iOpeners correlated to Tennessee State Board of Education Curriculum Standards for English/Language Arts Grade 3 Customer Service 1-800-321-3106 www.pearsonlearning.com
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Grade 3
Tennessee State Board of Education Grade 3
Reading
1.01 Develop oral language.
a. Show evidence of expanding oral language through vocabulary
growth.
All About Bikes, All About the Body, Astronauts Take Flight, At the
Root of It, Days to Remember, Encyclopedia or World Sports, Island
Life, It’s a Mammal!, It’s All in the Soil, Look Up, Mae It, Wear
It, The Mystery of Magnets, New Language, New Friends, People on
the Move, Playground Science, Robots, They Changed the World,
Travel Smart, Water Wise, A Year in Antarctica
b. Consistently use established rules for conversation (e.g.,
taking turns, raising hand, and asking questions).
c. Understand, follow and give oral directions.
d. Respond to questions from teachers and other group members and
pose follow-up questions for clarity.
All About Bikes, All About the Body, Astronauts Take Flight, At the
Root of It, Days to Remember, Encyclopedia or World Sports, Island
Life, It’s a Mammal!, It’s All in the Soil,
2 Bookworks, Santa Fe
Look Up, Mae It, Wear It, The Mystery of Magnets, New Language, New
Friends, People on the Move, Playground Science, Robots, They
Changed the World, Travel Smart, Water Wise, A Year in
Antarctica
e. Participate in creative responses to text (e.g., choral reading,
discussion, dramatization, and oral presentations).
All About Bikes, All About the Body, Astronauts Take Flight, At the
Root of It, Days to Remember, Encyclopedia or World Sports, Island
Life, It’s a Mammal!, It’s All in the Soil, Look Up, Mae It, Wear
It, The Mystery of Magnets, New Language, New Friends, People on
the Move, Playground Science, Robots, They Changed the World,
Travel Smart, Water Wise, A Year in Antarctica
f. Summarize orally what has been learned or accomplished after
completing an activity or assignment.
It’s All in the Soil
g. Give oral presentations about experiences or interests, using
eye contact, proper pacing, adequate volume, and clear
enunciation.
1.02 Develop listening skills.
a. Listen attentively to speaker for specific information.
b. Use appropriate listening skills (e.g., do not interrupt, face
speaker, ask questions).
c. Listen and respond to a variety of media (e.g., books, audio
tapes, videos).
d. Recognize the difference between formal and informal
languages.
e. Follow oral directions.
1.03 Demonstrate knowledge of concepts of print.
a. Recognize that groups of sentences make a paragraph and
paragraphs make a story or article.
All About Bikes, All About the Body, Astronauts Take Flight, At the
Root of It, Days to Remember, Encyclopedia or World Sports, Island
Life, It’s a Mammal!, It’s All in the Soil,
3 Bookworks, Santa Fe
Look Up, Mae It, Wear It, The Mystery of Magnets, New Language, New
Friends, People on the Move, Playground Science, Robots, They
Changed the World, Travel Smart, Water Wise, A Year in
Antarctica
b. Recognize and use parts of text (e.g., title, table of contents,
glossary and index).
c. Recognize and use
d. Recognize different forms of text (e.g., poems, plays and
stories).
1.04 Develop and maintain phonemic awareness.
a. Develop awareness of sounds of language through repeated
exposure to a variety of auditory experiences (e.g., poetry, books
on tape, music lyrics, sounds effects, and read-alouds).
b. Add, delete, and change targeted sounds to modify or change
words.
c. Identify and produce rhyming words and original poems.
1.05 Develop and use decoding strategies.
a. Use knowledge of letter-sound correspondence and structural
analysis to decode.
b. Decode multi-syllabic words not yet known as sight words.
c. Use decoding strategies, such as sounding out words, comparing
similar words, breaking words into smaller words, and looking for
word parts (e.g., root words, prefixes, and suffixes).
d. Use previously learned strategies to decode and verify word
meaning utilizing the context of a selection.
All About Bikes, All About the Body, Astronauts Take Flight, At the
Root of It, Days to Remember, Encyclopedia or World Sports, Island
Life, It’s a Mammal!, It’s All in the Soil, Look Up, Mae It, Wear
It, The Mystery of Magnets, New Language, New Friends, People on
the Move, Playground Science, Robots, They Changed the World,
Travel Smart, Water Wise, A Year in Antarctica
1.06 Read to develop fluency, expression,
4 Bookworks, Santa Fe
accuracy and confidence.
a. Read with increasing fluency and confidence from a variety of
texts (e.g., paired readings, shared reading, choral reading,
teacher-led reading, and reading from tapes).
b. Read aloud grade-appropriate narrative and expository text
fluently and accurately, using appropriate timing, intonation, and
expression.
c. Participate in guided oral readings.
d. Reflect punctuation within written text while reading
orally.
e. Demonstrate the automatic recognition of high frequency
words.
All About Bikes, All About the Body, Astronauts Take Flight, At the
Root of It, Days to Remember, Encyclopedia or World Sports, Island
Life, It’s a Mammal!, It’s All in the Soil, Look Up, Mae It, Wear
It, The Mystery of Magnets, New Language, New Friends, People on
the Move, Playground Science, Robots, They Changed the World,
Travel Smart, Water Wise, A Year in Antarctica
f. Read daily and independently from a variety of texts.
1.07 Develop and extend reading vocabulary.
a. Build vocabulary by listening to literature and participating in
discussions.
b. Build vocabulary through frequent read- alouds.
c. Determine word meaning using root words, prefixes, and
suffixes.
d. Recognize and use compound words, contractions, and
abbreviations.
e. Determine the meaning of unfamiliar words by using context
clues, dictionaries, and other classroom resources.
f. Use antonyms and synonyms to facilitate understanding of
words.
g. Use context clues to determine meaning of multi-meaning
words.
h. Manipulate word walls and word sorts.
i. Build vocabulary by reading a wide
All About Bikes, All About the Body, Astronauts Take Flight, At the
Root of It, Days to Remember, Encyclopedia or World Sports, Island
Life, It’s a Mammal!, It’s All in the Soil, Look Up, Mae It, Wear
It, The Mystery of Magnets, New Language, New Friends, People on
the Move, Playground Science, Robots, They Changed the World,
Travel Smart, Water Wise, A Year in Antarctica
5 Bookworks, Santa Fe
1.08 Develop and use pre-reading strategies.
a. Identify a purpose for reading (e.g., for information, for
enjoyment, for understanding a writer’s position).
All About Bikes, All About the Body, Astronauts Take Flight, At the
Root of It, Days to Remember, Encyclopedia or World Sports, Island
Life, It’s a Mammal!, It’s All in the Soil, Look Up, Mae It, Wear
It, The Mystery of Magnets, New Language, New Friends, People on
the Move, Playground Science, Robots, They Changed the World,
Travel Smart, Water Wise, A Year in Antarctica
b. Participate in activities to build background knowledge to make
meaning from text.
c. Make predictions using text features (e.g., illustrations and
graphics).
d. Preview text using illustrations, graphics, text format, text
structures and skimming.
e. Connect life experience to information and events in
texts.
Teacher can instruct student in these activities using the iopener
readers:
All About Bikes, All About the Body, Astronauts Take Flight, At the
Root of It, Days to Remember, Encyclopedia or World Sports, Island
Life, It’s a Mammal!, It’s All in the Soil, Look Up, Mae It, Wear
It, The Mystery of Magnets, New Language, New Friends, People on
the Move, Playground Science, Robots, They Changed the World,
Travel Smart, Water Wise, A Year in Antarctica
1.09 Use active comprehension strategies to derive meaning while
reading and check for understanding after reading.
a. Derive meaning while reading by:
1. formulating clarifying questions.
2. predicting outcomes based upon prior knowledge and adjust as
knowledge is gained while reading.
3. using metacognitive reading strategies to monitor comprehension
(e.g., reread, read ahead, adjust reading speed).
4. creating a mental image.
5. expressing reactions and personal opinions in response to a
selection.
All About Bikes, All About the Body, Astronauts Take Flight, At the
Root of It, Days to Remember, Encyclopedia or World Sports, Island
Life, It’s a Mammal!, It’s All in the Soil, Look Up, Mae It, Wear
It, The Mystery of Magnets, New Language, New Friends, People on
the Move, Playground Science, Robots, They Changed the World,
Travel Smart, Water Wise, A Year in Antarctica
6 Bookworks, Santa Fe
1. drawing conclusions based on evidence gained while
reading.
Robots, Travel Smart
Make it, Wear It, A Year in Antarctica
3. recognizing cause and effect relationships in text.
The Mystery of Magnets, Playground Science
4. discussing similarities and differences in text events,
characters, and character actions.
It’s a Mammal, They Changed the World
5. distinguishing between fact and opinion.
New Language, New Friends
Days to Remember, Island Life
7. discussing author’s purpose for writing.
Look Up
1.10 Introduce informational skills to facilitate learning.
a. Use outside resources to access information (e.g., family and
community).
b. Use media resources to access information (e.g., online catalog,
non- fiction books, encyclopedias, CD-ROM references,
Internet).
c. Use text referenced material (e.g., dictionary, thesaurus,
encyclopedia, magazines, and newspapers).
Encyclopedia of World Sports
Encyclopedia of World Sports
1.11 Develop skills to facilitate reading to learn in a variety of
content areas.
a. Develop and maintain content specific vocabulary.
All About Bikes, All About the Body, Astronauts Take Flight, At the
Root of It, Days to Remember, Encyclopedia or World Sports,
Island
7 Bookworks, Santa Fe
Life, It’s a Mammal!, It’s All in the Soil, Look Up, Mae It, Wear
It, The Mystery of Magnets, New Language, New Friends, People on
the Move, Playground Science, Robots, They Changed the World,
Travel Smart, Water Wise, A Year in Antarctica
b. Use text features to locate information (e.g., charts, table of
contents, maps, illustrations).
c. Apply skills and strategies to comprehend informational text
(e.g., pre-reading strategies, comprehension strategies).
All About Bikes, At the Root of It, Island Life, It’s a Mammal!,
It’s All in the Soil, People on the Move, Playground Science,
Robots
d. Use self-correction strategies while reading (e.g., pausing,
rereading, asking for help).
Teacher can facilitate in learning this strategy.
1.12 Read independently for a variety of purposes.
a. Read for literary experience. All About Bikes, All About the
Body, Astronauts Take Flight, At the Root of It, Days to Remember,
Encyclopedia or World Sports, Island Life, It’s a Mammal!, It’s All
in the Soil, Look Up, Mae It, Wear It, The Mystery of Magnets, New
Language, New Friends, People on the Move, Playground Science,
Robots, They Changed the World, Travel Smart, Water Wise, A Year in
Antarctica
b. Read to gain information. All About Bikes, At the Root of It,
Island Life, It’s a Mammal!, It’s All in the Soil, People on the
Move, Playground Science, Robots
c. Read to perform a task. Make It, Wear It, The Mystery of
Magnets, Travel Smart
d. Read for enjoyment.
e. Read to expand vocabulary.
f. Read to build fluency.
All About Bikes, All About the Body, Astronauts Take Flight, At the
Root of It, Days to Remember, Encyclopedia or World Sports, Island
Life, It’s a Mammal!, It’s All in the Soil, Look Up, Mae It, Wear
It, The Mystery of Magnets, New Language, New Friends, People on
the Move, Playground Science, Robots, They Changed the World,
Travel Smart, Water Wise, A
8 Bookworks, Santa Fe
1.13 Experience various literary and media genres.
a. Read and view various literary (e.g., short stories, fairy
tales, non-fiction texts, biographies, folktales, and poetry) and
media (e.g., photographs, the arts, films, video) genres.
All About Bikes, All About the Body, Astronauts Take Flight, At the
Root of It, Days to Remember, Encyclopedia or World Sports, Island
Life, It’s a Mammal!, It’s All in the Soil, Look Up, Mae It, Wear
It, The Mystery of Magnets, New Language, New Friends, People on
the Move, Playground Science, Robots, They Changed the World,
Travel Smart, Water Wise, A Year in Antarctica
b. Understand the main idea or message in a visual message (e.g.,
pictures, cartoons, weather reports on television, newspaper,
photographs).
c. Define and identify setting.
d. Define and identify the characters.
e. Differentiate between main and minor characters.
f. Determine the problem in a story, discover its solution, and
consider alternate solutions.
g. Identify types of stories (e.g., folktales, fables, fairy
tales).
h. Compare and contrast different versions/representations of
similar stories, legends, lessons or events reflecting different
cultures.
i. Explore the ways in which language is used in literary texts
(e.g., rhythm, beat, imagery, simile, and metaphor).
j. Explore the concept of first person point of view.
1.14 Develop and maintain a motivation to read.
a. Visit libraries/media centers and regularly check out
materials.
9 Bookworks, Santa Fe
b. Engage in variety of literacy activities voluntarily
(self-select books and stories).
c. Read longer narrative and expository text independently
including chapter books.
d. Select literature based on personal needs and interests from a
variety of genres and by different authors.
e. Choose works from favorite authors/illustrators and
genres.
f. Relate literary experiences (e.g., book discussions, literacy
circles, writing, oral presentations, artistic
representations).
g. Experience daily opportunities to read.
h. Choose to read as a leisure activity.
Writing
Content Standard: 2.0
The student will develop the structural and creative skills of the
writing process necessary to produce written language that can be
read, presented to, and interpreted by various audiences.
2.01 Use a variety of pre-writing strategies.
a. Brainstorm ideas with teacher and peers.
b. Write key thoughts and questions, record reactions and
observations and group related ideas.
c. Construct graphic organizers to group ideas for writing (e.g.,
webs, charts, graphs, diagrams, illustrations).
d. Select a focus when writing.
e. Use a variety of sources to gather
10 Bookworks, Santa Fe
information.
f. Write with awareness of a specified audience (e.g., self, peers,
teachers, and adults).
2.02 Write for a variety of purposes.
a. Continue to write to acquire and exhibit knowledge (e.g.,
paragraphs, reports and answer questions).
b. Continue to write to entertain (e.g., stories. poems, riddles,
cartoons).
c. Continue to write to inform (e.g., friendly letters, reports,
invitations, journals, notes, lists).
d. Write in response to a prompt (e.g., to respond to a picture,
story, art).
2.03 Show evidence of drafting and revision with written
work.
a. Compose first drafts using appropriate parts of the writing
process.
b. Write in complete sentences using descriptive language.
c. Develop a paragraph with a topic sentence, supporting details,
and a concluding sentence.
d. Arrange events in logical, sequential order.
e. Write stories that have a beginning, middle, and end.
f. Use correct page format (e.g., paragraphs, margins, indentations
and titles).
g. Use resources (e.g., dictionaries, thesaurus, computer) to aid
in the writing process.
h. Revise writing to improve detail after determining what could be
added or deleted (e.g., reread; rearrange words,
11 Bookworks, Santa Fe
2.04 Include editing before the completion of finished work.
a. Apply elements of language (e.g., end marks, commas in a series,
capitalization); usage (e.g., subject and verb agreement in a
simple sentence); and sentence structure (e.g., elimination of
fragments) when writing and editing.
b. Use classroom resources (e.g., word walls, dictionaries,
teacher, peers, appropriate technology, student generated word
books) to aid in proofreading.
c. Use knowledge of letter sounds, word parts, word segmentation,
and syllabication to monitor and correct spelling.
d. Create readable documents with legible handwriting.
e. Write legibly in manuscript and in cursive.
2.05 Evaluate own and others' writing.
a. Use a simple rubric to evaluate writing and group work.
b. Evaluate own and others’ writing through small group discussion
and shared work.
c. Record and evaluate suggestions and reactions with peers.
d. Recognize positive features and give feedback to peers.
e. Review personal collection to determine progress.
12 Bookworks, Santa Fe
2.06 Experience numerous publishing opportunities.
a. Produce a variety of written work (e.g., literature response,
“published” books, book reports) in various formats.
b. Use technology to publish writing.
c. Incorporate photographs or illustrations in written works.
d. Share completed work.
f. Identify opportunities for publication (e.g., national and/or
local contests, websites, newspapers, periodicals).
2.07 Write narrative accounts.
a. Write in response to a narrative prompt.
b. Write an account based on personal experience that has a clear
focus and supporting details (e.g., use illustrations and
lists).
c. Use classroom rubric as a guide for writing a narrative.
2.08 Write frequently across content areas.
a. Summarize concepts presented in science (e.g., illustrations,
sentences, paragraphs, reports).
b. Summarize concepts presented in social studies (e.g.,
illustrations, sentences, paragraphs, reports).
c. Write in math journals, create math stories, and write
explanations for problem solving.
d. Participate in shared writing about the arts and personal
activities.
2.09 Write expressively using original
13 Bookworks, Santa Fe
ideas, reflections, and observations.
a. Create stories and poems.
b. Write brief descriptions of a real object, person, place, or
event using sensory details.
c. Write to express opinions and judgments.
d. Write for personal enjoyment using individual expression and
creative imagination.
2.10 Write in response to literature.
a. Summarize a story.
b. Write different ending to a story.
c. Write to describe story elements (e.g., setting, characters,
plot, problems, solution/conclusion).
d. Compare characters, settings, and events within and between
stories.
2.11 Write in a variety of modes and genres.
a. Write stories.
f. Write a variety of poems.
g. Write a report.
i. Write in journal.
Elements of Language
Content Standard: 3.0
The student will use standard English conventions and proper
spelling as appropriate
14 Bookworks, Santa Fe
to speaking and writing.
3.01 Demonstrate knowledge of standard English usage.
a. Use nouns appropriately (e.g., nouns as subjects, singular,
plurals and possessives).
b. Use verbs appropriately (e.g., past, present and future tenses,
irregular verbs, agreement with simple and compound
subjects).
c. Use pronouns appropriately (e.g., subject and object, pronouns,
substitution for nouns, agreement with antecedents).
d. Use adjectives appropriately (e.g., vivid description words,
comparative/superlative, and articles).
e. Use adverbs appropriately (e.g., common formation and placement
in a sentence).
f. Recognize usage errors (e.g., double negatives, troublesome
words [to, two, their, there, they’re]).
3.02 Demonstrate knowledge of standard English mechanics.
a. Use capitalization when writing names, dates, cities and states,
addresses, holidays, and titles of books.
b. Capitalize the first word in a sentence, proper nouns, titles,
abbreviations, parts of a friendly letter, and the first word in a
direct quotation.
c. Use commas in dates, locations, addresses and items in a
series.
d. Use correct punctuation (e.g., end punctuation, periods in
initials, abbreviations and titles before names, colon between hour
and minutes, parts
15 Bookworks, Santa Fe
f. Write legibly in manuscript and in cursive.
3.03 Demonstrate knowledge of standard English spelling.
a. Spell high frequency words correctly.
b. Spell correctly commonly misspelled words as appropriate to
grade level
c. Spell correctly words that have blends, contractions, and
orthographic patterns (e.g., consonant doubling, changing “y” to
“I,” dropping the final silent “e” before adding the suffix).
d. Form and spell contractions, plurals and possessives
correctly.
e. Arrange and identify words in alphabetical order for practical
purposes occurring in everyday life (e.g., lists, card catalog,
phone directory).
f. Use a dictionary and other resources to verify spelling.
3.04 Demonstrate knowledge of correct sentence structure.
a. Use appropriate language structure in oral and written
communication (e.g., subject-verb agreement, correct word order,
and correct placement of words and phrases).
b. Identify and use statements, questions, commands and exclamatory
sentences in writing and speaking.
c. Recognize statements, questions and exclamations by noting end
punctuation when writing and intonation when speaking.
16 Bookworks, Santa Fe
d. Identify the subject and predicate of a sentence (simple and
compound).
e. Recognize complete sentences, edit incomplete sentences and
run-on sentences.
f. Combine simple sentences into compound sentences to increase
syntactic variety.
g. Combine sentences using compound subjects and/or
predicates.