Grade 3 ELA SCOS Standards

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions continuum.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 2-3 grammar continuum.

Demonstrate understanding of letter and word use within the 2-3 grammar continuum when writing or communicating.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 2-3 conventions continuum.

Demonstrate emerging understanding of conventions of standard English during shared writing within 2-3 conventions continuum when writing.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use language to achieve desired outcomes when communicating to make simple request, comment, or share information.

Choose words and phrases for effect.

Recognize and observe differences between the conventions of spoken and written standard English.

Determine and/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: context clues, word parts, word relationships, and reference materials.

Demonstrate knowledge of word meanings drawn from grade 3 content.

Demonstrate understanding of nuances in word meanings.

Demonstrate understanding of word relationships and use.

Distinguish the literal and non-literal meanings of words and phrases in context.

Determine the literal meaning of words and phrases in context.

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.

Identify words that describe personal emotional states.

Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

Use words acquired through conversations, being read to, and during shared reading activities.

Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, word relationships, and consulting general and specialized reference materials, as appropriate.

Demonstrate understanding of figurative language and nuances in word meanings.

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when encountering an unknown term important to comprehension or expression.

CCR Anchor Standard W.9 (in 2010 Standards) – 2010: Draw evidence from literary or informational texts to support analysis, reflection, and research. Proposed: Omitted because it is an expectation of RL and RI Standards

CCR Anchor Standard RL.2 –Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

WRITING

CCR Anchor Standard W.6 (from Proposed Standards – was W.8 in 2010 Standards) – Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

HANDWRITING

CCR Anchor Standard L.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions continuum.

Reading Foundational Skills

Omitted because it is an expectation of RL and RI Standards

Integrated into Standards W.1, W.2, and W.3

CCR Anchor Standard RL.8 – Delineate 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.

CCR Anchor Standard SL.2 – Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCR Anchor Standard RL.6 Assess how point of view, perspective, or purpose shapes the content and style of a text.

CCR Anchor Standard SL.5 – Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCR Anchor Standard SL.4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Reading Informational Text

CCR Anchor Standard W.5 (from Proposed Standards – was W.7 in 2010 Standards) – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

CCR Anchor Standard RI.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

LANGUAGE

Phonics and Word Recognition

CCRAnchorStandardRL.9 – Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

CR Anchor Standard RI.10: Read and comprehend complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

CCR Anchor Standard L.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully reading or listening.

CCR Anchor Standard RL.7 – Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCR Anchor Standard RI.5 – Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCR Anchor Standard RL.5 – Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCR Anchor Standard L.4 – Determine and clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

CCR Anchor Standard RI.8 – Delineate 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.

CCR Anchor Standard RL.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCR Anchor Standard RL.3 –Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Writing

RL.4: Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

Fluency

READING: LITERATURE

CCR Anchor Standard RI.6: Assess how point of view, perspective, or purpose shapes the content and style of a text.

CCR Anchor Standard RI.2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCR Anchor Standard L.5 – Demonstrate understanding of figurative language and nuances in word meanings.

CCR Anchor Standard RI.4: Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

CCR Anchor Standard RI.9 – Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

CCR Anchor Standard RI.7 – Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

K-12 Not applicable to literature

K-12 not applicable to literature.

Language

READING: INFORMATIONAL TEXT

SPEAKING AND LISTENING

Reading Literature

CCR Anchor Standard SL.3 – Determine whether information presented in diverse media (book, newspaper, video, television, internet) is credible and identify discrepancies.

CCR Anchor Standard SL.6 – Determine whether information presented in diverse media (book, newspaper, video, television, internet) is credible and identify discrepancies.

CCR Anchor Standard W.3 – Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

CCR Anchor Standard W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCR Anchor Standard L.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the appropriate grade band grammar continuum.

Reading Foundational Skills

CCR Anchor Standard W.2 – Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCR Anchor Standard SL.1 – Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

CCR Anchor Standard W.10 (in 2010 Standards) – 2010: 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 tasks, purposes, and audiences.

CR Anchor Standard W.4: Use digital tools and resources to produce and publish writing and to interact and collaborate with others.

Handwriting

CCR Anchor Standard RI.3 – Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCR Anchor Standard L.6 – Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in developing vocabulary knowledge when encountering an unknown term important to comprehension or expression.

CCR Anchor Standard RL.10: Read and comprehend complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

Speaking and Listening

Create readable documents with legible handwriting (manuscript and cursive).

Uses letters to create written documents."

Know and apply grade-level phonics and word analysis skills in decoding words.

Apply letter-sound knowledge to begin decoding words."

Identify and know the meaning of the most common prefixes and derivational suffixes.

Decode words with common Latin suffixes.

Decode multisyllabic words.

Read grade-appropriate irregularly spelled words.

Read with sufficient accuracy and fluency to support comprehension.

Engage in purposeful reading of familiar text.

Read on-level text with purpose and understanding.

Use context to determine missing words in familiar texts.

Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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

Answer who and what, where, questions to demonstrate understanding of details in a text.

By the end of grade 3, read and understand informational texts at the high end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

Actively engage in reading of information text for sustained periods of time for the purpose of connecting prior knowledge and experiences to text.

Determine the main idea of a text; recount the key details and explain how they support the main idea.

Identify the main topic and retell key details of a text."

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.

Order two events from a text as “first” and “next.”

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Identify key words that complete sentences in a text

Use text features and search tools to locate information relevant to a given topic efficiently.

Locate key facts or information in a familiar text.

Distinguish their own point of view from that of the author of a text.

Identify personal point of view about a text.

Use information gained from illustrations and the words in a text to demonstrate understanding of the text.

Use information gained from illustrations and the words in a text to answer who and what questions.

Describe how the author connects ideas between sentences and paragraphs to support specific points in a text.

Identify two related points an author makes in a familiar informational text.

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

Identify a common element between two familiar texts on the same topic.

Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view, perspective, or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Delineate 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.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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

Answer who and what questions to demonstrate understanding of details in a familiar text.

By the end of grade 3, read and understand literature at the high end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

Actively engage in reading for the purpose of connecting prior knowledge and experiences to text for sustained periods of time

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.

Associate details with events in stories from diverse cultures.

Describe characters in a story and explain how their actions contribute to the sequence of events.

Identify the feeling of characters in a story

Determine the meaning of words and phrases as they are used in a text, identifying words that impact the meaning in a text.

Determine words and phrases that complete sentences in a text.

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.

Determine the beginning, middle, and end of a familiar story in order.

Distinguish their own point of view from that of the narrator or those of the characters.

Identify personal point of view about a text.

Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story.

Identify parts of illustrations or tactual information that depicts a particular setting or event.

Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.

Identify common elements in two stories in a series.

Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view, perspective, or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Delineate 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.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

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.

Communicate with others in group interactions.

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.

Engage in collaborative interactions about texts.

Follow agreed-upon rules for discussions.

Listen to others’ ideas before responding.

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Indicate confusion or lack of understanding about information presented.

Explain their own 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.

Identify details in a text read aloud or information presented orally or through other media.

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

Answer who, what, and where questions about the details provided by the speaker.

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly in complete sentences at an understandable pace.

Communicate opinion on a familiar topic or text including descriptive words.

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.

Create a multimedia presentation of a story or poem.

Integrated into SL.4

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Write opinion pieces on topics or texts, supporting a point of view with reasons.

Write an opinion on topics or texts, supporting a point of view with reasons.

Organize information and ideas around a topic to plan and prepare to write.

Select a topic or text and write an opinion about it.

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

Write one or more reasons to support the opinion.

Provide reasons that support the opinion.

Use linking words and phrases to connect opinion and reasons.

Provide a concluding statement or section.

With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Write to share information by selecting a topic and writing about it, including one or more facts or details.

Organize information and ideas around a topic to plan and prepare to write.

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Develop the topic with facts, definitions, and details.

Use linking words and phrases to connect ideas within categories of information.

Provide a concluding statement or section.

With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Write about an event or personal experience, including the names of people involved.

Organize information and ideas around a topic to plan and prepare to write.

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 temporal transition words and phrases to signal event order.

Provide a sense of closure.

With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose.

With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others.

With guidance and support from adults, use digital tools to produce writing while interacting and collaborating with others.

Conduct short research projects that build knowledge about a topic.

Identify information about a topic for a research project.

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

Sort information on a topic or personal experience into two provided categories and write about each one.

Use digital tools and resources to produce and publish writing and to interact and collaborate with others.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Narrate.Interpretive: Interpret language arts narratives (with prompting and support) by:

Identifying a central message from key details

Identifying how character attributes and actions contribute to event sequences

Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral language

Narrate.Expressive: Construct language arts narratives (with prompting and support) that:

Orient audience to context

Develop story with time and event sequences, complication, resolution, or ending

Engage and adjust for audience

Inform.Interpretive: Interpret informational texts in language arts (with prompting and support) by:

Identifying the main idea and key details

Referring explicitly to descriptions for themes and relationships among meanings

Describing relationship between a series of events, ideas or concepts, or procedural steps

Inform.Expressive: Construct informational texts in language arts (with prompting and support) that:

Introduce and define topic and/or entity for audience

Add details to define, describe, compare, and classify topic and/or entity

Develop coherence and cohesion throughout text

Explain.Interpretive: Interpret mathematical explanations by:

Identifying concept or entity

Analyzing plan for problem-solving steps

Evaluating simple pattern or structure

Explain.Expressive: Construct mathematical explanations that:

Introduce concept or entity

Describe solution and steps used to solve problem with others

State reasoning used to generate solution

Argue.Interpretive: Interpret mathematics arguments by:

Identifying conjectures about what might be true

Distinguishing connections among ideas in justifications

Extracting mathematical operations and facts from solution strategies to create generalizations

Argue.Expressive: Construct mathematics arguments that:

Create conjecture using definitions

Generalize commonalities across cases

Justify conclusion steps and strategies in simple patterns

Identify and respond to others’ arguments

Explain.Interpretive: Interpret scientific explanations by:

Describe observations and/or data about a phenomenon

Defining investigable questions or simple design problems based on observations, data, and prior knowledge about a phenomenon

Develop a logical sequence between data or evidence and claim

Obtaining and combining information from observations, and using evidence to help explain how or why a phenomenon occurs

Compare multiple solutions to a problem considering how well they meet the criteria and

Identifying information from observations as well as evidence that supports particular points in explanations

constraints of the design solution

Explain.Expressive: Construct scientific explanations that:

Argue.Interpretive: Interpret scientific arguments by:

Identifying potential evidence from data, models, and/or information from investigations of phenomena or design solutions

Analyzing whether evidence is relevant or not

Distinguishing between evidence and opinions

Argue.Expressive Construct scientific arguments that:

Introduce topic/phenomenon for an issue related to the natural and designed world(s)

Make a claim supported by relevant evidence

Establish a neutral tone

Signal logical relationships among reasoning, evidence, data, and/or a model when making a claim

Narrate

Share ideas about one’s own and others’ lived experiences and previous learning

Connect stories with images and representations to add meaning

Ask questions about what others have shared

Recount and restate ideas

Discuss how stories might end or next steps

Inform

Define and classify objects or concepts

Describe characteristics, patterns, or behavior

Describe parts and wholes

Sort, clarify, and summarize ideas

Summarize information from interaction with others and from learning experiences

Explain

Share initial thinking with others

Follow and describe cycles in diagrams, steps in procedures, or causes and effects

Compare and contrast objects or concepts

Offer ideas and suggestions

Act on feedback to revise understandings of how or why something works

Argue

Ask questions about others’ opinions

Support own opinions with reasons

Clarify and elaborate ideas based on feedback

Defend change in one’s own thinking

Revise one’s own opinions based on new information

Explain.Interpretive Interpret social studies explanations by:

Determining types of sources for answering compelling and supporting questions about phenomena or events

Analyzing sources for event sequences and/or causes/effects

Evaluating disciplinary concepts and ideas associated with a compelling or supporting question

Explain.Expressive: Construct social studies explanations that:

Introduce phenomena or events

Describe components, order, causes, or cycles

Generalize possible reasons for a development or event

Argue.Interpretive: Interpret social studies arguments by:

Identifying topic and purpose (argue in favor or against a position, present a balanced interpretation, challenge perspective)

Analyzing relevant information from one or two sources to develop claims in response to compelling questions

Evaluating source credibility based on distinctions between fact and opinion

Argue.Expressive: Construct social studies arguments that:

Introduce topic

Select relevant information to support claims with evidence from one or more sources

Show relationships between claim, evidence, and reasoning

Social Studies

Math

Social/ Instructional

Language Arts

Science