Third Grade. S.C. Code Xxx. §00-000-000 (2014) of Act 284 states: Beginning with the 2017- 2018 school year, a student must be retained in the third grade if the student fails to demonstrate reading proficiency at the end of the third grade as indicated by scoring at the lowest achievement level on the state summative reading assessment that equates to Not Met 1 on the Palmetto Assessment of State Standards (PASS). The law provides seven good cause exemptions to retention; however, “students exempt for good cause from the mandatory retention requirements shall continue to receive instructional support and services and reading intervention appropriate for their age and reading level.” Section 00-000-000 (A). Good cause exemptions from mandatory retention include students: ● with limited English proficiency and less than two years of instruction in English as a Second Language program; ● with disabilities whose Individual Education Plan (IEP) indicates the use of alternative assessments or alternative reading interventions; ● with disabilities whose IEP or Section 504 Plan reflects that the student has received intensive remediation in reading for more than two years but still does not substantially demonstrate reading proficiency; ● who demonstrate third grade reading proficiency on an alternative assessment approved by the board and which teachers may administer following the administration of the state assessment of reading; ● who have received two years of reading intervention and were previously retained; ● who through reading portfolio documentation demonstrate the mastery of the state standards in reading that is equal to at least one level above the lowest achievement level on the state reading assessment; and ● who successfully participate in a Read to Succeed Summer Reading Camp (SRC) at the conclusion of the third grade year and demonstrate through either a reading portfolio or through a norm-referenced, alternative assessment approved by the SCDE, that their mastery of the state standards in reading is equal to at least a level above the lowest level on the state reading assessment. If a student meets one of the exemptions mentioned above, the student may be considered for promotion to fourth grade. The explanations and resources included in this document are intended to provide guidance, support, and examples to support districts and schools as they fully implement this section of Act 284.
Third Grade. 5. Fourth grade
Third Grade. Girls must wear the uniform white plaid jumper, navy blue dress pants, or navy blue crop pants with a light blue polo or oxford shirt, short or long-sleeved. They may add a navy vest, navy sweatshirt or navy sweater, (all w/school logo) over their school shirt. Boys must wear navy blue pants with a light blue polo or oxford shirt, short or long-sleeved. They may add a navy vest, navy sweatshirt or navy sweater, (all w/school logo) over their school shirt.
Third Grade. Girls may wear the crop pants, pants, white plaid jumper OR white plaid skirt.
Third Grade. First Offense Five Day Suspension Second Offense Ten Day Suspension Third Offense Dismissal
Third Grade. I will read at least 20 minutes each night, and take AR tests on a regular basis. • I will practice my sight words, and work to fluently read 140 words per minute. • I will learn my multiplication and division facts 0-9, and add and subtract within 1,000.
Third Grade. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly (Common Core State Standard: Speaking and Listening 1) • Students at all levels of English proficiency interact with grade-level words and expressions in the following areas (WIDA English Language Development Standards): o Social and Instructional Language o The Language of Language Arts o The Language of Mathematics o The Language of Science o The Language of Social Studies o The Language of the Humanities • Students identified as Limited English Proficient, will meet all Annual Measurable Achievement Objectives as evidenced through the ACCESS for English Language Learners assessment.
Third Grade. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly (Common Core State Standard: Speaking and Listening 1) Students at all levels of English proficiency interact with grade-level words and expressions in the following areas (WIDA English Language Development Standards): o Social and Instructional Language o The Language of Language Arts o The Language of Mathematics o The Language of Science o The Language of Social Studies o The Language of the Humanities Students identified as Limited English Proficient, will meet all Annual Measurable Achievement Objectives as evidenced through the ACCESS for English Language Learners assessment. Fourth Grade Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. (Common Core State Standard: Speaking and Listening 1) Students at all levels of English proficiency interact with grade-level words and expressions in the following areas (WIDA English Language Development Standards): o Social and Instructional Language o The Language of Language Arts o The Language of Mathematics o The Language of Science o The Language of Social Studies o The Language of the Humanities Students identified as Limited English Proficient, will meet all Annual Measurable Achievement Objectives as evidenced through the ACCESS for English Language Learners assessment.
