Florida FAST Grade 3: Reading and Math

Read telephone, transportation, helpful, and careless aloud with a teacher. Mark useful word parts, then try an unfamiliar word built from the same parts.

• Read the whole word after working through its parts.
• Compare care with careful: show how the suffix makes a describing word.
• Use a taught Greek or Latin root to help read another word.

Read a teacher-selected Grade 3 passage aloud twice. After feedback, reread one sentence as if you were telling its meaning to a listener.

• Correct a word that does not fit the print.
• Pause where the sentence meaning calls for it.
• Read smoothly while keeping the meaning clear.

Make a cursive alphabet card with an uppercase and lowercase example for each letter. Circle letters to practice again with a teacher.

• Include all 26 letter pairs.
• Check each letter against the classroom model.
• Rewrite the letters that are hard to recognize.

Write about a missing classroom object that is found in an unexpected place. Give the characters something to say and let the reader know how the problem ends.

• Events follow a sensible order.
• Details help the reader picture the action.
• Dialogue and varied time words move the story forward.
• The ending resolves what happened.

Read a short classroom fact sheet about outdoor learning. Write whether the class should hold one lesson outside, giving reasons supported by the fact sheet.

• The reader can identify your opinion.
• Explain how source details support each reason.
• Connect ideas and finish with a conclusion.

Use a teacher-provided article about a local animal to explain how it meets its needs. Add an example that helps a reader understand one fact.

• Introduce the animal and topic.
• Use accurate source facts and explain them.
• Connect the ideas and close the explanation.

Sketch a plan for a class newsletter paragraph. Share a draft with a partner, choose one useful suggestion, and edit with teacher support.

• The plan helps organize your ideas.
• Explain one revision that helps the reader.
• Check spelling and punctuation before sharing.

Teach a partner how to organize a desk. Rehearse the steps, then present them using your voice and posture to help the listener follow.

• The steps make sense in order; self-correct if needed.
• Use an audible voice and careful pronunciation.
• Use posture, tone, and expression to support meaning.

Create a two-paragraph report about yesterday's class activity. With a teacher, check tense, plural nouns, modifiers, and prepositional phrases; add a compound sentence and a short quoted exchange addressing a classmate.

• Keep the report's time frame consistent and check regular and irregular verb forms.
• Practice progressive and perfect forms, such as was drawing and has finished.
• Check plural nouns, including children and mice.
• Check quotation marks and the comma when naming the person spoken to.

Ask how a school garden could help local butterflies. Consult two teacher-approved sources, sort notes into useful groups, and choose information that answers your question.

• Consult more than one source.
• Group related notes and identify where they came from.
• Explain why the selected information is useful and trustworthy.

Share your garden research with a labeled drawing and a photo or safe classroom artifact. Explain what each element helps the audience understand.

• Use at least two media elements.
• Each element connects directly to the information.
• Explain how the elements help your audience.

In a teacher-approved document editor, type a plan for a class announcement, draft it, then revise one sentence after feedback. Work alone or share the document with a partner.

• Use the digital tool for a plan and a draft.
• Make a meaningful revision in the document.
• Show what changed and why it helps the reader.

Use compare, explain, and evidence while discussing two classroom objects. Then write a short comparison using the same words in ways that fit their meanings.

• Use the words accurately while speaking.
• Use the words accurately in writing.
• Explain an example of what each word means.

Try a multiplication problem, ask a useful question, and adjust your approach after a partner's suggestion.

• Stay engaged when a first attempt stalls.
• Help a partner explain an idea.

Show 4 groups of 6 with counters, a drawing, and an equation.

• Explain what stays the same in each model.
• Choose a model that helps solve the problem.

Solve 8 × 6 using a method you understand, then consider whether a known fact could make the work easier.

• Calculate accurately.
• Explain why the method fits these numbers.

Compare two classmates' solutions to 36 ÷ 4 and explain how each method works.

• Listen and ask about another method.
• Support an explanation with a model or calculation.

Build a 7 × 6 array, split it into 5 × 6 and 2 × 6, and explain the connection.

• Identify useful parts of the problem.
• Connect the smaller products to the whole.

Estimate the total of 198 and 203 before calculating, then explain whether your result fits the estimate.

• Make a useful estimate.
• Check the calculation and interpret the result.

Plan six equal sets of four classroom supplies. Draw a model, calculate the total, and check the model against the actual supplies.

• Connect the numbers to the situation.
• Check that the model and result fit the task.