2007-08 Learner Statements—Grade 3

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Language Arts State Goal 1:
Read with understanding and fluency.
State Standards
	A.		Apply word analysis and vocabulary skills to comprehend selections.
	B.		Apply reading strategies to improve understanding and fluency.
	C.		Comprehend a broad range of reading materials.

Learner Statements
	1.A.		Know age-appropriate sight words and common high-frequency words (e.g., antonyms, synonyms, multiple meaning words, nonphonetic words in context)
	2.A.		Use context clues (e.g., semantic context: known words, phrases, structures; story context), structural analysis (e.g., complex word families, basic prefixes and suffixes, root words; compound words), and syntactic structure to decode unknown words
	3.A.		Use glossary, dictionary, and thesaurus to clarify and extend word meaning
	4.B.		Use self-correction strategies to establish and clarify meaning (e.g., identify miscues, reread, read on, use visual and context clues, try alternate pronunciations, use meaningful substitutions, ask questions, use resources)
	5.B.		Read age-appropriate material aloud with fluency (e.g., rhythm, flow, accuracy)
	6.B.		Establish different purposes for reading (e.g., to gain information, enjoy, and learn), make predictions, connect important ideas, and link text to previous experiences and knowledge
	7.B.		Identify genres (forms and purposes) of fiction, nonfiction, poetry, and electronic literary forms
	8.B.		Preview text to anticipate what will be read (e.g., skim material; use pictures, textual clues, text format)
	9.B.		Set, monitor, and accomplish quantitative (books per month) and qualitative (fiction, nonfiction) reading goals
	10.B.		Use information to form questions and also make, confirm, and adjust predictions based on what is read
	11.C.		Use cognitive strategies to read and respond to literary and informational texts (build and activate schema, question, infer, create visual and sensory images, determine important ideas and themes, synthesize, utilize fix-up strategies)
	12.C.		Use information presented in simple tables, maps, and charts to form interpretations
	13.C.		Identify important themes and topics
	14.C.		Make comparisons across reading selections

Language Arts State Goal 2:
Read and understand literature representative of various societies, eras, and ideas.
State Standards
	A.		Understand how literary elements and techniques are used to convey meaning.
	B.		Read and interpret a variety of literary works.

Learner Statements
	1.A.		Make inferences and draw conclusions regarding story elements (e.g., the traits, actions, and motives of main characters; context, events; setting; theme)
	2.A.		Understand similarities and differences among literary works in terms of the elements of theme, setting, plot, characters, and events
	3.B.		Read and recognize distinguishing characteristics of a variety of literary texts (e.g., fiction, nonfiction, poetry, prose, realistic fiction, fairy tales, fables, fantasy, biographies, autobiographies)
	4.B.		Respond to literary materials by connecting them to their own experiences and communicate those responses to others

Language Arts State Goal 3:
Write to communicate for a variety of purposes.
State Standards
	A.		Use correct grammar, spelling, punctuation, capitalization, and structure.
	B.		Compose well-organized and coherent writing for specific purposes and audiences.
	C.		Communicate ideas in writing to accomplish a variety of purposes.

Learner Statements
	1.A.		Spell common, high-frequency words (e.g., spell first 200 common, high-frequency words; use knowledge of root words, prefixes, and suffixes; use spelling patterns, such as word families and letter combinations)
	2.A.		Use rules of capitalization in writing (e.g., sentences beginning, formal titles, first word in salutation of a letter)
	3.A.		Use rules of punctuation in writing (e.g., use commas in direct quotations, in addresses, and to separate phrases in a sentence; use periods to punctuate declarative sentences; use quotation marks to indicate dialogue; use apostrophes to indicate possession)
	4.A.		Use parts of speech in writing (e.g., use appropriate verb tense; use comparative and superlative adjectives and adverbs; use plurals of common irregular nouns, use pronouns and conjunctions)
	5.A.		Use a variety of sentence structures in writing (e.g., simple, compound)
	6.A.		Form letters in cursive
	7.B.		Use prewriting strategies to generate ideas and plan written work (e.g., brainstorming, webbing, rehearsing ideas, using story maps and graphic organizers, organizing ideas sequentially or around major points of information)
	8.B.		Use strategies to maintain a clear main idea or point of view throughout writing (e.g., establish a purpose for writing, include a thematic introduction or preview, address the position throughout writing, include a conclusion)
	9.B.		Use strategies to establish an organizational structure (e.g., use paragraph form, use transitions; include a logical flow of related ideas; use devices such as repetition, parallel structure, connectives, and sentence variety to achieve coherence)
	10.B.		Use strategies to integrate elements of writing (i.e., focus, elaboration, organization)
	11.B.		Use descriptive language and appropriate word choice to enhance ideas (e.g., use comparatives, superlatives, pronouns, plurals, possessives; use language appropriate to subject and audience)
	12.B.		Use strategies to write narratives (e.g., establish a context, establish a point of view, provide an organizing structure, develop events through time)
	13.B.		Use simple facts, details, and examples to support and develop a topic in expository writing
	14.B.		Use strategies to write persuasive text (e.g., state a clear position, develop one side of an argument, support position with reasons and examples)
	15.B.		Use strategies to revise and edit writing (e.g., improve content, grammar, and sentence structure; check for clear and specific vocabulary; check for capitalization and punctuation; check for specific information; combine sentences; offer constructive suggestions for revision to others)
	16.B.		Identify strengths and weaknesses in own writing

Language Arts State Goal 4:
Listen and speak effectively in a variety of situations.
State Standards
	A.		Listen effectively in formal and informal situations.
	B.		Speak effectively using language appropriate to the situation and audience.

Learner Statements
	1.A.		Follow complex oral directions accurately
	2.A.		Use basic listening strategies (e.g., make eye contact, face the speaker, paraphrase information)
	3.A.		Listen for a specific purpose (e.g., to retell a story, to follow directions, to gain information, interpret nonverbal cues)
	4.B.		Use strategies to organize oral presentations (e.g., organize ideas sequentially or around major points of information)
	5.B.		Speak for different purposes (e.g., to describe, to report, to explain, to persuade, to give directions, to share information, to present ideas, to question)
	6.B.		Use verbal strategies to communicate with an audience (e.g., use appropriate volume, pitch, tone, and rate; use clear and specific vocabulary; use simple figurative language, such as similes, metaphors, idioms; present ideas in an orderly way)

Language Arts State Goal 5:
Use the language arts to acquire, assess and communicate information.
State Standards
	A.		Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
	B.		Analyze and evaluate information acquired from various sources.
	C.		Apply acquired information, concepts and ideas to communicate in a variety of formats.

Learner Statements
	1.A.		Use alphabetical and numerical ordering to locate information (e.g., table of contents, index, dictionary, encyclopedia, telephone book)
	2.B.		Select and organize resources from various sources for a specific purpose (e.g., dictionary for word meaning, encyclopedia for concept information)
	3.B.		Record sources used to gather information
	4.C.		Write letters, reports, and stories based on gathered information
	5.C.		Use a variety of print and nonprint resources to gather and use information (e.g., encyclopedias, periodicals, videos, interviews, software, cassette recordings)

Mathematics State Goal 6:
Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.
State Standards
	A.		Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings.
	B.		Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships.
	C.		Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers.
	D.		Solve problems using comparison of quantities, ratios, proportions, and percents.

Learner Statements
	1.A.		Read, write, and order numbers to 100,000
	2.A.		Rename numbers using expanded notation to 1000
	3.A.		Round whole numbers up to 1000 to the nearest 10 or 100
	4.A.		Read numbers less than 0 by extending the number line and using a familiar application (thermometer)
	5.B.		Solve real-world problems involving multiplication using a single-digit multiplier
	6.B.		Know multiplication and division are inverse operations
	7.B.		Solve one-step and two-step problems
	8.C.		Know multiplication and division facts for 2s, 5s, and 9s
	9.C.		Use mental math to solve multiplication and division problems
	10.C.		Estimate quantities using rounded numbers
	11.C.		Perform basic operations with the calculator by using the +, -, x, and ÷ keys
	12.C.		Use the repeat and memory keys on the calculator
	13.D.		Choose the fraction that correctly identifies the shaded portion of a pictorial representation
	14.D.		Use models to compare and order fractions

Mathematics State Goal 7:
Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.
State Standards
	A.		Measure and compare quantities using appropriate units, instruments and methods.
	B.		Estimate measurements and determine acceptable levels of accuracy.
	C.		Select and use appropriate technology, instruments and formulas to solve problems, interpret results and communicate findings.

Learner Statements
	1.A.		Explain the need to measure using standard units
	2.A.		Measure using customary units and metric units, verbally and in writing to the nearest one-half inch and millimeter
	3.A.		Define length, perimeter, area, weight, and volume
	4.A.		Recognize a right angle and if an angle is greater than or less than a right angle
	5.A.		Select and apply appropriate standard units and tools to measure perimeter, area, and weight
	6.A.		Know the reasonableness of a given measure for a specific object (i.e., a truck weighs 500 lbs. or 5 tons)
	7.A.		Add and subtract with dollars and cents
	8.A.		Write using dollar and cent notation ($0.56 and 56¢)
	9.A.		Read and write time to the nearest five minutes, both digital and analog
	10.B.		Make a reasonable estimate for the weight of an object using pounds/tons and grams/kilograms
	11.C.		Apply and adapt a variety of appropriate strategies to solve problems: o Story problems + - x ÷ o Formula for perimeter with two sides given o Formula for area when given the perimeter
	12.C.		Determine the perimeter or area of a given diagram or shape, including irregular shapes

Mathematics State Goal 8:
Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results.
State Standards
	A.		Describe numerical relationships using variables and patterns.
	B.		Interpret and describe numerical relationships using tables, graphs and symbols.
	C.		Solve problems using systems of numbers and their properties.
	D.		Use algebraic concepts and procedures to represent and solve problems.

Learner Statements
	1.A.		Solve simple open sentences involving operations on whole numbers (i.e., ? + 8 = 40, (6 + 4) + ? = 50)
	2.A.		Extend and explain the rule of a given pattern
	3.C.		Use basic arithmetic operations (i.e., addition, subtraction, multiplication, and division)

Mathematics State Goal 9:
Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes, and space.
State Standards
	A.		Demonstrate and apply geometric concepts involving points, lines, planes and space.
	B.		Identify, describe, classify and compare relationships using points, lines, planes and solids.
	C.		Construct convincing arguments and proofs to solve problems.
	D.		Use trigonometric ratios and circular functions to solve problems.

Learner Statements
	1.A.		Select similar, identical/congruent shapes
	2.B.		Draw a line of symmetry in a two-dimensional shape
	3.B.		Identify a line segment, ray, and right angle
	4.B.		Identify attributes of two- and three-dimensional shapes (edges, vertices, faces, and bases)
	5.B.		Sort two- and three-dimensional shapes according to their attributes and explain characteristics of each group
	6.B.		Identify the coordinates on a grid
	7.B.		Predict the results of sliding, flipping, and turning two-dimensional shapes
	8.C.		Create two-dimensional polygons

Mathematics State Goal 10:
Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability.
State Standards
	A.		Organize, describe and make predictions from existing data.
	B.		Formulate questions, design data collection methods, gather and analyze data and communicate findings.
	C.		Determine, describe and apply the probabilities of events.

Learner Statements
	1.A.		Make predictions from bar graphs and pictographs
	2.B.		Collect data and construct bar graphs using scales of one, two, five, or ten units and pictographs using scales of one, two, three, four, five, or ten units
	3.B.		Use bar graphs and pictographs to interpret and draw conclusions
	4.C.		Predict the most likely outcome from spinners (e.g., a spinner with three parts yellow and one part blue)

Science State Goal 11:
Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments, and solve problems.
State Standards
	A.		Know and apply the concepts, principles, and processes of scientific inquiry.
	B.		Know and apply the concepts, principles, and processes of technological design.

Learner Statements
	1.A.		Understand the basic principles of experimental design (e.g., determining best experimental setup for answering a specific question) (paper rockets)
	2.A.		Conduct simple scientific investigations using basic research skills (e.g., formulate questions, make systemic observations, arrange data into logical patterns, interpret results, generate reasonable explanations from data)
	3.A.		Compare individual and group observations and results
	4.A.		Work to ensure a safe environment following safety procedures at all times

Science State Goal 12:
Understand the fundamental concepts, principles and interconnections of the life, physical, and earth/space sciences.
State Standards
	A.		Know and apply concepts that explain how living things function, adapt and change.
	B.		Know and apply concepts that describe how living things interact with each other and with their environment.
	C.		Know and apply concepts that describe properties of matter and energy and the interactions between them.
	D.		Know and apply concepts that describe force and motion and the principles that explain them.
	E.		Know and apply concepts that describe the features and processes of the earth and its resources.
	F.		Know and apply the concepts that explain the composition and structure of the universe and Earth's place in it.

Learner Statements
	1.D.		Know basic forces (e.g., pushes, pulls, gravity, magnetism) and their effects on position and motion of objects
	2.D.		Understand the properties of motion
	3.D.		Know that things near the earth fall to the ground unless something holds them up
	4.D.		Know and recognize constellation patterns
	5.E.		Predict future weather conditions based on data gathered from the present day (i.e. recognize repeating patterns)
	6.E.		Know the composition and structure of the earth's atmosphere (temperature and pressure in different layers of the atmosphere, circulation of air masses)
	7.E.		Know the processes involved in the water cycle (evaporation, condensation, precipitation, surface run-off, percolation) and their effects on climatic patterns
	8.E.		Understand how the interaction of cold and warm air masses causes cloud formation and storms
	9.F.		Know basic characteristics of the sun, earth, and moon as familiar objects in the solar system
	10.F.		Understand basic astronomy (order of planets, moon phases, planetary orbits, and planet year lengths)
	11.F.		Know that the patterns of stars in the sky stay the same, although different stars can be seen in different seasons
	12.F.		Know that planets and moons reflect light, unlike the sun and other stars produce their own light

Science State Goal 13:
Understand the relationships among science, technology and society in historical and contemporary contexts.
State Standards
	A.		Know and apply the accepted practices of science.
	B.		Know and apply concepts that describe the interaction between science, technology and society.

Learner Statements
	1.A.		Understand the importance of maintaining detailed records so that others can repeat the investigations

Social Science State Goal 14:
Understand political systems, with an emphasis on the United States.
State Standards
	A.		Understand and explain basic principles of the United States government.
	B.		Understand the structures and functions of the political systems of Illinois, the United States and other nations.
	C.		Understand election processes and responsibilities of citizens.
	D.		Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations.
	E.		Understand United States foreign policy as it relates to other nations and international issues.
	F.		Understand the development of United States political ideas and traditions.

Learner Statements
	1.B.		Know the similarities and differences among local, state, and federal government structure
	2.C.		Know the process by which government officials are elected
	3.F.		Understand the significance of the U.S. flag

Social Science State Goal 15:
Understand economic systems, with an emphasis on the United States.
State Standards
	A.		Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services.
	B.		Understand that scarcity necessitates choices by consumers.
	C.		Understand that scarcity necessitates choices by producers.
	D.		Understand trade as an exchange of goods or services.
	E.		Understand the impact of government policies and decisions on production and consumption in the economy.

Learner Statements
	1.A.		Understand that wages and salaries can be exchanged for work
	2.A.		Understand profit as the difference between revenues and the costs of producing or selling a good or service
	3.B.		Understand that people buy less of a product when its price goes up and more when its price goes down

Social Science State Goal 16:
Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
State Standards
	A.		Apply the skills of historical analysis and interpretation.
	B.		Understand the development of significant political events.
	C.		Understand the development of significant political events.
	D.		Understand Illinois, United States and world social history.
	E.		Understand Illinois, United States and world environmental history

Learner Statements
	1.B.		Know where the major Native American communities lived prior to European settlement, with an emphasis on the local area
	2.B.		Know the significant landmarks and history of Palatine and Chicago, Illinois
	3.D.		Know how the local community is connected to other communities in the world (e.g., food, music, and traditions from those of different ethnic backgrounds)

Social Science State Goal 17:
Understand world geography and the effects of geography on society, with an emphasis on the United States.
State Standards
	A.		Locate, describe and explain places, regions and features on the earth.
	B.		Analyze and explain characteristics and interactions of the earth's physical systems.
	C.		Understand relationships between geographic factors and society.
	D.		Understand the historical significance of geography

Learner Statements
	1.A.		Construct a simple map of their community or town using essential map elements (e.g., title, scale, key, directional indicator, date)
	2.A.		Know the different characteristics of rural, urban, and suburban communities and the different land uses associated with them. Know the defining characteristics of their local community, and the factors that influence where people choose to live (e.g., people live close to town for its proximity to stores, school, and work; people live near a lake or stream, or in the country, for aesthetic reasons)
	3.C.		Know how human activities affect the environment in the local community (e.g., clearing land to make room for a baseball field, roads, or houses)

Social Science State Goal 18:
Understand social systems, with an emphasis on the United States.
State Standards
	A.		Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.
	B.		Understand the roles and interactions of individuals and groups in society.
	C.		Understand how social systems form and develop over time.

Learner Statements
	1.A.		Know the folktales, music, traditions, and celebrations of different cultures
	2.A.		Know the similarities and differences among different ethnic groups (e.g., ethnic groups in Chicago vs. ethnic groups in the local community)

Physical Development State Goal 19:
Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity.
State Standards
	A.		Demonstrate physical competency in individual and team sports, creative movement and leisure and work-related activities.
	B.		Analyze various movement concepts and applications.
	C.		Demonstrate knowledge of rules, safety and strategies during physical activity.

Learner Statements
	1.A.		Demonstrate a roll or throw with a variety of objects using underhand
	2.A.		Demonstrate catching skills at various levels
	3.A.		Demonstrate skills using dribbling, kicking, and proper techniques
	4.B.		Change directions and move in different directions and paths at various speeds and levels
	5.B.		Demonstrate eight locomotor movements in uneven and even patterns

Physical Development State Goal 20:
Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment.
State Standards
	A.		Know and apply the principles and components of health-related fitness.
	B.		Assess individual fitness levels.
	C.		Set goals based on fitness data and develop, implement and monitor an individual fitness improvement plan.

Physical Development State Goal 21:
Develop team-building skills by working with others through physical activity.
State Standards
	A.		Demonstrate individual responsibility during group physical activities.
	B.		Demonstrate cooperative skills during structured group physical activity.

Learner Statements
	1.B.		Demonstrate responsibility during group physical activities
	2.B.		Play cooperatively in a designed or small group game, with opponents, that involves throwing and catching with dodging, chasing, and fleeing

Health State Goal 22:
Understand principles of health promotion and the prevention and treatment of illness and injury.
State Standards
	A.		Explain the basic principles of health promotion, illness prevention and safety.
	B.		Describe and explain the factors that influence health among individuals, groups and communities.
	C.		Explain how the environment can affect health.

Learner Statements
	1.A.		Know when to seek the assistance of a trusted adult
	2.A.		Know distinguishing characteristics between situations where self-treating simple injuries (cut or scrape) is appropriate and when seeking help from an adult is necessary
	3.B.		Know how individuals and groups can influence health-related decisions of others (peer pressure, media, advertising)
	4.B.		Understand the necessity of members in a community practicing health-enhancing habits (not littering)
	5.B.		Know the importance of gathering health-related information from several sources

Health State Goal 23:
Understand human body systems and factors that influence growth and development.
State Standards
	A.		Describe and explain the structure and functions of the human body systems and how they interrelate
	B.		Explain the effects of health-related actions on the body systems.
	C.		Describe the factors that affect growth and development.

Learner Statements
	1.B.		Understand the basic elements of the body's defense system
	2.B.		Know behaviors that can cause negative and positive changes in the body

Health State Goal 24:
Promote and enhance health and well-being through the use of effective communication and decision-making skills.
State Standards
	A.		Demonstrate procedures for communicating in positive ways, resolving differences and preventing conflict
	B.		Apply decision-making skills related to the protection and promotion of individual health
	C.		Demonstrate skills essential to enhancing health and avoiding dangerous situations

Learner Statements
	1.A.		Understand that communication skills can be used in important situations as well as daily situations
	2.C.		Understand that some places and situations will be more dangerous or unsafe than others, so sometimes are best avoided
	3.B.		Understand that some choices or products can be necessary, unnecessary, or dangerous

Fine Arts State Goal 25:
Know the language of the arts.
State Standards
	A.		Understand the sensory elements, organizational principles and expressive qualities of the arts.
	B.		Understand the similarities, distinctions and connections in and among the arts.

Learner Statements
MUSIC
	1.A.		Use appropriate terminology to identify dynamics in performance and composition
	2.A-B.		Visually and aurally identify the families of instruments of the orchestra
	3.A-B.		Understand the elements of musical form including rondo and verse and refrain
VISUAL ARTS
	1.A.		Understand the use of color, line, shape, and texture in visual art
	2.A.		Understand the use of the principles of repetition and pattern in visual art
	3.B.		Recognize the principle of balance in visual art

Fine Arts State Goal 26:

Through creating and performing, understand how works of art are produced.