Third Grade - EALRs, GLEs and/or Benchmarks
Understanding the EALRs and GLEs Third Grade EALRs/GLEs:
Reading
Mathematics
Writing
Science
Communications Third Grade EALRs/Benchmarks:
Social Studies
Arts
Health & Fitness [click here for Third Grade pdf version]
READING In third grade, students select and combine skills to read fluently with meaning and purpose. They apply comprehension and vocabulary strategies to a wider variety of literary of literary genres and informational text. Students demonstrate comprehension by participating in discussions, writing responses, and using evidence from text to support their thinking. They read for pleasure and choose books based on personal preference, topic, or author. Reading EALR 1: The student understands and uses different skills and strategies to read. | Component 1.1 Use word recognition skills and strategies to read and comprehend text. |
1.1.4 Apply understanding of phonics.
• Read words containing complex letter patterns and/or word families (e.g., -ieve, –eive, -ield) in isolation and in context.
• Apply multi-syllabic decoding when reading words in all text. | Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. |
1.2.1 Apply reference skills to determine word meanings.
• Use glossaries and dictionaries to find and confirm word meanings. 1.2.2 Apply vocabulary strategies in grade-level text.
• Use the meanings of prefixes, suffixes, and abbreviated words to determine the meaning of unknown words in grade-level text.
• Describe how word meanings change as affixes are added to base words (e.g., rest/unrest/restful).
• Re-read to clarify, read on, ask for help, adjust reading rate, and use knowledge of print conventions to determine meaning of unknown words in informational/expository text and literary/narrative text.
• Use prior knowledge, context, pictures, illustrations, and diagrams to predict, clarify, and/or expand word meaning, including multiple-meaning words. | Component 1.3 Build vocabulary through wide reading. |
1.3.1 Understand and apply new vocabulary.
• Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication. 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text.
• Define words and concepts necessary for understanding math, science, social studies, literature, and other content area text.
• Select, from multiple choices, the meaning of words necessary to understand content/academic text.
• Explain that some words have a different meaning in different content/academic texts
(e.g., area in math and geography).
• Use new vocabulary in oral and written communication. | Component 1.4 Apply word recognition skills and strategies to read fluently. |
1.4.2 Apply fluency to enhance comprehension.
• Read aloud familiar grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.
• Read aloud unpracticed grade-level text with fluency in a range of 110–120+ words correct per minute. 1.4.3 Apply different reading rates to match text.
• Adjust reading rate to match difficulty of texts (e.g., content/academic text) and for different purposes (e.g., pleasure reading vs. reading for information).
Reading EALR 2: The student understands the meaning of what is read.
| Component 2.1 Demonstrate evidence of reading comprehension. |
2.1.3 Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text.
• State main idea of an informational/expository text passage and give two reasons from the text supporting the choice.
• State the main idea of a literary/narrative text passage and support with two details from the story.
• Select, from multiple choices, the main idea of a passage, poem, or selection.
• Select, from multiple choices, a title that best fits the selection and support the choice with text evidence/details.
• State the theme/message in culturally relevant literary/narrative text and support with text-based evidence with teacher guidance.
• Organize main ideas and supporting details in a teacher-selected graphic organizer to enhance comprehension of text. 2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.
• Explain connections between self and characters, events, and information occurring within culturally relevant text or among multiple texts.
• Call on prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text 2.1.5 Apply comprehension strategies before, during, and after reading: predict and infer
from grade-level informational/expository text and/or literary/narrative text.
• Predict or infer about text content using prior knowledge, text, and text features in both informational/expository and literary/narrative text. Support with evidence from text (e.g., how a character will act, why a character acts a certain way, why an author includes certain information, and what might happen next).
• Use text to make, confirm, or revise inferences and predictions in both literary/narrative and informational/expository text.
• Select, from multiple choices, a prediction or inference from literary/narrative text (e.g., how a poet or author feels, how a character feels, what a character will do, what is likely to happen next or at the end of the story or poem).
• Select, from multiple choices, a prediction or inference from informational/expository text (e.g., what is likely to happen, or what will happen next).
• Organize information that supports a prediction or inference in a teacher-selected graphic organizer to enhance comprehension. 2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions.
• Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.
• Generate and answer questions before, during, and after reading.
• Draw, write about, or verbally describe the mental imagery that occurs while reading.
• Organize images and information into a graphic organizer with teacher guidance, to enhance comprehension of text (e.g., add information to a partially completed organizer). 2.1.7 Apply comprehension strategies during and after reading: summarize grade-level literary/narrative text and informational/expository text.
• Summarize the events or ideas in literary/narrative text, citing text-based evidence.
• Summarize the events, information, or ideas in informational/expository text (e.g., the life cycle of a frog, characteristics of a desert, life events in a biography), citing text-based evidence.
• Summarize the plot/message in culturally relevant literary/narrative text.
• Select, from multiple choices, a sentence that best summarizes the story or informational/expository selection and support the choice with text evidence/details.
• Organize summary information in a teacher-selected graphic organizer to enhance comprehension. | Component 2.2 Understand and apply knowledge of text components to comprehend text. |
2.2.1 Understand sequence in informational/expository text and literary/narrative text.
• Explain story ideas or events in sequential order. (Note: Differences in story telling order exist between cultures. For example, in some cultures the end of the story is told first.)
• Explain steps in a process (e.g., problem solving in mathematics, life cycle of a butterfly).
• Select, from multiple choices, the order of ideas, facts, events (e.g., what happened first, next, last; the order in which ideas or facts were introduced). 2.2.2 Apply knowledge of printed and electronic text features to locate and comprehend text.
• Identify and use grade-level appropriate text features.
• Explain how certain text features help you understand the selection.
• Interpret information from graphs, charts, diagrams, and tables.
• Identify, from multiple choices, where certain information/ideas might be found in the text.
• Use icons, pull-down menus, key word searches. 2.2.3 Understand story elements.
• Describe characters’ physical traits and infer personality traits by what they say and do.
• Describe the problem faced by a character and how he/she/it solves the problem.
• Explain how the setting is important to the story.
• Identify the speaker (narrator) in a selection and explain first person point of view.
• Select, from multiple choices, the best description of a character or setting in a story or poem (e.g., character traits, feelings, character’s problem, or importance of character). 2.2.4 Apply understanding of simple text organizational structures.
• Recognize and use previously learned text organizational structures of simple listing and sequential order to aid comprehension.
• Identify and use text written in the text organizational structures of description and compare and contrast to find and organize information and comprehend text. | Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. |
2.3.1 Understand and analyze the relationship between and among informational/expository text and literary/narrative text.
• Compare and contrast information (e.g., facts and details, literary/narrative elements, different versions of the same story, time period, cultures) within text and between texts.
• Select, from multiple choices, a sentence that describes how specific literary/narrative elements are alike or different in a poem or story (e.g., two characters and/or their feelings, a character and the author, two events, two settings).
• Select, from multiple choices, a sentence that describes how information is alike or different (e.g., information from two selections).
• Recognize and explain cause and effect relationships in informational/expository and literary/narrative text, using evidence from the text.
• Select, from multiple choices, a sentence that explains the cause of events or the effects of actions. 2.3.2 Apply understanding of systems for organizing information.
• Use alphabetical, numerical, and key word/topic systems to locate information on a specific topic or for a specific purpose in an encyclopedia or dictionary.
2.3.3 Understand literary/narrative devices.
• Explain similes, metaphors, alliterative sentences, and onomatopoeia and identify each in literary/narrative passages. | Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text. |
2.4.1 Understand how to draw conclusions and give a response to informational/expository text and literary/narrative text.
• Generate a personal or text-based response to text using a teacher-generated prompt (e.g., what would be the best/worst part of an event or situation).
• Draw a conclusion from grade-level text (e.g., how the story or information might be useful, to whom the story or information might be useful) and support with evidence from the text. 2.4.2 Understand the author’s purpose for and style of writing in both informational/expository text and literary/narrative text.
• Decide on the author’s purpose for writing a selection and support the decision with evidence/details from the text.
• Identify simple elements of style (word choice, sentence structure and length, literary devices) (with teacher guidance). 2.4.3 Understand the difference between fact and opinion.
• Identify facts and opinions and explain the difference between them.
• Select, from multiple choices, a statement that is a fact or an opinion. 2.4.4 Evaluate author’s effectiveness for a chosen audience.
• Read an article and explain whether the author convinced the reader to think or act differently. 2.4.5 Understand how to generalize from text.
• Generalize about common characteristics of literary/narrative sub-genres.
• Generalize by comparing characters in similar stories from different cultures (e.g., Cinderella/The Rough-Faced Girl or Little Red Riding Hood/Lon Po Po).
Reading EALR 3: The student reads different materials for a variety of purposes.
| Component 3.1 Read to learn new information. |
3.1.1 Understand how to select and use appropriate resources.
• Identify two resources and use them to answer a question or solve a problem. | Component 3.2 Read to perform a task. |
3.2.1 Understand information gained from reading to perform a specific task.
• Use signs, labels, and instructions to answer questions or complete a task, using grade-level text.
• Interpret information from common environmental print to solve a problem or perform a task (e.g., set up and run a science experiment using steps outlined in text). 3.2.2 Understand a variety of functional documents.
• Explain the information in functional documents that are used in a school setting to communicate information (e.g., notes home to family members, rules, newsletters, schedules). | Component 3.4 Read for literary experience in a variety of genres. |
3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.
• Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response. 3.4.2 Understand contemporary and traditional literature written in a variety of genres.
• Explain the characteristics of a variety of genres.
• Respond to literature from multiple genres using teacher prompts appropriate to the text and content. 3.4.3 Understand a variety of literature representing different cultures and traditions.
• Discuss the culture and/or traditions described in a piece of literature and explain how they are similar or different from those of the reader.
Reading EALR 4: The student sets goals and evaluates progress to improve reading.
| Component 4.1 Assess reading strengths and need for improvement. |
4.1.1 Apply strategies to monitor reading progress.
• Identify reading strengths and weaknesses with teacher assistance and select targets on which to work.
• Track progress in reading achievement with graphs, charts, and checklists. 4.1.2 Understand how to set grade-level appropriate reading goals.
• Set two reading goals and create a plan to meet those goals with teacher assistance. | Component 4.2 Develop interests and share reading experiences. |
4.2.1 Evaluate authors and books to select favorites.
• Develop a list of favorite authors and books, including the reason each was selected for the list, and share with others.
• Self-select books to read at an instructional level and an independent level. Return to top of page
MATHEMATICS Math EALR 1: The student understands and applies the concepts and procedures of mathematics. | Component 1.1: Understand and apply concepts and procedures from number sense. |
Number and numeration
1.1.1 Understand the concept of whole numbers.
• Represent a number to at least 10,000 in different ways (e.g., words, numerals, pictures, physical models).
• Translate from one representation of a whole number to another in standard, expanded, and word forms.
• Generate equivalent representations for a given number by decomposing and composing.
• Explain the difference between the natural numbers and the whole numbers.
• Identify place values of digits of whole number to the hundreds or thousands place using words, pictures, or numbers.
• Write whole numbers to 999.
• Decompose whole numbers into components (e.g., 35 is made of 3 tens and 5 ones) using words, numbers, or pictures. 1.1.2 Understand the relative values of whole numbers.
• Compare whole number values to at least 10,000 using the symbols for "greater than," "less than," and “equal to".
• Order three or more numbers to at least 10,000 from smallest to largest.
• Compare combined quantities (e.g., 50 + 3 is greater than 40 + 9). 1.1.3 Understand and apply the commutative and identity properties of addition on whole numbers.
• Explain or show how the commutative property works with addition and not subtraction using words, numbers, or physical models.
• Describe how the identity property works with addition.
• Determine whether addition equations are true or false and explain, based on the commutative or identity properties for addition (e.g., 15+ 3+5 = 15+5 +3).
• Identify an equivalent expression using the commutative property.
• Show how the commutative property works using pictures or objects. Computation
1.1.5 Understand the meaning of multiplication and division on whole numbers.
• Illustrate multiplication and division using models and diagrams. [
• Illustrate and explain the inverse relationship between multiplication and division using physical diagrams, words, and symbols (e.g., arrays, fact families).
• Describe and compare strategies to solve problems involving multiplication and division (e.g., alternative algorithms, different strategies, decomposition, properties of multiplication).
• Demonstrate the relationship between multiplication and repeated addition.
• Demonstrate the relationship between division and repeated subtraction. 1.1.6 Apply procedures of addition and subtraction on whole numbers with fluency.
• Describe and compare strategies to solve three-digit addition and subtraction problems (e.g., child developed algorithms, decomposition).
• Use joining, separating, adding-on, and finding the difference to add and subtract.
• Write and solve multi-step problem situations that involve addition and subtraction.
• Use calculators to compute with large numbers (e.g., adding three or more 3-digit numbers; subtracting 3 digit from 4 digit numbers). 1.1.7 Understand and apply strategies and tools as appropriate to tasks involving addition and subtraction on whole numbers.
• Use appropriate strategies and tools from among mental computation, estimation, calculators, and paper and pencil to compute in a problem situation.
• Defend situations in which estimation is sufficient (e.g., grocery shopping or party supplies).
• Use mental arithmetic, pencil and paper, or calculator as appropriate to the task involving addition and subtraction of whole numbers. Estimation
1.1.8 Understand and apply estimation strategies to determine the reasonableness of answers in situations involving addition and subtraction on whole numbers.
• Identify when an approximation is appropriate.
• Use estimation to determine the reasonableness of answers in situations.
• Describe and justify reasonableness of an estimate in computation.
• Use a variety of estimation strategies (e.g., multiples of 10 and 100, rounding, front-end estimation, compatible numbers, clustering).
• Describe and justify whether an approximation is or is not appropriate. | Component 1.2: Understand and apply concepts and procedures from measurement. |
Attributes, units, and systems
1.2.1 Understand how different attributes (length, perimeter, time, money value, weight/mass, and temperature) are used to describe objects.
• Given an object, name the attributes that can be measured.
• Explain how length is used to describe objects.
• Explain or show how height and weight are different.
• Explain or show how clocks measure the passage of time.
• Explain how money is used to describe the value of purchased items. 1.2.2 Understand the differences between non-standard and standard units of measurement for length and weight/mass in either U.S. or metric systems.
• Identify when two unit measurements are not necessarily equal (e.g., one pace long can represent different lengths).
• Determine whether measurement can or cannot be compared based on whether the units are the same or different.
• Show how length units are shown on rulers, tape measures, and other linear measuring tools.
• Show how weight units are shown on a grocery scale.
• Explain why people created standard units for length or weight/mass. 1.2.3 Understand how measurement units of length (U.S.) and capacity (U.S.) are organized into systems.
• Describe the various units of measurement for length and capacity and explain how they are organized.
• Explain the benefits and appropriate uses of standard units of measurement for length and capacity using our customary (U.S.) system.
• Demonstrate or explain how inches are organized into feet and feet are organized into yards.
• Demonstrate or explain how cups are organized into pints, pints into quarts, and quarts into gallons. Procedures, precision, and estimation
1.2.4 Understand and apply systematic procedures to measure length, time, weight, money value, and temperature.
• Identify attribute to measure.
• Select and use appropriate units (e.g., meters, minutes, pounds, dollars, degrees).
• Select and use tools that match the unit (e.g., ruler, clock, scales, calculator, thermometer).
• Count or compute and label measures.
• Explain and use a method for making change with coins.
• Compare measures of two or more like objects. 1.2.6 Understand and apply strategies to obtain reasonable estimates of length, time, weight, and temperature measurements.
• Identify situations in which estimated measurements are sufficient; estimate length, time, money, weight or temperature.
• Estimate a measurement using standard or non-standard units (e.g., fingers, arms, paper clips, inches, minutes, or foot lengths).
• Create and use referents to standard units (e.g., width of pinkie finger is similar to a centimeter).
• Use estimation to decide whether standard or non-standard units of measurement have been used in a situation.
• Determine when estimation is useful. | Component 1.3: Understand and apply concepts and procedures from geometric sense. |
Properties and relationships
1.3.1 Understand the concept of congruence.
• Identify, describe, and compare congruent two-dimensional geometric figures.
• Given a variety of figures, determine which figures are congruent.
• Draw a shape that is congruent to a given two-dimensional shape.
• Explain congruence and use an example to demonstrate it. 1.3.2 Understand and apply attributes and properties to two-dimensional shapes and figures.
• Use attributes and properties to identify, name, draw, compare, and/or sort two-dimensional shapes and figures.
• Draw and label two-dimensional figures given particular attributes (e.g., triangle, rectangle with all sides the same length).
• Identify, name, and describe the attributes and properties of polygons.
• Given two polygons, explain how they are alike and different in terms of their attributes and properties (e.g., using a Venn diagram).
• Give directions so that someone else can duplicate a design involving polygons (e.g., a friend who can’t see the design). Locations and transformations
1.3.3 Understand relative locations including intervals of numbers on a positive number line.
• Given directions for movement on a positive number line, identify the point of final destination using real-world examples (e.g., travel back and forth on a street, temperature variation at different times of the day, dance steps from diverse cultures).
• Identify the interval on a given number line (e.g., describe the scale on a graph).
• Describe the relative locations of points on a number line with positive coordinates.
• Use unit values to describe the location of objects on a number line.
• Draw points or objects on a number line based on unit values given. | Component 1.4: Understand and apply concepts and procedures from probability and statistics. |
Statistics
1.4.3 Understand how to use data collection and display methods to obtain desired information.
• Interpret graphs for comparative information (e.g., find the difference in selected data).
• Pose questions and gather data relevant to the questions posed.
• Design a survey; collect, and record data in easy-to-use formats (e.g., use tally marks, make a table).
• Organize category data into bar graphs with unit scales for ease of interpretation.
• Organize data into picture graphs with unit scales for ease of interpretation.
• Determine questions needed to gather data about themselves and their classmates. 1.4.4 Understand and apply mode to describe a set of data.
• Create and solve a problem situation where mode is meaningful for a set of data.
• Explain what the mode represents and how to find it in a given set of data.
• Identify the mode for a given set of data. 1.4.5 Understand representations of data from tables, charts, and bar graphs.
• Pose questions that can be answered from a given graph.
• Make inferences based on the data or determine if the data can support inferences made.
• Read and report on data from tables, charts, and bar graphs.
• Explain how types of graphs or the graph construction can support different points of view (e.g., starting the axis numbers at 50 rather than 0).
• Create bar graphs including labels for title, both axes, scale units (e.g., 2’s, 5’s, 10’s), and key if needed.
• Interpret graphs for comparative information (e.g., find the difference in selected data). | Component 1.5: Understand and apply concepts and procedures from algebraic sense. |
Patterns, functions, and other relations
1.5.1 Understand patterns of objects including number patterns with a single addition or subtraction operation.
• Recognize and extend patterns of numbers, figures, and objects using addition and subtraction based on a single arithmetic operation between the terms (e.g., stacking cans in a pyramid, observing textile patterns).
• Identify, extend, and describe numerical patterns (e.g., skip counting, 100 chart, multiplication table).
• Describe the pattern in a number sequence (e.g., Guess My Rule, Function Machine).
• Identify the rule for a pattern based on a single operation (e.g., add 3).
• Explain what makes a given pattern a pattern.
• Complete a pattern by supplying missing elements in the pattern.
• Compare two patterns to determine whether they are alike or different and explain the decision. Symbols and representations
1.5.3 Apply understanding of the concept of mathematical equality.
• Write an equation or expression for a given situation (e.g., there are 23 dogs at a kennel; if 15 are present, how many are absent?).
• Explain equality and the use of “=” in equations.
• Compare expressions to determine whether they are equal (e.g., 3+4 and 2+5).
• Write a situation that represents it given an equation involving addition or subtraction.
• Identify a situation that represents it given an equation involving addition or subtraction. 1.5.4 Understand and apply operational and relational symbols and notations to write equations involving addition and subtraction.
• Write and explain mathematical statements (e.g., 7 + = 8 or +8 = 10).
• Identify and use mathematical symbols and notations in reading and writing expressions and equations involving addition and subtraction.
• Write an equation for a given situation (e.g., there are 23 children in class; if 15 are present, how many are absent?). Evaluating and solving
1.5.6 Understand and apply strategies to solve equations that include addition or subtraction.
• Solve problems involving equality (e.g., 5 + 3 = + 2).
• Solve equations with addition and subtraction using manipulatives, pictures, and symbols.
• Describe a strategy used to solve an equation with addition or subtraction.
Math EALR 2: The student uses mathematics to define and solve problems.
Component 2.1: Understand problems.
Example: Miguel’s reading class has set a goal to increase nightly reading to at least 30 minutes. He is taking a survey of his nine classmates to determine about how many minutes they read each night to see if they have met the goal. Miguel likes to read books by Matt Christopher. |
2.1.1 Analyze a situation to define a problem.
• Use strategies/approaches to examine the situation and determine if there is a problem to solve (e.g., ask questions, or paraphrase information provided: Miguel is taking a survey to determine about how many minutes students read on school nights. The class goal is at least 30 minutes each night).
• Determine the problem using information from investigation (e.g., has the class met its reading goal for the week?).
• Generate questions that would need to be answered in order to solve the problem (e.g., about how many minutes did each person read? Can we estimate or do we need an exact number? What is the difference between the goal and the minutes read?).
• Identify known and unknown information (e.g., known: who the students are, the class goal [30 minutes x 5 nights x 10 students is 1500 total minutes]; unknown: the number of minutes each student read, if the class reached the goal).
• Identify information that is needed and not needed to solve the problem (e.g., needed: the class goal; not needed: Miguel likes Matt Christopher books). | Component 2.2: Apply strategies to construct solutions. |
2.2.1 Apply strategies, concepts, and procedures to devise a plan to solve the problem.
• Gather and organize data and information (e.g., create a survey to find out about how many minutes students are watching TV; organize data on a two-column chart).
• Determine what strategy will be used to solve the problem (e.g., estimate minutes read per night per week from data gathered). 2.2.2 Apply mathematical tools to solve the problem.
• Use strategies to solve problems (e.g., use number estimation ─ if one student reads 45 minutes [around 50] one night and if the same student reads 18 [around 20] minutes the next night, that is about 70 minutes).
• Use appropriate tools to estimate solution (e.g., mental math or paper and pencil).
• Recognize when an approach is unproductive and try a new approach.
Math EALR 3: The student uses mathematical reasoning.
Component 3.1: Analyze information.
Example: Miguel’s reading class has set a goal to increase nightly reading to at least 30 minutes. He is taking a survey of his nine classmates to determine about how many minutes they read each night to see if they have met the goal. Miguel likes to read books by Matt Christopher. |
3.1.1 Analyze information presented in familiar situations.
• Break down results from data to determine about how many minutes per night students are reading in order to estimate whether the class has met 30 minutes each night goal. | Component 3.2: Make predictions, inferences, conjectures, and draw conclusions. |
3.2.1 Apply prediction and inference skills.
• Make a reasonable prediction based on prior knowledge and investigation of situation (e.g., after collecting survey data and before estimation, predict whether the class will meet its goal).
• Defend prediction with evidence from the situation.
• Make inferences (conjectures) using information from the situation to support the inference (e.g., the class probably did not make the reading goal because the community softball league has started up and most kids are involved in the evenings). 3.2.2 Apply the skills of drawing conclusions and support the conclusions using evidence.
• Draw conclusions from displays, texts, or oral discussions and justify those conclusions with logical reasoning or other evidence. 3.2.3 Analyze procedures used to solve problems in familiar situations.
• Describe and compare estimation strategies used (e.g., front end estimation vs. using compatible numbers). | Component 3.3: Verify results. |
3.3.1 Understand how to justify results using evidence.
• Check for reasonableness of results by using a different strategy or tool to solve the problem (e.g., use front end estimation to determine about how many minutes students were reading each night).
• Justify whether estimation is appropriate for the situation. 3.3.2 Understand how to validate thinking about numerical, measurement, geometric, or statistical ideas by using models, known facts, patterns, or relationships.
• Explain how comparisons can be used to draw a conclusion (e.g., the class won’t have met the reading goal because fewer students read less than more this week and didn’t make the goal last week).
Math EALR 4: The student communicates knowledge and understanding in both everyday and mathematical language.
| Component 4.1: Gather information. |
4.1.1 Understand how to follow a plan for collecting information for a given purpose.
• Determine how to collect information for a specific purpose or audience (e.g., to convince a parent or other adult, to demonstrate a need for change, to provide information).
• Develop and follow a plan based on the kind of information needed, the purpose, and the audience (e.g., survey, gather data from a chart or graph, read in a text to gather information). 4.1.2 Understand how to extract information for a given purpose from one or two different sources using reading, listening, and observation.
• Read and report on data from tables, charts, and bar graphs.
• Read directions for movement on a positive number line, identify the point of final destination using real–world examples (e.g., travel back and forth on a street, temperature variations during the day). | Component 4.2: Organize, represent, and share information. |
4.2.1 Understand how to organize information for a given purpose.
• Create a display to represent information from survey results (e.g., the approximate number of minutes read and whether or not the goal was met).
• Create bar graphs including labels for title, both axes, scale units (e.g., 2’s, 5’s, 10’s), and key if needed.
• Create and solve a problem situation where mode is meaningful for a set of data.
• Display information to be shared. 4.2.2 Understand how to communicate or represent ideas using mathematical language or notation.
• Translate from one representation of a whole number to another in standard, expanded, and word forms.
• Name attributes of an object that can be measured.
• Identify, describe, and compare congruent two-dimensional geometric shapes.
• Make a survey and collect data (e.g., use tally marks, make a table).
• Identify and use appropriate symbols and notation in reading and writing simple expressions and equations involving addition and subtraction.
Math EALR 5: The student understands how mathematical ideas connect within mathematics, to other subject areas, and to real-life situations.
| Component 5.1: Relate concepts and procedures within mathematics. |
5.1.1 Understand how to use concepts and procedures from any two of the content components in a given problem or situation.
• Conduct a survey for a question, collect data, and use three-digit addition and subtraction to compute the results of the survey.
• Explain and use a method for making change with coins. 5.1.2 Understand how to recognize equivalent mathematical models and representations in familiar situations.
• Translate from one representation of a whole number to another in standard, expanded, and word forms.
• Compare strategies to solve problems involving multiplication and division (e.g., alternative algorithms, use of properties of multiplication).
• Use the inverse relationship between multiplication and division using physical diagrams, words, and symbols (e.g., arrays, fact families). | Component 5.2: Relate mathematical concepts and procedures to other disciplines. |
5.2.1 Apply mathematical patterns and ideas in familiar situations in other disciplines.
• Given an object, identify geometric attributes that can be measured.
• Interpret graphs for comparative information.
• Pose questions and gather data about self and surroundings.
• Make inferences based on data or determine if the data can support inferences made. 5.2.2 Know the contributions of individuals and cultures to the development of mathematics.
• Recognize the contributions to the development of mathematics by women, men, and various cultures (e.g., complete a mathematically based project that researches the history of 0?). | Component 5.3: Relate mathematical concepts and procedures to real-world situations. |
5.3.1 Understand that mathematics is used in daily life and extensively outside the classroom.
• Write and solve multi-step situations that involve addition and subtraction.
• Use referents to standard units (e.g., width of pinkie finger is similar to a centimeter).
• Identify the point of final destination using real-world examples given directions for movement on a positive number line (e.g., travel back and forth on a street, temperature variation at different times of the day, climbing up and down stairs).
• Pose questions and gather data about self and surroundings.
• Create and solve a problem situation where mode is meaningful for a set of data.
• Make inferences on data from a real-world context and then use the context to determine if the inference is valid. Return to top of page
WRITING In third grade, students are writing longer texts, especially narratives. They embed their ideas in time and place and develop characters through detail and dialogue. Students organize around a central idea and elaborate using complete sentences. Their writing is often divided into sections through paragraphing or book parts (e.g., tables of contents, chapters). Information gathering as part of the planning process is common, and students are becoming more selective about vocabulary, especially when writing informational texts. They listen to others’ writing, offer feedback, and begin to consider suggestions from others about their own writing. Writing EALR 1. The student understands and uses a writing process. | Component 1.1: Prewrites to generate ideas and plan writing. |
1.1.1 Applies at least one strategy for generating ideas and planning writing
• Talks to generate ideas and rehearse writing (e.g., dialogue with a partner, role playing, talking into a tape recorder)
• Plans intentionally with some detail using visual tools (e.g., webs, diagrams, drawings, graphic organizers)
• Gathers information from more than one source and takes notes | Component 1.2: Produces draft(s). |
1.2.1 Produces a draft of multiple paragraphs over time
• Uses a prewriting plan to draft text
• Works on one draft on a single topic over several days | Component 1.3: Revises to improve text. |
1.3.1 Revises text by adding, deleting, substituting, and moving words and phrases
• Rereads own writing for meaning orally or silently
• Rereads work several times and has a different focus for each reading (e.g., first reading — checking for repetitious beginnings, second reading — looking for specific nouns)
• Participates in peer conference (e.g., “I improved on ____.” “I was confused by ____.”)
• Makes decisions about writing based on feedback
• Collects additional data and revises | Component 1.4: Edits text. |
1.4.1 Applies understanding of editing appropriate for grade level (see 3.3)
• Identifies and corrects errors in grade-level conventions
• Uses checklist for editing
• Uses references when editing (e.g., word wall, dictionary, friend) | Component 1.5: Publishes text to share with an audience. |
1.5.1 Publishes own writing
• Publishes work crediting author and illustrator; sometimes including dedication
• Includes text features (e.g., title, headings, information about the author, illustrations, captions)
• Uses a variety of available technology as part of publication (e.g., software program, overhead projector, video) | Component 1.6: Adjusts writing process as necessary. |
1.6.1 Applies understanding of the recursive nature of writing process
• Revises at any stage of process
• Edits as needed at any stage 1.6.2 Uses collaborative skills to adapt the writing process
• Contributes to different parts of the process when writing a class book (e.g., class develops ideas together, small group or partners collaborate to produce each page) 1.6.3 Uses knowledge of time constraints to adjust the writing process
• Works on one draft over several days
• Uses appropriate amount of time for each stage of writing process for on-demand writing
Writing EALR 2: The student writes in a variety of forms for different audiences and purposes.
| Component 2.1: Adapts writing for a variety of audiences. |
2.1.1 Understands that writing changes for different audiences
• Writes for community (business people) and distant peers (pen pals)
• Demonstrates knowledge of specific audiences (e.g., formal greeting and closing when writing to a fire fighter) | Component 2.2: Writes for different purposes. |
2.2.1 Demonstrates understanding of different purposes for writing
• Identifies purpose of writing (e.g., to reflect, to request information)
• Writes for own purposes (e.g., communicates with friends, reminders to self)
• Writes to respond to literature in some detail (e.g., connections to self, text, and the world)
• Writes stories (e.g., fictional narrative)
• Writes to learn (e.g., science notebooks, class notes, summaries of nonfiction or literary passages)
• Writes to explain (e.g., tells which grade was a favorite and explains why, explains why a bar graph is a better choice than a pie chart to display data, explains why an apple is a better snack than a candy bar) | Component 2.3: Writes in a variety of forms/genres. |
2.3.1 Uses a variety of forms/genres
• Selects form to match purpose e.g., a report to explain)
• Maintains a log or portfolio to track variety of forms/genres
• Uses a variety of new forms/genres Examples:
o comics
o fairy tales
o reports
o charts
o procedures (e.g., science experiment)
o summaries (e.g., story, social studies passage)
o directions (to a location)
o free verse | Component 2.4: Writes for career applications. |
2.4.1 Produces documents used in a career setting
• Fills out forms (e.g., library card, contest entry, survey)
• Writes invitations (e.g., party, family night, open house)
Writing EALR 3: The student writes clearly and effectively.
| Component 3.1: Develops ideas and organize writing. |
3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates
• Selects from a wide range of topics (e.g., friendship, volcanoes)
• Maintains focus on specific topic
• Provides details and/or support (e.g., examples, descriptions, reasons)
• Uses personal experience and observation to support ideas
• Develops characters, setting, and events in narratives
• Selects appropriate title for a piece of writing | Component 3.2: Uses appropriate style. |
3.2.1 Writes with voice
• Uses word choice to show emotion and interest
• Uses “book language” (e.g., mimics the voice of a character in a book)
• Demonstrates commitment to topic (e.g., sustains writing, elaborates, shows knowledge of topic) 3.2.2 Uses language appropriate for a specific audience and purpose
• Selects specific words (e.g., hollered vs. said) and specialized vocabulary (e.g., transparent vs. clear)
• Selects interesting and effective words from various sources (e.g., multicultural literature, television, environmental print, cultural background)
• Uses literary devices (e.g., onomatopoeia, alliteration) 3.2.3 Uses more than one sentence type and structure
• Writes a variety of sentence beginnings (e.g., starts with an adverb: “Quickly, the snake slithered away.”)
• Writes a variety of sentence lengths
• Writes a variety of sentence structures (e.g., “I went outside. The streets were muddy after the storm ended.”)
• Writes a variety of sentence types (e.g., declarative, imperative, exclamatory, interrogative)
• Writes free verse poems with repeated sentence beginnings | Component 3.3: Knows and applies writing conventions appropriate for the grade-level. |
3.3.1 Uses legible handwriting
• Maintains consistency in printing or cursive handwriting (e.g., size, spacing, formation, upper case and lower case) Note: In components 3.3.1 through 3.3.8, skills are generally not repeated and build each year upon preceding years’ skills. Because these skills are learned and practiced as writing becomes more sophisticated, attention should be paid to skills in more than one year. 3.3.2 Spells words appropriate for the grade level accurately
• Uses spelling rules and patterns from previous grades
• Spells high-frequency words (e.g., because, there, their)
• Uses phonetic spelling for challenging words
• Recognizes and uses grade-level appropriate spelling patterns Examples:
o Unusual vowel patterns (e.g., aw, ou, oy)
o Affixes (e.g., un-, pre-, -ed)
o Plurals rules (e.g., cat to cats, glass to glasses; carry to carries)
o Double consonant rules (e.g., bunny, hopping, hotter, hottest)
• Underlines words that may be misspelled and makes corrections
• Uses resources to find correct spelling for words identified as misspelled (e.g., word walls, student dictionaries, peers) 3.3.3 Applies capitalization rules
• Uses capitalization rules from previous grades
• Capitalizes person’s title (e.g., President Smith vs. the president)
• Capitalizes first word inside quotation marks
• Capitalizes all proper nouns 3.3.4 Applies punctuation rules
• Uses punctuation rules from previous grades
• Uses period after an abbreviation or initial (e.g., Dr. Georgia Scott, M.D.)
• Uses comma between the day of the month and the year (e.g., March 2, 2000)
• Uses comma between city and state (e.g., Seattle, Washington)
• Uses commas in a series (e.g., She bought red socks, white shoes, and a blue dress. OR She bought red socks, white shoes and a blue dress.)
• Uses comma in compound sentences
• Uses commas in numbers over 4 digits (e.g., 10,000)
• Uses quotation marks in dialogue
• Uses apostrophe in possessive nouns (e.g., the dog’s house, the dogs’ houses) 3.3.5 Applies usage rules
• Applies usage rules from previous grades
• Uses “would have” instead of “would of”
• Uses correct pronoun as subject (e.g., I vs. me)
• Uses consistent verb tense
• Uses future tense correctly, especially in dialogue
• Uses no double negatives
• Uses appropriate homonym (e.g., it’s vs. its, your vs. you’re, their vs. there vs. they’re, to vs. two vs. too) 3.3.6 Uses complete sentences in writing
• Uses no “run-together” sentences (e.g., They went to the store they bought groceries.)
• Uses no sentence fragments (e.g., Going into town.) 3.3.7 Applies paragraph conventions
• Uses paragraph conventions (e.g., designated by indentation or block format skipping lines between paragraphs) 3.3.8 Applies conventional forms for citations
• Cites sources (e.g., lists titles and authors)
Writing EALR 4: The student analyzes and evaluates the effectiveness of written work.
| Component 4.1: Analyzes and evaluates others’ and own writing. |
4.1.1 Analyzes and evaluates writing using established criteria
• Identifies professional authors’ styles and techniques (e.g., use of details, word choice, voice)
• Critiques a peers’ writing and supports the opinion using established criteria (e.g., content, organization, style, conventions) 4.1.2 Analyzes and evaluates own writing using established criteria
• Identifies specific strength in writing (e.g., sentence beginnings, spelling)
• Explains strengths and weaknesses of own writing using criteria (e.g., WASL rubric and anchor papers, checklists, scoring guides)
• Chooses written work for a portfolio (e.g., selects best piece from each grading period) and justifies the decision with criteria | Component 4.2: Sets goals for improvement. |
4.2.1 Evaluates and adjusts writing goals using criteria
• Confers with teacher to set goals (e.g., make my words more interesting, change the beginnings of sentences, examine transitions for effectiveness)
• Sets goals comparing own writing to rubric and anchor papers (e.g., WASL rubric, state and district anchor papers)
• Evaluates own use of writing process and sets goals (e.g., “My prewrite helped me because ______.”)
• Maintains a written log of goals Return to top of page
SCIENCE
In third grade, students begin to explore more complex systems and make inferences about their observations. Students are developing an understanding of systems and are able to identify individual parts and how they work together. In order to understand how the connections between the parts interact, students begin to manipulate one part and look for a change in the system. For example, students may study a system of plant growth by observing what happens to plant growth under different light conditions. Science EALR 1: The student understands and uses scientific concepts and principles. | Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things. |
1.1.2 Understand the relative position and motion of objects.
• Measure and describe the position of one object relative to another object (or surroundings) using positional language (such as in front of, behind, to the left, to the right, above, and below) and a distance scale (such as centimeters). 1.1.3 Understand the behavior of sound in terms of vibrations and pitch and the behavior of light in terms of bouncing off, passing through, and changes in direction.
• Explain that when an object vibrates the object may produce sound that people can hear and give an example.
• Explain the relationship between the pitch of a sound and the vibrations of the object causing the sound.
• Describe experiences with sound (i.e., vibrations, echoes, and pitch).
• Experience, measure, and describe the motion of light as light bounces off and/or passes through an object. 1.1.5 Understand physical properties of Earth materials including rocks, soil, water, and air.
• Describe and sort rocks based on physical properties (e.g., color, shape, size, texture).
• Describe and sort soils based on physical properties (e.g., color, particle size, ability to retain or drain water, texture, smell, support plant growth, source of mineral nutrients [not food] for plants). | Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems. |
1.2.1 Analyze how the parts of a system go together and how these parts depend on each other.
• Identify the parts of a system (e.g., a device, natural or living thing) and how the parts go together.
• Describe the function of a part of a system (e.g., a device, natural or living thing). 1.2.4 Understand that Earth’s system includes a mostly solid interior, landforms, bodies of water, and an atmosphere.
• Identify land masses, bodies of water, and landforms on a globe or a map (e.g., continents, oceans, rivers, mountains). 1.2.6 Understand that organisms can be a single cell or many cells that form parts with different functions.
• Observe with a microscope and record that living things are made mostly of cells (i.e., plants, animals, and single-celled organisms).
• Describe how plant and animal cells are similar and different.
• Describe the life function of a part of a living thing (e.g., wings of a bird). 1.2.7 Understand the life cycles of plants and animals and the differences between inherited and acquired characteristics.
• Observe and describe the life cycle of a plant or animal.
• Describe that the young of plants and animals grow to resemble their parents as they mature into adults.
• Describe inherited characteristics (e.g., leaf shape, eye color) and learned characteristics (e.g., languages, social customs). | Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy. |
1.3.1 Understand forces in terms of strength and direction.
• Describe a force that is acting on an object in terms of strength and direction (e.g., electrical force, gravitational force, magnetic force, a push, or a pull).
• Measure the force acting on an object with a spring scale calibrated in newtons(N). 1.3.2 Understand that forces can change the motion of common objects.
• Investigate and report how the position and motion of objects can be changed by a force. 1.3.6 Understand weather indicators and understand how water cycles through the atmosphere.
• Observe, measure, and describe weather indicators (i.e., temperature, wind direction and speed, precipitation), noting changes and patterns of change from day to day and over the year.
• Describe the weather patterns of each season. 1.3.8 Understand that living things need constant energy and matter.
• Identify sources of energy and matter used by plants to grow and sustain life (e.g., air, water, light, food, mineral nutrients). 1.3.10 Understand that that an organism’s ability to survive is influenced by the organism’s behavior and the ecosystem in which it lives.
• Describe the characteristics of organisms that allow them to survive in an ecosystem.
• Describe the role of an organism in a food chain of an ecosystem (i.e., predator, prey, consumer, producer, decomposer, scavenger).
Science EALR 2: The student knows and applies the skills and processes of science and technology.
| Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry. |
2.1.1 Understand how to ask a question about objects, organisms, and events in the environment.
• Identify the question being answered in an investigation.
• Ask questions about objects, organisms, and events based on observations of the natural world. 2.1.2 Understand how to plan and conduct simple investigations following all safety rules.
• Make predictions of the results of an investigation.
• Identify and use simple equipment and tools (such as magnifiers, rulers, balances, scales, and thermometers) to gather data and extend the senses.
• Follow all safety rules during investigations. 2.1.3 Understand how to construct a reasonable explanation using evidence.
• Generate a scientific conclusion including supporting data from an investigation (e.g., grass grows taller with more light; with only 2 hours of light each day, grass grew 2 centimeters in two weeks, but with 6 hours of light, grass grew 8 centimeters).
• Describe a reason for a given conclusion using evidence from an investigation. 2.1.4 Understand how to use simple models to represent objects, events, systems, and processes.
• List similarities and differences between a model and what the model represents (e.g., a hinge and an elbow; a spinning globe and Earth’s rotations; steam from a tea kettle and clouds or fog).
• Create a simple model to represent common objects, events, systems, or processes (e.g., diagram or map and /or physical model).
• Investigate phenomena using a simple physical or computer model or simulation. 2.1.5 Understand how to report investigations and explanations of objects, events, systems, and processes.
• Report observations or data of simple investigations without making inferences.
• Summarize an investigation by describing:
o reasons for selecting the investigative plan
o materials used in the investigation
o observations, data, results
o explanations and conclusions in written, mathematical, oral, and information technology presentation formats
o safety procedures used | Component 2.2 Nature of Science: Understand the nature of scientific inquiry. |
2.2.1 Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations.
• Explain why scientific observations are recorded accurately and honestly.
• Explain why scientific records of observations are not changed even when the records do not match initial expectations.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary. 2.2.2 Understand that scientific facts are measurements and observations of phenomena in the natural world that are repeatable and/or verified by expert scientists.
• Describe how new scientific facts are established every day (e.g., find examples of new facts in current media). 2.2.3 Understand why similar investigations may not produce similar results.
• Describe reasons why two similar investigations can produce different results (e.g., identify possible sources of error). 2.2.4 Understand how to make the results of scientific investigations reliable.
• Describe how the method of investigation insures reliable results (i.e., reliability means that repeating an investigation gives similar results). 2.2.5 Understand that scientific comprehension of systems increases through inquiry.
• Describe how scientific inquiry results in facts, unexpected findings, ideas, evidence, and explanations.
Science EALR 3: The student understands the nature and contexts of science and technology. | Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges. |
3.1.1 Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions.
• Describe an appropriate question that could lead to a possible solution to a problem.
• Describe how science and technology could be used to solve a human problem (e.g., using an electric lamp as a source of varied light for plant growth).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., a student using the force of a stretched spring for a push or pull).
• Describe how to scientifically gather information to develop a solution (e.g., find an acceptable information source, do an investigation, and collect data). 3.1.2 Understand how the scientific design process is used to develop and implement solutions to human problems.
• Propose, implement, and document the scientific design process used to solve a problem or challenge:
o define the problem
o scientifically gather information and collect measurable data
o explore ideas
o make a plan
o list steps to do the plan
o scientifically test solutions
o document the scientific design process
• Describe possible solutions to a problem (e.g., preventing an injury on the playground by creating a softer landing at the bottom of a slide).
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge. 3.1.3 Analyze how well a design or a product solves a problem.
• Identify the criteria for an acceptable solution to a problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
• Describe the consequences of the solution to a problem or challenge (e.g., sharpening a crayon results in using up crayons faster).
• Describe how to change a system to solve a problem or improve a solution to a problem.
• Test how well a solution works based on criteria, and recommend and justify, with scientific concepts or principles and data, how to make it better (e.g., sharpen a crayon using sandpaper; one grit is better than another). | Component 3.2 Science, Technology and Society: Analyze how science and technology are human endeavors, interrelated to each other, society, the workplace, and the environment. |
3.2.1 Understand that science and technology have been practiced by all peoples throughout history.
• Describe how individuals of diverse backgrounds have made significant scientific discoveries or technological advances.
• Describe how advancements in science and technology have developed over time and with contributions from diverse people. 3.2.2 Understand that people have invented tools for everyday life and for scientific investigations.
• Describe tools (technology) invented to advance scientific investigations (e.g., thermometers, rulers, microscopes, telescopes). 3.2.3 Understand how knowledge and skills of science, mathematics, and technology are used in common occupations.
• Identify science, math, and technology skills used in a career.
• Identify occupations using scientific, mathematical, and technological knowledge and skills. 3.2.4 Understand how humans depend on the natural environment and can cause changes in the environment that affect humans’ ability to survive.
• Describe how resources can be conserved through reusing, reducing, and recycling.
• Describe the effects conservation has on the environment.
• Describe the effects of humans on the health of an ecosystem.
• Describe how humans can cause changes in the environment that affect the livability of the environment for humans.
• Describe the limited resources humans depend on and how changes in these resources affect the livability of the environment for humans. Return to top of page
COMMUNICATIONS Communications EALR 1: The student uses listening and observation skills to gain understanding. | Component 1.1: Uses listening and observation strategies and skills to focus attention and interpret information. |
1.1.1 Applies a variety of listening strategies to accommodate the listening situation.
• Adapts listening behavior to attend to a task.
• Sustains attention during group activities for 30 minutes.
• Responds to verbal and non-verbal cues associated with the situation (e.g., classroom routine and/or teacher/peer interaction).
• Uses strategies for enjoyment listening and active listening when appropriate. 1.1.2 Applies a variety of listening and observation skills/ strategies to interpret information.
• Follows a sequence of three oral directions.
• Identifies main idea and gives two supporting details.
• Retells story with 6-7 story elements (setting, characters, problem, solution, two or three events).
• Asks questions to check for understanding and to clarify content and meaning (e.g., “Did he mean…. when he said…?”).
• Provides feedback pertinent to the listening or observation situation (e.g., Dance - “I liked the feather dance because the dancers were so light on their feet and the music was beautiful.”).
• Describes visual information (e.g., Dance - describes context using analogy and metaphor, such as the dancers were like birds floating or demonstrates with movement). | Component 1.2: Interprets, analyzes, synthesizes, or evaluates information from a variety of sources. |
1.2.1 Applies strategies to comprehend auditory and visual information.
• Makes inferences (e.g., Science – describes a reason for a given conclusion using evidence from an investigation; Music/Dance – moves to the music and/or creates a movement to demonstrate what he/she heard or saw).
• Listens for, identifies and explains personal connections to events and emotions; and connections between events (e.g., the feelings expressed by a character on stage; a news story and a school service project).
• Draws simple conclusions from auditory and visual information in content areas (e.g., Math - “You can make your graph look like a lot of people want a party if you make the scale unit very small.” Social Studies – “When you look at the map, you can see that many indigenous tribes settled along the water.”)
• Summarizes stories, information, and videos with teacher assistance (e.g, information about school events; Science – summarizes an investigation by describing reasons, observations, data, and results). 1.2.2 Understands fact and opinion in mass media.
• Explains the difference between fact and opinion and supports response with evidence or examples (e.g., “In the ad, it shows that the tennis shoes have a new kind of sole, which is a fact, but that it makes you a fast runner is an opinion because it takes strong muscles and not everyone can be a fast runner.”).
• Compares examples of fact and opinion in different types of mass media (e.g., television, advertisements, video, signs, magazines).
Communications EALR 2: The student uses communication strategies and skills to interact/work effectively with others. | Component 2.1: Uses language to interact effectively and responsibly. |
2.1.1 Uses language that adapts to the needs of the audience, situation and setting.
• Selects language that is respectful of others’ feelings and rights (e.g., no threats, bullying, derogatory or discriminatory language).
• Adjusts language register to the situation (e.g., talking on the playground, versus answering the classroom telephone).
• Chooses formal register to make introductions and take messages. | Component 2.2: Uses interpersonal skills and strategies to work collaboratively, solve problems and perform a task. |
2.2.1 Understands how to show respect for others’ input.
• Demonstrates when to talk and when to listen (e.g., when someone else is talking or during a story, it is time to listen; talk when there is a break in the conversation).
• Expresses support and acceptance by encouraging others to participate and acknowledging the worth of others’ comments (e.g., “Did you get this answer, too, Haruko?”).
• As a member of the audience, responds to the speaker with encouraging non-verbal communication (e.g., responding to speaker’s humor or quieter voice). 2.2.2 Understands how to contribute responsibly in a one-to-one conversation or group setting.
• Sustains conversation by extending other’s contributions (e.g., entering in and elaborating on an idea).
• Reaches a group decision through compromise with teacher guidance (e.g., blending differing points of view to reach a compromise, or choosing the quickest or best solution).
• Assumes assigned role for completion of a task (e.g., summarizer, time keeper, leader).
• Initiates the development of a group solution (e.g., “If that isn’t fair, what should we do?” “We are running out of time, how can we finish quickly?”). | Component 2.3: Use skills and strategies to constructively communicate interculturally. |
2.3.1 Understands that individuals may have differing opinions, cultural practices, and ways to communicate.
• Explains opinion and provides examples.
• Identifies one’s own opinion and compares it to others’ with teacher guidance (e.g., “I like this story because it is exciting but Yuki thinks it is too scary”).
• Explains how people have different ways to communicate, using examples (e.g., different languages, sign language, communication board). 2.3.2 Understands cues that aid intercultural communication.
• Clarifies one’s own verbal and non-verbal cues (e.g., “I giggle when I am nervous or embarrassed”).
• Asks for clarification of another’s verbal and non-verbal cues (e.g., “Why are you laughing?” “What does that gesture mean?”)
Communications EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations. | Component 3.1: Uses knowledge of topic/theme, audience, and purpose in planning presentations. |
3.1.1 Understands how to plan for effective oral communication and presentation.
• Describes how registers and purposes change for different audiences (e.g., one-to-one would require less formal communication; a presentation at a school assembly would require greater formality).
• Selects a topic for a specific purpose (e.g., to describe and/or to explain a process or procedure such as in a science experiment).
• Selects material from a variety of resources with teacher guidance (e.g., may include information from books, experts, charts, posters, family, and community members).
• Supports ideas with 4-5 details.
• Uses tools (e.g., simple graphic organizers, or drawings) in the planning process to organize information in a logical sequence (e.g., description and compare and contrast). | Component 3.2: Uses media and other resources to support presentations. |
3.2.1 Understands how to use available relevant media and resources to convey a message or enhance oral presentations.
• Uses visual aids independently. (e.g., illustrations, photos, bar graphs, tables, charts and maps).
• Uses presentation technology with teacher guidance (e.g., visual presenters, presentation software).
• Uses reliable online sources with teacher guidance (e.g., Internet, encyclopedias). | Component 3.3: Uses effective delivery. |
3.3.1 Applies skills for delivery of effective oral communication and presentations.
• Adjusts body language to increase engagement with audience (e.g., holding body still, holding notes/visuals away from face).
• Uses adult grammar and syntax appropriate to grade level.
• Uses appropriate language registers with teacher guidance (e.g., formal vs. informal: peer-to-peer or small group versus large group)
Communications EALR 4: The student analyzes and evaluates the effectiveness of communication.
| Component 4.1: Assesses effectiveness of one’s own and others’ communication. |
4.1.1 Applies established criteria to identify strengths and weaknesses of own communication.
• Seeks feedback from teacher and/or peers to improve communication (e.g., rubrics, checklists specific to type of communication: group work or presentation types).
• Identifies a strength and an area needing improvement in one’s own communication using classroom criteria (e.g., “The class couldn’t hear me so I need to speak louder.”). 4.1.2 Analyzes other’s formal and informal communication using established criteria.
• Examines elements of communication based on classroom criteria and offers feedback. (e.g., “You faced the audience.”). | Component 4.2: Sets goals for improvement. |
4.2.1 Understands how to set grade-level appropriate communication goals.
• Explains why setting a goal is important.
• Sets a goal from any area of communication and creates a plan to meet the goal, with teacher guidance.
• Monitors goals using a written record. Return to top of page
SOCIAL STUDIES Capitalizing on eight-year olds curiosity and increased social interest, the social studies should engage students in conceptual understandings of people in other times and places. Critically important, however, is to connect these understandings to their own experiences. History Social Studies EALR H1: The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in the United States, world, and Washington State history. | Component H1.1: Understand and analyze historical time and chronology. |
Benchmarks
• Group personal, local, state, and national events in terms of past, present, and future, and place in proper sequence on a timeline
• Identify and analyze relationships between historical events | Component H1.2: Understand events, trends, individuals, and movements shaping the United States, world, and Washington State history. |
Benchmarks
UNITED STATES
• Describe and compare patterns of life over time in the following historical periods: “Indian” cultures (prehistory to 1492), Worlds Meet: Western Europe, West Africa, the Americas, Settlement and Colonization (1607-1776) WORLD
• Describe similarities and differences between families, communities, and cultures past and present; describe similarities and differences in the ways families, communities, and cultures address human needs over time; describe ways in which stories, folktales, and the arts serve as expressions of cultures WASHINGTON STATE
• Describe similarities and differences between families, communities, and cultures past and present; describe similarities and differences in the ways families, communities, and cultures address human needs over time; describe ways in which stories, folktales, and the arts serve as expressions of cultures | Component H1.3: Examine the influence of culture on the United States, world, and Washington State history. |
Benchmarks
• Describe the contributions of people from various cultural groups to the development of local, Washington State, and U.S. history
Social Studies EALR H2: The student understands the origin and impact of ideas and technological developments on history. | Component H2.1: Compare and contrast ideas in different places, time periods, and cultures, and examine the interrelationships between ideas, change, and conflict. |
Benchmarks
• Explain how an idea has affected the way people live | Component H2.2: Understand how ideas and technological developments influence people, culture, and environment. |
Not Applicable at Grade Level Three
Geography
Social Studies EALR G1: The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth’s surface. | Component G1.1: Use and construct maps, charts, and other resources to gather and interpret geographic information. |
Benchmarks
• Examine a variety of maps to describe basic mapping elements (Location)
• Use basic mapping elements to construct a map that displays information about school grounds, a neighborhood, or a local community (Location, Place) | Component G1.2: Recognize spatial patterns on Earth’s surface and understand the processes that create these patterns. |
Benchmarks
• Locate places, major physical features, and human spatial patterns using maps, globes, and other sources (Location, Place, Region)
Social Studies EALR G2: The student understands the complex physical and human characteristics of places and regions.
| Component G2.1: Describe the natural characteristics of places and regions and explain the causes of their characteristics. |
Not Applicable at Grade Level Three | Component G2.2: Describe the patterns humans make on places and regions. |
Not Applicable at Grade Level Three | Component G2.3: Identify the characteristics that define the Pacific Northwest and the Pacific Rim as regions. |
Not Applicable at Grade Level Three
Social Studies EALR G3: The student observes and analyzes the interaction between people, the environment, and culture.
| Component G3.1: Identify and examine people’s interaction with and impact on the environment. |
Not Applicable at Grade Level Three | Component G3.2: Analyze how the environment and environmental changes affect people. |
Benchmarks
• Describe how differing environments both provide varying opportunities and set limits for human activity (Human/Environment Interaction, Region, Place)
• Describe how people adapt to their environment to meet basic human needs and concerns (Human/ Environment Interaction, Region) | Component G3.3: Examine cultural characteristics, transmission, diffusion and interaction. |
Benchmarks
• Know that people are born into societies that consist of different racial, ethnic, religious, and/or social groups (Location, Region, Place)
• Identify the ways cultural traditions are expressed through artistic creations and use of the environment (Five Themes)
• Recognize the positive and negative outcomes that can result when people of different cultural backgrounds interact and understand how an awareness of cultural traditions can help in cross-cultural communication (Five Themes)
Civics
Social Studies EALR C1: The student understands and can explain the core values and democratic principles of the United States as set forth in foundational documents, including the Declaration of Independence and the Constitution. | Component C1.1: Understand and interpret the major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents. |
Not Applicable at Grade Level Three | Component C1.2: Examine key ideals of United States democracy such as individual human dignity, liberty, justice, equality, and the rule of law. |
Not Applicable at Grade Level Three | Component C1.3: Examine representative government and citizen participation. |
Benchmarks
• Identify examples of rights and responsibilities of citizenship
Social Studies EALR C2: The student analyzes the purposes and organization of government and laws.
| Component C2.1: Understand and explain the organization of government at the federal, state, and local level including the executive, legislative, and judicial branches. |
Not Applicable at Grade Level Three | Component C2.2: Understand the function and effect of law. |
Not Applicable at Grade Level Three | Component C2.3: Compare and contrast democracies with other forms of government. |
Not Applicable at Grade Level Three
Social Studies EALR C3: The student understands the purposes and organization of international relationships and how United States foreign policy is made.
| Component C3.1: Understand how the world is organized politically and how nations interact. |
Not Applicable at Grade Level Three | Component C3.2: Recognize factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations. |
Benchmarks
• Provide examples of conflict, cooperation, and interdependence among individuals, groups, and nations
• Explain why a nation would want to develop relationships with other nations
Social Studies EALR C4: The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.
| Component C4.1: Understand individual rights and their accompanying responsibilities including problem-solving and decision-making at the local, state, national, and international level. |
Benchmarks
• Identify individual rights and the responsibilities they imply and the importance of respecting the rights of others | Component C4.2: Identify and demonstrate rights of United States citizenship related to school, local, state, national, and international issues. |
Benchmarks
• Participate in civic discussion pertaining to public issues at school and in the local community | Component C4.3: Explain how various stakeholders influence public policy. |
Benchmarks
• Describe how one person can make a difference in school or the local community
Economics
Social Studies EALR E1: Students understand the impact of scarcity on their personal lives and on the households, businesses, governments, and societies in which they are participants. | Component E1.1: Understand that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice. |
Not Applicable at Grade Level Three | Component E1.2: Understand that the availability and use of resources influences the production of goods and services in the economy. |
Not Applicable at Grade Level Three
Social Studies EALR E2: Students understand the essential characteristics of past and present economic systems.
| Component E2.1: Recognize that both buyers and sellers participate in voluntary trade because both expect to gain from the exchange. |
Benchmarks
• Recognize that people trade or exchange goods and services only when they think they will gain | Component E2.2: Explain how different economic systems produce, distribute, and exchange goods and services. |
Not Applicable at Grade Level Three | Component E2.3: Understand that prices in competitive markets create incentives that influence the choices of buyers and sellers. |
Not Applicable at Grade Level Three | Component E2.4: Understand that investment in people, tools, and technology affects employment levels and standards of living. |
Not Applicable at Grade Level Three
Social Studies EALR E3: Students understand the role of government and institutions in past and present economic systems. | Component E3.1: Analyze the role of government as participant in an economy through taxation, spending, and policy setting. |
Not Applicable at Grade Level Three | Component E3.2: Understand the role of money, banking, and financial institutions and how individuals and businesses use them. |
Benchmarks
• Explain how money makes trading easier by replacing barter with currency, coins, or checks Return to top of page
THE ARTS Arts EALR 1: The student understands and applies arts knowledge and skills. | Benchmark Component 1.1: Understand arts concepts and vocabulary. |
Dance
1.1.1 Elements: space; time; energy/force
• Maintains a steady beat to music (time)
• Creates symmetrical/ asymmetrical shapes with the body (space)
• Creates and performs movement with focus
• Creates and performs smooth and sharp movements (energy) 1.1.2 Principles of Organization: repetition; form/design; theme
• Creates basic movement sequences using ABA, echo, canon (form) Music
1.1.1 Elements: Pitch; Rhythm; Expression (dynamics, style, tempo, phrasing); Timbre
• Reads, writes, and creates using rhythms including half and whole notes and rests (rhythm)
• Understands and uses crescendo/ decrescendo (expression)
• Understands that sounds are produced by vibrations (timbre) 1.1.2 Principles of Organization: notation; form; melody; harmony
• Identifies and uses the following musical notation: bar line, measure, time signature, fermata, repeat sign (notation)
• Identifies and performs simple musical forms (i.e., verse-refrain, round/ canon) (form)
• Understands how combinations of steps, leaps, and repeated notes make up a melody (melody)
• Aurally discriminates between same and different melodic phrases (melody)
• Aurally discriminates between unison and harmony (harmony) Theatre
1.1.1 Elements: character; setting; dialogue; conflict
• Identifies character traits of the main character(s)
• Identifies differences between real and fantasy settings
• Identifies the sequence of actions within a scene/play/story 1.1.2 Principles of Organization: plot; design; theme
• Identifies the conflict and resolution in a scene/play/story
• Identifies sounds used to communicate setting and character in a scene/play/story Visual Arts
1.1.1 Elements: line; shape/form; texture; color; space; value
• Uses line to create details
• Recognizes the relationship between 2D shape and 3D form (e.g., circle/ sphere)
• Identifies and mixes intermediate colors (e.g., to create analogous color schemes)
• Identifies and makes light, dark, and middle values
• Identifies and uses the spatial concepts of positive/negative space
• Uses texture in two and three dimensional work 1.1.2 Principles of Organization: balance; emphasis/dominance; proportion; movement/ rhythm; repetition/ pattern; variety; harmony; unity
• Identifies and sues movement within an artwork | Benchmark Component 1.2: Develop arts skills and techniques. |
Dance
• Achieves balance through concentration and muscle control
• Demonstrates safe and appropriate stretching techniques
• Moves various parts of the body separately Music
• Sings rounds and partner songs
• Aurally recognizes rhythmic sets of twos and threes
• Plays various unpitched percussion instruments showing appropriate care Theatre
• Uses articulation, pronunciation, and enunciation in dramatic activities
• Demonstrates a range of movements to create character
• Uses appropriate feelings to create character
• Works with a partner to solve a dramatic problem Visual Arts
• Blends art media for different visual purposes
• Demonstrates proper care of tools and materials
• Uses line to create details | Benchmark Component 1.3: Understand and apply arts styles from various artist, cultures, and times. |
Dance
• Describes the differences in style between two artworks Music
• Describes the differences in style between two artworks Theatre
• Describes the differences in style between two artworks Visual Arts
• Describes the differences in style between two artworks | Benchmark Component 1.4: Apply audience skills in a variety of arts settings and performances |
Dance
• Demonstrates audience response skills Music
• Demonstrates audience response skills Theatre
• Demonstrates audience response skills Visual Arts
• Demonstrates audience response skills
Arts EALR 2: The student demonstrates thinking skills using artistic processes.
Benchmark Component 2.1: Apply a creative process in the arts:
Conceptualize the context or purpose
Gather information from diverse sources
Develop ideas and techniques
Organize arts elements, forms, and/or principles into a creative work
Reflect for the purpose of elaboration and self-evaluation
Refine work based on feedback
Present work to others |
Dance
• Applies previously learned arts concepts, vocabulary, skills and techniques through a creative process Music
• Applies previously learned arts concepts, vocabulary, skills and techniques through a creative process Theatre
• Applies previously learned arts concepts, vocabulary, skills and techniques through a creative process Visual Arts
• Applies previously learned arts concepts, vocabulary, skills and techniques through a creative process Benchmark Component 2.2: Apply a performance process in the arts:
Identify audience and purpose
Select artistic work (repertoire) to perform
Analyze structure and background of work
Interpret by developing a personal interpretation of the work
Rehearse, adjust, and refine through evaluation and problem solving
Present work for others
Reflect and evaluate |
Dance
• Applies previously learned arts concepts, vocabulary, skills and techniques through a performance process Music
• Applies previously learned arts concepts, vocabulary, skills and techniques through a performance process Theatre
• Applies previously learned arts concepts, vocabulary, skills and techniques through a performance process Visual Arts
• Applies previously learned arts concepts, vocabulary, skills and techniques through a performance process Benchmark Component 2.3: Apply a responding process to an arts presentation.
Engage actively and purposefully
Describe what is seen and/or heard
Analyze how the elements are arranged and organized
Interpret based on descriptive properties
Evaluate using supportive evidence and criteria |
Dance
• Applies previously learned arts concepts, vocabulary, skills and techniques through a responding process Music
• Applies previously learned arts concepts, vocabulary, skills and techniques through a responding process Theatre
• Applies previously learned arts concepts, vocabulary, skills and techniques through a responding process Visual Arts
• Applies previously learned arts concepts, vocabulary, skills and techniques through a responding process
Arts EALR 3: The student communicates through the arts.
| Benchmark Component 3.1: Use the arts to express and present ideas and feelings. |
Dance
• Identifies how ideas are expressed through the arts Music
• Identifies how ideas are expressed through the arts Theatre
• Identifies how ideas are expressed through the arts Visual Arts
• Identifies how ideas are expressed through the arts | Benchmark Component 3.2: Use the arts to communicate for a specific purpose. |
Dance
• Uses the arts to communicate for a specific purpose (e.g., inform, motivate) Music
• Uses the arts to communicate for a specific purpose (e.g., inform, motivate) Theatre
• Uses the arts to communicate for a specific purpose (e.g., inform, motivate) Visual Arts
• Uses the arts to communicate for a specific purpose (e.g., inform, motivate) | Benchmark Component 3.3: Develop personal aesthetic criteria to communicate artistic choices. |
Dance
• Recognizes that aesthetic choices are influenced by environment and experience Music
• Recognizes that aesthetic choices are influenced by environment and experience Theatre
• Recognizes that aesthetic choices are influenced by environment and experience Visual Arts
• Recognizes that aesthetic choices are influenced by environment and experience
Arts EALR 4: The student makes connections within and across the arts to other disciplines, life, cultures, and work.
| Benchmark Component 4.1: Demonstrate and analyze the connections among the arts disciplines. |
Dance
• Identifies common compositional elements through arts disciplines (i.e., beginning-middle-end, thematic developments, ABA, motif) Music
• Identifies common compositional elements through arts disciplines (i.e., beginning-middle-end, thematic developments, ABA, motif) Theatre
• Identifies common compositional elements through arts disciplines (i.e., beginning-middle-end, thematic developments, ABA, motif) Visual Arts
• Identifies common compositional elements through arts disciplines (i.e., beginning-middle-end, thematic developments, ABA, motif) | Benchmark Component 4.2: Demonstrate and analyze the connections among the arts and other content areas. |
Dance
• Applies arts knowledge and skills to reinforce learning in other content areas Music
• Applies arts knowledge and skills to reinforce learning in other content areas Theatre
• Applies arts knowledge and skills to reinforce learning in other content areas Visual Arts
• Applies arts knowledge and skills to reinforce learning in other content areas | Benchmark Component 4.3: Understand how the arts impact lifelong choices. |
Dance
• Identifies how the arts impact choice of activities outside of school Music
• Identifies how the arts impact choice of activities outside of school Theatre
• Identifies how the arts impact choice of activities outside of school Visual Arts
• Identifies how the arts impact choice of activities outside of school | Benchmark Component 4.4: Understand that the arts shape and reflect culture and history. |
Dance
• Recognizes that artworks reflect culture Music
• Recognizes that artworks reflect culture Theatre
• Recognizes that artworks reflect culture Visual Arts
• Recognizes that artworks reflect culture | Benchmark Component 4.5: Demonstrate the knowledge of arts careers and the knowledge of arts skills in the world of work. |
Dance
• Identifies career roles in the arts
• Meets goals and deadlines to complete work Music
• Identifies career roles in the arts
• Meets goals and deadlines to complete work Theatre
• Identifies career roles in the arts
• Meets goals and deadlines to complete work Visual Arts
• Identifies career roles in the arts
• Meets goals and deadlines to complete work Return to top of page
HEALTH & FITNESS Note: EALR subcomponents are listed; draft GLEs (11/2003) are shown following in italics. Health & Fitness EALR 1.0: The student acquires the knowledge and skills necessary to maintain an active life: Movement, physical fitness, and nutrition. | Component 1.1: Develop fundamental and complex movement skills, as developmentally appropriate. |
Benchmark Indicator 1.1.1.a Demonstrate physical skills (locomotors, non-locomotors, and manipulative) that contribute to movement proficiency. Demonstrate manipulative skills contributing to movement proficiency.
• Throw with mature form (i.e., opposition, follow through) to a stationary target
• Catch with two hands
• Kick a stationary ball with mature form
• Foot dribble with control
• Hand dribble while moving
• Strike using a manipulative
• Volley to a stationary object Demonstrate mature form in locomotors patterns and non-locomotors skills.
• Dramatize fundamental rhythmic patterns
• Static balance with control (scales, stability ball, head stands)
• Fundamental forward and backward tumbling/weight transfer | Component 1.2: Safely participates in a variety of developmentally appropriate physical activities. |
Benchmark Indicator 1.2.1 - Follows rules and safety procedures while participating in a variety of physical activities. Applies rules and safety procedures while participating in a variety of physical activities.
• Proper use of equipment
• Maintains body control in general and personal space
• Follows classroom/school rules
• Follows rules as they apply to specific activities
• Demonstrate safe play | Component 1.3: Understands the concepts of health-related physical fitness and develop and monitor progress on personal fitness goals. |
Benchmark Indicator 1.3.1 – Develop a fitness vocabulary and awareness of fitness concepts while participating regularly in a variety of physical activities for fitness and play. Identify and define components of fitness (muscular strength and muscular endurance, flexibility, cardiorespiratory endurance, and body composition) and the concepts of fitness for daily living.
• Recognize the components of fitness
• Identify daily activities that use each component of fitness | Component 1.4: Understand the relationship of nutrition and food nutrients to physical performance and body composition. |
Benchmark Indicator 1.4.1 a Identify how bodily function and physical performance are affected by food consumption. Describe how bodily function and physical performance are affected by food consumption.
• Match the nutrients to appropriate food groups
• Knows that food provides nutritional content and energy Benchmark Indicator 1.4.1 b. Recognize the benefits of movement, fitness, and nutrition. Recognize the benefits of movement, fitness, and nutrition.
• Recognize various movement activities found on the activity pyramid
Health & Fitness EALR 2.0: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognize patterns of growth and development, reduce health risks and live safely.
| Component 2.1: Recognize patterns of growth and development. |
Benchmark Indicator 2.1.1 a Describe the structure and function of human body systems. Understand the structure and function of human body systems.
• Identify and locate basic body systems (digestive, muscular, skeletal, cardio/respiratory)
• Describe the main function of basic body systems (digestive, muscular, skeletal, cardio/respiratory) Benchmark Indicator 2.1.1.c Describe the influence of nutrition on health and development. Understand the influence of nutrition on health and growth /development.
• List nutritional habits affecting overall health, and growth/development | Component 2.2: Understanding the concept of control and prevention of disease. |
Benchmark Indicator 2.2.1.a Identify skills that help in the prevention of non-communicable diseases. Understands the skills that control and prevent non-communicable diseases.
• Identify healthy practices for the prevention of non-communicable diseases (gum disease, asthma)
• Identify the practices that reduce risk factors for non-communicable disease (exercise, diet) | Component 2.3: Acquire skills to live safely and reduce health risks. |
Benchmark Indicator 2.3.1.a Explain one’s right to personal and physical safety. Understand one’s right to personal and physical safety.
• Demonstrate appropriate use of personal space
• Define appropriate and inappropriate touch
• Recognize the right for the refusal of unsafe activity Benchmark Indicator 2.3.1.b Identify abuse and risky situations and demonstrate safe behaviors to prevent injury to self and others at home, school, and in the community. Understand abuse and risky situations and demonstrate safe behaviors to prevent injury to self and others at home, school, and in the community.
• Identify the various aspects of harassment (bullying, teasing, threatening)
• Describe appropriate responses to harassment.
• Identify safe and risky behaviors at home, school and in the community
• Identify injury prevention behaviors (fire, water, bike)
• Identify terms/definitions related to abuse and risky situations
• Illustrate the decision-making model (Is it safe? Is it legal? Would your parents approve?) in a script/skit or dialogue
• Dramatize conflict and anger management situations (role playing, discuss and evaluate) Benchmark Indicator 2.3.1.c Identify sources to ask for help in an emergency or crisis. Know the sources to ask for help in an emergency or crisis.
• Describe getting/giving reliable help (peers, teachers, parents, emergency personnel…sheriff, fire, 911, poison control, neighbor, self)
• Know and define vocabulary: crisis, emergency situations, simple or immediate first aid (bee stings, burns, choking, poison, nose bleed) Benchmark Indicator 2.3.1.d Identify the differences between harmful and helpful stress; recognize signals of too much stress and when to ask an adult for help. Know the differences between harmful and helpful stress; recognize signals of too much stress and when to ask an adult for help.
• Compare definitions of stress (eustress and distress)
• Identify signals of stress
• Select appropriate help (who, when, how) Benchmark Indicator 2.3.1.e Identify physical, emotional, and legal consequences of using nicotine, alcohol, and other drugs, and apply skills to resist any harmful use of substances. Understand the physical and legal consequences of using nicotine, alcohol, and other drugs, and apply skills to resist any harmful use of substances.
• Demonstrate skills involved in avoiding risky situations (including refusal skills)
• Recognize the consequences of alcohol, tobacco, and other drug use (legal, health risks, parents)
Health & Fitness EALR 3.0: The student analyzes and evaluates the impact of real-life influences on health. | Component 3.1: Understand how environmental factors affect one’s health. |
Not applicable at Grade Level Three | Component 3.2: Gather and analyze health information. |
Benchmark Indicator 3.2.1.a Determine reliable sources of health information. Know reliable sources of health information.
• List criteria for judging reliable sources of health information (parents, medical information, community agencies, etc.)
• Apply research skills: fact vs. myth, fiction vs. non-fiction, web-based information Benchmark Indicator 3.2.1.b Identify messages about safe and unsafe behaviors such as those found in tobacco or alcohol advertising. Understand the messages about safe and unsafe behaviors.
• Identify the techniques the media uses for persuasion (bandwagon and testimonial as associated with tobacco, alcohol, toy, and food products)
• Identify products, resources, and messages that promote health (wear seatbelts, bike helmets, video)
• Recognize hidden messages (happier, richer, fit-in, join the crowd) | Component 3.3: Use social skills to promote health and safety in a variety of situations. |
Benchmark Indicator 3.3.1 Applies appropriate social skills to keep out of trouble and resist pressure from others. Applies social skills to keep out of trouble and resist pressure from others.
• Describe how to avoid risky situations
• Demonstrate appropriate social skills in structured and unstructured settings | Component 3.4: Understand how emotions influence decision making. |
Benchmark Indicator 3.4.1.a Express emotions in healthy ways and form safe and respectful relationships. Knows how to express emotions in healthy ways and form safe and respectful relationships.
• Recognize and identify emotional differences of self and others Benchmark Indicator 3.4.1.b Recognize a variety of emotions and how they affect self and others. Develop strategies about how to act in emotional situations. Recognize and understand emotions and how they affect decision-making.
• Identify a variety of emotions and their impact on others
• Develop appropriate emotional-response strategies
Health & Fitness EALR 4.0: The student effectively analyzes health and safety information to develop health and fitness plans based on life goals.
| Component 4.1: Analyze health and safety information. |
Benchmark Indicator 4.1.1.a – Identify how fitness and healthy living are important for life goals. Apply the components of fitness used at home, school, and in the community.
• Relates the physical fitness components used to perform age appropriate activities (chores, jobs, play) Benchmark Indicator 4.1.1.b – Identify how fitness and healthy living are important for life goals. Apply principles of safety within the components of fitness.
• Use safety principles when performing age appropriate activities (i.e., chores, exercises, stretching, play) | Component 4.2: Develop a health and fitness plan and a monitoring system. |
Benchmark Indicator 4.2.1 Set daily goals for improving health and fitness practices. Define and set goals for improving health and fitness practices.
• Apply health and fitness practices that impacts daily health (sleep/rest, hygiene, dental health) Return to top of page
|
