West Virginia College and Career-Readiness Standards for ELA — 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 West Virginia College and Career-Readiness Standards for ELA if your intention constitutes fair use.

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

Learn more: How Kiddom Empowers Teachers.


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


Determine the meaning of general academic and domainspecific words and phrases in an informational text relevant to a grade 3 topic or subject area.


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


Distinguish ones own point of view from that of the author of an informational text.


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


Compare and contrast the themes, settings, and plots of literary stories written by the same author about the same or similar characters (e.g., in books from a series).


Use information gained from illustrations (e.g., maps or photographs) and the words in an informational text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).


Describe the logical connection between particular sentences and paragraphs in an informational text (e.g., comparison, cause/effect, or first/second/third in a sequence)


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


By the end of the year, read and comprehend literature, including stories, dramas and 126CSR44AA 29 poetry, at the high end of the grades 23 text complexity range independently and proficiently


By the end of the year, read and comprehend informational texts, including social studies, science, and technical texts, at the high end of the grades 23 text complexity range independently and proficiently.


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 literary text.


Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or text being discussed, state an opinion, and create an organizational structure that lists reasons. Provide reasons that support the opinion. Use linking words and phrases (e.g., because, therefore, since, or for example) to connect opinion and reasons. Provide a concluding statement or section.


Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together; include illustrations when useful to aid comprehension. Develop the topic with facts, definitions, and details. Use linking words and phrases (e.g., also, another, and, more, or but) to connect ideas within categories of information. 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. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. Use transitional words and phrases to signal event order. Provide a sense of closure.


With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Gradespecific expectations for writing types are defined in Text Types and Purposes.)


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 up to and including grade 3).


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.


Conduct short research projects that build knowledge about a topic.


Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories


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 disciplinespecific tasks, purposes, and audiences.


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


Engage effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others ideas and expressing ideas clearly. 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. Follow agreedupon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, and speaking one at a time about the topics and texts under discussion). Ask questions to check understanding of information presented, stay on topic, and link comments to the remarks of others. Explain ideas and understanding in light of the discussion.


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.


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


Report on a topic or text; tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly and coherently.


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.


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


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 subjectverb and pronounantecedent agreement. 126CSR44AA 31 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. Capitalize appropriate words in titles. Use commas in addresses. Use commas and quotation marks in dialogue. Form and use possessives. Use conventional spelling for highfrequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, or happiness). Use spelling patterns and generalizations (e.g., word families, positionbased spellings, syllable patterns, ending rules, and meaningful word parts) in writing words. 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. Choose words and phrases for effect. Recognize and observe differences between the conventions of spoken and written Standard English.


Determine or clarify the meaning of unknown and multiplemeaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Use sentencelevel 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, and heat/preheat). Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company and companion). Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.


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


Demonstrate understanding of word relationships and nuances in word meanings. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). Identify reallife connections between words and their use (e.g., describe people who are friendly or helpful). Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, and wondered).


Acquire and accurately use gradeappropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and transitional relationships (e.g., after dinner that night we went looking for them).


Determine the main idea of an informational 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 technical procedures in an informational text, using language that pertains to time, sequence, and cause/effect.


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


Refer to parts of stories, dramas, and poems when writing or speaking about a literary text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.


Distinguish ones point of view from that of the narrator or those of the characters in a literary text.