VIEW STANDARDS: Reading: Literature | Reading: Informational Text | Reading: Foundational Skills | Writing | Speaking & Listening | Language

RL.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

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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.

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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.

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RL.3.4

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

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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.

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RL.3.6

Distinguish their own point of view from that of the narrator or those of the characters.

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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).

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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).

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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.

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RI.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

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RI.3.2

Determine the main idea of a text; recount the key details and explain how they support the main idea.

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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.

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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.

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RI.3.5

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

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RI.3.6

Distinguish their own point of view from that of the author of a text.

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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).

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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).

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RI.3.9

Compare and contrast the most important points and key details presented in two texts on the same topic.

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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.

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RF.3.3.A

Identify and know the meaning of the most common prefixes and derivational suffixes.

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RF.3.3.B

Decode words with common Latin suffixes.

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RF.3.3.C

Decode multisyllable words.

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RF.3.3.D

Read grade-appropriate irregularly spelled words.

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RF.3.4.A

Read grade-level text with purpose and understanding.

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RF.3.4.B

Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

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RF.3.4.C

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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W.3.1.A

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

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W.3.1.B

Provide reasons that support the opinion.

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W.3.1.C

Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

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W.3.1.D

Provide a concluding statement or section.

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W.3.2.A

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

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W.3.2.B

Develop the topic with facts, definitions, and details. See related worksheets, workbooks, lesson plans

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W.3.2.C

Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

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W.3.2.D

Provide a concluding statement or section.

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W.3.3.A

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

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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.

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W.3.3.C

Use temporal words and phrases to signal event order.

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W.3.3.D

Provide a sense of closure.

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W.3.4

With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

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W.3.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

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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.

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W.3.7

Conduct short research projects that build knowledge about a topic.

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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.

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W.3.9

Starts in 4th grade.

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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.

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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.

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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).

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SL.3.1.c

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

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SL.3.1.D

Explain their own ideas and understanding in light of the discussion.

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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.

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SL.3.3

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

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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.

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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.

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SL.3.6

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

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L.3.1.A

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

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L.3.1.B

Form and use regular and irregular plural nouns.

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L.3.1.C

Use abstract nouns (e.g., childhood).

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L.3.1.D

Form and use regular and irregular verbs.

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L.3.1.E

Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

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L.3.1.F

Ensure subject-verb and pronoun-antecedent agreement.

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L.3.1.G

Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

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L.3.1.H

Use coordinating and subordinating conjunctions.

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L.3.1.I

Produce simple, compound, and complex sentences.

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L.3.2.A

Capitalize appropriate words in titles.

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L.3.2.B

Use commas in addresses.

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L.3.2.C

Use commas and quotation marks in dialogue.

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L.3.2.D

Form and use possessives.

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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).

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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.

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L.3.2.G

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

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L.3.3.A

Choose words and phrases for effect.

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L.3.3.B

Recognize and observe differences between the conventions of spoken and written standard English.

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L.3.4.A

Use sentence-level context as a clue to the meaning of a word or phrase.

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L.3.4.B

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).

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L.3.4.C

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

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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.

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L.3.5.A

Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

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L.3.5.B

Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

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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).

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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).

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