Action steps
1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
2. Retell 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.
3. Describe characters in a story (for example, their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Action steps
1. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
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.
3. Distinguish their own point of view from that of the narrator or those of the characters.
Action steps
1. Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (for example, create mood, emphasize aspects of a character or setting).
2. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (for example, in books from a series).
Action steps
1. By the end of the school year, read and comprehend literature, including stories, dramas, and poetry of appropriate complexity for grade 3.
Action steps
1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
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 applies to time, sequence, and cause/effect.
Action steps
1. Determine the meaning of general academic and domain-specific words and phrases in atext relevant to a grade 3 topic or subject area.
2. Use text features and search tools (for example, key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
3. Distinguish your own point of view from that of the author of a text.
Action steps
1. Use information gained from illustrations (for example, maps, photographs) and the words in a text to demonstrate understanding of the text (for example, where, when, why, and how key events occur).
2. Describe the logical connection between particular sentences and paragraphs in a text (for example, comparison, cause/effect, first/second/third in a sequence).
3. Compare and contrast the most important points and key details presented in two texts on the same topic.
Action steps
1. By the end of the school year, read and comprehend informational texts, including history/social studies, science, and technical texts, of appropriate complexity for grade 3.
Action steps
1. Identify and know the meaning of the most common prefixes and derivational suffixes.
2. Decode words with common Latin suffixes.
3. Decode multi-syllable words.
4. Recognize and read grade 3 level irregularly spelled words.
Action steps
1. Read grade 3 level text with purpose and understanding.
2. Read grade level 3 prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
3. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Action steps
1. Write an opinion piece on a topic or text, state an opinion, and create an organizational structure that lists reasons.
2. Provide reasons that support the opinion.
3. Use linking words and phrases (for example, because, therefore, since, for example) to connect opinion and reasons.
4. Provide a concluding statement or section.
5. Write an informative/explanatory text, introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
6. Develop the topic with facts, definitions, and details.
7. Use linking words and phrases (for example, also, another, and, more, but) to connect ideas within categories of information.
8. Provide a concluding statement or section.
9. Write a narrative and establish a situation and introduce a
narrator and/or characters; organize an event sequence that unfolds naturally.
10. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
11. Use temporal words and phrases to signal event order.
12. Provide a sense of closure.
Action steps
1. Conduct short research projects that build knowledge about a topic.
2. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Action steps
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.
2. Follow agreed-upon rules for discussions (for example, gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
3. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
4. Explain your own ideas and understandingin light of the discussion.
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.
6. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Action steps
1. 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.
2. 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.
3. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Action steps
1. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
2. Form and use regular and irregular plural nouns.
3. Use abstract nouns (for example, childhood).
4. Form and use regular and irregular verbs.
5. Form and use the simple verb tenses.
6. Ensure subject-verb and pronoun-antecedent agreement.
7. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
8. Use coordinating and subordinating conjunctions.
9. Produce simple, compound, and complex sentences.
Action steps
1. Capitalize appropriate words in titles.
2. Use commas in addresses.
3. Use commas and quotation marks in dialogue.
4. Form and use possessives.
5. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words.
6. Use spelling patterns and generalizations in writing words.
7. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Action steps
1. Use sentence-level context as a clue to the meaning of a word or phrase.
2. Determine the meaning of the new word formed when a known prefix or suffix is added to a known word.
3. Use a known root word as a clue to the meaning of an unknown word with the same root (for example, addition , additional).
4. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
Action steps
1. Distinguish the literal and nonliteral meanings of words and phrases in context.
2. Identify real-life connections between words and their use.
3. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.
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