3rd Grade FCAT Fact Sheet

What is the FCA17

FCAT stands for Florida Comprehensive Assessment Test. In third grade,

students take the FCAT Math and FCAT Reading tests.

What is the purpose of the FCA17

The purpose of this statewide assessment is to gather information on
students' mastery of skills and to monitor student, school and district
progress.
What is measured by the FCA17
It measures student knowledge and understanding of third grade reading
and mathematics content (the 3rd grade Sunshine State Standards).
When do students take the FCA17
Third grade students take reading and math FCAT tests in March (exact
dates will be announced at a later time).
How can students prepare for the FCAT?

The FCAT test questions are based on the Sunshine State Standards. The
reading and math skills your student is learning with their third grade
teacher everyday are also based on the Sunshine State Standards.
Therefore, the skills they are learning everyday are helping them to prepare
for FCAT testing. Students may benefit from the online resource FCAT
Explorer (www.fcatexplorer.com).

Adapted from: Fact Sheet, http://fcat.fldoe.org

for Parents to Remember

1.

Make sure your child attends school regularly. Remember that tests reflect the overall achievement
of your child. The more often the child is in a learning situation, the more likely he/shewill do well on
tests.

2.

Give your child encouragement. Praise him/her for the things done well throughout the year. A child
who is afraid of failing is more likely to make a mistake.

3.

See that your child has a well-rounded diet. A healthy body leads to a healthy, active mind.

4.

See that your child completes homeworl< assignments. Homework supports classroom instruction
and can help your child increase his/her comprehension of the classroom work.

5.

Meet with your child's teacher{s) as often as possible to discuss your child's progress. Parentsand
teachers should work together to benefit the child.

6.

Ask the teacher(s)to suggest activities for you to do at home with your child. Such activities can help
your child improve his/her understanding of school work.

7.

Make sure your child is well rested on school days. Children who are tired are less likely to pay
attention in class or to handle the demands of classwork and tests.

8.

Try not to be overly anxious about test scores. Too much emphasis on test scores can be upsetting to
children.

9.

Find out which tests your child will take and for what purposes. The school principal and counselor
should provide you with a schedule of testing for the year and explain the use of the tests.

10.

Make sure your child arrives on time for school.

11. See that your child dresses comfortably.

appropriate for the weather.

Students should wear clothes that are comfortable and

12.

If your child wears a hearing aid or glasses, be sure he/she remembers to use them during all testing
sessions.

13.

Make sure your child receives any necessarytest-taking accommodations.

14.

Remember, make sure that your child is well rested and has a healthy breakfast on the day of the test.

Florida Department of Education

Bureau of Family and Community Outreach
325 West Gaines Street, Suite 544
Tallahassee, Florida 32399-0400
Phone: (850) 245-0847 or Suncom 205-0847, Fax: (850) 245-0849

http://fcat.fldoe.org
www.fldoe.org
Updated 06-3008

Answers for Parents: Creating an Atmosphere for Learning at Home

This advice was compiled for parents and teachers who are working together to teach children from pre-school to high school - that learning is for life!
How can parents show that they value the learning?
Be certain your child sees you writing and reading.
Provide a regular conversation time - perhaps at meals - where everyone in the family
can practice polite listening and taking turns.
Make up stories, songs, and games with your children.
Show you are really listening, by giving your child your full attention.
Practice reading, math, and writing skills with your child in your daily routine: cooking,
shopping, building, or doing other daily work.
Have library cards and take trips to the library.
Ask school and community librarians for recommended reading lists.
Borrow literature about education and child development from teachers.
Plan family vacations with an eye toward your child's school schedule.
What do children need?
Children need TIME to work
o Establish a regular family study (quiet) time.
o Schedule a regular time for "learning activities."
Children need SPACE to work
o Provide a quiet (no TV!), comfortable, well-lit place for studying.
o Have different kinds of paper, pencils, markers, paints, scissors, glue, and other
basic supplies available.
Children need SUPPORT
o Develop responsibility and independence at home.
o Know the school's homework policy.
o Communicate regularly with your child's teachers.
o Expect feedback from teachers about homework.
o Find out the teachers' expectations - for example, are you expected to check
homework?
o Keep track of routine assignments: spelling, memorization, basic facts,
independent reading, math problem solving, or journal writing.
o Boost your child's self image by providing positive reinforcement and
encouragement.
o Be aware of the school schedule and ask questions about your child's day.
o Withhold judgment when your child's answer to a homework problem appears to
be incorrect. Ask your child how he/she figured out the answer - you might be
amazed!
Children need RECOGNITION
o Display your child's work.
o Praise your child's work in front offriends and relatives.
o Make it a point to compliment some portion of your child's work and to recognize
even a small improvement.
o Treasure your child's work by saving samples every year.

What

Children need a BALANCE of activities

o Be aware of stress levels, both healthy and unhealthy.
o Provide time for outdoor exercise and learning.
o Spend quality time with children individually: talking, playing card games, or
board games, cooking, practicing shared reading, exercising, making models.
o Provide unstructured time for thinking, dreaming, and playing.
o Allow time for "child's play," time with other children that is not directed by
adults.
o Schedule vacations.
o Be sure your child enjoys a variety of activities and does not spend an inordinate
amount oftime at any single activity.
can children do during regular learning activity time at home?
Practice penmanship
Solve puzzles; crossword, word search, jigsaw
Practice spelling words
Illustrate a story
Go on a nature walk
Read nature guides
Draw
Write a poem
Listen to music
Take photos
Make a play about a book
Make a commercial about a movie
Plan a trip
Make flash cards for vocabulary, math, history, and geography
Practice math facts
Work on assigned homework
Look at books and magazines
Write a story
Keep a journal
Build with LEGOS
Work on hobbies
Read books
Listen to a book on tape
Plan a meal
Make an audio tape or video tape
Read newspapers and magazines
Use "junk" to create toys
Play educational games
Write a letter
Plan a dream house

Adapted from Vermont-NEA: An Atmosphere for Learning, http://www.vtnea.orglvtnea12.htm

Tips to Help Your Child with Reading

Read to your child everyday. You know what he/she likes, his/her hobbies, his/her interests. Find
books that describe these and use them. Reading to children allows them to develop their
imaginations, an important but often overlooked aspect of reading.

Read with your child. If he/she has a book from school or from the library, sit next to him/her, and
both of you read aloud. Use your finger as a guide, pointing under each word as both of you read it
together. About 10 minutes of this a day is adequate.

Talk with your child. Ask him/her about things that happened at school or on a Saturday afternoon.
Let him/her know that words describe and take the place of doing.

If you see something interesting in the newspaper, particularly with a photograph, talk about it in
such a way that your child might want to look at it and try to read some of the words
himself/herself - and perhaps ask, "What's this word?"

Comic strips give children an understanding that a series of events are sequentially occurring. For
younger children, those from the Sunday papers can be clipped apart so that your child can
rearrange them into the correct sequence.

leave messages for your child - simple ones 1"hat you think he/she can figure out. "Went next door.
Be right back."

Concentration is a game children like - if it doesn't become too challenging. Select words that are
confusing for your child. Make flashcards. Start with two or three words. First make sure he/she
can pronounce each one. Then turn them over. Point to one word. Canyour child name it before
he/she turns it over? If he gets all three, try four (the same plus a new one) next time.

Encourage family discussions. Turn off the TV and talk. One of the best places is the dinner table.
That's one of the few times an entire family is together. In a sense, it's a "captive" audience. Set up
some ground rules, such as "No eat and run," and "Everyone will have something to talk about" during
and after supper. Ideas of things to talk about: things going on in the neighborhood, what happened
at school, events that are comingup, family plans, family discussions, etc. But, remember, the
conversation should be pleasant and relaxing. This is NOT the time to bring up sins of omission or
commission.

Catalogs, want ads, grocery lists - all provide ways for children to get practice in practical
reading. Have them available so your child can USethem to find out what things cost, and howto get
them.

Cooking and building things. Both require following a sequence of directions. Let your child decide
on baking cookies or building a birdhouse - and then be available to assist - not do it for him/her.

Give children extra opportunities to read. Let them read the directions for that new game or for
putting model airplanes together. Ask them to "help you" by reading the cookie recipe or traffic
signs.

--

'Ten Questions" is a game that promotes several learning skills, chief of which is reasoning with
words. One family member thinks of something which the other players must guess with no more
than ten questions. The first question always is, "Is it an animal, vegetable, or mineral?" This covers
virtually every possible thing the child could think of. Then, question by question, the field is
narrowed to likely possibilities. After the first question, the followingquestions must be asked so
that they can be answered by "yes" or "no."
For some youngsters, "Ten Questions" might be too demanding, so make it "Twenty Questions." One
of the values of the extension is that additional reasoning and logic can be expressed. Stretch the
game as much as possible. Youcan show, for example, the process of movingfrom broad-based
questions to more discrete oneS.In this way, your child will learn to ask questions such as, "Is it
located in the Northern Hemisphere?" "Is it in the Western Hemisphere" "Is it in the United
States?" "Is it land based?" and so on. This becomes an exercise not only in vocabulary development
but also in geography.

Play games with homonyms - words that sound alike but are spelled differently and mean something
different, as in "sun" and "son". For example, on the versatile refrigerator door, post "rain -rein" or
"reign - rain" or "pray - prey" or "flower - flour." Ask family members to add to the list. You'llbe
surprised how many homonyms they will discover.

The "Take a Walk" game is an activity that brings family members together in an enjoyable,
relaxing way. It takes at least two people. A walk is taken around the neighborhood or perhaps
around a local shopping area. On one trip the thrust may be, "Let's name everything we see that
begins with the letter B. On another walk, it might be naming everything that begins with the letter
G. Or everything thClt is the color purple. You might add an element of fun by saying, "We'll get one
point for every word we name. Let's see how many points we can get." (Involves arithmetic as well as
vocabulary.)
II

A rhyming game is always fun, particularly for young children, because they can say any "word,"
nonsense or sense. Start with things the child knows, such as parts of his body, and say, "I'm
thinking of something on your face that rhymes with (sound like) rose." From this point, once your
child gets the idea, you can play it just by saying words, such as "what's a word that rhymes with
car?" Uar, bar, star, far, etc) "Howabout a word that rhymes with junk?" (bunk, skunk, trunk - but
even runk, lunk, zunk as nonsense words). Not only does this quick little game build vocabulary, but it
also teaches the child some fine tuning for the sounds of words.

"Word of the Week" is a family game-like activity. Each person selects a word, taking turns each
week. For example, the first week it might be Mom who writes a word on a card and puts it on the
refrigerator door. ThCltword must be used as much as possible by everyone that week. The next
week it's Dad's turn, and then the children's turn, and so on until it is Mom's turn again. As the words
are used, they are posted on the cabinet door to stimulate continued usage.

A guessing game can be fun. "I'm thinking of a word that starts with "br" that is something you use
to paint a house." (Brush) "I'm thinking of a word that starts with "tr" that is something we do to
the bushes when they get too large. n (Trim)

Comprehension Questions
Main Idea
This story is about
_
The best title for this story is
_
Select a topic sentence for this story.
What are the main ideas behind the story?
Who is the main character?
What problem does the story have? How is it solved?

Detail
VVho
?
What did
do?
"When did this story take place?
"Why did
(do something)?
How did
(do something)?
How many
were mentioned?
'What size was the
?
What color was the ------?
Sequence
'What happened first or last in the story?
What happened before or after
?
Number the events in the order mentioned in the story.
Think of a different ending to the story. How would the rest of the story have to be changedto fit the new ending?
Did the story end the way you expected? What clues did the author offer to prepare you to expect this ending?

Vocabulary
"What did the word "
" mean in this story?
What word means the opposite of"
?"
Draw a picture of a "
"
Which word means"
?"
Sensory Impression
Which sense would you use to detect "
What kind of feeling do you get when you read "

?"
?"

Characterization & Feelings

How did
feel in the story?
Which character was
? (selfish, greedy, kind, etc). How do you know?
Would the main character make a good friend? Tell why or why not.
Are there any characters who changed in some way during the story? If they changed, how are they different?
"Whatkind of person is the character? How do you know?
Some characters play small but important roles in a story. Name such a character. Why is this character
necessary for the story?

Setting
From the clues given in the story, where do you think the action took place?
Name a place where this story could not have happened.
"Where and when does the story take place? How do you know?

Time

Can you guess what time of day or year it is?

If the story took place somewhere else or in a different time, how would it be changed?

Author's Tone, Mood and Purpose

How did the writer feel about

?
Why did the author write this story?
What style of writing did the author use?
Which line exemplifies a
mood? (ex. Humorous)
Does the story create a certain mood or feeling?
What incident, problem, conflict, or situation does the author use to get the story started?
What does the author do to make you want to read on to find out what happens?
Who is the narrator (teller) or the story? How would the story change if someone else in the book told the story?
Perceiving Relationships

is related to ------in the same way that --~------The relationship between

and
was one of
In what way was
dependent upon
?

is related to --------_

Comparison & Contrast

and a
are alike in what way?
and a
are different in what way?
List two ways in which
and
are similar or different.
How were the viewpoints of
and
similar or different?
Is this story like any other story you have read or watched? Why?
A

Drawing Conclusions & Generalizing

Various clues given in the story might lead you to think that :----:What evidence can you find to support or negate the conclusion that
What clues did the author offer to prepare you to expect the ending?

--'
?

Predicting Outcomes

As you think about what has just happened, what do you think will happen next?
The next sentence in this story could be:
_
Give two possible outcomes for the story.
Cause and Effect

What happened when

_
What made the
?
What caused the
?
What reaction occurred when --------------- ?
___________
was caused by

Critical Reading

Which statement made by the author is an opinion and not necessarily true?
Is
always true? Explain
What is your favorite part of the story? Tell why.
What questions would you ask if the author were here?
If you were the author how would you change the story?
What idea(s) does this story make you think about?
Figurative Language
When the author said, "
-'," he/she really meant
The words the author used to say that
were
How is a
like a "--------?"

_
_

Responding to Errors in Reading

Based on the way most of us were taught to read, we have told the child to
"sound it out" when he/she comes to an unknown word. While phonics is an
important part of reading, reading for meaning is the primary goal. To
produce independent readers who monitor and correct themselves as they
read, the following prompts are recommended before saying "sound it out."

Giveyour child wait time of 5 to 10 seconds. See what he/she

attempts to do to help himself/herself.
"What would make sense there?"
"What do you think that word could be?"
"Use the picture to help you figure out what it could be?"
"Go back to the beginning and try again."
"Youread that word before on another page. See if you can find it."
Tell your child the word.

When he/she reads aloud to you, don't try to use teaching techniques, such
as having him/her "sound out" words. Instead, enjoy the story together,
laugh over it, discuss the plot, praise him/her for reading.
Talk with your child about stories using the notions of the beginning, middle,
and end of the story to organize thinking and discussion.
Introduce the pleasures of the public library. Let him/her browse. Get a
library card for him/her. Let him/her choose books that he/she wants,
rather than books you feel he/she should read. Buy books for children, too,
as the basis for a home library of their own.

Tips for Helping Your Child with Spelling

Children who fall behind classmates in spelling, who forget words easily, or who mix up letters when writing,
are children who need special considerate attention regularly at home to help them overcome their unique
problems. Don't try to be a teacher. Be a parent who teaches. Keeping the activities short - and fun, and do
them regularly, with variety. Forcing an activity or making it over-demanding only serves to intensify the
child's negative feelings about it.
Here are some suggestions other parents have successfully used to help their children in these areas:
Develop auditory and vocal skills. Good spellers are usually good readers and good speakers and vice
versa. Using the school or local Iibrary helps your child develop some of these skills. Restrict the
amount of TV he/she watches. Your child cannot talk back to a television set. Children need to use the
language they will be writing. Give your child the opportunity to talk with you.

Experience stories. Let your child write about the things he/she likes. He/she can illustrate the stories
himselflherself or cut pictures from magazines to illustrate them. Let himlher write the words without
assistance unless he/she asks for help. Misspelled words can then be used in little games you play with
your child. A one-line "story" may be all that he can handle. If so, fine.

Write letters. Corresponding with a friend or relative - or a simple statement at the bottom of a letter
you write to someone your child knows- offers himlher opportunities to spell.

Trace words. This activity helps many children. Have your child sit next to you. Sit so that you can
guide hislher writing hand. Make sure that only hislher index and middle fmgers are extended, and that
hislher eyes are closed. If your child is using manuscript, use that form. Take his hand and print (or
write) the word that is confusing to hirnlher.

Finger paints are messy, but ever so helpful. Use oil cloth and a large table. Have your child roll up
hislher sleeves and wear an old apron. Let him/her use both hands to write letters and words. It is a
marvelous activity. Just getting the feel oflarge movements may be sufficient without introducing
formal spelling to the activity.

Don't tackle an entire spelling list in one sitting. Take one-third, for example, each evening, to work
on with your child. Break the practice into small units. Try fifteen minutes of review with he/she gets
home; fifteen minutes before supper; fifteen minutes after supper. Shorter periods given frequently are
more effective than one massive review - which is also exhausting and frustrating.

Sometimes words on a spelling list can be "clustered" into similarities. For example, you might try
attempt ting all of the five-letter words one day, all the words beginning with consonants the next day,
all the words beginning with blends the next day. This kind of grouping will help your child to perceive
similarities and differences in the words, and, hence, develop his recall.

Before your child starts to silently study his list for that day, let himlher pronounce each word.
Children must know how to properly pronounce a word before they attempt to spell it. If their
pronunciation is not correct, they will indeed spell it as they would pronounce it in their own way. (Also
make sure they know what the word means and can use it or understand it when they hear it.)

To start studying, a child should look at the word, pronounce it, spell it orally as he/she looks at it,
cover it with hislher hand, and then attempt to spell it orally as he/she traces it on your kitchen table,
letter by letter.

After your child has studied, let's say five words, in the manner described, spell the words to him/her,
in random order, and have him/her name the word you spelled.

Invest in a set of plastic magnetic letters that are available at many discount, toy, and variety stores.
Let your child spell the word by successively placing the magnetic letters on the magnetic board. You
can show himlher the word, then remove it. Have himlher name each letter as he locates it and places it
on the board. This is good for developing the correct order for letters within the words.

Word lists. These can be made using paper available in the house. Print or write the words being
studied. Post one copy of the list on the refrigerator, another on the door to your child's room, and
another in the bathroom. Use a different color crayon for each word - or use a different color for parts of
each word regularly confusing your child. For example, ifhe continues to write "lake" as "lak", use
black for the "1" and "k" but red for the "a" and "e".

Put movement into learning words. Have your child clap for each letter or take a step for each letter as
he/she spells the word orally. This will help "lock in" the correct sequence ofletters as well as develop
full recall for the word.

Let your child play teacher. Let himlher teach you the words he is learning to spell. Spell them orally
to him. Let him/her correct you. Then have himlher dictate to you and you write them. Have himlher
score your paper. Make a game of it. He/she will know you really know how to spell them, so tell
himlher it's a game.

Commercial dice with letters rather than numbers. Take turns with your child in tossing them and
building words. List the words as they are made. The list can be saved and added to each time you play.
That way he/she can develop a "reference list" to use over and over again to reinforce hislher recall.

Listening skills do help spelling. "What letter does 'chart' end with?" "What letter does 'piano' begin
with?" Play these games just for a few moments before supper, or after breakfast to develop your child's
ability to hear sounds in words.

Rhyming words is another game that can build spelling skills. "Can you think: of a word that rhymes
with 'fill'?" As your child says 'hill', 'Bill', 'till', and so on, write them down. He/she will soon notice,
himselflherslef, that they have identical endings.

Remembering. This is a game to develop visual memory. Write

space underneath it. Tell your child to look at it as long as he/she
remember the letters, then have him fold the paper so that he/she
try to write the word from memory. Let himlher check it himself,

Practice in spelling can come in a variety of ways. For example, you might ask himlher to help you
make a grocery list by looking at the advertisement for a local supermarket. You could check the items
you want to purchase, and you could ask himlher to make a list to help you out.

Find the wrong word. Write a short sentence for your child. Tell him/her there is one word spelled
incorrectly. Ask himlher to see if he/she can find it. To begin, make it a rather obviously misspelled
word. Leave a letter out, or add an extra letter to a word. Ask himlher to first read the sentence, then to
circle the misspelled word. Then make sure you erase it and write it correctly.

Adapted from: http://www.academictherapy.com!support/tipsspeUing.tpl

one word on a piece of paper. Leave

wants, that is, until he/she can
cannot see the word. He/she is then to
and if he/she has misspelled, try again.

A n.ew wcy; trr practtce. ...

lvfA 71l FACTS!!

Activity

#1

You will need: 2 dice or number cubes

1.
2.
3.
4.

Choose your operation (add, subtract, multiply, divide).

Roll the dice or number cubes.
Add, subtract, multiply or divide the numbers.
Challenge yourself to see how many facts you can complete in one minute.

*******************************************************************************************************************

Activity #2
You will need: Dominos

1. Play Dominos according to regular directions ..... except, when you lay down a domino you have
to add or multiply the numbers on your domino correctly.
-OR1. Choose a domino, write the two numbers and the answers as a math sentence. See how many
you can complete in one minute.
*******************************************************************************************************************

Activity #3
You will need: 1 deck of playing cards
One Player:
1. turn over two cards, add, subtract, multiply or divide the numbers represented
-orMore than One Player:
1. Each player turns over one card.
2. The first player to correctly add, subtract, multiply or divide the numbers keeps the cards.
3. The person with the most cards at the end ofthe game is the winner.
*******************************************************************************************************************

Activity #4
You will need: a plastic ball, marker
1. With a marker, write as many addition, subtraction, multiplication or division facts on the ball as
you can.
2. One person tosses the ball to another player.
3. Players must catch the ball with two hands. The player answers the math problem that is under
his or her right thumb.
4. If the player is correct, he or she tosses the ball to another player.
5. If the player is incorrect, he or she is out of the game.
6. The last person in the game is the winner.

Checklist for Helping Your Child with Homework

1. Show that you think education and homework are important.

o Do you set a regular time every day for homework?
o Does your child have the papers, books, pencils and other things
needed to do assignments?
o Does your child have a well-lit, fairly quiet place to study?
o Do you set a good example by showing your child that the skills
he/she is learning are an important part of the things he/she
will do as an adult?
2. Monitor Assignments
o Do you know what your child's homework assignments are? How
long they should take? How the teacher wants you to be
involved in them?
o Do you see that your chi Id starts and completes assignments?
o Do you read the teacher's comments on assignments that are
returned?
o Is TV viewing or video games playing cutting into your child's
homework time?
3. Provide Guidance
o Do you help your child to get organized? Does your child need a
schedule or aSSignmentbook? A book bag or backpack and a
folder for papers?
o Doyou encourage your child to develop good study habits (for
example: scheduling enough time for big assignments, making up
practice tests)?
o Do you talk with your child about homework assignments? Does
he/she understand them?
4. Talk with teachers to resolve problems.
o Do you meet with the teacher early in the year before any
problems arise?
o If a problem comes up, do you meet with the teacher?
o Do you cooperate with the teacher to work out a plan and a
schedule to solve homework problems?
o Do you follow up with the teacher and with your chi Id to make
sure the plan is working?

List 111. Important Modifiers

These are easy words, but ones sometimes skipped over by inattentive readers. Failure to pay attention to these
modifiers can result in a wrong answers even though the student actually knows the right answer. One way to
help avoid this is to teach your students to underline these words as they take tests.
all
always
bad
best

equal
every
few
invariably

good
less
more
most

never
none
often
seldom

some
sometimes
worst
usually

List 118. Test and Workbook Words

These words are found in directions in workbook exercises and in tests. It is absolutely essential that students
understand and pay close attention to them. These key words are perhaps the most effectively taught in context.
Each time you give students a test or a written exercise, point them out and review their meaning.
answer sheet
best
blank
booklet
check your work
choose
circle
column
compare
complete
contrast
correct
cross out

definition
directions
does not belong
end
error
example
finish
following
go on to the next page
item
mark
match
missing

name
next
none of these
not true
opposite

pairs
paragraph
passage
print
probably
put anX
question
read

reason
rhyming
right
row
same as
sample
second
section
stop
true
underline
wait for directions

List 119. Essay Test Words

These words occur in essay test questions. In order for students to perform well on essay tests, they must
understand the types of answers that these words require. When you give essay tests, try to use a variety of these
words and take the opportunity to instruct the students on their meaning.
analyze
apply
argue
assess
categorize
cause
cite evidence
classify
compare
construct
contrast
convince
create
criticize

define
demonstrate
describe
develop
diagram
differentiate
discuss
distinguish
draw conclusions
effect
enumerate
estimate
evaluate
explain

formulate
general
generalize
give an example of
identify
illustrate
interpret
justify
list
mention
orgarnze
outline
paraphrase
point out

predict
propose
prove
provide
rank
react
reason
recall
recommend
relate
relationship
select
show how
significance

Adapted from: The Reading Teacher's Book of Lists, Fourth Edition, 2001 by Prentice HalL

solve
specify
state
suggest
summarize
support
survey
tell
trace
utilize
why

Galactic Library - 3rd Grade Benchmarks

Fluency List
A fluency list is a simple list of words that a student practices reading for the purpose of improving fluency (accuracy, speed and
expression). Fluency is the student's ability to read text accurately, quickly (at an appropriate rate), and with expression.

Research shows that if students practice decoding a set of words and are able to read the words fluently, then they will
demonstrate increased comprehension of connected text that contains these words.

The purpose of the 3GR Fluency List is to help students increase reading comprehension by practicing accurately and quickly
decoding the words they will encounter in 3GR passages.

..

creature

island

survived

shovels

portable

related

inventors

sprinkler

spout

squeaking

inventions

cameras

storage

types

. covered

noblest

range

soggy

lasers

companions

challenge

tucked

optical fibers

mightier

chores

bored

caterpillar

restore

nibbles

difficult

cheetah

loyal

prove

frowned

rhinoceros beetie

article

stretched

pretend

compost

basic

alien

protect

body language

sprouts

defend

crazed

mammals

starve

gasped

crouched

miles per hour

voyages

shiver

delight

mapmakers

invented

tongue

measures

sailors

legends

burbling

replaced

sand pits

surface

control

distance

toads

symbol

notice

fake

pencil sharpener

value

shedding

muffled

bolas

anchor

shiny

mysterious

burrows

respect

apology

preserve

trapdoor

shallows

concentrate

adjusted

marriage ceremony

squeals

disappeared

confused

South American

spiny

embarrassing

familiar

antenna

burrows

flicker

lined

suitcase

predators

breeze

stubbomly

lemurs

prey

disappeared

ability

Madagascar

rhinoceros

deny

scared

protect

fuel

announced

coax

treasure

gasoline

nature

protect

especially

wheelbarrows

petted

serious

ingredients

carnivores

trot

stubborn

original

stall

delicious

terrified

recipe

foal

rare

ace

common

hayrack

appreciated

bored

attack

mare

personally

webbed

defend

halter

sense

stubborn

explore

muscles

exists

wrestle

volunteer

garage

forests

enemy

successfully

hive

imaginations

explored

accompanied

grain

swamps

gasped

created

human

travelers

leapt

delightful

armor

flee

relief

natural

castle

gobbled

during

research

courtyard

narrator

faded

halt

joust

nibble

nervous

ignored

nostrils

scurried

shivered

insult

villagers

click

understood

spluttered

Antarctica

fins

adventure

twitched

crystal

groan

breathe

confident

vacation

humor

dangerous

decided

white water rafting

whine

normal

pieces

interview

include

scold

poured

invisible

imagine

agrees

recognized

vision

information

amusement

rectangle

baking powder

monsters

contrast

reptile

biscuits

project

language

ray

ingredients

amazing

tourists

antiques

loon

attach

disappointed

pesticides

pantry

crisscrossed

ferocious

decays

laboratory

senses

perked

badger

Panacea

webbing

rescue

professional

plankton

angled

suddenly

tilling

axle

command

claimed

range

press

command

claimed

range

press

perched

invented

extinct

whirlwind

scampered

invention

contestants

center

situation

motors

glared

diamond

disgusting

objects

rival

Earth

glides

assistant

myth

surface

rubbery

decided

century

Mongolia

slime

normal

Europeans

Russia

slippery

scratches

photographed

China

leathery

taste

crane

snow leopards

awesome

adapted

crease

golden eagles

scuttling

cousins

barnacles

muskrats

tame

especially

sea urchin

camels

wattles

marine

hippopotamus

yaks

cycles

survive

Africa

sweat

graze

actually

guinea pig

card board

popular

imagine

aquarium

neighborhood

shallow

nectar

groom

silk

shelter

threatened

Nepal

window blinds

bloom

weird

Saudi Arabia

reins

creep

suddenly

Zambia

deaf

measure

capital

Vidasha

hooves

sprouted

nomads

aliens

cloth

stretched

herders

antennae

energy

distances

desert

chemicals

Andean Condor

conversations

galloped

coffee

Argentina

invention

crackling

Greece

Carmen de Patagones

narrow

hissing

mushrooms

guanacos

operations

neighed

Rome

Patagonia

boast

fright

scientists

puma

breath

panic

Big Bend

vultures

compare

howling

manatees

canes

crunchy

gasped

sea squirts

whistling

mouthful

silence

seabed

Caribbean

prey

disappeared

ability

Madagascar

swamps

gasped

responses

lagoon

endangered

ignored

shrink

alligator

digest

swatting

strength

armadillo

sensitive

lead

uphold

possum

surface

noticed

control

spatulas

survive

quite

couple

syrup

trickle

stare

definitely

bowling

blurry

locating

popular

iguana

exist

choose

tough

flyswatter

observer

difficult

accomplished

leashes

sighting

nodded

actually

yawned

theory

practice

creatures

chalk

insults

projects

predators

thousands

noticed

adult

specimen

rake

panic

predators

captured

butterfly weed

stunned

hatch

glaring

coneflowers

squash

extinct

rustling

hundreds

dart

reflecting

tattered

passionflowers

dawn

bandage

writhing

snapdragons

defend

brought

capture

apron

ruin

evening

carnivorous

lizards

tongues

fading

raptors

nectar

blinked

charm

perch

herbivore

boring

balance

poisoned

plaster cast

fetch

pointing

coiled

swell

snuggle

pouted

complains

woes

waddling

wobbled

dangerous

catnip

celebrate

wooden

poisonous

grooming

difficulty

probably

relaxes

leash

expects

promised

darting

tongue

mischievously

reason

roam

mocking bird

realized

secretly

glade

whiskers

manners

wondered

dove

nightfall

public

finally

drifting

animal keeper

respect

fluffy

attack

definition

behavior

hammer

burned

dictionary

Internet

Resources
Content

Website
http://www.spellingcity.coml

Spelling Practice

http://treasures.macmillanmh.comlfloridalstudents/grade3Ibookl
http://treasures.macmillanmh.comlfloridalstudents/grade3Ibook2

Spelling and Vocabulary Practice

http://www.intemet4classrooms.comlskills_3rd_original.htm

Time, money, fractions, symmetry,

place value, geometry, word
problems and MORE

http://www.mathfactcafe.coml

Electronic Flashcards

httpv/www.aplusmath.com/

Flashcards, games, worksheets

http://www.coolmath4kids.coml

Multiplication, fractions,
tessellations, brain benders and
MORE

http://www.quia.com/mc/66516.htrnl

Elapsed time

http://www.harcourtschool.comlactivity/elab2002/grade_3/018.htrnl

Elapsed time

www.mathplayground.com

Online math manipulatives,

flashcards, worksheets, problem
solving

http://www.sightwordswithsarnson.comlsw/sight_words.asp

Sight Words

http://curriculum.1eeschools.netlwords/word%20groups.htrn

Sight Words

http://www.eduplace.comlkids/hme/k_5/proofread/

Proofreading Game

http://curriculum.leeschools.netiwordsIFCATIFCAT.htm

FCA T word lists - selected

vocabulary which will be of
assistance to students

http://school.discoveryeducation.comlhomeworkhelp/
homework_help _home.html

Math, English, Science resources

http://www.aaamath.com

Money, graphs, geometry,

estimation, division and MORE