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ELA3C1

ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a. Correctly identifies and uses subject/verb agreement and adjectives. b. Identifies and uses nouns (singular, plural, possessive) correctly. c. Identifies and uses contractions correctly. d. Identifies and uses personal and possessive pronouns. e. Speaks and writes in complete and coherent sentences. f. Identifies and uses increasingly complex sentence structure. g. Distinguishes between complete and incomplete sentences. h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang, colloquialisms, idioms). i. When appropriate, determines the meaning of a word based on how it is used in an orally presented sentence. j. Uses resources (encyclopedias, Internet, books) to research and share information about a topic. k. Uses the dictionary and thesaurus to support word choices. l. Uses common rules of spelling and corrects words using dictionaries and other resources. m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks). n. Writes legibly in cursive, leaving space between letters in a word and between words in a sentence.

ELA3LSV1

ELA3LSV1 The student uses oral and visual strategies to communicate. The student a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults. b. Recalls, interprets, and summarizes information presented orally. c. Uses oral language for different purposes: to inform, persuade, or entertain. d. Listens to and views a variety of media to acquire information.

ELA3R1

ELA3R1 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student a. Applies letter-sound knowledge to decode unknown words quickly and accurately. b. Reads familiar text with expression. c. Reads third-grade text at a target rate of 120 words correct per minute. d. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level texts.

ELA3R2

ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student a. Reads literary and informational texts and incorporates new words into oral and written language. b. Uses grade-appropriate words with multiple meanings. c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms. d. Identifies the meaning of common idioms and figurative phrases and incorporates them into oral and written language. e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-) and common suffixes (e.g., -tion, -ous, -ly). f. Determines the meaning of unknown words on the basis of context.

ELA3R3

ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student a. Reads a variety of texts for information and pleasure. b. Makes predictions from text content. c. Generates questions to improve comprehension. d. Distinguishes fact from opinion. e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts. f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text. g. Summarizes text content. h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. i. Makes connections between texts and/or personal experiences. j. Identifies and infers main idea and supporting details. k. Self-monitors comprehension to clarify meaning. l. Identifies and infers cause-and-effect relationships and draws conclusions. m. Recalls explicit facts and infers implicit facts. n. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry). o. Uses titles, table of contents, and chapter headings to locate information quickly and accurately and to preview text. p. Recognizes the author's purpose. q. Formulates and defends an opinion about a text. r. Applies dictionary, thesaurus, and glossary skills to determine word meanings.

ELA3W1

ELA3W1 The student demonstrates competency in the writing process. The student a. Captures a reader's interest by setting a purpose and developing a point of view. b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. c. Writes text of a length appropriate to address the topic or tell the story. d. Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers). e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering). f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect. g. Begins to develop characters through action and dialogue. h. Begins to use descriptive adjectives and verbs to communicate setting, character, and plot. i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience. j. Uses a variety of resources to research and share information on a topic. k. Writes a response to literature that demonstrates understanding of the text, formulates an opinion, and supports a judgment. l. Writes a persuasive piece that states a clear position. m. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct. n. Publishes by presenting an edited piece of writing to others.

ELA3W2

ELA3W2 The student begins to write in a variety genres, including narrative, informational, persuasive, and response to literature. Critical Component:The student produces a narrative that: a. Captures a reader's interest by writing both personal and fantasy/imaginary stories, setting a purpose, and developing a point of view. b. Sustains a focus. c. Includes the appropriate purpose, expectations, and length for the audience and genre. d. Uses sensory details and other literary language to communicate setting, characters, and plot. e. Uses appropriate organizational structures to ensure coherence (well developed beginning, middle, and end, and sequence of events) and strategies (transition words/phrases, time cue words, and sequence of events). f. Develops characters through action and dialogue. g. Provides a sense of closure. h. May include prewriting. i. May include a revised and edited draft. j. May be published. Critical Component:The student produces informational writing (e.g., procedures, report, correspondence) that: a. Captures a reader's interest by setting a purpose and developing a point of view. b. Sustains a focused topic. c. Includes the appropriate purpose, expectations, and length for the audience and the genre. d. Includes relevant examples, facts, anecdotes, and details. e. Uses organizational structures for conveying information (chronological order, cause and effect, similarities and differences, questions and answers). f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic. g. Provides a sense of closure. h. May include prewriting. i. May include a draft that is revised and edited. j. May be published. Critical Component:The student produces a persuasive piece of writing that: a. Captures a reader's interest by stating a clear position/opinion and developing a point of view. b. Sustains a focus. c. Includes the appropriate purpose, expectations, and length for audience and the genre. d. Adds supportive details throughout the paper that may include relevant examples, facts, and anecdotes. e. Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochure, advertisement, movie and book reviews). f. Provides a sense of closure. . g. May include prewriting. h. May include a revised and edited draft. i. May be published Critical Component:The student produces a response to literature that: a. Captures a reader's interest by developing a point of view. b. Demonstrates understanding of the text, formulates an opinion, and supports a judgment. c. Makes connections: text-to-self, text-to-text, text-to-world connections using significant details from the reading selection. d. Uses appropriate organizational structures to ensure coherence (T-charts, compare and contrast, letter to author, rewrite the ending, beginning, middle, and end with details from the text). e. Provides a sense of closure. f. May include prewriting. g. May include a draft that is revised and edited. h. May be published.

M3A1

M3A1 Students will use mathematical expressions to represent relationships between quantities and interpret given expressions. a. Describe and extend numeric and geometric patterns. b. Describe and explain a quantitative relationship represented by a formula (such as the perimeter of a geometric figure). c. Use a symbol, such as ϒ and Δ, to represent an unknown and find the value of the unknown in a number sentence.

M3D1

M3D1 Students will create and interpret simple tables and graphs. a. Solve problems by organizing and displaying data in bar graphs and tables. b. Construct and interpret bar graphs using scale increments of 1, 2, 5, and 10. c.Develop and evaluate mathematical arguments and proofs. d.Select and use various types of reasoning and methods of proof.

M3G1

M3G1 Students will further develop their understanding of geometric figures by drawing them. They will also state and explain their properties. a. Draw and classify previously learned fundamental geometric figures as well as scalene, isosceles, and equilateral triangles. b. Identify and explain the properties of fundamental geometric figures. c. Examine and compare angles of fundamental geometric figures. d. Identify the center, diameter, and radius of a circle.

M3M1

M3M1 Students will further develop their understanding of the concept of time by determining elapsed time of a full, half, and quarter-hour.

M3M2

M3M2 Students will measure length choosing appropriate units and tools. a. Use the units kilometer (km) and mile (mi.) to discuss the measure of long distances. b. Measure to the nearest 1/4 inch, 1/2 inch, and millimeter (mm) in addition to the previously learned inch, foot, yard, centimeter, and meter. c. Estimate length and represent it using appropriate units. d. Compare one unit to another within a single system of measurement.

M3M3

M3M3 Students will understand and measure the perimeter of simple geometric figures (squares and rectangles). a. Understand the meaning of the linear unit in measuring perimeter. b. Understand the concept of perimeter as being the boundary of a simple geometric figure. c. Determine the perimeter of a simple geometric figure by measuring and summing the lengths of the sides.

M3M4

M3M4 Students will understand and measure the area of simple geometric figures (squares and rectangles). a. Understand the meaning of the square unit in measuring area. b. Model (by tiling) the area of a simple geometric figure using square units (square inch, square foot, etc.). c. Determine the area of squares and rectangles by counting, adding, and multiplying with models.

M3N1

M3N1 Students will further develop their understanding of whole numbers and ways of representing them. a. Identify place values from tenths through ten thousands. b. Understand the relative sizes of digits in place value notation (10 times, 100 times, 1/10 of a single digit whole number) and ways to represent them.

M3N2

M3N2 Students will further develop their skills of addition and subtraction and apply them in problem solving. a. Use the properties of addition and subtraction to compute and verify the results of computation. b. Use mental math and estimation strategies to add and subtract. c. Solve problems requiring addition and subtraction.

M3N3

M3N3 Students will further develop their understanding of multiplication of whole numbers and develop the ability to apply it in problem solving. a. Describe the relationship between addition and multiplication, i.e., multiplication is defined as repeated addition. b. Know the multiplication facts with understanding and fluency to 10 x 10. c. Use arrays and area models to develop understanding of the distributive property and to determine partial products for multiplication of 2- or 3-digit numbers by a 1-digit number. d. Understand the effect on the product when multiplying by multiples of 10. e. Apply the identity, commutative, and associative properties of multiplication and verify the results. f. Use mental math and estimation strategies to multiply. g. Solve problems requiring multiplication.

M3N4

M3N4 Students will understand the meaning of division and develop the ability to apply it in problem solving. a. Understand the relationship between division and multiplication and between division and subtraction. b. Recognize that division may be two situations: the first is determining how many equal parts of a given size or amount may be taken away from the whole as in repeated subtraction, and the second is determining the size of the parts when the whole is separated into a given number of equal parts as in a sharing model. c. Recognize problem-solving situations in which division may be applied and write corresponding mathematical expressions. d. Explain the meaning of a remainder in division in different circumstances. e. Divide a 2 and 3-digit number by a 1-digit divisor. f. Solve problems requiring division.

M3N5

M3N5 Students will understand the meaning of decimals and common fractions in simple cases and apply them in problem-solving situations. a. Understand a decimal (i.e., 0.1) and a common fraction (i.e., 1/10) represent parts of a whole. b. Understand the fraction a/b represents a equal sized parts of a whole that is divided into b equal sized parts. c. Understand a one place decimal represents tenths, i.e., 0.3 = 3/10. d. Know and use decimals and common fractions to represent the size of parts created by equal divisions of a whole. e. Understand the concept of addition and subtraction of decimals and common fractions with like denominators. f. Model addition and subtraction of decimals and common fractions. g. Solve problems involving fractions.

M3P1

M3P1 Students will solve problems (using appropriate technology). a.Build new mathematical knowledge through problem solving. b.Solve problems that arise in mathematics and in other contexts. c.Apply and adapt a variety of appropriate strategies to solve problems. d.Monitor and reflect on the process of mathematical problem solving.

M3P2

M3P2 Students will reason and evaluate mathematical arguments. a.Recognize reasoning and proof as fundamental aspects of mathematics. b.Make and investigate mathematical conjectures. c.Develop and evaluate mathematical arguments and proofs. d.Select and use various types of reasoning and methods of proof.

M3P3

M3P3 Students will communicate mathematically. a.Organize and consolidate their mathematical thinking through communication. b.Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. c.Analyze and evaluate the mathematical thinking and strategies of others. d.Use the language of mathematics to express mathematical ideas precisely.

M3P4

M3P4 Students will make connections among mathematical ideas and to other disciplines. a.Recognize and use connections among mathematical ideas. b.Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c.Recognize and apply mathematics in contexts outside of mathematics.

M3P5

M3P5 Students will represent mathematics in multiple ways. a.Create and use representations to organize, record, and communicate mathematical ideas. b.Select, apply, and translate among mathematical representations to solve problems. c.Use representations to model and interpret physical, social, and mathematical phenomena.

S3CS1

S3CS1 Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Keep records of investigations and observations and do not alter the records later. b. Offer reasons for findings and consider reasons suggested by others. c. Take responsibility for understanding the importance of being safety conscious.

S3CS2

S3CS2 Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator. b. Use commonly encountered fractions - halves, thirds, and fourths (but not sixths, sevenths, and so on) - in scientific calculations. c. Judge whether measurements and computations of quantities, such as length, weight, or time, are reasonable answers to scientific problems by comparing them to typical values.

S3CS3

S3CS3 Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures. a. Choose appropriate common materials for making simple mechanical constructions and repairing things. b. Use computers, cameras and recording devices for capturing information. c. Identify and practice accepted safety procedures in manipulating science materials and equipment.

S3CS4

S3CS4 Students will use ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and describe how parts influence one another in things with many parts. b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world. c. Identify ways in which the representations do not match their original counterparts.

S3CS5

S3CS5 Students will communicate scientific ideas and activities clearly. a. Write instructions that others can follow in carrying out a scientific procedure. b. Make sketches to aid in explaining scientific procedures or ideas. c. Use numerical data in describing and comparing objects and events. d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases.

S3CS6

S3CS6 Students will question scientific claims and arguments effectively. a. Support statements with facts found in books, articles, and databases, and identify the sources used.

S3CS7

S3CS7 Students will be familiar with the character of scientific knowledge and how it is achieved. Students will recognize that: a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties. b. Some scientific knowledge is very old and yet is still applicable today.

S3CS8

S3CS8 Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments. b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world. c. Scientists use technology to increase their power to observe things and to measure and compare things accurately. d. Science involves many different kinds of work and engages men and women of all ages and backgrounds.

S3E1

S3E1 Students will investigate the physical attributes of rocks and soils. a. Explain the difference between a rock and a mineral. b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness). c. Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand). d. Determine how water and wind can change rocks and soil over time using observation and research.

S3E2

S3E2 Students will investigate fossils as evidence of organisms that lived long ago. a. Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long ago. b. Describe how a fossil is formed.

S3L1

S3L1 Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there. b. Identify features of green plants that allow them to live and thrive in different regions of Georgia. c. Identify features of animals that allow them to live and thrive in different regions of Georgia. d. Explain what will happen to an organism if the habitat is changed.

S3L2

S3L2 Students will recognize the effects of pollution and humans on the environment. a. Explain the effects of pollution (such as littering) to the habitats of plants and animals. b. Identify ways to protect the environment. Conservation of resources Recycling of materials

S3P1

S3P1 Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature indicates a change in heat. a. Categorize ways to produce heat energy such as burning, rubbing (friction), and mixing one thing with another. b. Investigate how insulation affects heating and cooling. c. Investigate the transfer of heat energy from the sun to various materials. d. Use thermometers to measure the changes in temperatures of water samples (hot, warm, cold) over time.

S3P2

S3P2 Students will investigate magnets and how they affect other magnets and common objects. a. Investigate to find common objects that are attracted to magnets. b. Investigate how magnets attract and repel each other.

SS3CG1

SS3CG1 The student will explain the importance of the basic principles that provide the foundation of a republican form of government. a. Explain why in the United States there is a separation of power between branches of government and levels of government. b. Name the three levels of government (national, state, local) and the three branches in each (executive, legislative, judicial), including the names of the legislative branch (Congress, General Assembly, city commission or city council). c. State an example of the responsibilities of each level and branch of government.

SS3CG2

SS3CG2 The student will describe how the historical figures in SS3H2a display positive character traits of cooperation, diligence, liberty, justice, tolerance, freedom of conscience and expression, and respect for and acceptance of authority.

SS3E1

SS3E1 The student will describe the four types of productive resources: a. Natural (land) b. Human (labor) c. Capital (capital goods) d. Entrepreneurship (used to create goods and services)

SS3E2

SS3E2 The student will explain that governments provide certain types of goods and services in a market economy and pay for these through taxes and will describe services such as schools, libraries, roads, police/fire protection, and military.

SS3E3

SS3E3 The student will give examples of interdependence and trade and will explain how voluntary exchange benefits both parties. a. Describe the interdependence of consumers and producers of goods and services. b. Describe how goods and services are allocated by price in the marketplace. c. Explain that some things are made locally, some elsewhere in the country, and some in other countries. d. Explain that most countries create their own currency for use as money.

SS3E4

SS3E4 The student will describe the costs and benefits of personal spending and saving choices.

SS3G1

SS3G1 The student will locate major topographical features of the United States of America. a. Identify major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson. b. Identify major mountain ranges of the United States of America: Appalachian, Rocky. c. Locate the equator, prime meridian, and lines of latitude and longitude on a globe. d. Locate Greece on a world map.

SS3G2

SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a. a. Identify on a political map specific locations significant to the life and times of these historic figures. b. Describe how place (physical and human characteristics) had an impact on the lives of these historic figures. c. Describe how each of these historic figures adapted to and was influenced by his/her environment. d. Trace examples of travel and movement of these historic figures and their ideas across time. e. Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural identification.

SS3H1

SS3H1 The student will explain the political roots of our modern democracy in the United States of America. a. Identify the influence of Greek architecture (Parthenon, U. S. Supreme Court building), law, and the Olympic Games on the present. b. Explain the ancient Athenians' idea that a community should choose its own leaders. c. Compare and contrast Athens as a direct democracy with the United States as a representative democracy.

SS3H2

SS3H2 The student will discuss the lives of Americans who expanded people's rights and freedoms in a democracy. a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women's rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and Cesar Chavez (workers' rights). b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.