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COMMON CORE : ELA : GRADE-3

Below is the list of common core standards for this grade.

Click on the common core standard or 'view worksheets' link to view all available worksheets in for the topic.

Language: Conventions of Standard English

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

Language: Conventions of Standard English

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Language: Conventions of Standard English

Form and use regular and irregular plural nouns.

Language: Conventions of Standard English

Use abstract nouns (e.g., childhood).

Language: Conventions of Standard English

Form and use regular and irregular verbs.

Language: Conventions of Standard English

Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

Language: Conventions of Standard English

Ensure subject-verb and pronoun-antecedent agreement.*

Language: Conventions of Standard English

Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

Language: Conventions of Standard English

Use coordinating and subordinating conjunctions.

Language: Conventions of Standard English

Produce simple, compound, and complex sentences.

Language: Conventions of Standard English

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

Language: Conventions of Standard English

Capitalize appropriate words in titles.

Language: Conventions of Standard English

Use commas in addresses.

Language: Conventions of Standard English

Use commas and quotation marks in dialogue.

Language: Conventions of Standard English

Form and use possessives.

Language: Conventions of Standard English

Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

Language: Conventions of Standard English

Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Language: Conventions of Standard English

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Language: Knowledge of Language

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Language: Knowledge of Language

Choose words and phrases for effect.*

Language: Knowledge of Language

Recognize and observe differences between the conventions of spoken and written standard English.

Language: Vocabulary Acquisition and Use

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.

Language: Vocabulary Acquisition and Use

Use sentence-level context as a clue to the meaning of a word or phrase.

Language: Vocabulary Acquisition and Use

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).

Language: Vocabulary Acquisition and Use

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Language: Vocabulary Acquisition and Use

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

Language: Vocabulary Acquisition and Use

Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

Language: Vocabulary Acquisition and Use

Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

Language: Vocabulary Acquisition and Use

Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

Language: Vocabulary Acquisition and Use

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Language: Vocabulary Acquisition and Use

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).

Reading Foundational Skills: Phonics and Word recognition

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

Reading Foundational Skills: Phonics and Word recognition

Identify and know the meaning of the most common prefixes and derivational suffixes.

Reading Foundational Skills: Phonics and Word recognition

Decode words with common Latin suffixes.

Reading Foundational Skills: Phonics and Word recognition

Decode multisyllable words.

Reading Foundational Skills: Phonics and Word recognition

Read grade-appropriate irregularly spelled words.

Reading Foundational Skills: Fluency

Read with sufficient accuracy and fluency to support comprehension.

Reading Foundational Skills: Fluency

Read on-level text with purpose and understanding.

Reading Foundational Skills: Fluency

Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

Reading Foundational Skills: Fluency

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Reading Informational: 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.

Reading Informational: 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.

Reading Informational: Key Ideas and Details

Determine the main idea of a text; recount the key details and explain how they support the main idea.

Reading Informational: Key Ideas and 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.

Reading Informational: 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.

Reading Informational: Craft and Structure

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Reading Informational: Craft and Structure

Distinguish their own point of view from that of the author of a text.

Reading Informational: 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).

Reading Informational: Integration of Knowledge and Ideas

Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Reading Informational: Integration of Knowledge and Ideas

Compare and contrast the most important points and key details presented in two texts on the same topic.

Reading Literature: 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.

Reading Literature: Range of Reading and Complexity of Text

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.

Reading Literature: Key Ideas and Details

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.

Reading Literature: Key Ideas and Details

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Reading Literature: Craft and Structure

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Reading Literature: Craft and Structure

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.

Reading Literature: Craft and Structure

Distinguish their own point of view from that of the narrator or those of the characters.

Reading Literature: 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).

Reading Literature: Integration of Knowledge and Ideas

(Not applicable to literature)

Reading Literature: Integration of Knowledge and Ideas

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).

Speaking and Listening: Comprehension and Collaboration

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.

Speaking and Listening: 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.

Speaking and Listening: Comprehension and Collaboration

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).

Speaking and Listening: Comprehension and Collaboration

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Speaking and Listening: Comprehension and Collaboration

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

Speaking and Listening: Comprehension and Collaboration

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.

Speaking and Listening: Comprehension and Collaboration

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Speaking and Listening: 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.

Speaking and Listening: Presentation of Knowledge and Ideas

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.

Speaking and Listening: Presentation of Knowledge and Ideas

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

Writing: Text Types and Purposes

Write opinion pieces on topics or texts, supporting a point of view with reasons.

Writing: 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.

Writing: Text Types and Purposes

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

Writing: Text Types and Purposes

Provide reasons that support the opinion.

Writing: Text Types and Purposes

Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

Writing: Text Types and Purposes

Provide a concluding statement or section.

Writing: Text Types and Purposes

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Writing: Text Types and Purposes

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Writing: Text Types and Purposes

Develop the topic with facts, definitions, and details.

Writing: Text Types and Purposes

Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Writing: Text Types and Purposes

Provide a concluding statement or section.

Writing: Text Types and Purposes

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Writing: Text Types and Purposes

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Writing: Text Types and Purposes

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Writing: Text Types and Purposes

Use temporal words and phrases to signal event order.

Writing: Text Types and Purposes

Provide a sense of closure.

Writing: 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. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Writing: Production and Distribution of Writing

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Writing: Production and Distribution of Writing

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.

Writing: Research to Build and Present Knowledge

Conduct short research projects that build knowledge about a topic.

Writing: Research to Build and Present Knowledge

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.