Indiana Learning Standards for English Language Arts — Grade 3

Click on any standard to search for aligned resources. This data may be subject to copyright. You may download a CSV of the Indiana Learning Standards for English Language Arts if your intention constitutes fair use.

Plan, assess, and analyze learning aligned to these standards using Kiddom.

Learn more: How Kiddom Empowers Teachers.


Recognize the role of the media in informing, persuading, entertaining, or transmitting culture.


Distinguish among the purposes of various media messages, including for information, entertainment, persuasion, interpretation of events, or transmission of culture.


Standard begins in fifth grade.


Apply foundational reading skills to build reading fluency and comprehension.


Students are expected to build upon and continue applying concepts learned previously.


Students are expected to build upon and continue applying concepts learned previously.


Students are expected to build upon and continue applying concepts learned previously.


Understand the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to aid in decoding unknown words.


Students are expected to build upon and continue applying concepts learned previously.


Read grade-appropriate words that have blends (e.g., walk, play) and common spelling patterns (e.g., qu-; doubling the consonant and adding ing, such as cut/cutting; changing the ending of a word from y to ies to make a plural).


Know and use more difficult word families when reading unfamiliar words (e.g., -ight).


Read multi-syllabic words composed of roots and related prefixes and suffixes; read irregular contractions (e.g., will not = wont) and possessives (e.g., childrens, Denniss).


Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.


Read and comprehend a variety of literature within a range of complexity appropriate for grades 2-3. By the end of grade 3, students interact with texts proficiently and independently.


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


Retell folktales, fables, and tall tales from diverse cultures; identify the themes in these works.


Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.


Students are expected to build upon and continue applying concepts learned previously


Use terms such as chapter, scene, and stanza to refer to the parts of stories, plays, and poems; describe how each successive part builds on earlier sections.


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


Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).


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).


Read and comprehend a variety of nonfiction within a range of complexity appropriate for grades 2-3. By the end of grade 3, students interact with texts proficiently and independently.


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


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


Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in processes or procedures in a text, using words such as first, next, finally, because, problem, solution, same, and different.


Apply knowledge of text features to locate information and gain meaning from a text (e.g., maps, illustrations, charts, font/format).


Identify how a nonfiction text can be structured to indicate a problem and solution or to put events in chronological order.


Distinguish ones own perspective from that of the author of the text.


Distinguish between fact and opinion; explain how an author uses reasons and facts to support specific points in a text.


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


Standard begins at sixth grade.


Build and use accurately conversational, general academic, and content-specific words and phrases.


Apply context clues (e.g., word, phrase, and sentence clues) and text features (e.g., maps, illustrations, charts) to determine the meanings of unknown words.


Identify relationships among words, including synonyms, antonyms, homographs, homonyms, and multiple-meaning words (e.g., puzzle, fire).


Standard begins at sixth grade


Use a known word as a clue to the meaning of an unknown word with the same root, and identify when an affix is added to a known root word.


Consult reference materials, both print and digital (e.g., dictionary), to determine or clarify the meanings of words and phrases.


Determine how the author uses words and phrases to provide meaning to works of literature, distinguishing literal from nonliteral language, including figurative language (e.g., similes).


Determine the meanings of general academic and content-specific words and phrases in a nonfiction text relevant to a third grade topic or subject area.


Recognize the meanings of idioms in context.


Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.


Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics and texts, building on others ideas and expressing personal ideas clearly.


Explore ideas under discussion by drawing on readings and other information.


Demonstrate knowledge and use of agreed-upon rules for discussions and identify and serve in roles for small group discussions or projects.


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


Explain personal ideas and understanding in reference to the discussion.


Retell, paraphrase, and explain the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively (e.g., charts and graphs), and orally.


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


Using appropriate language, report on a topic or text, or provide a narrative that organizes ideas chronologically or around major points of information, with appropriate facts and relevant, descriptive details, speaking at an understandable pace, in a clear, concise manner.


Create oral presentations that maintain a clear focus, using various media when appropriate to emphasize or enhance certain facts or details.


Students are expected to build upon and continue applying conventions learned previously.


Write routinely over a variety of time frames and for a range of discipline-specific tasks, purposes, and audiences; apply reading standards to write in response to literature and nonfiction texts.


Write legibly in print or cursive, leaving space between letters in a word, words, in a sentence, and words and the edges of the paper.


Students are expected to build upon and continue applying concepts learned previously.


Write persuasive compositions in a variety of forms that State the opinion in an introductory statement or section. Support the opinion with reasons in an organized way Connect opinion and reasons using words and phrases. Provide a concluding statement or section.


Write informative compositions on a variety of topics that State the topic, develop a main idea for the introductory paragraph, and group related information together. Develop the topic with facts and details. Connect ideas within categories of information using words and phrases. Use text features (e.g., pictures, graphics) when useful to aid comprehension. Provide a concluding statement or section.


Write narrative compositions in a variety of forms that Establish an introduction (e.g., situation, narrator, characters). Include specific descriptive details and clear event sequences. Include dialogue. Connect ideas and events using introduction and transition words. Provide an ending.


Apply the writing process to Generate a draft by developing, selecting and organizing ideas relevant to topic, purpose, and genre; revise to improve writing, using appropriate reference materials (e.g., quality of ideas, organization, sentence fluency, word choice); and edit writing for format and conventions (e.g., spelling, capitalization, usage, punctuation). Use technology to interact and collaborate with others to publish legible documents.


Conduct short research on a topic. Identify a specific topic or question of interest (e.g., where did Benjamin Harrison grow up?). Locate information in reference texts, electronic resources, or through interviews. Recognize that some sources may be more reliable than others. Record relevant information in their own words. Present the information, choosing from a variety of formats.


Demonstrate command of English grammar and usage, focusing on


Nouns/Pronouns Writing sentences using abstract nouns (e.g., hope, thought).


Verbs Writing sentences that use regular and irregular verbs and simple verb tenses to convey various times, sequences, states, and conditions.


Adjectives/ Adverbs Writing sentences that include comparative and superlative adjectives and adverbs, choosing between them depending on what is to be modified, and explaining their functions in the sentence.


Standard begins at fourth grade.


Usage Writing correctly complete simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using coordinating and subordinating conjunctions (e.g., and, for, but, or).


Demonstrate command of capitalization, punctuation, and spelling, focusing on


Capitalization Capitalizing appropriate words in titles, historical periods, company names, product names, and special events.


Punctuation Correctly using apostrophes to form contractions and singular and plural possessives. Using quotation marks to mark direct speech. Using commas in locations and addresses; to mark direct speech; and for coordinating adjectives (e.g., a small, red bicycle).


Spelling Using conventional spelling for high-frequency and other studied words and for adding affixes to base words. Using spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts, homophones/ homographs) when writing.