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- THIRD GRADE LANGUAGE ARTS
Third Grade Language Arts Common Core State Standards
Language | ||
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. | ||
Form and use regular and irregular plural nouns. | ||
Use abstract nouns (e.g., childhood). | ||
Form and use regular and irregular verbs. | ||
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. | ||
Ensure subject-verb and pronoun-antecedent agreement.* | ||
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. | ||
Use coordinating and subordinating conjunctions. | ||
Produce simple, compound, and complex sentences. | ||
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | ||
L.3.2.A |
Capitalize appropriate words in titles. | |
Use commas in addresses. | ||
Use commas and quotation marks in dialogue. | ||
Form and use possessives. | ||
L.3.2.E |
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). | |
L.3.2.F |
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. | |
L.3.2.G |
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. | |
Use knowledge of language and its conventions when writing, speaking, reading, or listening. | ||
L.3.3.A |
Choose words and phrases for effect.* | |
L.3.3.B |
Recognize and observe differences between the conventions of spoken and written standard English. | |
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.3.4.A |
Use sentence-level context as a clue to the meaning of a word or phrase. | |
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). | ||
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). | ||
L.3.4.D |
Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. | |
Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | ||
L.3.5.A |
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g.,take steps). | |
L.3.5.B |
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). | |
L.3.5.C |
Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). | |
Language | ||
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | ||
L.3.6 |
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: Literature | ||
RL.3.1 |
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, 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 in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events | |
RL.3.4 |
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 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 their own point of view from that of the narrator or those of the characters. | |
RL.3.7 |
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 |
(RL.3.8 not applicable to literature) | |
RL.3.9 |
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 |
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. | |
Reading: Informational Text | ||
RI.3.1 |
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 of a text; recount the key details and explain how they support the main idea. | |
RI.3.3 |
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 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 (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. | |
RI.3.6 |
Distinguish their own point of view from that of the author of a text. | |
RI.3.7 |
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 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 the most important points and key details presented in two texts on the same topic. | |
RI.3.10 |
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: Foundational Skills | ||
Know and apply grade-level phonics and word analysis skills in decoding words. | ||
RF.3.3.A |
Identify and know the meaning of the most common prefixes and derivational suffixes. | |
RF.3.3.B |
Decode words with common Latin suffixes. | |
RF.3.3.C |
Decode multisyllable words. | |
RF.3.3.D |
Read grade-appropriate irregularly spelled words. | |
Read with sufficient accuracy and fluency to support comprehension. | ||
RF.3.4.A |
Read grade-level text with purpose and understanding. | |
RF.3.4.B |
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. | |
RF.3.4.C |
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. | |
Writing | ||
Write opinion pieces on topics or texts, supporting a point of view with reasons. | ||
W.3.1.A |
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. | |
W.3.1.B |
Provide reasons that support the opinion. | |
W.3.1.C |
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. | |
W.3.1.D |
Provide a concluding statement or section. | |
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. | ||
W.3.2.A |
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. | |
W.3.2.B |
Develop the topic with facts, definitions, and details. | |
W.3.2.C |
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. | |
W.3.2.D |
Provide a concluding statement or section. | |
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. | ||
W.3.3.A |
Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. | |
W.3.3.B |
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. | |
W.3.3.C |
Use temporal words and phrases to signal event order. | |
W.3.3.D |
Provide a sense of closure. | |
Writing | ||
W.3.4 |
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 |
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 here.) | |
W.3.6 |
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 that build knowledge about a topic. | |
W.3.8 |
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. | |
W.3.9 |
(W.3.9 begins in grade 4) | |
W.3.10 |
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. | |
Speaking & Listening | ||
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.3.1.A |
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.3.1.B |
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.3.1.C |
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. | |
SL.3.1.D |
Explain their own ideas and understanding in light of the discussion. | |
Speaking and Listening | ||
SL.3.2 |
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 about information from a speaker, offering appropriate elaboration and detail. | |
SL.3.4 |
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 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 when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.) |