📌Language Standards (L): Conventions of Standard English18 standards
L.3.1Demonstrate command of grammar and usage9 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, adjectives, adverbs
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.3.1b
Form and 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 and use regular and irregular verbs
Form and use regular and irregular verbs.
L.3.1e
Form and use the 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 and pronoun-antecedent agreement
Ensure subject-verb and pronoun-antecedent agreement.*
L.3.1g
Form and use comparative and superlative modifiers
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 and subordinating conjunctions
Use coordinating and subordinating conjunctions.
L.3.1i
Produce simple, compound, and complex sentences
Produce simple, compound, and complex sentences.
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 and suffix rules
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 to check spelling
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
📌Language Standards (L): Knowledge of Language3 standards
L.3.3Use knowledge of language and its 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 and written English
Recognize and observe differences between the conventions of spoken and written standard English.
📌Language Standards (L): Vocabulary Acquisition and Use10 standards
L.3.4Determine meaning of unknown and 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 words formed with a 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 root word as clue to unknown word meaning
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 and 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.
L.3.5Demonstrate understanding of word relationships3 sub-parts
Demonstrate understanding of word relationships and nuances in word meanings.
L.3.5a
Distinguish literal and nonliteral meanings
Distinguish the literal and nonliteral 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 about states of mind
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 words and phrases
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 Informational Text (RI): Craft and Structure3 standards
RI.3.4
Determine meaning of 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.
RI.3.5
Use text features and search tools
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.
📌Reading Standards for Informational Text (RI): Integration of Knowledge and Ideas3 standards
RI.3.7
Use illustrations and 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 connections 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 and contrast points from two texts
Compare and contrast the most important points and key details presented in two texts on the same topic.
📌Reading Standards for Informational Text (RI): Key Ideas and Details3 standards
RI.3.1
Ask and answer questions referring explicitly to text
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 the main idea and how details support it
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.
📌Reading Standards for Informational Text (RI): Range of Reading and Level of Text Complexity1 standard
RI.3.10
Read and comprehend informational text at high end of 2-3 band
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): Craft and Structure3 standards
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.
RL.3.5
Refer to parts of stories, dramas, and 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's
Distinguish their own point of view from that of the narrator or those of the characters.
📌Reading Standards for Literature (RL): Integration of Knowledge and Ideas3 standards
RL.3.7
Explain how illustrations contribute to a 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.3.8
Not applicable to literature
(Not applicable to literature)
RL.3.9
Compare and 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).
📌Reading Standards for Literature (RL): Key Ideas and Details3 standards
RL.3.1
Ask and answer questions referring explicitly to text
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 and determine central message
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 contribution to events
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
📌Reading Standards for Literature (RL): Range of Reading and Level of Text Complexity1 standard
RL.3.10
Read and comprehend literature at high end of 2-3 band
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.
RF.3.4Read with accuracy and fluency to support comprehension3 sub-parts
Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a
Read on-level text with purpose
Read on-level text with purpose and understanding.
RF.3.4b
Read on-level prose and 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 word recognition
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
📌Reading Standards: Foundational Skills (RF): Phonics and Word Recognition5 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.
RF.3.3a
Know common prefixes and derivational suffixes
Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b
Decode words with common Latin suffixes
Decode words with common Latin suffixes.
RF.3.3c
Decode multisyllable words
Decode multisyllable words.
RF.3.3d
Read grade-appropriate irregularly spelled words
Read grade-appropriate irregularly spelled words.
📌Speaking and Listening Standards (SL): Comprehension and Collaboration7 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 rules for discussions
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 and stay on topic
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 the discussion
Explain their own ideas and understanding in light of the discussion.
SL.3.2
Determine main ideas and supporting details
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 and answer questions with elaboration and detail
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
📌Speaking and Listening Standards (SL): Presentation of Knowledge and Ideas3 standards
SL.3.4
Report on a topic, tell a story, or recount an experience
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.3.5
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 to provide detail
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 on pages 28 and 29 for specific expectations.)
📌Writing Standards (W): Production and Distribution of Writing3 standards
W.3.4
Produce writing appropriate to task and 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
Strengthen writing through planning, revising, editing
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 on pages 28 and 29.)
W.3.6
Use technology and keyboarding to produce 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.
📌Writing Standards (W): Range of Writing1 standard
W.3.10
Write routinely over varied time frames
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.
📌Writing Standards (W): Research to Build and Present Knowledge2 standards
W.3.7
Conduct short research projects
Conduct short research projects that build knowledge about a topic.
W.3.8
Recall and 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.
📌Writing Standards (W): Text Types and Purposes15 standards
W.3.1Write opinion pieces supporting a point of view4 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 and reasons
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.