Government Standards
Common Core
Language Arts - Grade 3
Assessment Exam - Common Core Language Arts - Grade 3| Reading: Literature | eTAP Lesson |
|---|---|
| Key Ideas and Details | |
| Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RL.3.1 |
Questioning |
| 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.
CCSS.ELA-Literacy.RL.3.2 |
Types of Literature |
| Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
CCSS.ELA-Literacy.RL.3.3 |
Sequencing |
| Craft and Structure | |
| Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
CCSS.ELA-Literacy.RL.3.4 |
|
| 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.
CCSS.ELA-Literacy.RL.3.5 |
Structural Features of Text |
| Distinguish their own point of view from that of the narrator or those of the characters.
CCSS.ELA-Literacy.RL.3.6 |
|
| Integration of Knowledge and Ideas | |
| 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)
CCSS.ELA-Literacy.RL.3.7 |
Character Traits |
| 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)
CCSS.ELA-Literacy.RL.3.9 |
Compare and Contrast |
| Range of Reading and Level of Text Complexity | |
| 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.
CCSS.ELA-Literacy.RL.3.10 |
|
| Reading: Informational Text | eTAP Lesson |
| Key Ideas and Details | |
| Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RI.3.1 |
|
| Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-Literacy.RI.3.2 |
Main Idea and Supporting Details |
| 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.
CCSS.ELA-Literacy.RI.3.3 |
Multiple-Step Instructions |
| Craft and Structure | |
| Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
CCSS.ELA-Literacy.RI.3.4 |
|
| Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
CCSS.ELA-Literacy.RI.3.5 |
Structural Features of Text |
| Distinguish their own point of view from that of the author of a text.
CCSS.ELA-Literacy.RI.3.6 |
Plot Structure and Point of View |
| Integration of Knowledge and Ideas | |
| 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).
CCSS.ELA-Literacy.RI.3.7 |
|
| Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
CCSS.ELA-Literacy.RI.3.8 |
Cause-effect Relationships |
| Compare and contrast the most important points and key details presented in two texts on the same topic.
CCSS.ELA-Literacy.RI.3.9 |
Compare and Contrast Text Structure |
| Range of Reading and Level of Text Complexity | |
| 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.
CCSS.ELA-Literacy.RI.3.10 |
|
| Reading: Foundational Skills | eTAP Lesson |
| Phonics and Word Recognition | |
| Identify and know the meaning of the most common prefixes and derivational suffixes.
CCSS.ELA-Literacy.RF.3.3.a |
Prefixes & Suffixes Gr 4 |
| Decode words with common Latin suffixes.
CCSS.ELA-Literacy.RF.3.3.b |
Word Origins |
| Decode multisyllable words.
CCSS.ELA-Literacy.RF.3.3.c |
Syllables |
| Read grade-appropriate irregularly spelled words.
CCSS.ELA-Literacy.RF.3.3.d |
Summary & Spelling |
| Fluency | |
| Read grade-level text with purpose and understanding.
CCSS.ELA-Literacy.RF.3.4.a |
|
| Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-Literacy.RF.3.4.b |
Literary Genres |
| Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CCSS.ELA-Literacy.RF.3.4.c |
Unknown and Multiple-Meaning Words |
| Writing | eTAP Lesson |
| Text Types and Purposes | |
| Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
CCSS.ELA-Literacy.W.3.1.a |
Writing Opinion Pieces |
| Provide reasons that support the opinion.
CCSS.ELA-Literacy.W.3.1.b |
|
| Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
CCSS.ELA-Literacy.W.3.1.c |
Compound Sentences |
| Provide a concluding statement or section.
CCSS.ELA-Literacy.W.3.1.d |
Informative/Explanatory Texts |
| Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
CCSS.ELA-Literacy.W.3.2.a |
|
| Develop the topic with facts, definitions, and details.
CCSS.ELA-Literacy.W.3.2.b |
Organization and Focus |
| Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
CCSS.ELA-Literacy.W.3.2.c |
|
| Provide a concluding statement or section.
CCSS.ELA-Literacy.W.3.2.d |
Expository Compositions |
| Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-Literacy.W.3.3.a |
Brief Narratives |
| Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
CCSS.ELA-Literacy.W.3.3.b |
|
| Use temporal words and phrases to signal event order.
CCSS.ELA-Literacy.W.3.3.c |
Sequencing |
| Provide a sense of closure.
CCSS.ELA-Literacy.W.3.3.d |
|
| Production and Distribution of Writing | |
| With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
CCSS.ELA-Literacy.W.3.4 |
|
| With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CCSS.ELA-Literacy.W.3.5 |
Edit and Revise |
| 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.
CCSS.ELA-Literacy.W.3.6 |
Word-Processing |
| Research to Build and Present Knowledge | |
| Conduct short research projects that build knowledge about a topic.
CCSS.ELA-Literacy.W.3.7 |
Investigate and Research Topics |
| Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
CCSS.ELA-Literacy.W.3.8 |
Retelling/Recall Facts |
| Range of Writing | |
| 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.
CCSS.ELA-Literacy.W.3.10 |
|
| Speaking and Listening | eTAP Lesson |
| Comprehension and Collaboration | |
| 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.
CCSS.ELA-Literacy.SL.3.1.a |
Oral Presentations |
| 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).
CCSS.ELA-Literacy.SL.3.1.b |
|
| Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
CCSS.ELA-Literacy.SL.3.1.c |
Audience Analysis |
| Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-Literacy.SL.3.1.d |
|
| 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.
CCSS.ELA-Literacy.SL.3.2 |
Media Organization and Focus |
| Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
CCSS.ELA-Literacy.SL.3.3 |
Questioning |
| Presentation of Knowledge and Ideas | |
| 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.
CCSS.ELA-Literacy.SL.3.4 |
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.
CCSS.ELA-Literacy.SL.3.5 |
Poetry |
| Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
CCSS.ELA-Literacy.SL.3.6 |
|
| Language | eTAP Lesson |
| Conventions of Standard English | |
| Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
CCSS.ELA-Literacy.L.3.1.a |
Pronouns, Verbs, and Adjectives |
| Form and use regular and irregular plural nouns.
CCSS.ELA-Literacy.L.3.1.b |
Plurals |
| Use abstract nouns (e.g., childhood).
CCSS.ELA-Literacy.L.3.1.c |
Nouns |
| Form and use regular and irregular verbs.
CCSS.ELA-Literacy.L.3.1.d |
Verbs |
| Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
CCSS.ELA-Literacy.L.3.1.e |
|
| Ensure subject-verb and pronoun-antecedent agreement.
CCSS.ELA-Literacy.L.3.1.f |
Pronouns |
| Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
CCSS.ELA-Literacy.L.3.1.g |
|
| Use coordinating and subordinating conjunctions.
CCSS.ELA-Literacy.L.3.1.h |
Grammar Conventions |
| Produce simple, compound, and complex sentences.
CCSS.ELA-Literacy.L.3.1.i |
Compound Sentences |
| Capitalize appropriate words in titles.
CCSS.ELA-Literacy.L.3.2.a |
Capitalization & Spelling |
| Use commas in addresses.
CCSS.ELA-Literacy.L.3.2.b |
Commas |
| Use commas and quotation marks in dialogue.
CCSS.ELA-Literacy.L.3.2.c |
Underlining, Quotation Marks and Italics |
| Form and use possessives.
CCSS.ELA-Literacy.L.3.2.d |
Apostrophes |
| Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
CCSS.ELA-Literacy.L.3.2.e |
|
| Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
CCSS.ELA-Literacy.L.3.2.f |
Vowel Patterns Word Families |
| Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
CCSS.ELA-Literacy.L.3.2.g |
Dictionary |
| Knowledge of Language | |
| Choose words and phrases for effect.
CCSS.ELA-Literacy.L.3.3.a |
Figurative, Connotative, and Technical Meanings |
| Recognize and observe differences between the conventions of spoken and written standard English.
CCSS.ELA-Literacy.L.3.3.b |
|
| Vocabulary Acquisition and Use | |
| Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.3.4.a |
Context Clues |
| 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).
CCSS.ELA-Literacy.L.3.4.b |
Prefixes & Suffixes |
| Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
CCSS.ELA-Literacy.L.3.4.c |
Determine Meanings of Words |
| Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
CCSS.ELA-Literacy.L.3.4.d |
Reference Materials |
| Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
CCSS.ELA-Literacy.L.3.5.a |
Figurative Language |
| Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
CCSS.ELA-Literacy.L.3.5.b |
|
| Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
CCSS.ELA-Literacy.L.3.5.c |
Words in Context |
| 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).
CCSS.ELA-Literacy.L.3.6 |
|
