Grade 3 ELA (California Common Core)

Reading Standards for Literature

• RL.3.4 California adds to RL.3.4 (word meanings, literal and nonliteral language) – exact added words to be checked. CA wording differs (to be re-checked)

Reading Standards for Informational Text

• RI.3.4 California adds to RI.3.4 (meanings of academic and subject-specific words). CA wording differs (to be re-checked)

Reading Standards: Foundational Skills

• RF.3.3 California changes the wording of the RF.3.3 phonics and word analysis heading standard. CA wording differs (to be re-checked)

Speaking and Listening Standards

• SL.3.4a California-only sub-standard: plan and deliver an informative presentation with organized points, logical order and a strong ending. CA only (to be re-checked)

Language Standards

• L.3.1j California-only sub-standard: write legibly in cursive or joined italics, with correct margins and spacing. CA only (to be re-checked)
• L.3.1k California-only sub-standard: use reciprocal pronouns correctly. CA only (to be re-checked)
• L.3.4d California changes L.3.4d (glossaries or beginning dictionaries to find precise meanings) – exact change to be checked. CA wording differs (to be re-checked)

Reading: Literature (RL) 10 standards

• Key Ideas and Details
  • 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.3.2 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
• Craft and Structure
  • 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 point of view from that of the narrator or those of the characters.
• Integration of Knowledge and Ideas
  • 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 not applicable to literature)
  • 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)
• Range of Reading and Level of Text Complexity
  • 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.

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Reading: Informational Text (RI) 10 standards

• Key Ideas and Details
  • 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.3.2 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.
• Craft and Structure
  • 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 point of view from that of the author of a text.
• Integration of Knowledge and Ideas
  • 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.
• Range of Reading and Level of Text Complexity
  • 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.

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Reading: Foundational Skills (RF) 2 standards

• Phonics and Word Recognition
  • 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 multisyllable words.
    • RF.3.3.d Read grade-appropriate irregularly spelled words.
• Fluency
  • RF.3.4 Read 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 to confirm or self-correct word recognition and understanding, rereading as necessary.

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Writing (W) 10 standards

• Text Types and Purposes
  • W.3.1 Write opinion pieces on topics or texts, supporting a point of view 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.3.2 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 together; 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.3.3 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 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 Provide a sense of closure.
• Production and Distribution of Writing
  • W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
  • W.3.5 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 1-3 up to and including grade 3 here.)
  • 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.
• Research to Build and Present Knowledge
  • 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 and sort evidence into provided categories.
  • W.3.9 (W.3.9 begins in grade 4)
• Range of Writing
  • 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.

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Speaking & Listening (SL) 6 standards

• Comprehension and Collaboration
  • SL.3.1 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.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 their 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 a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
• Presentation of Knowledge and Ideas
  • 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. (See grade 3 Language standards 1 and 3 here for specific expectations.)

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Language (L) 6 standards

• Conventions of Standard English
  • L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
    • L.3.1.b Form and use regular and irregular plural nouns.
    • L.3.1.c Use abstract nouns (e.g., childhood).
    • L.3.1.d Form and use regular and irregular verbs.
    • L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
    • L.3.1.f Ensure subject-verb and pronoun-antecedent agreement.*
    • L.3.1.g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
    • L.3.1.h Use coordinating and subordinating conjunctions.
    • L.3.1.i Produce simple, compound, and complex sentences.
  • L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • L.3.2.a Capitalize appropriate words in titles.
    • L.3.2.b Use commas in addresses.
    • L.3.2.c Use commas and quotation marks in dialogue.
    • L.3.2.d Form and use possessives.
    • L.3.2.e 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.f 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.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
• Knowledge of Language
  • L.3.3 Use knowledge of language and its conventions 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.
• Vocabulary Acquisition and Use
  • L.3.4 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.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.
    • 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.3.6 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).

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