that occur during an organism’s life cycle.
0307.4.3 Differentiate among the stages in the life cycle of a butterfly, mealworm, frog, and plant.
0307.4.4 Draw conclusions about the similarities and differences between parents and their offspring
0307.4.5 Make a list of human characteristics that are transmitted from parents to their offspring.
SPI 0307.4.1 Select an illustration that shows how an
organism changes as it develops.
SPI 0307.4.2 Distinguish between characteristics that are
transmitted from parents to offspring and those that are
not.
STANDARD 5—BIODIVERSITY AND CHANGE
Conceptual Strand 5
A rich variety of complex organisms have developed in response to a continually changing environment.
Guiding Question 5
How does natural selection explain how organisms have changed over time?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0307.5.1 Explore the relationship between an organism’s
characteristics and its ability to survive in a particular environment.
GLE 0307.5.2 Classify organisms as thriving, threatened, endangered, or
extinct.
0307.5.1 Create representations of animals that have characteristics necessary to survive in a particular environment.
0307.5.2 Investigate the connection between an organism’s characteristics and its ability to survive in a specific environment.
0307.5.3 Describe how environmental factors change over place and time.
0307.5.4 Determine how changes in an environmental variable can affect plants and animals of an area.
0307.5.5 Construct a diorama that shows plants and animals in an appropriate environment.
0307.5.6 Identify evidence used to determine the previous existence of an organism.
0307.5.7 Use a data chart or informational text to classify organisms as thriving, threatened, endangered, or extinct.
SPI 0307.5.1 Investigate an organism’s characteristics
and evaluate how these features enable it to survive in a
particular environment.
SPI 0307.5.2 Investigate populations of different
organisms and classify them as thriving, threatened,
endangered, or extinct.
SPI 0307.5.3 Match the organism with evidence of its
prior existence.
EARTH AND SPACE SCIENCE
STANDARD 6 – THE UNIVERSE
Conceptual Strand 6
The cosmos is vast and explored well enough to know its basic structure and operational principles.
Guiding Question 6
What big ideas guide human understanding about the origin and structure of the universe, Earth’s place in the cosmos, and
observable motions and patterns in the sky?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0307.6.1 Identify and compare the major components of the solar
system.
0307.6.1 Create a model of the solar system depicting the major components and their relative positions and sizes.
0307.6.2 Use a table to compare and contrast the major solar system components.
SPI 0307.6.1 Identify the major components of the solar
system, i.e., sun, planets and moons.
STANDARD 7—THE EARTH
Conceptual Strand 7
Major geologic events that occur over eons or brief moments in time continually shape and reshape the surface of the Earth, resulting
in continuous global change.
Guiding Question 7
How is the earth affected by long-term and short term geological cycles and the influence of man?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0307.7.1 Use information and illustrations to identify the earth’s major
landforms and water bodies.
GLE 0307.7.2 Recognize that rocks can be composed of one or more
minerals.
GLE 0307.7.3 Distinguish between natural and manmade objects.
GLE 0307.7.4 Design a simple investigation to demonstrate how earth
materials can be conserved or recycled.
0307.7.1 Use a Venn diagram to compare and contrast two different landforms or bodies of water.
0307.7.2 Analyze the physical characteristics of different kinds of rocks.
0307.7.3 Use a magnifier to observe, describe, and compare materials to determine if they are natural or manmade.
0307.7.4 Design and evaluate a method for reusing or recycling classroom materials.
0307.7.5 Create a web that demonstrates the link between basic human needs and the earth’s resources.
SPI 0307.7.1 Classify landforms and bodies of water
according to their geological features and identify them
on a map.
SPI 0307.7.2 Describe how rocks can be classified
according to their physical characteristics.
SPI 0307.7.3 Identify an object as natural or manmade.
SPI 0307.7.4 Determine methods for conserving natural
resources. TENNESSEE/METRO NASHVILLE PUBLIC SCHOOLS ACADEMIC STANDARDS/SCIENCE - GRADE 3
71
STANDARD 8—ATMOSPHERE
Conceptual Strand 8
The earth is surrounded by an active atmosphere and an energy system that controls the distribution life, local weather, climate, and
global temperature.
Guiding Question 8
How do the physical characteristics and the chemical makeup of the atmosphere influence surface processes and life on Earth?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0307.8.1 Recognize that that there are a variety of atmospheric
conditions that can be measured.
GLE 0307.8.2 Use tools such as the barometer, thermometer, anemometer,
and rain gauge to measure atmospheric conditions.
GLE 0307.8.3 Identify cloud types associated with particular atmospheric
conditions.
GLE 0307.8.4 Predict the weather based on cloud observations.
0307.8.1 Select appropriate tools used for collecting weather data that correspond to the atmospheric condition being measured.
0307.8.2 Identify major cloud types and associate them with particular weather conditions.
SPI 0307.8.1 Choose the correct tool for measuring a
particular atmospheric condition.
SPI 0307.8.2 Match major cloud types with specific
atmospheric conditions.
PHYSICAL SCIENCE
STANDARD 9 – MATTER
Conceptual Strand 9
The composition and structure of matter is known, and it behaves according to principles that are generally understood..
Guiding Question 9
How does the structure of matter influence its physical and chemical behavior?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0307.9.1 Design a simple experiment to determine how the physical
properties of matter
can change over time and under different conditions.
GLE 0307.9.2 Investigate different types of mixtures.
GLE 0307.9.3 Describe different methods to separate mixtures.
0307.9.1 Use physical properties to compare and contrast substances.
0307.9.2 Compare and contrast events that demonstrate evaporation, crystallization, and melting.
0307.9.3 Make predictions and conduct experiments about conditions needed to change the physical properties of particular substances.
0307.9.4 Classify combinations of materials according to whether they have retained or lost their individual properties.
0307.9.5 Investigate different ways to separate mixtures such as filtration, evaporation, settling, or using a sieve.
SPI 0307.9.1 Describe a substance in terms of its physical
properties.
SPI 0307.9.2 Identify methods for separating different
types of mixtures.
STANDARD 10—ENERGY
Conceptual Strand 10
Various forms of energy are constantly being transformed into other types without any net loss of energy from the system.
Guiding Question 10
What basic energy related ideas are essential for understanding the dependency of the natural and man-made worlds on energy?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0307.10.1 Investigate phenomena that produce heat.
GLE 0307.10.2 Design and conduct an experiment to investigate the ability
of different materials to conduct heat.
0307.10.1 Associate the sun’s energy with the melting of an ice cube placed in a window.
0307.10.2 Investigate various materials to explore heat conduction.
SPI 0307.10.1 Use an illustration to identify various
sources of heat energy.
SPI 0307.10.2 Classify materials according to their ability
to conduct heat.
STANDARD 11—MOTION
Conceptual Strand 11
Objects move in ways that can be observed, described, predicted, and measured.
Guiding Question 11
What causes objects to move differently under different circumstances?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0307.11.1 Explore how the direction of a moving object is affected by
unbalanced forces.
GLE 0307.11.2 Recognize the relationship between the mass of an object
and the force needed to move it.
GLE 0307.11.3 Investigate how the pitch and volume of a sound can be
changed.
0307.11.1 Plan an investigation to illustrate how changing the mass affects a balanced system.
0307.11.2 Use a variety of materials to produce sounds of different pitch and volume.
0307.11.3 Classify a variety of taped sounds according to their pitch and volume.
SPI 0307.11.1 Identify how the direction of a moving
object is changed by an applied force.
SPI 0307.11.2 Demonstrate how changing the mass
affects a balanced system.
SPI 0307.11.3 Distinguish between pitch and volume.
SPI 0307.11.4 Identify how sounds with different pitch
and volume are produced.
STANDARD 12—FORCES IN NATURE
Conceptual Strand 12
Everything in the universe exerts a gravitational force on everything else; there is an interplay between magnetic fields and electrical
currents.
Guiding Question 12
What are the scientific principles that explain gravity and electromagnetism?
Grade Level Expectations Checks for Understanding (Formative/Summative Assessment) State Performance Indicators
GLE 0307.12.1 Explore how magnets attract objects made of certain metals. 0307.12.1 Experiment with magnets to determine how distance affects magnetic attraction.
0307.12.2 Determine that only certain types of objects are attracted to magnets.
SPI 0307.12.1 Recognize that magnets can move objects
without touching them.
SPI 0307.12.2 Identify objects that are attracted to
magnets.