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Curriculum Standards:


Refer explicitly to the text as the basis for answers. - NA_RI_3_1_1
Conduct short research projects that build knowledge about a topic. - NA_W_3_7_1
Introduce a claim, supported by details, and organize the reasons and evidence logically. - 3W1a:
Create a response to a text, author, theme, or personal experience (e.g., poem, play, story, artwork, or other). - 3W4:
Use precise language and content-specific vocabulary. - 3W2c:
Build on others’ ideas. - NA_SL_3_1_3
Participate in collaborative conversations with diverse partners about grade 3 topics and texts with peers in small and larger groups. - NA_SL_3_1_1
Provide reasons that support the opinion - NA_W_3_1_b_2
Support opinion with reasons. - NA_W_3_1_b_1
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). - NA_L_3_4_b_1
Determine the main ideas and supporting details of information presented in diverse media and formats, including (quantitatively). - NA_SL_3_2_3
Ensure subject-verb and pronoun-antecedent agreement. - L.3.1.f
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. - L.3.1.g
Develop a topic with facts, definitions, and details; include illustrations when useful for aiding comprehension. - 3W2b:
Use coordinating and subordinating conjunctions. - L.3.1.h
Provide a conclusion. - 3W3d:
Produce simple, compound, and complex sentences. - L.3.1.i
Form and use regular and irregular plural nouns. - L.3.1.b
Use abstract nouns (e.g., childhood). - L.3.1.c
Form and use regular and irregular verbs. - L.3.1.d
determining the meaning of the author’s use of similes and metaphors to produce imagery - 3.R.1.B.h
Form and use the simple (e.g., I walked; Iwalk; I will walk) verb tenses. - L.3.1.e
using conversational, general academic, and domain-specific words and phrases - 3.R.1.B.i
using a simple prewriting strategy when given the purpose and the intended audience - 3.W.1.A.a
using a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words - 3.R.1.B.f
discussing analogies - 3.R.1.B.g
distinguishing the literal and non-literal meanings of words and phrases in context - 3.R.1.B.d
Explain the function of nouns, pronouns,verbs, adjectives, and adverbs in general and their functions in particular sentences. - L.3.1.a
determine the meaning of the new word formed when a known affix is added to a known base word - 3.R.1.B.e
using sentence-level context to determine the relevant meaning of unfamiliar words or distinguish among multiple-meaning words - 3.R.1.B.b
using homographs and homophones - 3.R.1.B.c
decoding and identifying the meaning of common prefixes and suffixes and knowing how they change the meaning of root words - 3.R.1.B.a
With guidance and support from adults, use technology to publish writing. - NA_W_3_6_2
With guidance and support from adults, use technology to produce writing. - NA_W_3_6_1
Use keyboarding skills. - NA_W_3_6_4
With guidance and support from adults, use technology to interact and collaborate with others. - NA_W_3_6_3
Introduce a topic and organize related information together. - 3W2a:
Conduct research to answer questions, including self-generated questions, and to build knowledge. - 3W6:
Use temporal words and phrases to signal event order. - 3W3c:
Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. - NA_L_3_4_d_1
Introduce the topic or text. - NA_W_3_1_a_1
Create an organizational structure that lists reasons. - NA_W_3_1_a_3
Distinguish the nonliteral meanings of words and phrases in context (e.g., take steps). - NA_L_3_5_a_2
State an opinion about the topic or text. - NA_W_3_1_a_2
Distinguish the literal meanings of words and phrases in context (e.g., take steps). - NA_L_3_5_a_1
Explain the functions of adverbs in particular sentences. - NA_L_3_1_a_10
Produce complex sentences. - NA_L_3_1_i_3
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). - NA_L_3_4_c_1
Express their own ideas clearly. - NA_SL_3_1_4
Produce simple sentences. - NA_L_3_1_i_1
Produce compound sentences. - NA_L_3_1_i_2
Use descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. - 3W3b:
Consult reference materials, as needed to correct spelling. - NA_L_3_2_g_2
Consult reference materials, as needed to check spelling. - NA_L_3_2_g_1
summarizing a story’s beginning, middle, and end and determining its central message, lesson, or moral - 3.R.1.A.c
monitoring comprehension and making corrections and adjustments when understanding breaks down - 3.R.1.A.d
explaining how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story - 3.R.1.A.a
drawing conclusions and support with textual evidence - 3.R.1.A.b
Recall relevant information from experiences or gather information from multiple sources; take brief notes on sources and sort evidence into provided categories. - 3W7:
use transitions to connect opinion and reason - 3.W.2.A.f
Recognize and observe differences between the conventions of spoken and written standard English. - 3L3b:
reference the name of the author(s) or name of the source used for details or facts included in the text - 3.W.2.A.e
contain information using student’s original language except when using direct quotation from a source - 3.W.2.A.d
use specific and accurate words that are related to the topic, audience, and purpose - 3.W.2.A.c
Use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases. - 3L4d:
Use conventional spelling for high-frequency words. - NA_L_3_2_e_1
provide clear evidence of a beginning, middle, and concluding statement or paragraph - 3.W.2.A.g
Describe the relationship between steps in technical procedures. - NA_RI_3_3_3
Describe the relationship between scientific ideas or concepts. - NA_RI_3_3_2
Describe the relationship between a series of historical events. - NA_RI_3_3_1
state an opinion or establish a position and provide reasons for the opinion/position - 3.W.2.A.b
introduce a topic or text being studied, using connected sentences - 3.W.2.A.a
Read grade-level text with sufficient accuracy and fluency to support comprehension. - 3RF4:
Demonstrate command of the conventions of standard English grammar when writing. - NA_L_3_1_1
Demonstrate command of the conventions of standard English usage when writing. - NA_L_3_1_2
Demonstrate command of the conventions of standard English grammar when speaking. - NA_L_3_1_3
Demonstrate command of the conventions of standard English usage when speaking. - NA_L_3_1_4
Establish a situation and introduce a narrator and/or characters. - 3W3a:
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). - 3L4c:
Choose words and phrases for effect. - 3L3a:
Consider individual differences when communicating with others. - 3SL1e:
Use coordinating conjunctions. - NA_L_3_1_h_1
Use subordinating conjunctions. - NA_L_3_1_h_2
following three-step instructions, according to classroom expectations - 3.SL.1.A.c
ask questions to check understanding of information presented, staying on topic, and linking their comments to the remarks of others - 3.SL.1.A.b
following classroom listening rules - 3.SL.1.A.a
Choose words and phrases for effect. - L.3.3.a
Recognize differences between the conventions of spoken and written standard English. - NA_L_3_3_b_1
edit for language conventions - 3.W.1.C.b
Observe differences between the conventions of spoken and written standard English. - NA_L_3_3_b_2
Recognize and observe differences between the conventions of spoken and written standard English. - L.3.3.b
Read literature at the high end of the grades 2–3 text complexity band independently and proficiently. - NA_RL_3_10_1
Read stories at the high end of the grades 2–3 text complexity band independently and proficiently. - NA_RL_3_10_2
Use generalizations (e.g., position-based spellings) in writing words. - NA_L_3_2_f_3
Read poetry at the high end of the grades 2–3 text complexity band independently and proficiently. - NA_RL_3_10_3
Use generalizations (e.g., syllable patterns) in writing words. - NA_L_3_2_f_4
Read dramas at the high end of the grades 2–3 text complexity band independently and proficiently. - NA_RL_3_10_4
develop and strengthen writing by revising • main idea • sequence (ideas) • focus • beginning/middle/end • details/facts (from sources, when appropriate) • word choice (related to the topic) • sentence structure • transitions • audience/purpose • voice - 3.W.1.C.a
Use spelling patterns in writing words. - NA_L_3_2_f_1
Comprehend literature at the high end of the grades 2–3 text complexity band independently and proficiently. - NA_RL_3_10_5
Know and apply grade-level phonics and word analysis skills in decoding words. - 3RF3:
Comprehend stories at the high end of the grades 2–3 text complexity band independently and proficiently. - NA_RL_3_10_6
Use generalizations (e.g., word families) in writing words. - NA_L_3_2_f_2
Comprehend poetry at the high end of the grades 2–3 text complexity band independently and proficiently. - NA_RL_3_10_7
Comprehend dramas at the high end of the grades 2–3 text complexity band independently and proficiently. - NA_RL_3_10_8
Use generalizations (e.g., ending rules) in writing words. - NA_L_3_2_f_5
Use generalizations (e.g., meaningful word parts) in writing words. - NA_L_3_2_f_6
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). - 3L4b:
Form possessives. - NA_L_3_2_d_1
Use possessives. - NA_L_3_2_d_2
Explain how key details support the main idea. - NA_RI_3_2_3
Take brief notes on sources. - NA_W_3_8_3
Recount the key details. - NA_RI_3_2_2
Determine the main idea of a text. - NA_RI_3_2_1
Gather information from print and digital sources. - NA_W_3_8_2
Recall information from experiences. - NA_W_3_8_1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. - L.3.1
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. - L.3.2
Use knowledge of language and its conventions when writing, speaking, reading, or listening. - L.3.3
Ensure subject-verb agreement. - NA_L_3_1_f_1
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. - L.3.4
Demonstrate command of the conventions of standard English capitalization when writing. - NA_L_3_2_1
Demonstrate command of the conventions of standard English punctuation when writing. - NA_L_3_2_2
Demonstrate command of the conventions of standard English spelling when writing. - NA_L_3_2_3
Demonstrate understanding of word relationships and nuances in word meanings. - L.3.5
Choose between comparative and superlative adjectives and adverbs depending on what is to be modified. - NA_L_3_1_g_9
Use sentence-level context as a clue to the meaning of a word or phrase. - 3L4a:
Use comparative adjectives. - NA_L_3_1_g_5
Use comparative adverbs. - NA_L_3_1_g_6
Use superlative adjectives. - NA_L_3_1_g_7
Use sentence-level context as a clue to the meaning of a word or phrase. - NA_L_3_4_a_1
Use superlative adverbs. - NA_L_3_1_g_8
Form comparative adjectives. - NA_L_3_1_g_1
Form comparative adverbs. - NA_L_3_1_g_2
Form superlative adjectives. - NA_L_3_1_g_3
Form superlative adverbs. - NA_L_3_1_g_4
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). - L.3.2.e
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. - L.3.2.f
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. - L.3.2.g
addressing an appropriate audience - 3.W.1.B.d
Capitalize appropriate words in titles. - L.3.2.a
Use commas in addresses. - L.3.2.b
categorizing, organizing, and sequencing the supporting details into a text with a clear beginning, middle, and end - 3.W.1.B.c
Use commas and quotation marks in dialogue. - L.3.2.c
Form and use possessives. - L.3.2.d
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. - RI.3.1
Use conventional spelling for other studied words. - NA_L_3_2_e_2
supporting the topic sentences within each paragraph with facts and details (from sources when appropriate) - 3.W.1.B.b
generating a main idea to support a multiple-paragraph text using a variety of sentence types, including imperative and exclamatory - 3.W.1.B.a
Use conventional spelling for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). - NA_L_3_2_e_3
Compare and contrast the most important points and key details presented in two texts on the same topic. - RI.3.9
use transition words and phrases to signal event order - 3.W.2.C.d
establish and organize an event sequence to establish a beginning/middle/end - 3.W.2.C.c
Describe the relationships between the evidence and points an author uses throughout a text. - RI.3.8
Follow agreed-upon norms for discussions by actively listening, taking turns, and staying on topic. - 3SL1b:
use narrative techniques, such as dialogue and descriptions - 3.W.2.C.b
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.3.7
establish a setting and situation/topic and introduce a narrator and/or characters - 3.W.2.C.a
Distinguish their own perspective from that of the author of a text. - RI.3.6
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. - RI.3.5
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.3.4
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.3.3
use specific and relevant words that are related to the topic, audience, and purpose - 3.W.2.C.e
Stay on topic. - NA_SL_3_1_c_2
Link comments to the remarks of others. - NA_SL_3_1_c_3
Ask questions to check understanding of information presented. - NA_SL_3_1_c_1
decide what sources of information might be relevant to answer these questions - 3.W.3.A.c
create an individual question about a topic - 3.W.3.A.b
determine the accuracy and relevance of the information related to a selected question - 3.W.3.A.e
locate information in reference texts, electronic resources, interviews, or visual sources and literary and informational texts - 3.W.3.A.d
Refer explicitly to the text as the basis for answers. - NA_RL_3_1_1
use quotation marks to denote direct quotations when recording specific words and sentences from a source - 3.W.3.A.g
take simple notes in own words and sort evidence into provided categories or organizer - 3.W.3.A.f
present and evaluate the information in a report or annotated display, using previously established teacher/student criteria - 3.W.3.A.i
create a resource page from notes - 3.W.3.A.h
distinguish the difference between a biography and an autobiography - 3.R.3.B.a
Use knowledge of language and its conventions when speaking. - NA_L_3_3_2
explain examples of sound devices, literal and nonliteral meanings, and figurative language - 3.R.3.B.d
Use knowledge of language and its conventions when reading. - NA_L_3_3_3
Use knowledge of language and its conventions when listening. - NA_L_3_3_4
distinguish fact from opinion - 3.R.3.B.b
generate a list of subject-appropriate topics - 3.W.3.A.a
Determine a theme or central idea and explain how it is supported by key details; summarize portions of a text. (RI&RL) - 3R2:
distinguish point of view from what the author is trying to persuade the reader to think or do - 3.R.3.B.c
Come to discussions having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under discussion. - 3SL1a:
Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing), with purpose, and for comprehension use context to confirm or self-correct word recognition and understanding, rereading as necessary. - 3.RF.4.A.a
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). - L.3.5.b
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). - L.3.5.a
In literary texts, describe character traits, motivations, or feelings, drawing on specific details from the text. (RL) In informational texts, describe the relationship among a series of events, ideas, concepts, or steps in a text, using language that pertains to time, sequence, and cause/effect. (RI) - 3R3:
use transition words to connect ideas within categories of information - 3.W.2.B.e
use the student’s original language except when quoting from a source - 3.W.2.B.d
use specific, relevant words that are related to the topic, audience, and purpose - 3.W.2.B.c
develop the topic with simple facts, definitions, details, and explanations - 3.W.2.B.b
Explain their own ideas and understanding of the discussion. - 3SL1d:
create a concluding statement or paragraph - 3.W.2.B.f
identify and describe language that creates a graphic visual experience and appeals to the senses - 3.R.2.C.b
Explain their own ideas in light of the discussion. - NA_SL_3_1_d_1
introduce a topic or text being studied - 3.W.2.B.a
Explain their own understanding in light of the discussion. - NA_SL_3_1_d_2
explain the elements of plot, setting, and character as presented through dialogue in scripts that are read or viewed - 3.R.2.C.a
Recount stories from diverse cultures. - NA_RL_3_2_1
explain the author’s purpose - 3.R.3.A.a
explain using details or facts that support the main idea - 3.R.3.A.b
Determine or clarify the meaning of unknown words and phrases, choosing flexibly from an array of strategies. - NA_L_3_4_1
describe the relationship between events, ideas, concepts, or steps - 3.R.3.A.e
Determine or clarify the meaning of multiple-meaning words and phrases, choosing flexibly from an array of strategies. - NA_L_3_4_2
Determine the meaning of words, phrases, figurative language, and academic and content-specific words. (RI&RL) - 3R4:
Use grade 3 reading and content to determine or clarify the meaning of words and phrases. - NA_L_3_4_3
use text features and graphic features to locate information and to make and verify predictions - 3.R.3.A.c
follow and explain a set of written multi-step directions - 3.R.3.A.d
Ask questions to check understanding of information presented and link comments to the remarks of others. - 3SL1c:
Recount myths from diverse cultures. - NA_RL_3_2_4
Create engaging audio recordings of poems that demonstrate fluid reading at an understandable pace. - NA_SL_3_5_3
Determine the central message, lesson, or moral of stories from diverse cultures. - NA_RL_3_2_5
Create engaging audio recordings of stories that demonstrate fluid reading at an understandable pace. - NA_SL_3_5_2
Add visual displays when appropriate to emphasize or enhance certain facts or details. - NA_SL_3_5_1
Recount fables from diverse cultures. - NA_RL_3_2_2
Recount folktales from diverse cultures. - NA_RL_3_2_3
Explain how the central message, lesson, or moral is conveyed through key details in the text. - NA_RL_3_2_9
Determine the central message, lesson, or moral of fables from diverse cultures. - NA_RL_3_2_6
Determine the central message, lesson, or moral of folktales from diverse cultures. - NA_RL_3_2_7
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.c
Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. - L.3.4.d
use a variety of conventional tools and technology (including keyboarding skills) to produce and publish writing as well as to interact and collaborate with others - 3.W.1.D.a
Use sentence-level context as a clue to the meaning of a word or phrase. - L.3.4.a
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.b
In literary texts, identify parts of stories, dramas, and poems using terms such as chapter, scene, and stanza. (RL) In informational texts, identify and use text features to build comprehension. (RI) - 3R5:
use examples of alliteration - 3.R.2.B.a
Explicitly draw on preparation or other information known about the topic. - NA_SL_3_1_a_2
identify basic forms of poetry - 3.R.2.B.b
Explore ideas under discussion. - NA_SL_3_1_a_3
Write routinely over shorter time frames (a day or two) for a range of discipline-specific purposes. - NA_W_3_10_8
Write routinely over shorter time frames (a day or two) for a range of discipline-specific audiences. - NA_W_3_10_9
Ask questions about information from a speaker. - NA_SL_3_3_1
Write routinely over extended time frames (time for research, reflection, and revision) for a range of discipline-specific tasks. - NA_W_3_10_1
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). - NA_L_3_5_b_1
Write routinely over extended time frames (time for research, reflection, and revision) for a range of discipline-specific purposes. - NA_W_3_10_2
Discuss how the reader’s point of view or perspective may differ from that of the author, narrator or characters in a text. (RI&RL) - 3R6:
Write routinely over extended time frames (time for research, reflection, and revision) for a range of discipline-specific audiences. - NA_W_3_10_3
Demonstrate understanding of word relationships. - NA_L_3_5_1
Write routinely over shorter time frames (a single sitting) for a range of discipline-specific tasks. - NA_W_3_10_4
Write routinely over shorter time frames (a single sitting) for a range of discipline-specific purposes. - NA_W_3_10_5
Demonstrate understanding of nuances in word meanings. - NA_L_3_5_2
Write routinely over shorter time frames (a single sitting) for a range of discipline-specific audiences. - NA_W_3_10_6
Write routinely over shorter time frames (a day or two) for a range of discipline-specific tasks. - NA_W_3_10_7
Read with sufficient accuracy and fluency to support comprehension. - RF.3.4
Know and apply grade-level phonics and word analysis skills in decoding words. - RF.3.3
Include relevant details. - NA_SL_3_4_4
Recount an experience. - NA_SL_3_4_2
Tell a story. - NA_SL_3_4_1
Include appropriate facts. - NA_SL_3_4_6
Come to discussions prepared, having read or studied required material. - NA_SL_3_1_a_1
Provide a concluding statement or section. - 3W1d:
using the meaning of homophones - 3.RF.3.A.d
using the meaning of common prefixes and suffixes - 3.RF.3.A.c
reading irregularly spelled high-frequency words - 3.RF.3.A.f
Explain how specific illustrations or text features contribute to what is conveyed by the words in a text (e.g., create mood, emphasize character or setting, or determine where, when, why, and how key events occur). (RI&RL) - 3R7:
producing evidence of reading - 3.R.1.D.b
decoding known and unknown words by spelling patterns - 3.RF.3.A.e
reading text that is developmentally appropriate - 3.R.1.D.a
decoding words that double final consonants when adding an ending - 3.RF.3.A.b
decoding multisyllabic words in context and independent of context by applying common spelling patterns - 3.RF.3.A.a
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.3.4
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.3.5
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. - SL.3.2
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. - SL.3.3
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. - SL.3.1
paraphrase the big idea/themes and supporting details of texts - 3.R.2.A.d
compare and contrast the key elements in various types of fiction - 3.R.2.A.e
explain cause-and-effect relationships - 3.R.2.A.f
distinguish their own point of view from that of the narrator or those of the characters - 3.R.2.A.g
Listen to others with care. - NA_SL_3_1_b_3
summarize and sequence the events/plot and explain past events impact future events - 3.R.2.A.a
Speak one at a time about the topics and texts under discussion. - NA_SL_3_1_b_4
describe the personality traits of characters from their thoughts, words, and actions - 3.R.2.A.b
Follow agreed-upon rules for discussions. - NA_SL_3_1_b_1
describe the interaction of characters, including relationships and how they change - 3.R.2.A.c
Gain the floor in respectful ways. - NA_SL_3_1_b_2
Use linking words and phrases to connect ideas within categories of information. - 3W1c:
Determine the main ideas and supporting details of information presented in diverse media and formats (visually). - NA_SL_3_2_2
Provide a concluding statement or section. - 3W2e:
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats (orally). - NA_SL_3_2_1
Explain how claims in a text are supported by relevant reasons and evidence. (RI&RL) - 3R8:
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). - L.3.5.6
Accurately use grade-appropriate conversational words and phrases. - NA_L_3_6_1
Acquire grade-appropriate conversational words and phrases. - NA_L_3_6_2
Accurately use grade-appropriate general academic words and phrases. - NA_L_3_6_3
Acquire grade-appropriate general academic words and phrases. - NA_L_3_6_4
Accurately use grade-appropriate domain-specific words and phrases. - NA_L_3_6_5
Acquire grade-appropriate domain-specific words and phrases. - NA_L_3_6_6
Accurately use grade-appropriate words and phrases that signal spatial relationships. - NA_L_3_6_7
Acquire grade-appropriate words and phrases that signal spatial relationships. - NA_L_3_6_8
Accurately use grade-appropriate words and phrases that signal temporal relationships (e.g., After dinner that night we went looking for them). - NA_L_3_6_9
Answer questions about information from a speaker. - NA_SL_3_3_2
Acquire grade-appropriate words and phrases that signal temporal relationships (e.g., After dinner that night we went looking for them). - NA_L_3_6_10
Use linking words and phrases to connect ideas within categories of information. - 3W2d:
Recognize genres and make connections to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RI&RL) - 3R9:
text to text (ideas and information in various fiction and nonfiction works, compare and contrast) - 3.R.1.C.a
text to world (text ideas regarding experiences in the world) - 3.R.1.C.b
Participate and engage effectively in a range of collaborative discussions with diverse peers and adults, expressing ideas clearly, and building on those of others. - 3SL1:
Use context to confirm word recognition, rereading as necessary. - NA_RF_3_4_c_1
Explain the function of verbs in general. - NA_L_3_1_a_3
Explain the function of adjectives in general. - NA_L_3_1_a_4
Explain the function of adverbs in general. - NA_L_3_1_a_5
Explain the functions of nouns in particular sentences. - NA_L_3_1_a_6
Explain the function of nouns in general. - NA_L_3_1_a_1
Explain the function of pronouns in general. - NA_L_3_1_a_2
capitalize titles of books, stories, and songs - 3.L.1.B.g
capitalize names of places - 3.L.1.B.f
spell words that double the consonant - 3.L.1.B.i
use spelling patterns and generalizations to spell compound words - 3.L.1.B.h
consult reference materials to check and correct spellings - 3.L.1.B.k
spell plural words that change y to ies - 3.L.1.B.j
arrange words in alphabetical order to the third letter - 3.L.1.B.l
write legibly (print and cursive) - 3.L.1.B.a
demonstrate and use commas and quotation marks in dialogue - 3.L.1.B.c
use an apostrophe to form possessives - 3.L.1.B.b
use commas for greeting and closing of a friendly letter - 3.L.1.B.e
capitalize dialogue correctly - 3.L.1.B.d
Refer to parts of stories, dramas, and poems when writing or speaking about a text. - NA_RL_3_5_1
Refer to parts of stories, using terms such as chapter, when writing or speaking about a text. - NA_RL_3_5_2
Refer to parts of dramas, using terms such as scene, when writing or speaking about a text. - NA_RL_3_5_3
Refer to parts of poems, using terms such as stanza, when writing or speaking about a text. - NA_RL_3_5_4
Compare and contrast the most important points and key details presented in two texts on the same topic. - NA_RI_3_9_1
Comprehend history/social studies texts in the grades 2–3 text complexity band independently and proficiently. - NA_RI_3_10_4
Comprehend science texts in the grades 2–3 text complexity band independently and proficiently. - NA_RI_3_10_5
Comprehend technical texts in the grades 2–3 text complexity band independently and proficiently. - NA_RI_3_10_6
Read history/social studies texts in the grades 2–3 text complexity band independently and proficiently. - NA_RI_3_10_1
Read science texts in the grades 2–3 text complexity band independently and proficiently. - NA_RI_3_10_2
Read technical texts in the grades 2–3 text complexity band independently and proficiently. - NA_RI_3_10_3
Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing. - ANCHOR STANDARD L2:
Read grade-level prose orally with appropriate rate. - NA_RF_3_4_b_2
Read grade-level prose orally with accuracy. - NA_RF_3_4_b_1
Read grade-appropriate irregularly spelled words. - NA_RF_3_3_d_1
use 1st-, 2nd-, and 3rd-person pronouns and their antecedents - 3.L.1.A.g
use helping verbs with irregular verbs - 3.L.1.A.b
use regular and irregular verbs and simple verb tenses - 3.L.1.A.a
use comparative, superlative, and demonstrative adjectives and adverbs - 3.L.1.A.d
use complete subject and complete predicate in a sentence - 3.L.1.A.c
produce simple and compound imperative, exclamatory, declarative, interrogative sentences - 3.L.1.A.f
use subject/verb agreement in sentences - 3.L.1.A.e
Demonstrate command of the conventions of academic English grammar and usage when writing or speaking. - ANCHOR STANDARD L1:
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. - SL.3.1.c
Explain their own ideas and understanding in light of the discussion. - SL.3.1.d
Distinguish their own point of view from those of the characters. - NA_RL_3_6_1
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.a
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.b
Explain the functions of pronouns in particular sentences. - NA_L_3_1_a_7
Explain the functions of verbs in particular sentences. - NA_L_3_1_a_8
Distinguish their own point of view from that of the narrator. - NA_RL_3_6_2
Explain the functions of adjectives in particular sentences. - NA_L_3_1_a_9
Describe the logical connection between particular sentences and paragraphs in a text (e.g., first/second/third in a sequence). - NA_RI_3_8_3
Describe the logical connection between particular sentences and paragraphs in a text (e.g., cause/effect). - NA_RI_3_8_2
Use context to self-correct word recognition, rereading as necessary. - NA_RF_3_4_c_3
Use context to confirm understanding, rereading as necessary. - NA_RF_3_4_c_2
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison). - NA_RI_3_8_1
Use context to self-correct understanding, rereading as necessary. - NA_RF_3_4_c_4
giving an informal presentation, using a variety of media - 3.SL.4.A.c
choosing words and phrases for effect (adjectives, action verbs, figurative language) - 3.SL.4.A.d
using presentation skills and/or appropriate technology - 3.SL.4.A.a
presenting information with clear ideas and details while speaking clearly at an understandable pace - 3.SL.4.A.b
using academic language and conventions - 3.SL.4.A.e
Support a point of view with reasons. - NA_W_3_1_2
Read grade-appropriate irregularly spelled words. - RF.3.3.d
Decode multi-syllable words. - RF.3.3.c
Decode words with common Latin suffixes. - RF.3.3.b
Write opinion pieces on topics or texts. - NA_W_3_1_1
Identify and know the meaning of the most common prefixes and derivational suffixes. - RF.3.3.a
Describe character motivations. - NA_RL_3_3_3
Describe character feelings. - NA_RL_3_3_4
Describe characters in a story. - NA_RL_3_3_1
Describe character traits. - NA_RL_3_3_2
understanding how communication changes when moving from one genre of media to another - 3.R.4.A.a
explaining how various design techniques used in media influence the message - 3.R.4.A.b
comparing various written conventions used for digital media - 3.R.4.A.c
identifying text structures and graphics features of a web page - 3.R.4.A.d
Explain how characters' actions contribute to sequence of events. - NA_RL_3_3_5
Identify sequence of events. - NA_RL_3_3_6
Introduce a topic and group related information together; include illustrations to aid comprehension, if needed. - W.3.2.a
Provide a sense of closure. - NA_W_3_3_d_1
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. - W.3.2.c
Develop the topic with facts, definitions, and details. - W.3.2.b
Provide a concluding statement or section. - W.3.2.d
Recognize differences between the conventions of spoken conversational English and academic English; signal this awareness by selecting conversational or academic forms when speaking or writing. - 3L3:
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. - RF.3.4.c
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. - RF.3.4.b
Read grade-level text with purpose and understanding - RF.3.4.a
Demonstrate understanding of word relationships and nuances in word meanings. - 3L5:
compare and contrast the most important points and key details presented in texts on the same topic - 3.R.3.C.e
use information gained from illustrations and words to demonstrate understanding of the text - 3.R.3.C.c
explain the author’s purpose - 3.R.3.C.d
describe relationships among events, ideas, concepts, and cause and effect in texts - 3.R.3.C.a
explain the relationship between problems and solutions - 3.R.3.C.b
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. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons. - RL.3.10
Acquire and accurately use conversational, general academic, and content-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went out for dessert). - 3L6:
Distinguish literal from nonliteral language. - NA_RL_3_4_2
Determine the meanings of words and phrases as they are used in a text. - NA_RL_3_4_1
Use temporal words to signal event order. - NA_W_3_3_c_1
Provide reasons that support the opinion. - W.3.1.b
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. - W.3.1.a
Use temporal phrases to signal event order. - NA_W_3_3_c_2
Provide a concluding statement or section. - W.3.1.d
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. - W.3.1.c
Write narratives to develop real or imagined experiences or events. - NA_W_3_3_1
Use descriptive details. - NA_W_3_3_3
Use effective technique. - NA_W_3_3_2
Use quotation marks in dialogue. - NA_L_3_2_c_2
Use words for identification and description, making connections between words and their use (e.g., describe people who are friendly or helpful). - 3L5b:
Use commas in dialogue. - NA_L_3_2_c_1
Identify, know the meanings of, and decode words with suffixes. - 3RF3c:
Know and use various text features. - NA_RI_3_5_1
Use clear event sequences. - NA_W_3_3_4
Form the simple past (e.g., I walked) verb tenses. - NA_L_3_1_e_1
Use the simple past (e.g., I walked) verb tenses. - NA_L_3_1_e_2
Identify and know the meaning of the most common derivational suffixes. - NA_RF_3_3_a_2
Identify and know the meaning of the most common prefixes. - NA_RF_3_3_a_1
demonstrating active listening through body language and eye contact with the speaker, according to classroom expectations - 3.SL.2.A.a
Provide a concluding section. - NA_W_3_2_d_2
Compare and contrast the plots of stories written by the same author about the same or similar characters (e.g., in books from a series). - NA_RL_3_9_3
Provide a concluding statement. - NA_W_3_2_d_1
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). - 3L5a:
Compare and contrast the themes of stories written by the same author about the same or similar characters (e.g., in books from a series). - NA_RL_3_9_1
Ensure pronoun-antecedent agreement. - NA_L_3_1_f_2
Compare and contrast the settings of stories written by the same author about the same or similar characters (e.g., in books from a series). - NA_RL_3_9_2
Decode multi-syllabic words. - 3RF3b:
Use descriptions of actions, thoughts, and feelings to develop experiences and events. - NA_W_3_3_b_2
Use dialogue to develop experiences and events. - NA_W_3_3_b_1
Use descriptions of actions, thoughts, and feelings to show the response of characters to situations. - NA_W_3_3_b_4
Use dialogue to show the response of characters to situations. - NA_W_3_3_b_3
Use hyperlinks to locate information relevant to a given topic efficiently. - NA_RI_3_5_4
Use sidebars to locate information relevant to a given topic efficiently. - NA_RI_3_5_3
Use key words to locate information relevant to a given topic efficiently. - NA_RI_3_5_2
Examine a topic. - NA_W_3_2_2
Write informative/explanatory texts. - NA_W_3_2_1
Convey ideas and information clearly. - NA_W_3_2_3
Use commas in addresses. - NA_L_3_2_b_1
Determine the meaning of domain-specific words and phrases relevant to a grade 3 topic or subject area. - NA_RI_3_4_2
Determine the meaning of general academic words and phrases relevant to a grade 3 topic or subject area. - NA_RI_3_4_1
Form regular verbs. - NA_L_3_1_d_1
Use regular verbs. - NA_L_3_1_d_2
Form irregular verbs. - NA_L_3_1_d_3
Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. - NA_W_3_2_c_1
Recognize and read grade-appropriate irregularly spelled words. - 3RF3d:
Recount stories from diverse cultures. - RL.3.2.b
Determine the central message, lesson, or moral of stories from diverse cultures. - RL.3.2.a
Form the simple present (e.g., I walk) verb tenses. - NA_L_3_1_e_3
Use the simple present (e.g., I walk) verb tenses. - NA_L_3_1_e_4
Form the simple future (e.g., I will walk) verb tenses. - NA_L_3_1_e_5
Use the simple future (e.g., I will walk) verb tenses. - NA_L_3_1_e_6
Introduce characters. - NA_W_3_3_a_3
Introduce a narrator. - NA_W_3_3_a_2
Organize an event sequence that unfolds naturally. - NA_W_3_3_a_4
Choose words for effect. - NA_L_3_3_a_1
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. - W.3.3.b
Choose phrases for effect. - NA_L_3_3_a_2
Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. - W.3.3.a
Provide a sense of closure. - W.3.3.d
Use temporal words and phrases to signal event order. - W.3.3.c
Establish a situation. - NA_W_3_3_a_1
Capitalize appropriate words in titles. - NA_L_3_2_a_1
With guidance and support from peers and adults, develop writing as needed by planning. - NA_W_3_5_1
Include digital media and/or visual displays in presentations to emphasize certain facts or details. - 3SL5:
Read with purpose. - NA_RF_3_4_a_1
Read with understanding. - NA_RF_3_4_a_2
With guidance and support from peers and adults, strengthen writing as needed by editing. - NA_W_3_5_3
With guidance and support from peers and adults, strengthen writing as needed by revising. - NA_W_3_5_2
Read grade-level text across genres orally with accuracy, appropriate rate, and expression on successive readings. - 3RF4a:
Use abstract nouns (e.g., childhood). - NA_L_3_1_c_1
come to discussions prepared having read or studies required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion - 3.SL.3.A.a
Provide a concluding section. - NA_W_3_1_d_2
Provide a concluding statement. - NA_W_3_1_d_1
Decode multisyllable words. - NA_RF_3_3_c_1
Develop the topic with details. - NA_W_3_2_b_3
Develop the topic with definitions. - NA_W_3_2_b_2
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. - 3SL4:
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood). - NA_RL_3_7_3
Use irregular verbs. - NA_L_3_1_d_4
Develop the topic with facts. - NA_W_3_2_b_1
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., emphasize aspects of a character). - NA_RL_3_7_1
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., emphasize aspects of a setting). - NA_RL_3_7_2
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.3.5
Use information gained from illustrations and the words in a text to demonstrate understanding of the text (e.g., why key events occur). - NA_RI_3_7_3
Read grade-level poetry orally with accuracy. - NA_RF_3_4_b_4
Describe the difference between points of view in texts, particularly first- and third-person narration. - RL.3.6
Write an argument to support claim(s), using clear reasons and relevant evidence. - 3W1:
Use information gained from illustrations and the words in a text to demonstrate understanding of the text (e.g., how key events occur). - NA_RI_3_7_2
Read grade-level prose orally with expression on successive readings. - NA_RF_3_4_b_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.3.3
Use information gained from illustrations and the words in a text to demonstrate understanding of the text (e.g., where and when key events occur). - NA_RI_3_7_1
Read grade-level poetry orally with expression on successive readings. - NA_RF_3_4_b_6
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. - RL.3.4
Read grade-level poetry orally with appropriate rate. - NA_RF_3_4_b_5
Apply grade-level word analysis skills in decoding words. - NA_RF_3_3_4
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). - RL.3.9
Know grade-level word analysis skills in decoding words. - NA_RF_3_3_3
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., emphasize aspects of a character or setting). - RL.3.7
Apply grade-level phonics skills in decoding words. - NA_RF_3_3_2
Know grade-level phonics skills in decoding words. - NA_RF_3_3_1
Write opinion pieces on topics or texts, supporting a point of view with reasons. - W.3.1
With guidance and support from adults, produce writing in which the organization is appropriate to task. - NA_W_3_4_2
With guidance and support from adults, produce writing in which the development is appropriate to task. - NA_W_3_4_1
Ask and answer questions in order to evaluate a speaker’s point of view, offering appropriate elaboration and detail. - 3SL3:
With guidance and support from adults, produce writing in which the organization is appropriate to purpose. - NA_W_3_4_4
With guidance and support from adults, produce writing in which the development is appropriate to purpose. - NA_W_3_4_3
Identify and know the meaning of the most common prefixes and suffixes. - 3RF3a:
Use irregular plural nouns. - NA_L_3_1_b_2
Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject. - 3W2:
Form regular plural nouns. - NA_L_3_1_b_1
Determine the main idea of a text. - RI.3.2.a
Use linking words and phrases (e.g., because, therefore, since) to connect opinion and reasons. - NA_W_3_1_c_1
Decode words with common Latin suffixes. - NA_RF_3_3_b_1
Retell the key details and explain how they support the main idea. - RI.3.2.b
Determine the central ideas and supporting details or information presented in diverse texts and formats (e.g., including visual, quantitative, and oral). - 3SL2:
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.3.10
Include illustrations when useful to aiding comprehension. - NA_W_3_2_a_3
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.3.10
responding appropriately to discussion in a variety of settings, according to classroom expectations - 3.SL.3.A.b
Group related information together. - NA_W_3_2_a_2
expressing opinion of read-alouds and independent reading topics - 3.SL.3.A.c
Introduce a topic. - NA_W_3_2_a_1
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. - 3RF4b:
Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. - 3W3:
Distinguish their own point of view from that of the author of a text. - NA_RI_3_6_1
Read with sufficient fluency to support comprehension. - NA_RF_3_4_2
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. - W.3.8
Conduct short research projects that build knowledge about a topic. - W.3.7
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.3.6
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. - W.3.5
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. - W.3.4
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. - W.3.3
Read with sufficient accuracy to support comprehension. - NA_RF_3_4_1
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. - W.3.2




List of all Files Validated:


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