Curriculum‎ > ‎Third Grade‎ > ‎

Language Arts

The goal of the Language Arts curriculum is to teach children to use language thoughtfully and to express and receive information and ideas.

Children learn to read and write in the same way that they learn to speak-that is, by using their emerging literacy in meaningful situations. In school, we provide children with numerous opportunities to listen, speak, read, and write. The necessary details of reading and writing are taught most effectively in contexts meaningful to the student.

The Language Arts curriculum includes listening and speaking as necessary parts of reading and writing; and it presents a variety of literary experiences to inject meaning and enjoyment into the process of learning to read and write.


  • Understand and follow multi-step instructions
  • Participate in class discussions by making appropriate responses
  • Listen critically
  • Listen for enjoyment
  • Understand speaker’s message
  • Express ideas and elaborate on a topic
  • Participate in group discussions
  • Stay on topic
  • Project clearly

Vocabulary/Word Recognition

  • Expand vocabulary
  • Recognize synonyms, antonyms, and homophones
Word Analysis
  • Continue to use phonetic, structural, and contextual analysis for reading unfamiliar words
Comprehension: Literal
  • Recall sequence of events
  • Follow written directions
  • Identify characters and setting of story
Comprehension: Inferential
  • Recognize main idea
  • Predict outcomes
  • Interpret character’s feelings
  • Identify mood of story
  • Differentiate between fact and opinion; fiction and nonfiction
Comprehension: Interpretive
  • Relate story to own experiences and familiar texts


  • Brainstorm alone and in a group
  • Express ideas orally
  • Categorize ideas
  • Select a topic to develop
  • Read own stories to classmates
  • Respond to the reactions of an audience
  • Compose personal writing, fiction, nonfiction and poetry
  • Give constructive feedback to an author, as modeled by the teacher
  • Decide whether to change own work
  • Publish some of his or her finished work
  • Reread own work to assure the meaning is clear
  • Expand the story
  • Delete unwanted parts of the story
  • Substitute new words for words in first draft
  • Begin to organize sentences into paragraphs
  • When appropriate, correct selected spelling errors using classroom word lists, spelling dictionary, and/or adult or peer assistance
  • Begin to develop proofreading skills


  • Common and proper nouns
  • Verbs
  • Adjectives

Capital Letters

  • Sentences and the word “I”
  • Names of people and places
  • Names of specific things (days, months, holidays)
  • Titles for people
  • Titles of things (books, poems)
  • Titles for people
  • Names of places
  • Names of states
  • Time and dates
Punctuation Marks
  • Periods
  • Question marks
  • Exclamation marks
  • Commas in dates and addresses
  • Apostrophes in contractions, possessives
Learning to spell is a developmental process. Spelling instruction includes helpful strategies and some useful rules that can help children learn to spell. The goal of the spelling program is to help students become competent, independent spellers, and encourage them to apply their spelling skills across the curriculum in meaningful writing experiences. Students learn spelling rules and generalizations to aid in spelling development.

The key components of the spelling program are listed below.
  • Students use word lists that include
    • Words most frequently used in writing
    • Words governed by reliable or phonic generalizations
    • Words not governed by generalization
    • Words most frequently misspelled in writing
    • High-utility content-area words
  • Students learn a variety of techniques to help learn new spelling words.
  • Students learn and utilize proofreading skills.
  • Students learn use of dictionary and other resources to check spelling.
  • Learn and use upper-case and lower-case cursive
Information Skills
  • Use information skills to locate, organize and record information
  • Locate and use table of contents, index, glossary
  • Alphabetize words to the third letter
  • Use guide words for use in dictionaries and reference materials
  • Understand the difference between fiction and nonfiction
  • Locate fiction and nonfiction materials in the library
  • Choose books for enjoyment or for a specific purpose
  • Use magazines for recreational and informational purposes
  • Use appropriate technology for locating information
  • Read books of own choosing in class
  • Use literature to find out about people, places, and things
  • Participate in open-ended discussion of literature
  • Recognize the work of a variety of authors and illustrators
  • Recognize a variety of literary genres