3rd Grade ELA (Alaska Standards)

Reading Standards for Literature

• RL.3.1 Ask and answer questions about a story, including inferences and predictions, citing the text.
• RL.3.2 Retell folktales and fables from diverse cultures in order and explain the author's purpose or message through key details.
• RL.3.3 Describe what characters are like, want or feel and how their actions drive the events.
• RL.3.4 Work out word meanings and tell literal from figurative language (e.g. tall-tale exaggeration).
• RL.3.5 Use terms such as chapter, scene and stanza and explain how each part builds on the parts before it.
• RL.3.6 Tell one's own point of view apart from that of the narrator or characters.
• RL.3.7 Explain how pictures add to a story by setting mood or stressing characters or setting.
• RL.3.9 Compare themes, settings and plots in stories one author wrote about the same or similar characters.
• RL.3.10 By year's end, read literature from many cultures in the grades 2–4 complexity range, with support at the high end.

Reading Standards for Informational Text

• RI.3.1 Ask and answer questions using what the text states, inferences and predictions, citing the text.
• RI.3.2 Find the main ideas and supporting details and summarize a multi-paragraph text in order.
• RI.3.3 Describe how historical events, scientific ideas or steps relate, using time, sequence and cause/effect language.
• RI.3.4 Work out the meaning of general academic and subject-specific words and phrases in a grade 3 text.
• RI.3.5 Use text features and search tools (keywords, sidebars, hyperlinks) to find information efficiently.
• RI.3.6 Identify the author's purpose and tell one's own point of view apart from the author's.
• RI.3.7 Use information from images (maps, photos) and words to show understanding of where, when, why and how.
• RI.3.8 Describe logical links between sentences and paragraphs (comparison, cause/effect, sequence).
• RI.3.9 Compare and contrast the main points and key details of two texts on the same topic.
• RI.3.10 By year's end, read history, science and technical texts in the grades 2–4 complexity range, with support at the high end.

Reading Standards: Foundational Skills

• RF.3.3 Use grade-level phonics and word-analysis skills to sound out and read words. (being checked)
  • a. Know the meanings of common prefixes and derivational suffixes.
  • b. Decode words with common Latin suffixes (e.g. -ous, -ible, -ment).
  • c. Read words of more than one syllable.
  • d. Read grade-appropriate irregularly spelled words.
• RF.3.4 Read with enough accuracy and fluency to support comprehension.
  • a. Read texts at grade level with a clear purpose and understanding.
  • b. Read grade-level prose and poetry aloud accurately, at a suitable rate and with expression, over repeated readings.
  • c. Use context to confirm or correct word reading, rereading as needed.

Writing Standards

• W.3.1 Write opinion pieces about a topic or text and back the opinion with reasons.
  • a. Introduce the topic, state an opinion and organize reasons.
  • b. Give reasons that support the opinion.
  • c. Link opinion and reasons with words such as because, therefore, since and for example.
  • d. End by restating or reinforcing the opinion.
• W.3.2 Write informative texts that examine a topic and convey ideas clearly.
  • a. Introduce a topic, group related information and add illustrations if useful.
  • b. Develop the topic with facts, definitions, details and explanations.
  • c. Link ideas within categories with words such as also, another, and, more.
  • d. End by restating the focus in other words.
• W.3.3 Write narratives of real or imagined experiences with descriptive details and a clear sequence.
  • a. Set up a situation, introduce a narrator or characters and order events naturally.
  • b. Use dialogue, description, elaboration and sensory details to show how characters respond to a problem.
  • c. Use time words and phrases to signal event order.
  • d. Give closure that shows how the problem was solved or the event ended.
• W.3.4 With guidance and support, produce writing whose development and organization suit the task and purpose.
• W.3.5 With help from classmates and adults, plan, revise and edit writing.
• W.3.6 With guidance, use technology and keyboarding to publish writing, work with others and find information.
• W.3.7 Carry out short research projects that build knowledge of a topic.
• W.3.8 Gather information from experience and print or digital sources, take brief notes and sort evidence into categories.
• W.3.10 Write often, in long projects and short sittings, for many tasks, purposes and readers.

Speaking and Listening Standards

• SL.3.1 Take part effectively in collaborative discussions with different partners, building on others' ideas and expressing one's own clearly.
  • a. Come prepared, having read or studied the material, after learning a discussion protocol such as Socratic questioning.
  • b. Follow agreed rules for discussion (e.g. one speaker at a time, listening with care).
  • c. Ask questions to check understanding, stay on topic and link comments to others' remarks.
  • d. Explain personal ideas and understanding as shaped by the discussion.
• SL.3.2 Pick out the key ideas and backing details of a read-aloud or of information shown in different media.
• SL.3.3 Ask and answer questions about a speaker's information with suitable elaboration and detail.
• SL.3.4 Give a report, tell a story or describe an experience with fitting facts and details, speaking clearly at an easy-to-follow pace.
• SL.3.5 Record fluent audio of stories or poems with expression and voices, adding visuals when suitable.
• SL.3.6 Speak in complete sentences when suitable to give requested detail or clarification.

Language Standards

• L.3.1 Use correct standard English grammar when speaking and writing.
  • a. Explain what nouns, pronouns, verbs, adjectives and adverbs do in sentences.
  • b. Make and use plural nouns, both regular and irregular.
  • c. Use abstract nouns (e.g. childhood).
  • d. Form and use regular and irregular verbs.
  • e. Form and use the simple verb tenses.
  • f. Make subjects agree with verbs and pronouns with their antecedents.
  • g. Form comparing words (bigger, biggest, more quickly) for adjectives and adverbs and pick the right one for the word described.
  • h. Use coordinating and subordinating conjunctions.
  • i. Produce simple, compound and complex sentences.
• L.3.2 Use capital letters, punctuation and spelling correctly when writing.
  • a. Capitalize the right words in titles.
  • b. Use commas in addresses.
  • c. Use commas and quotation marks in dialogue.
  • d. Form and use possessives.
  • e. Spell common and studied words correctly, including adding suffixes to base words.
  • f. Use spelling patterns and rules (word families, syllable patterns, ending rules) when writing words.
  • g. Use references such as beginning dictionaries to check and fix spelling.
• L.3.3 Apply what is known about language and its rules in writing, speaking, reading and listening.
  • a. Choose words and phrases for effect.
  • b. Recognize and observe differences between spoken and written standard English.
• L.3.4 Work out unknown and multiple-meaning words using a range of strategies.
  • a. Use the rest of the sentence as a clue to what a word or phrase means.
  • b. Figure out a new word made by adding a known prefix or suffix to a known word.
  • c. Use a familiar root as a clue to an unfamiliar word built on it.
  • d. Use glossaries or beginning dictionaries, print and digital, to clarify meanings.
• L.3.5 Understand figurative language, how words relate and fine shades of meaning.
  • a. Tell the literal and nonliteral meanings of phrases in context (e.g. take steps).
  • b. Find real-life links between words and their use (e.g. people who are friendly or helpful).
  • c. Tell apart shades of meaning among related words for states of mind or certainty (e.g. knew, believed, suspected).
• L.3.6 Learn and use grade-level conversational, general academic and subject-specific words, including those for time and place.