MO ELA Standards (Grade 3)

Follow a writing process to plan a first draft by: a. using a simple prewriting strategy when given the purpose and the intended audience

Appropriate to genre type, develop a draft from prewriting by: a. generating a main idea to support a multiple-paragraph text using a variety of sentence types, including imperative and exclamatory

Appropriate to genre type, develop a draft from prewriting by: b. supporting the topic sentences within each paragraph with facts and details (from sources when appropriate)

Appropriate to genre type, develop a draft from prewriting by: c. categorizing, organizing, and sequencing the supporting details into a text with a clear beginning, middle, and end

Appropriate to genre type, develop a draft from prewriting by: d. addressing an appropriate audience (Note: Refer to Grade 3, W2A-C genre-specific standards.)

Reread, revise, and edit drafts with assistance to: a. develop and strengthen writing by revising main idea, sequence (ideas), focus, beginning/middle/end, details/facts (from sources, when appropriate), word choice (related to the topic), sentence structure, transitions, audience and purpose, and voice

Reread, revise, and edit drafts with assistance to: b. edit for language conventions

With assistance from adults/peers: a. use a variety of conventional tools and technology (including keyboarding skills) to produce and publish writing as well as to interact and collaborate with others (Note: Refer to Grade 3, W2A-C genre-specific standards.)

In speech and written form, apply standard English grammar to: a. use regular and irregular verbs and simple verb tenses

In speech and written form, apply standard English grammar to: b. use helping verbs with irregular verbs

In speech and written form, apply standard English grammar to: c. use complete subject and complete predicate in a sentence

In speech and written form, apply standard English grammar to: d. use comparative, superlative, and demonstrative adjectives and adverbs

In speech and written form, apply standard English grammar to: e. use subject/verb agreement in sentences

In speech and written form, apply standard English grammar to: f. produce simple and compound imperative, exclamatory, declarative, and interrogative sentences

In speech and written form, apply standard English grammar to: g. use 1st-, 2nd-, and 3rd-person pronouns and their antecedents

In written text: a. write legibly (print, cursive)

In written text: b. use an apostrophe to form possessives

In written text: c. demonstrate and use commas and quotation marks in dialogue

In written text: d. capitalize dialogue correctly

In written text: e. use commas for greeting and closing of a friendly letter

In written text: f. capitalize names of places

In written text: g. capitalize titles of books, stories, and songs

In written text: h. use spelling patterns and generalizations to spell compound words

In written text: i. spell words that double the consonant

In written text: j. spell plural words that change y to ies

In written text: k. consult reference materials to check and correct spellings

In written text: l. arrange words in alphabetical order to the third letter

Write opinion texts that: a. introduce a topic or text being studied, using connected sentences

Write opinion texts that: b. state an opinion or establish a position and provide reasons for the opinion/position

Write opinion texts that: c. use specific and accurate words that are related to the topic, audience, and purpose

Write opinion texts that: d. contain information using student's original language except when using direct quotation from a source

Write opinion texts that: e. reference the name of the author(s) or name of the source used for details or facts included in the text

Write opinion texts that: f. use transitions to connect opinion and reason

Write opinion texts that: g. provide clear evidence of a beginning, middle, and, concluding statement or paragraph

Write informative/explanatory texts that: a. introduce a topic or text being studied

Write informative/explanatory texts that: b. develop the topic with simple facts, definitions, details, and explanations

Write informative/explanatory texts that: c. use specific, relevant words that are related to the topic, audience, and purpose

Write informative/explanatory texts that: d. use the student's original language except when quoting from a source

Write informative/explanatory texts that: e. use transition words to connect ideas within categories of information

Write informative/explanatory texts that: f. create a concluding statement or paragraph

Write fiction or non-fiction narratives and poems that: a. establish a setting and situation/topic and introduce a narrator and/or characters

Write fiction or non-fiction narratives and poems that: b. use narrative techniques, such as dialogue and descriptions

Write fiction or non-fiction narratives and poems that: c. establish and organize an event sequence to establish a beginning/middle/end

Write fiction or non-fiction narratives and poems that: d. use transition words and phrases to signal event order

Write fiction or non-fiction narratives and poems that: e. use specific and relevant words that are related to the topic, audience, and purpose

Read to develop an understanding of media and its components by: a. understanding how communication changes when moving from one genre of media to another

Read to develop an understanding of media and its components by: b. explaining how various design techniques used in media influence the message

Read to develop an understanding of media and its components by: c. comparing various written conventions used for digital media

Read to develop an understanding of media and its components by: d. identifying text structures and graphics features of a web page

Read, infer, analyze, and draw conclusions to: a. summarize and sequence the events/plot and explain how past events impact future events

Read, infer, analyze, and draw conclusions to: b. describe the personality traits of characters from their thoughts, words, and actions

Read, infer, analyze, and draw conclusions to: c. describe the interaction of characters, including relationships and how they change

Read, infer, analyze, and draw conclusions to: d. paraphrase the big idea/themes and supporting details of texts

Read, infer, analyze, and draw conclusions to: e. compare and contrast key elements in various types of fiction

Read, infer, analyze, and draw conclusions to: f. explain cause-and-effect relationships

Read, infer, analyze, and draw conclusions to: g. distinguish their own point of view from that of the narrator or those of the characters

Read, infer, and draw conclusions to: a. use examples of alliteration

Read, infer, and draw conclusions to: b. identify basic forms of poetry

Read, infer, and draw conclusions to: a. explain the elements of plot, setting, and character as presented through dialogue in scripts that are read or viewed

Read, infer, and draw conclusions to: b. identify language that creates a graphic visual experience and appeals to the senses

Read, infer, and draw conclusions to: a. explain the author's purpose

Read, infer, and draw conclusions to: b. identify the details or facts that support the main idea

Read, infer, and draw conclusions to: c. use text and graphic features to locate information and to make and verify predictions

Read, infer, and draw conclusions to: d. follow and explain a set of written multi-step directions

Read, infer, and draw conclusions to: e. describe the relationship between events, ideas, concepts, or steps

Read, infer, and draw conclusions to: a. distinguish the difference between a biography and an autobiography

Read, infer, and draw conclusions to: b. distinguish fact from opinion

Read, infer, and draw conclusions to: c. distinguish point of view from what the author is trying to persuade the reader to think or do

Read, infer, and draw conclusions to: d. explain examples of sound devices, literal and nonliteral meanings, and figurative language

Read, infer, and draw conclusions to: a. describe relationships among events, ideas, concepts, and cause and effect in texts

Read, infer, and draw conclusions to: b. explain the relationship between problems and solutions

Read, infer, and draw conclusions to: c. use information gained from illustrations and words to demonstrate understanding of the text

Read, infer, and draw conclusions to: d. explain the author's purpose

Read, infer, and draw conclusions to: e. compare and contrast the most important points and key details presented in texts on the same topic

Develop and demonstrate reading skills in response to text by: a. explaining how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story

Develop and demonstrate reading skills in response to text by: b. drawing conclusions and support with textual evidence

Develop and demonstrate reading skills in response to text by: c. summarizing a story's beginning, middle, and end determining its central message, lesson, or moral

Develop and demonstrate reading skills in response to text by: d. monitoring comprehension and making corrections and adjustments when understanding breaks down

Develop an understanding of vocabulary by: a. decoding and identifying the meaning of common prefixes and suffixes and knowing how they change the meaning of root words

Develop an understanding of vocabulary by: b. using sentence-level context to determine the relevant meaning of unfamiliar words or distinguish among multiple-meaning words

Develop an understanding of vocabulary by: c. using homographs and homophones

Develop an understanding of vocabulary by: d. distinguishing the literal and non-literal meanings of words and phrases in context

Develop an understanding of vocabulary by: e. determining the meaning of the new word formed when a known affix is added to a known base word

Develop an understanding of vocabulary by: f. using conversational, general academic, and domain-specific words and phrases

Explain relevant connections between: a. text to text (ideas and information in various fiction and nonfiction works, using compare and contrast)

Explain relevant connections between: b. text to world (text ideas regarding experiences in the world)

Read independently for multiple purposes over sustained periods of time by: a. reading text that is developmentally appropriate

Read independently for multiple purposes over sustained periods of time by: b. producing evidence of reading

Apply research process to: a. generate a list of subject-appropriate topics

Apply research process to: b. create an individual question about a topic

Apply research process to: c. decide what sources of information might be relevant to answer these questions

Apply research process to: d. locate information in reference texts, electronic resources, interviews, or visual sources and literary and informational texts

Apply research process to: e. determine the accuracy and relevance of the information related to a selected question

Apply research process to: f. take simple notes in own words and sort evidence into provided categories or organizer

Apply research process to: g. use quotation marks to denote direct quotations when recording specific words and sentences from a source

Develop and apply effective listening skills and strategies in formal and informal settings by: a. following classroom listening rules

Develop and apply effective listening skills and strategies in formal and informal settings by: b. asking questions to check understanding of information presented, staying on topic, and linking comments to the remarks of others

Develop and apply effective listening skills and strategies in formal and informal settings by: c. following three-step instructions, according to classroom expectations

Develop and apply effective listening skills and strategies in formal and informal settings by: a. demonstrating active listening through body language and eye contact with the speaker, according to classroom expectations

Speak clearly and to the point, using conventions of language when presenting individually or with a group by: a. coming to discussions prepared, having read or studied required material; explicitly drawing on that preparation and other information known about the topic to explore ideas under discussion

Speak clearly and to the point, using conventions of language when presenting individually or with a group by: b. responding appropriately to discussion in a variety of settings, according to classroom expectations

Speak clearly and to the point, using conventions of language when presenting individually or with a group by: c. expressing opinions of read-alouds and independent reading topics

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: a. using presentation skills and/or appropriate technology

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: b. presenting information with clear ideas and details while speaking clearly at an understandable pace

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: c. giving an informal presentation, using a variety of media

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: d. choosing words and phrases for effect (adjectives, action verbs, figurative language)

Speak clearly, audibly, and to the point, using conventions of language when presenting individually or with a group by: e. using academic language and conventions

Develop phonics in the reading process by: a. decoding multisyllabic words in context and independent of context by applying common spelling patterns

Develop phonics in the reading process by: b. decoding words that double final consonants when adding an ending

Develop phonics in the reading process by: c. using the meaning of common prefixes and suffixes

Develop phonics in the reading process by: d. using the meaning of homophones

Develop phonics in the reading process by: e. decoding known and unknown words by spelling patterns

Develop phonics in the reading process by: f. reading irregularly spelled high-frequency words

Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing), with purpose, and for comprehension: a. use context to confirm or self-correct word recognition and understanding, rereading as necessary