Grade 3 ELA North Carolina standards Standards

Language

Speaking and Listening

Writing

Fluency

Phonics and Word Recognition

Handwriting

Reading Foundational Skills

Reading Informational Text

K-12 not applicable to literature.

Reading Literature

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

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 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 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.

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.

LANGUAGE

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 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.

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

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.

SPEAKING AND LISTENING

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

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.

Omitted because it is an expectation of RL and RI Standards

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 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.

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.

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

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

WRITING

HANDWRITING

Reading Foundational Skills

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

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.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 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.3 – Analyze how and why individuals, events, and ideas develop and interact over the course 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 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.

READING: INFORMATIONAL TEXT

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

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.

K-12 Not applicable to literature

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

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

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.

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

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

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.

READING: LITERATURE

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.

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.