L.3.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.3.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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.3.5 — Demonstrate understanding of word relationships and nuances in word meanings.

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).

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.

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).

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.d — Explain their own ideas and understanding in light of the discussion.

SL.3.6 — Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

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.3.3 — 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.c — Use temporal words and phrases to signal event order.

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.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.

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).

RF.3.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

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.

RF.3.4 — Read with sufficient accuracy and fluency to support comprehension.

RF.3.4.b — Read on-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.

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.3.10 — 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.

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.3.7 — 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).

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.3.2 — 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.

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.

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.