Illinois Priority Learning Standards: Grade 3
Skills available for Illinois third-grade language arts standards
Section
Print skill plan
RI.3
Reading: Informational Text
Key Ideas and Details
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Author's purpose
Text relationships
Compare texts
Informational texts: level 1
Informational texts: level 2
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Author's purpose
Text relationships
Compare texts
Informational texts: level 1
Informational texts: level 2
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3 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.3.3 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.
Craft and Structure
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Integration of Knowledge and Ideas
RI.3.7 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.3.7 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 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
Sequence
Compare and contrast
Cause and effect
Problem and solution
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
Sequence
Compare and contrast
Cause and effect
Problem and solution
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
RL.3
Reading: Literature
Key Ideas and Details
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Inference
Story elements
Literary texts: level 1
Literary texts: level 2
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Inference
Story elements
Literary texts: level 1
Literary texts: level 2
RL.3.2 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.3.2 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 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Craft and Structure
RL.3.5 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.3.5 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.
Integration of Knowledge and Ideas
RL.3.7 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.3.7 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.3.9 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).
RL.3.9 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).
V.3
Vocabulary Interpretation and Use
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Vocabulary in context
Multiple-meaning words
Figurative language
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Vocabulary in context
Multiple-meaning words
Figurative language
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Academic vocabulary
Vocabulary in context
Informational texts: level 1
Informational texts: level 2
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Academic vocabulary
Vocabulary in context
Informational texts: level 1
Informational texts: level 2
L.3.4 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.3.4 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.3.4.a: Use sentence-level context as a clue to the meaning of a word or phrase.
Vocabulary in context
Multiple-meaning words
Figurative language
L.3.4.a: Use sentence-level context as a clue to the meaning of a word or phrase.
Vocabulary in context
Multiple-meaning words
Figurative language
L.3.4.b: 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).
Prefixes
Suffixes
Prefixes and suffixes
L.3.4.b: 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).
Prefixes
Suffixes
Prefixes and suffixes
L.3.4.c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
L.3.4.c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
L.3.4.d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
Reference skills
Dictionary skills
L.3.4.d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
Reference skills
Dictionary skills
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.3.5.a: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.3.5.a: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.3.5.b: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
Character descriptions
Verbs
Adjectives
L.3.5.b: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
Character descriptions
Verbs
Adjectives
L.3.5.c: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
L.3.5.c: 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 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).
Vocabulary in context
Academic vocabulary
Descriptive details
Shades of meaning
Time-order words
Conjunctions
Prepositions
L.3.6 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).
Vocabulary in context
Academic vocabulary
Descriptive details
Shades of meaning
Time-order words
Conjunctions
Prepositions
W.3
Written Expression and Conventions and Knowledge of Language
Text Types and Purposes
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1.a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1.a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1.b: Provide reasons that support the opinion.
W.3.1.b: Provide reasons that support the opinion.
W.3.1.c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
W.3.1.c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
W.3.1.d: Provide a concluding statement or section.
W.3.1.d: Provide a concluding statement or section.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2.a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2.a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2.b: Develop the topic with facts, definitions, and details.
W.3.2.b: Develop the topic with facts, definitions, and details.
W.3.2.c: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Conjunctions
Transitions
W.3.2.c: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Conjunctions
Transitions
W.3.2.d: Provide a concluding statement or section.
W.3.2.d: Provide a concluding statement or section.
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.3.a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3.a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3.b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
W.3.3.b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
W.3.3.c: Use temporal words and phrases to signal event order.
W.3.3.c: Use temporal words and phrases to signal event order.
W.3.3.d: Provide a sense of closure.
W.3.3.d: Provide a sense of closure.
Production and Distribution of Writing
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
Author's purpose
Organization
Introductions
Development and support
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
Author's purpose
Organization
Introductions
Development and support
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Organization
Editing
Complete sentences
Sentence variety
Commas
Capitalization
Formatting
Revision
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Organization
Editing
Complete sentences
Sentence variety
Commas
Capitalization
Formatting
Revision
W.3.6 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.3.6 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.
Research to Build and Present Knowledge
W.3.7 Conduct short research projects that build knowledge about a topic.
W.3.7 Conduct short research projects that build knowledge about a topic.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Range of Writing
W.3.10 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.3.10 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.