Arkansas English Language Arts Standards — Grade 3


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L.3.1

Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 3 when writing or speaking.

L.3.1.A

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

L.3.1.B

Form and use regular and irregular plural nouns. Use abstract nouns (e.g., childhood).

L.3.1.C

Form and use the simple verb tenses (e.g., I walk; I walked; I will walk). Form and use the past tense of frequently occurring irregular verbs.

L.3.1.D

Ensure subject-verb and pronoun-antecedent agreement.

L.3.1.E

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

L.3.1.F

Use coordinating conjunctions appropriately.

L.3.1.G

Explain the function of prepositions.

L.3.1.H

Demonstrate command of simple sentences and produce compound sentences

L.3.1.I

This standard begins in Grade 4. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

L.3.1.J

This standard is taught in Kindergarten and should be reinforced as needed. Understand and use question words (interrogatives) e.g., who, what, when, where, why, how).

L.3.1.K

Form all upper- and lowercase letters to write words legibly in cursive.

L.3.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Grade 3 when writing.

L.3.2.A

Capitalize appropriate words in titles.

L.3.2.B

Form and use possessives with and without apostrophes, as appropriate (e.g., girls, boys, her, his, their, its, students).

L.3.2.C

Use commas according to the conventions of standard English. Use a comma before a coordinating conjunction in a compound sentence. Use commas in addresses. Use commas and quotation marks in dialogue.

L.3.2.D

Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

L.3.3

Use knowledge of language and its conventions as appropriate for Grade 3 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.

L.3.4

Determine or clarify the meaning of unknown and multiple-meaning words 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.

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).

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).

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.

L.3.5

Demonstrate understanding of figurative language, word relationships and nuances in word meanings, as appropriate for the grade level.

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).

L.3.5.D

This standard is taught in Grade 1 and should be reinforced as needed. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

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).

RF.3.1

This standard is taught in Grades K-1 and should be reinforced as needed. Demonstrate understanding of the organization and basic features of print

RF.3.1.A

This standard is taught in Grade 2 and should be reinforced as needed. Recognize the distinguishing features of a paragraph including that multiple sentences may be used to form a paragraph and the author may indent or skip a line to signal a new paragraph.

RF.3.1.B

This standard is taught in Kindergarten and should be reinforced as needed. Recognize that spoken words are represented in written language by specific sequences of letters and that print carries meaning.

RF.3.1.C

This standard is taught in Kindergarten and should be reinforced as needed. Understand that words are separated by spaces in print.

RF.3.1.D

This standard is taught in Kindergarten and should be reinforced as needed. Recognize and name all upper- and lowercase letters of the alphabet.

RF.3.2

This standard is taught in Grade 1 and should be reinforced as needed. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF.3.2.A

This standard is taught in Grade 2 and should be reinforced as needed. Distinguish vowels (long, short, variant) in spoken single-syllable words

RF.3.2.B

This standard is taught in Grade 2 and should be reinforced as needed. Delete phonemes in the initial, medial, and final positions of spoken words including blends.

RF.3.2.C

This standard is taught in Grade 1 and should be reinforced as needed. Isolate and produce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words

RF.3.2.D

This standard is taught in Grade 1 and should be reinforced as needed. Segmenting spoken one-syllable words into their complete sequence of individual sounds (phonemes).

RF.3.2.E

This standard is taught in Grade 1 and should be reinforced as needed. Delete a syllable from a word (e.g., say remember, now say it without the re).

RF.3.2.F

This standard is taught in Grade 1 and should be reinforced as needed. Add or substitute individual sounds (phonemes) in simple spoken words to make new words.

RF.3.2.G

This standard is taught in Grade 1 and should be reinforced as needed. Delete individual initial and final sounds (phonemes) in simple spoken words (e.g., say nice without the /n/, say lamp without the /p/.

RF.3.3

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 multi-syllable words.

RF.3.3.D

Read grade-appropriate irregularly-spelled words

RF.3.3.E

This standard is taught in Grade 2 and should be reinforced as need. Decode words that follow the six syllable types, closed syllables, open syllable, vowel-consonant-e, vowel teams, r-control, consonant-le

RF.3.3.F

This standard is taught in Grade 2 and should be reinforced as needed. Decode regularly-spelled two-syllable words with long vowels

RF.3.4

Read grade-level text 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 in grade-level text to confirm or self-correct word recognition and understanding, rereading as necessary.

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.3.10

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.

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 perspective 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.

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.3.10

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.

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 perspective from that of the narrator or those of the characters, also distinguish the difference between first- and third-person point-of-view narrations.

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 is not applicable to literature based on anchor standard CCRA.R.8. Analyze and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence

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).

SL.3.1

Engage effectively in a range of collaborative conversations (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 comments to the remarks of others.

SL.3.1.D

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

SL.3.2

Determine the main ideas and supporting details of information that is gained by means other than reading (e.g., texts read aloud; oral presentations of charts, graphs, or diagrams; speeches).

SL.3.3

Ask and answer questions about information from a speaker in order to clarify comprehension, 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.

W.3.1

Write opinion pieces on topics or texts, supporting the opinion 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.

W.3.1.E

This standard begins in Grade 6. Provide a concluding statement or section that follows from the argument presented.

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.

W.3.2

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; 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.

W.3.2.E

This standard begins in Grade 6. Establish and maintain a formal style.

W.3.2.F

This standard begins in Grade 4. Provide a concluding statement or section related to the information or explanation presented.

W.3.3

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 narrative techniques, such as 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

This standard begins in Grade 4 Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.3.3.E

Provide a conclusion that follows from the narrated experiences or events.

W.3.4

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

W.3.5

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

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.Sort evidence into provided categories

W.3.9

This standard begins in Grade 4. Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.3.9.A

This standard begins in Grade 4. Apply Grade 4 Reading standards to literature (e.g., 'Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].').

W.3.9.B

This standard begins in Grade 4. Apply Grade 4 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text.).