Download Applies grade level phonics to decode words

USD 475
STANDARDS-BASED COMMUNICATION SKILLS
Checklist for Third Grade
Student’s Name ______________________________Grade_______ Teacher(s)_____________Date_______
Please return to ___________________________ by ________________________________________
 Please complete this checklist to facilitate the education team in designing interventions/supports/goals for this
student.
 Check () the column to indicate areas of concern compared to classroom peers (please check all that apply).
 Please highlight your top 3 concerns to be targeted for success toward the Common Core Standards.
Significant
Concern
Compared to
Peers
SPEAKING/LISTENING: Receptive, Expressive, Social Language
 Completes assigned tasks without asking for multiple explanations or needing more teacher support than
other students
 Determines main idea and supporting details of a text read aloud or information presented orally
 Answers questions accurately
 Tells a story or event including beginning, middle, ending and provides enough details for a listener to
understand
 Uses complete sentences to express thoughts and ideas
 Provides sufficient information for a listener to understand
 Provides accurate detail when describing
 Speaks clearly and with adequate volume
 Determines when a listener is not able to understand what has been said and provides adequate
clarification
 Asks questions when confused or when clarification is needed
 Participates effectively in classroom conversations and discussion
 Uses agreed upon rules during class/small group discussion
 Initiates conversations with adults/peers
 Continues a conversation with peers
 Remains on a topic during conversation
 Understands and uses appropriate body language
 Understands and uses appropriate physical space boundaries
LANGUAGE: Vocabulary, Concepts, Sentence Structure, Grammar
 Uses vocabulary that reflects an understanding of figurative, non-figurative language, real-life
connections between words and their use, and shades of meaning
 Uses vocabulary that has been introduced
 Conveys meaning accurately when speaking to others
 Chooses accurate words and phrases to convey a specific effect
 Determines or clarifies the meaning of unknown words and phrases
 Uses root words to decode the meaning of unknown words
 Determines the meaning of a word using known word and a known affix
 Uses glossaries or beginning dictionaries to determine word meanings
 Combines simple sentences together into a compound sentence using a coordinating conjunction
 Produces complex sentences using coordinating conjunctions
 Uses correct pronouns
Adapted from the Hamilton County Educational Service Center 3/2000, Updated by USD 475 September 2014
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Uses accurate regular and irregular plural nouns
Uses accurate regular and irregular verbs
Uses accurate comparative and superlative adjectives and adverbs
READING
 Answers questions by using the text
 Asks questions about informational texts or literature that indicates an understanding of the text
 Determines main idea from details and explain how details support the main idea
 Describes how a series of events in a variety of contexts are used to describe time, sequencing, and
cause/effect relationships
 Distinguishes between own point of view and the author’s
 Uses illustrations and words in text to demonstrate an understanding of information in the text
 Compares and contrasts the most important points and key details presented in two texts on the same
topic
 Explains connections between particular sentences and paragraphs in texts using comparison,
cause/effect, and sequence
 Decodes multisyllable words
 Applies grade level phonics to decode words
 Reads words accurately at grade level that have irregular spelling
 Reads with sufficient accuracy and fluency to support comprehension
WRITING
 Writes opinion pieces on topics or texts supporting point of view with reasons
 Clearly writes narratives to develop real or imagined experiences or events using effective technique
and descriptive details
 Uses linking words and phrases to connect ideas
 Introduces a topic and groups related information together
 Develops a topic with facts, definitions, and details
 Uses conventions of spoken and written standard English correctly
SPEECH SOUND PRODUCTIONS
 Produces speech sounds in words (including vowels, consonants, and digraphs)
 Able to spell phonetically
 Able to decode phonetically
 Speech is able to be understood when context is unknown
 Peers are able to understand student’s speech
Adapted from the Hamilton County Educational Service Center 3/2000, Updated by USD 475 September 2014
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If speech sound productions are an area of concern, circle the speech sounds you hear produced
incorrectly:
Please comment on this student’s strengths:
What interventions have you attempted to address these concerns? Please list.
Other comments:
Adapted from the Hamilton County Educational Service Center 3/2000, Updated by USD 475 September 2014
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