L.3.1Demonstrate command of grammar and usage11 sub-parts
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1a
Explain function of nouns/pronouns/verbs/etc.
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.3.1b
Form/use regular and irregular plural nouns
Form and use regular and irregular plural nouns.
L.3.1c
Use abstract nouns
Use abstract nouns (e.g., childhood).
L.3.1d
Form/use regular and irregular verbs
Form and use regular and irregular verbs.
L.3.1e
Form/use simple verb tenses
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1f
Ensure subject-verb/pronoun-antecedent agreement
Ensure subject-verb and pronoun-antecedent agreement.*
L.3.1g
Form/use comparative and superlative adjectives
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1h
Use coordinating/subordinating conjunctions
Use coordinating and subordinating conjunctions.
L.3.1i
Produce simple, compound, complex sentences
Produce simple, compound, and complex sentences.
L.3.1j
Write legibly in cursive or joined italics
Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence. CA
L.3.1k
Use reciprocal pronouns correctly
Use reciprocal pronouns correctly. CA
L.3.2Demonstrate command of capitalization/punctuation/spelling7 sub-parts
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2a
Capitalize appropriate words in titles
Capitalize appropriate words in titles.
L.3.2b
Use commas in addresses
Use commas in addresses.
L.3.2c
Use commas and quotation marks in dialogue
Use commas and quotation marks in dialogue.
L.3.2d
Form and use possessives
Form and use possessives.
L.3.2e
Use conventional spelling with suffixes
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L.3.2f
Use spelling patterns and generalizations
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.2g
Consult reference materials for spelling
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.3.3Use knowledge of language and conventions2 sub-parts
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3a
Choose words and phrases for effect
Choose words and phrases for effect.*
L.3.3b
Recognize differences between spoken/written English
Recognize and observe differences between the conventions of spoken and written standard English.
L.3.4Determine meaning of unknown/multiple-meaning words4 sub-parts
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.
L.3.4a
Use sentence-level context as a clue
Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4b
Determine meaning of word with known affix
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).
L.3.4c
Use known root word as a clue
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
L.3.4d
Use glossaries/dictionaries to clarify meaning
Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases in all content areas. CA
L.3.5Demonstrate understanding of word relationships3 sub-parts
Demonstrate understanding of word relationships and nuances in word meanings.
L.3.5a
Distinguish literal/non-literal meanings
Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).
L.3.5b
Identify real-life connections between words
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
L.3.5c
Distinguish shades of meaning among related words
Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
L.3.6
Acquire and use grade-appropriate vocabulary
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).
📌Reading Standards for Foundational Skills (RF)9 standards
RF.3.3Apply grade-level phonics and word analysis4 sub-parts
Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA
RF.3.3a
Identify prefixes and derivational suffixes
Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b
Decode words with Latin suffixes
Decode words with common Latin suffixes.
RF.3.3c
Decode multisyllable words
Decode multisyllable words.
RF.3.3d
Read grade-appropriate irregular words
Read grade-appropriate irregularly spelled words.
RF.3.4Read with accuracy and fluency3 sub-parts
Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a
Read on-level text with understanding
Read on-level text with purpose and understanding.
RF.3.4b
Read on-level prose/poetry orally with accuracy
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
RF.3.4c
Use context to self-correct
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
📌Reading Standards for Informational Text (RI)10 standards
RI.3.1
Ask and answer questions using text evidence
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2
Determine main idea, recount key details
Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3
Describe relationships using time/sequence/cause-effect
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.4
Determine meaning of academic/domain-specific words
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (See grade 3 Language standards 4-6 for additional expectations.) CA
RI.3.5
Use text features/search tools to locate info
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.6
Distinguish own point of view from author's
Distinguish their own point of view from that of the author of a text.
RI.3.7
Use illustrations/words to understand text
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI.3.8
Describe logical connection between sentences
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
RI.3.9
Compare/contrast points in two texts
Compare and contrast the most important points and key details presented in two texts on the same topic.
RI.3.10
Read and comprehend informational texts
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
📌Reading Standards for Literature (RL)9 standards
RL.3.1
Ask and answer questions using text evidence
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.2
Recount stories, determine message/moral
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3
Describe characters and their actions
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.3.4
Distinguish literal from nonliteral language
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (See grade 3 Language standards 4-6 for additional expectations.) CA
RL.3.5
Refer to parts of stories/dramas/poems
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RL.3.6
Distinguish own point of view from narrator
Distinguish their own point of view from that of the narrator or those of the characters.
RL.3.7
Explain how illustrations contribute to text
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.3.9
Compare/contrast themes/settings/plots by same author
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
RL.3.10
Read and comprehend literature independently
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
📌Speaking and Listening Standards (SL)11 standards
SL.3.1Engage effectively in collaborative discussions4 sub-parts
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.
SL.3.1a
Come to discussions prepared
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.3.1b
Follow agreed-upon discussion rules
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.3.1c
Ask questions to check understanding
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1d
Explain own ideas in light of discussion
Explain their own ideas and understanding in light of the discussion.
SL.3.2
Determine main ideas/supporting details from media
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3.3
Ask/answer questions about speaker's info
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL.3.4Report on a topic or recount an experience1 sub-part
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL.3.4a
Plan and deliver an informative presentation
Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. CA
SL.3.5
Create engaging audio recordings
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
SL.3.6
Speak in complete sentences as needed
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)
📌Writing Standards (W)21 standards
W.3.1Write opinion pieces supporting a viewpoint4 sub-parts
Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1a
Introduce topic, state opinion, list reasons
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1b
Provide reasons that support the opinion
Provide reasons that support the opinion.
W.3.1c
Use linking words to connect opinion/reasons
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3b
Use dialogue and descriptions to develop events
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
W.3.3c
Use temporal words to signal event order
Use temporal words and phrases to signal event order.
W.3.3d
Provide a sense of closure
Provide a sense of closure.
W.3.4
Produce writing appropriate to task/purpose
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
W.3.5
Develop and strengthen writing via planning/revising
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3.)
W.3.6
Use technology to produce/publish writing
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
W.3.7
Conduct short research projects
Conduct short research projects that build knowledge about a topic.
W.3.8
Recall/gather information, sort into categories
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
W.3.10
Write routinely for various tasks
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.