Teach Common Core English Language Arts Standards With Kiddom

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Reading Literature


3.RL.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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3.RL.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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3.RL.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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3.RL.4

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
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3.RL.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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3.RL.6

Distinguish their own point of view from that of the narrator or those of the characters.
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3.RL.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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3.RL.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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3.RL.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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Reading Informational


3.RI.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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3.RI.2

Determine the main idea of a text; recount the key details and explain how they support the main idea.
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3.RI.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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3.RI.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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3.RI.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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3.RI.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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3.RI.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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3.RI.9

Compare and contrast the most important points and key details presented in two texts on the same topic.
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3.RI.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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Reading Foundational Skills


3.RF.3.a

Identify and know the meaning of the most common prefixes and derivational suffixes.
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3.RF.4.b

Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
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3.RF.4.c

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


3.W.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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3.W.1.c

Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
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3.W.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
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3.W.2.a

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
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3.W.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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3.W.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
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3.W.3.a

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
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3.W.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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3.W.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.)
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3.W.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
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3.W.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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3.W.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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3.W.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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Speaking & Listening


3.SL.1

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.
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3.SL.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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3.SL.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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3.SL.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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3.SL.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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3.SL.3

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
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3.SL.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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3.SL.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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3.SL.6

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


3.L.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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3.L.1.a

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
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3.L.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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3.L.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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3.L.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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3.L.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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3.L.2.g

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
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3.L.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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3.L.3.b

Recognize and observe differences between the conventions of spoken and written standard English.
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3.L.4

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.
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3.L.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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3.L.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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3.L.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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3.L.5

Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
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3.L.5.a

Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
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3.L.5.b

Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
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3.L.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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3.L.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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Reading History/Social Studies


Reading Science/Technical


Writing HS/S/T


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