refer to details in a text when explaining what the text says explicitly and when drawing inferences from the text
recount stories by explaining key details in sequential order; determine central messages, lessons, or themes and explain how they are conveyed through key details
describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
determine the meaning of words and phrases as they are used in a text, distinguishing literal from figurative language
refer to detailed parts of a story, drama, or poem using terms such as chapter, scene, and stanza and describe how each successive part builds on earlier sections
compare and contrast the reader's, narrator's, and/or characters' points of view explaining what makes the points of view different or similar
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)
compare and contrast central messages, themes, settings, and plots written by the same author about the same or similar characters (e.g., in books from a series), using key details to explain ideas
read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 2-3 text complexity band independently and proficiently by the end of grade 3
B - Reading Informational Text
refer to details in a text when explaining what the text says explicitly and when drawing inferences from the text
identify the main idea/central message of a text and explain how key ideas support the main idea/central message, referring to the text; provide a brief summary of the text
describe and analyze relationships between a series of historical events, scientific ideas, or steps in technical procedures in a text, using specific language that pertains to time, sequence, and cause/effect
determine the meaning of general academic and domain-specific words and phrases as used in texts relevant to a grade 3 topic/subject area
use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate and analyze information relevant to a given topic efficiently
distinguish reader's points of view from points of view of authors and explain what makes these points of view different or similar
use information presented visually, orally, or quantitatively (e.g., infographics, charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) to expand the overall understanding of the text
describe how an author uses reasons and evidence to support particular points in a text providing evidence from the text; describe how an author connects reasons and evidence between particular sentences and paragraphs in texts (e.g., comparison, cause/effect, first/second/third) providing evidence from the text
compare and contrast the most important points and key details presented in two texts on the same topic and provide evidence from texts to support the comparisons
read and comprehend informational texts at the high end of the grades 2-3 text complexity band independently and proficiently by the end of grade 3
C - Reading Foundation
know and apply grade-level phonics and word analysis skills in decoding words
read with sufficient accuracy and fluency to support comprehension
D - Writing
write opinion pieces on topics or texts, supporting a point of view with reasons
write informative/explanatory texts to examine a topic and convey ideas and information clearly
write narratives to develop real or imagined experiences or events, using effective technique, descriptive details, and clear event sequences
organize writing appropriate to the type of writing
develop and strengthen writing as needed by planning, drafting, revising, and editing, with guidance and support from peers and adults
use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others, with guidance and support from adults
conduct short research projects that build knowledge about a topic
recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories
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
expand and elaborate writing appropriate to the type of writing
produce writing that reflects the author's voice and perspective
E - Speaking and Listening
engage effectively in a range of collaborative discussions (e.g., 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
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
ask and answer questions about information from a speaker, offering appropriate elaboration and detail
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
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
speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
F - Language
demonstrate command of the conventions of standard English grammar and usage when writing or speaking
demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
use knowledge of language and its conventions when writing, speaking, reading, or listening
determine 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
demonstrate understanding of figurative language, word relationships and nuances in word meanings, with guidance and support from adults
acquire and use accurately grade-appropriate conversational, general academic, and domain-specific vocabulary, including words and phrases that signal spatial and temporal relationships (e.g., after dinner that night we went looking for them)
