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NY Next Generation ELA Learning Standards (Grade 3)

60 standards in this set. Click any domain to expand.

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📌 Language Standards — Knowledge of Language 3 standards
3L3 Recognize differences between spoken/academic English 2 sub-parts
Recognize differences between the conventions of spoken conversational English and academic English; signal this awareness by selecting conversational or academic forms when speaking or writing.
3L3a
Choose words/phrases for effect
Choose words and phrases for effect.
3L3b
Recognize differences between spoken/written English
Recognize and observe differences between the conventions of spoken and written standard English.
📌 Language Standards — Vocabulary Acquisition and Use 10 standards
3L4 Determine meaning choosing flexibly from strategies 4 sub-parts
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies, including, but not limited to the following:
3L4a
Use sentence-level context as clue
Use sentence-level context as a clue to the meaning of a word or phrase.
3L4b
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).
3L4c
Use known root word as clue to meaning
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
3L4d
Use glossaries/dictionaries to clarify meaning
Use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases.
3L5 Demonstrate understanding of word relationships 3 sub-parts
Demonstrate understanding of word relationships and nuances in word meanings.
3L5a
Distinguish literal/nonliteral meanings
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
3L5b
Use words for identification/description
Use words for identification and description, making connections between words and their use (e.g., describe people who are friendly or helpful).
3L5c
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).
3L6
Acquire/use academic and content-specific words
Acquire and accurately use conversational, general academic, and content-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went out for dessert).
📌 Reading Standards (Literary and Informational Text) — Craft and Structure 3 standards
3R4
Determine meaning of words/phrases/figurative language
Determine the meaning of words, phrases, figurative language, and academic and content-specific words. (RI&RL)
3R5
Identify parts of stories / use text features
In literary texts, identify parts of stories, dramas, and poems using terms such as chapter, scene, and stanza. (RL) In informational texts, identify and use text features to build comprehension. (RI)
3R6
Discuss reader's point of view vs. author's
Discuss how the reader's point of view or perspective may differ from that of the author, narrator or characters in a text. (RI&RL)
📌 Reading Standards (Literary and Informational Text) — Integration of Knowledge and Ideas 3 standards
3R7
Explain how illustrations/text features contribute
Explain how specific illustrations or text features contribute to what is conveyed by the words in a text (e.g., create mood, emphasize character or setting, or determine where, when, why, and how key events occur). (RI&RL)
3R8
Explain how claims are supported by reasons/evidence
Explain how claims in a text are supported by relevant reasons and evidence. (RI&RL)
3R9
Recognize genres, make connections to other texts
Recognize genres and make connections to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RI&RL)
📌 Reading Standards (Literary and Informational Text) — Key Ideas and Details 3 standards
3R1
Locate details/evidence to support inference
Develop and answer questions to locate relevant and specific details in a text to support an answer or inference. (RI&RL)
3R2
Determine theme/central idea, summarize
Determine a theme or central idea and explain how it is supported by key details; summarize portions of a text. (RI&RL)
3R3
Describe character traits / relationships among events
In literary texts, describe character traits, motivations, or feelings, drawing on specific details from the text. (RL) In informational texts, describe the relationship among a series of events, ideas, concepts, or steps in a text, using language that pertains to time, sequence, and cause/effect. (RI)
📌 Reading Standards: Foundational Skills — Fluency 3 standards
3RF4 Read grade-level text with accuracy/fluency 2 sub-parts
Read grade-level text with sufficient accuracy and fluency to support comprehension.
3RF4a
Read grade-level text across genres orally
Read grade-level text across genres orally with accuracy, appropriate rate, and expression on successive readings.
3RF4b
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 — Phonics and Word Recognition 5 standards
3RF3 Apply grade-level phonics/word analysis skills 4 sub-parts
Know and apply grade-level phonics and word analysis skills in decoding words.
3RF3a
Identify meaning of common prefixes/suffixes
Identify and know the meaning of the most common prefixes and suffixes.
3RF3b
Decode multi-syllabic words
Decode multi-syllabic words.
3RF3c
Decode words with suffixes
Identify, know the meanings of, and decode words with suffixes.
3RF3d
Read grade-appropriate irregularly spelled words
Recognize and read grade-appropriate irregularly spelled words.
📌 Speaking and Listening Standards — Comprehension and Collaboration 8 standards
3SL1 Participate/engage in collaborative discussions 5 sub-parts
Participate and engage effectively in a range of collaborative discussions with diverse peers and adults, expressing ideas clearly, and building on those of others.
3SL1a
Come to discussions having read required material
Come to discussions having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion.
3SL1b
Follow agreed-upon norms for discussions
Follow agreed-upon norms for discussions by actively listening, taking turns, and staying on topic.
3SL1c
Ask questions to check understanding
Ask questions to check understanding of information presented and link comments to the remarks of others.
3SL1d
Explain own ideas and understanding of discussion
Explain their own ideas and understanding of the discussion.
3SL1e
Consider individual differences communicating
Consider individual differences when communicating with others.
3SL2
Determine central ideas/supporting details
Determine the central ideas and supporting details or information presented in diverse texts and formats (e.g., including visual, quantitative, and oral).
3SL3
Ask/answer questions to evaluate speaker's view
Ask and answer questions in order to evaluate a speaker's point of view, offering appropriate elaboration and detail.
📌 Speaking and Listening Standards — Presentation of Knowledge and Ideas 3 standards
3SL4
Report on topic/text/experience with facts/details
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.
3SL5
Include digital media/visual displays
Include digital media and/or visual displays in presentations to emphasize certain facts or details.
3SL6
Identify contexts calling for academic/informal discourse
Identify contexts that call for academic English or informal discourse.
📌 Writing Standards — Research to Build and Present Knowledge 2 standards
3W6
Conduct research to build knowledge
Conduct research to answer questions, including self-generated questions, and to build knowledge.
3W7
Recall/gather info, take notes, sort evidence
Recall relevant information from experiences or gather information from multiple sources; take brief notes on sources and sort evidence into provided categories.
📌 Writing Standards — Text Types and Purposes 17 standards
3W1 Write argument to support claims 4 sub-parts
Write an argument to support claim(s), using clear reasons and relevant evidence.
3W1a
Introduce claim, organize reasons/evidence
Introduce a claim, supported by details, and organize the reasons and evidence logically.
3W1b
Use precise language/content-specific vocab
Use precise language and content-specific vocabulary.
3W1c
Use linking words/phrases to connect ideas
Use linking words and phrases to connect ideas within categories of information.
3W1d
Provide concluding statement or section
Provide a concluding statement or section.
3W2 Write informative text conveying ideas/info 5 sub-parts
Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject.
3W2a
Introduce topic, organize related info
Introduce a topic and organize related information together.
3W2b
Develop topic with facts, definitions, details
Develop a topic with facts, definitions, and details; include illustrations when useful for aiding comprehension.
3W2c
Use precise language/content-specific vocab
Use precise language and content-specific vocabulary.
3W2d
Use linking words/phrases to connect ideas
Use linking words and phrases to connect ideas within categories of information.
3W2e
Provide concluding statement or section
Provide a concluding statement or section.
3W3 Write narratives with effective techniques 4 sub-parts
Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.
3W3a
Establish situation, introduce narrator/characters
Establish a situation and introduce a narrator and/or characters.
3W3b
Use descriptions of actions/thoughts/feelings
Use descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
3W3c
Use temporal words/phrases to signal order
Use temporal words and phrases to signal event order.
3W3d
Provide a conclusion
Provide a conclusion.
3W4
Create response to text/author/theme/experience
Create a response to a text, author, theme, or personal experience (e.g., poem, play, story, artwork, or other).