Grade 3 Word Study

ACS uses Words Their Way as a primary resource for word study: phonics, vocabulary, and spelling instruction. Words Their Way provides teachers with the tools for teaching children through the stages of spelling development. Children learn to see patterns and variations in words and are taught in a fun and engaging way.

Based on years of research into invented and developmental spelling, the classroom-proven framework of this successful series is keyed to the five stages of spelling and orthographic development. Each stage-specific companion volume features a complete curriculum of reproducible sorts and detailed directions for teachers working with students in each stage of spelling development, from emergent through derivational relations.

https://www.pearson.com/us/higher-education/series/Words-Their-Way-Series/2281883.html

For an explanation of word study and the stages of spelling development, please click below:

Grade 3 Word Study Skills

  • Identify and know the meaning of the most common prefixes and derivational suffixes.
  • Decode words with common Latin suffixes.
  • Decode multisyllable words.
  • Read grade-appropriate irregularly spelled words.
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Form and use regular and irregular plural nouns.
  • Form and use regular and irregular verbs.
  • Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
  • Use commas in addresses.
  • Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
  • Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
  • Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
  • Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
  • Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
  • Demonstrate understanding of word relationships and nuances in word meanings.
  • Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
  • Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
  • Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
  • Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).