Common Core Ela Grade 3

Browse through the list of common core standards for Grade-3 Ela. Click on the common core topic title to view all available worksheets.

• [l.3.1]  Language: Conventions of Standard English

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

• [l.3.1a]  Language: Conventions of Standard English

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

• [l.3.1b]  Language: Conventions of Standard English

  Form and use regular and irregular plural nouns.

• [l.3.1c]  Language: Conventions of Standard English

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

• [l.3.1d]  Language: Conventions of Standard English

  Form and use regular and irregular verbs.

• [l.3.1e]  Language: Conventions of Standard English

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

• [l.3.1f]  Language: Conventions of Standard English

  Ensure subject-verb and pronoun-antecedent agreement.*

• [l.3.1g]  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.

• [l.3.1h]  Language: Conventions of Standard English

  Use coordinating and subordinating conjunctions.

• [l.3.1i]  Language: Conventions of Standard English

  Produce simple, compound, and complex sentences.

• [l.3.2]  Language: Conventions of Standard English

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

• [l.3.2a]  Language: Conventions of Standard English

  Capitalize appropriate words in titles.

• [l.3.2b]  Language: Conventions of Standard English

  Use commas in addresses.

• [l.3.2c]  Language: Conventions of Standard English

  Use commas and quotation marks in dialogue.

• [l.3.2d]  Language: Conventions of Standard English

  Form and use possessives.

• [l.3.2e]  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).

• [l.3.2f]  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.

• [l.3.2g]  Language: Conventions of Standard English

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

• [l.3.3]  Language: Knowledge of Language

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

• [l.3.3a]  Language: Knowledge of Language

  Choose words and phrases for effect.*

• [l.3.3b]  Language: Knowledge of Language

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

• [l.3.4]  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.

• [l.3.4a]  Language: Vocabulary Acquisition and Use

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

• [l.3.4b]  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).

• [l.3.4c]  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).

• [l.3.4d]  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.

• [l.3.5]  Language: Vocabulary Acquisition and Use

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

• [l.3.5a]  Language: Vocabulary Acquisition and Use

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

• [l.3.5b]  Language: Vocabulary Acquisition and Use

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

• [l.3.5c]  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).

• [l.3.6]  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).

• [rf.3.3]  Reading Foundational Skills: Phonics and Word recognition

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

• [rf.3.3a]  Reading Foundational Skills: Phonics and Word recognition

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

• [rf.3.3b]  Reading Foundational Skills: Phonics and Word recognition

  Decode words with common Latin suffixes.

• [rf.3.3c]  Reading Foundational Skills: Phonics and Word recognition

  Decode multisyllable words.

• [rf.3.3d]  Reading Foundational Skills: Phonics and Word recognition

  Read grade-appropriate irregularly spelled words.

• [rf.3.4]  Reading Foundational Skills: Fluency

  Read with sufficient accuracy and fluency to support comprehension.

• [rf.3.4a]  Reading Foundational Skills: Fluency

  Read on-level text with purpose and understanding.

• [rf.3.4b]  Reading Foundational Skills: Fluency

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

• [rf.3.4c]  Reading Foundational Skills: Fluency

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

• [ri.3.1]  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.

• [ri.3.10]  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.

• [ri.3.2]  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.

• [ri.3.3]  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.

• [ri.3.4]  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.

• [ri.3.5]  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.

• [ri.3.6]  Reading Informational: Craft and Structure

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

• [ri.3.7]  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).

• [ri.3.8]  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).

• [ri.3.9]  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.

• [rl.3.1]  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.

• [rl.3.10]  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.

• [rl.3.2]  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.

• [rl.3.3]  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.

• [rl.3.4]  Reading Literature: Craft and Structure

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

• [rl.3.5]  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.

• [rl.3.6]  Reading Literature: Craft and Structure

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

• [rl.3.7]  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).

• [rl.3.8]  Reading Literature: Integration of Knowledge and Ideas

  (Not applicable to literature)

• [rl.3.9]  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).

• [sl.3.1]  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.

• [sl.3.1a]  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.

• [sl.3.1b]  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).

• [sl.3.1c]  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.

• [sl.3.1d]  Speaking and Listening: Comprehension and Collaboration

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

• [sl.3.2]  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.

• [sl.3.3]  Speaking and Listening: Comprehension and Collaboration

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

• [sl.3.4]  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.

• [sl.3.5]  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.

• [sl.3.6]  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.

• [w.3.1]  Writing: Text Types and Purposes

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

• [w.3.10]  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.

• [w.3.1a]  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.

• [w.3.1b]  Writing: Text Types and Purposes

  Provide reasons that support the opinion.

• [w.3.1c]  Writing: Text Types and Purposes

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

• [w.3.1d]  Writing: Text Types and Purposes

  Provide a concluding statement or section.

• [w.3.2]  Writing: Text Types and Purposes

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

• [w.3.2a]  Writing: Text Types and Purposes

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

• [w.3.2b]  Writing: Text Types and Purposes

  Develop the topic with facts, definitions, and details.

• [w.3.2c]  Writing: Text Types and Purposes

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

• [w.3.2d]  Writing: Text Types and Purposes

  Provide a concluding statement or section.

• [w.3.3]  Writing: Text Types and Purposes

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

• [w.3.3a]  Writing: Text Types and Purposes

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

• [w.3.3b]  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.

• [w.3.3c]  Writing: Text Types and Purposes

  Use temporal words and phrases to signal event order.

• [w.3.3d]  Writing: Text Types and Purposes

  Provide a sense of closure.

• [w.3.4]  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.)

• [w.3.5]  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.

• [w.3.6]  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.

• [w.3.7]  Writing: Research to Build and Present Knowledge

  Conduct short research projects that build knowledge about a topic.

• [w.3.8]  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.