LAFS.3.RF.4.4Archived Standard

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Read with sufficient accuracy and fluency to support comprehension.
  1. Read on-level text with purpose and understanding.
  2. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
  3. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
General Information
Subject Area: English Language Arts
Grade: 3
Strand: Reading Standards: Foundational Skills (K-5)
Idea: Level 2: Basic Application of Skills & Concepts
Cluster: Fluency
Date Adopted or Revised: 12/10
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
    Assessed with LAFS.3.RL.2.4, LAFS.3.RL.2.3, LAFS.3.L.3.4, and LAFS.3.L.3.5

Related Courses

This benchmark is part of these courses.
5008050: Health - Grade 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))
5010010: English for Speakers of Other Languages-Elementary (Specifically in versions: 2014 - 2015, 2015 - 2022 (course terminated))
5010020: Basic Skills in Reading-K-2 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 - 2024, 2024 and beyond (current))
5010044: Language Arts - Grade Three (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))
7710014: Access Language Arts - Grade 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
7708030: Access Health Grade 3 (Specifically in versions: 2020 - 2023, 2023 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plans

Perfect Pool Plans:

In this Model Eliciting Activity, MEA, students will create a procedure for ranking pool construction companies based on the number of years in business, customer satisfaction, and available pool dimensions. In a “twist,” students will be given information about discounts available by each company. Students will evaluate their procedure for ranking and change it if necessary.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Animal Habitat MEA:

Animal Habitat MEA is where the students will help a pet store choose which habitat they should buy to house their snake and lizard families. The students will solve an open-ended problem and give details on the process that they used to solve the problem.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Poetry Parade:

Fluency is developed as students read, reread and memorize poems. Students will present poems to the class.

Type: Lesson Plan

Teaching Fluency Using Readers Theatre:

Students will work together to prepare and perform a Readers Theatre using classic Dr. Seuss stories.

Type: Lesson Plan

Student Center Activities

Fluency: Fluent Reflections:

In this activity, students will read text and self-evaluate their reading fluency using the provided evaluation checklist.

Type: Student Center Activity

Fluency: Read Along:

In this activity, students will practice reading fluently using teacher-selected technology.

Type: Student Center Activity

Fluency: Compu-Read:

In this activity, students will read fluency passages using teacher-selected reading software.

Type: Student Center Activity

Fluency: Poetic License:

In this activity, students will read teacher-selected poems with a partner.

Type: Student Center Activity

Fluency: Impressive Expressive:

In this activity, students will read teacher-selected passages using expression appropriate to the content of the text.

Type: Student Center Activity

Fluency: Cast of Readers:

In this activity, students will rehearse and read text using a reader's theater format.

Type: Student Center Activity

Fluency: Follow My Lead:

In this activity, students will read text chorally in unison.

Type: Student Center Activity

Fluency: Echo Echo:

In this activity, students will practice reading fluently by echo reading text with a partner.

Type: Student Center Activity

Fluency: Reading Results:

In this activity, students will time repeated readings and graph words correct per minute.

Type: Student Center Activity

Fluency: Reading Twosome:

In this activity, students will gain speed and accuracy by rereading teacher-selected text with a partner.

Type: Student Center Activity

Fluency: Practice and Read:

In this activity, students will practice reading teacher-selected target words and then read connected text containing those words.

Type: Student Center Activity

Fluency: Chunk It Up:

In this activity, students will divide text into meaningful chunks and then read it fluently.

Type: Student Center Activity

Fluency: Division Decisions:

In this activity, students will divide text into meaningful parts and then read it fluently.

Type: Student Center Activity

Fluency: Reading Chunks:

In this activity, students will read text that has been divided into meaningful chunks, then reread it fluently without the slash marks.

Type: Student Center Activity

Fluency: Phrase Haste:

In this activity, students will quickly read phrases containing high-frequency words in a timed activity.

Type: Student Center Activity

Fluency: Fleeting Phrases:

In this activity, students will quickly read phrases containing high-frequency words in a timed activity.

Type: Student Center Activity

Fluency: Listen To Me:

In this activity, students will read and record passages. They will then self-evaluate their recorded reading, focusing on expression, rate, accuracy, and phrasing.

Type: Student Center Activity

Fluency: Rapid Read:

In this activity, students will practice reading target words and then read connected text containing these words with a partner.

Type: Student Center Activity

Fluency: Poetry Reading:

In this activity, students will read poems with a partner.

Type: Student Center Activity

Fluency: Play It Up!:

In this activity, students will rehearse and read text using a reader's theater format.

Type: Student Center Activity

Fluency: Read and Read Again:

In this activity, students will time repeated readings and graph words correct per minute.

Type: Student Center Activity

Fluency: I Read, You Read:

In this activity, students will practice reading fluently by reading text with a partner.

Type: Student Center Activity

Fluency: All Together Now:

In this activity, students will read teacher-selected text in unison.

Type: Student Center Activity

Fluency: Two To Read:

In this activity, students will reread texts with a partner.

Type: Student Center Activity

Fluency: Reading Wiz:

In this activity, students will read texts within teacher-selected computer-based programs.

Type: Student Center Activity

Fluency: Listen and Read:

In this activity, students will practice reading fluently by reading along with pre-recorded text.

Type: Student Center Activity

Fluency: Chunk It!:

In this activity, students will divide text into meaningful parts and then read it fluently.

Type: Student Center Activity

Fluency: Chunky Passages:

In this activity, students will read text which has been divided into a chunked format, then reread it fluently in its original format.

Type: Student Center Activity

Fluency: Chunk-A-Lot:

In this activity, students will read text which has been divided into meaningful chunks, then reread it fluently without the slash marks.

Type: Student Center Activity

Fluency: Chunk-King:

In this activity, students will read text which has been divided into meaningful phrases by slash marks.

Type: Student Center Activity

Fluency: Phrase Progression:

In this activity, students will read phrases that progressively result in sentences.

Type: Student Center Activity

Fluency: Computer-Based Reading:

In this activity, students will interact with computer-based fluency passages (teacher-selected).

Type: Student Center Activity

Fluency: Choral Reading:

In this activity, students will read text in unison.

Type: Student Center Activity

Fluency: Repeated Timed Readings:

In this activity, students will time repeated readings of teacher-selected text and record words correct per minute.

Type: Student Center Activity

Fluency: Partner Reading:

In this activity, students will practice reading fluently by reading teacher-selected text with a partner.

Type: Student Center Activity

Teaching Idea

Dolphin Word Play-SeaWorld Classroom Activity:

Students will experiment with language and word play as they create poems about dolphins.

Type: Teaching Idea

STEM Lessons - Model Eliciting Activity

Animal Habitat MEA:

Animal Habitat MEA is where the students will help a pet store choose which habitat they should buy to house their snake and lizard families. The students will solve an open-ended problem and give details on the process that they used to solve the problem.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Perfect Pool Plans:

In this Model Eliciting Activity, MEA, students will create a procedure for ranking pool construction companies based on the number of years in business, customer satisfaction, and available pool dimensions. In a “twist,” students will be given information about discounts available by each company. Students will evaluate their procedure for ranking and change it if necessary.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.