Intermediate Grades 3-5

Accomplishment Charts for Literacy Acquisition

Source: Comprehensive Reading for Alaska K-3, 2002 (UAS course)

This chart “…shows a set of particular accomplishments that the successful learner is likely to exhibit during third grade. This list is neither exhaustive nor incontestable, but it does capture many highlights of the course of literacy acquisition that have been revealed through several decades of research. Needless to say, the timing of these accomplishments will to some extent depend on maturational and experiential differences between children.” (Dr. Catherine Snow, 1998)

This chart can be used as a management tool for various purposes such as:

• To check and date the concepts/skills that were included in lessons;
• To use as a checklist for each child at this level. After making a copy for each child at this level, highlight what the student knows and is able to do. The accomplishments not highlighted become a focus for future lessons.

Third Grade Accomplishments
	Reads aloud with fluency and comprehension any text that is appropriately designed for grade level.
	Uses letter-sound correspondence knowledge and structural analysis to decode words as well as language and meaning cues.
	Reads and comprehends both fiction and nonfiction that is appropriately designed for grade level.
	Reads longer fictional selections and chapter books independently.
	Takes part in creative responses to texts such as dramatizations, oral presentations, fantasy play, etc.
	Can point to or clearly identify specific words or wordings that are causing comprehension difficulties.
	Summarizes major points from fiction and nonfiction texts.
	In interpreting fiction, discusses underlying theme or message.
	Asks how, why, and what-if questions in interpreting nonfiction texts.
	In interpreting nonfiction, distinguishes cause and effect, fact and opinion, main idea and supporting details.
	Uses information and reasoning to examine bases of hypotheses and opinions.
	Infers word meanings from taught roots, prefixes, and suffixes.
	Correctly spells previously studied words and spelling patterns in own writing.
	Begins to incorporate literacy words and language patterns in own writing (e.g., elaborates descriptions.)
	With some guidance, uses all aspects of the writing process in producing own compositions and reports.
	Combines information from multiple sources in writing reports.
	With assistance, suggests and implements editing and revision to clarify and refine own writing.
	Presents and discusses own writing with other students and responds helpfully to other students’ compositions.
	Independently reviews work for spelling, mechanics, and presentation.
	Produces a variety of written works (e.g., literature responses, reports, “published” books, semantic maps) in a variety of formats, including multimedia forms.