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NECAP Grade Level Expectations (GLEs) for Reading Grade 3
GLE Clusters: Word Identification Skills and Strategies | Vocabulary Strategies and Breadth of Vocabulary | Initial Understanding of Literary Text | Analysis and Interpretation of Literary Texts/Citing Evidence | Initial Understanding of Informational Text | Analysis and Interpretation of Informational Texts/Citing Evidence
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Web-based Reading GLEsGrade 3 Clusters: |
R-3-1: Applies word identification/ decoding strategies by … | ||
| R-3-1.1 Identifying multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (including prefixes, suffixes, or variant spellings for consonants or vowels, e.g., bought) EXAMPLES: Students might be asked to match words to words with similar sounds, such as which word rhymes with the word in the box or which word has the same vowel sound as the word in the box? EXAMPLES (multi-syllabic words): pretending, discussion |
Stand-Alone Reading Items #1, #2, and #3 | ||
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Web-based Reading GLEsGrade 3 Clusters: |
R-3-2: Students identify the meaning of unfamiliar vocabulary by… | ||
| R-3-2.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words, such as "un-covered;" or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) | |||
| R-3-3: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by … | |||
| R-3-3.1 Identifying synonyms, antonyms, or homonyms/ homophones; or categorizing words |
Passage-Related Reading Items for Literary Text: "Snowball Moon," Items #1 and #2 |
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| R-3-3.2 Selecting appropriate words to use in context, including content specific vocabulary (e.g., predator/prey), or words with multiple meanings) EXAMPLE (multiple meanings): Students identify the intended meaning of words found in text - The word "fall" can mean a time of the year or losing your step. What words from the passage help you to know what "fall" means in this story? EXAMPLE (multiple meanings): The word "fall" has many different meanings. Which sentence below uses the word "fall" to mean a time of the year? OR Which sentence below uses "fall" with the same meaning as it is used in the poem? |
Stand-Alone Reading Items #7 and #8 Passage-Related Reading Items for Literary Text: "Snowball Moon," Item #3 |
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Web-based Reading GLEsGrade 3 Clusters: |
R-3-4: Demonstrate initial understanding of elements of literary texts by… | ||
| R-3-4.1 Identifying or describing character(s), setting, problem/solution, major events, or plot, as appropriate to text | Passage-Related Reading Items for Literary Text: "Snowball Moon," Items #4 and #5 | ||
| R-3-4.2 Paraphrasing or summarizing key ideas/plot, with events sequenced, as appropriate to text | Passage-Related Reading Items for Literary Text: "Snowball Moon," Item #6 | ||
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Web-based Reading GLEsGrade 3 Clusters: |
R-3-5: Analyze and interpret elements of literary texts, citing evidence where appropriate by… | ||
| R-3-5.1 Making logical predictions | |||
| R-3-5.2 Describing main characters' physical characteristics or personality traits; or providing examples of thoughts, words or actions that reveal characters' personality traits | |||
| R-3-5.3 Making basic inferences about problem, conflict, or solution (e.g., cause-effect relationships) EXAMPLE: How might the story have been different if…? |
Passage-Related Reading Items for Literary Text: "Snowball Moon," Item #7 | ||
| R-3-5.4 Not assessed through large-scale assessment | |||
| R-3-5.5 Identifying the author's basic message EXAMPLE: In this story, Jon learned an important lesson about what to do when lost in the woods. What lesson did Jon learn? |
Passage-Related Reading Items for Literary Text: "Snowball Moon," Item #8 | ||
| R-3-6: Analyze and interpret author's craft, citing evidence where appropriate by … | |||
| R-3-6.1 Not assessed through large-scale assessment | |||
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R-3-7: Demonstrate initial understanding of informational texts (expository and practical texts) by… | ||
| R-3-7.1 Obtaining information, from text features (e.g., table of contents, glossary, basic transition words, bold or italicized text, headings, graphic organizers, charts, graphs, or illustrations) EXAMPLES: What words does the author want you to notice on this page? What is the last step of the directions? |
Passage-Related Reading Items for Informational Text:"What is Static Electricity?" Items #1 and #2 | ||
| R-3-7.2 Using information from the text to answer questions related to explicitly stated main/central ideas or details | Passage-Related Reading Items for Informational Text:"What is Static Electricity?" Items #3, #4, #5 and #6 | ||
| R-3-7.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting or mapping) EXAMPLE: Given a chart (with headings filled in), students are asked to provide examples from the text to show physical characteristics of two different places or things |
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R-3-8: Analyze and interpret informational texts, citing evidence where appropriate by… | ||
| R-3-8.1 Connecting information within a text EXAMPLE: Combining, comparing, or using information found in both the written text and in a caption in a text |
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| R-3-8.2 Recognizing generalizations about text (e.g., identifying appropriate titles, assertions, or controlling ideas) | |||
| R-3-8.3 Making basic inferences, drawing basic conclusions, or forming judgments/opinions about central ideas that are relevant | Passage-Related Reading Items for Informational Text:"What is Static Electricity?" Item #7 | ||
| R-3-8.4 Distinguishing fact from opinion | Passage-Related Reading Items for Informational Text:"What is Static Electricity?" Item #8 | ||
| R-3-8.5 Making inferences about causes or effects EXAMPLE: What probably caused the fire to start in the garage? |
Passage-Related Reading Items for Informational Text:"What is Static Electricity?" Item #9 | ||