Indiana Academic Standards (adopted in 2020): Grade 3
Skills available for Indiana third-grade language arts standards
Strand
Print skill plan
RV
Reading: Vocabulary
Learning Outcome
3.RV.1 Build and use accurately conversational, general academic, and content-specific words and phrases.
Vocabulary in context
Shades of meaning
Academic and domain-specific vocabulary
Prepositions
3.RV.1 Build and use accurately conversational, general academic, and content-specific words and phrases.
Vocabulary in context
Shades of meaning
Academic and domain-specific vocabulary
Prepositions
Vocabulary Building
3.RV.2.1 Apply context clues (e.g., word, phrase, and sentence clues) and text features (e.g., maps, illustrations, charts) to determine the meanings of unknown words.
Prefixes and suffixes
Greek and Latin roots
Synonyms and antonyms
Homophones
Multiple-meaning words
Context clues
Text features
3.RV.2.1 Apply context clues (e.g., word, phrase, and sentence clues) and text features (e.g., maps, illustrations, charts) to determine the meanings of unknown words.
Prefixes and suffixes
Greek and Latin roots
Synonyms and antonyms
Homophones
Multiple-meaning words
Context clues
Text features
3.RV.2.2 Identify relationships among words, including synonyms, antonyms, homographs, homonyms, and multiple-meaning words (e.g., puzzle, fire).
Synonyms
Antonyms
Homophones
Multiple-meaning words
3.RV.2.2 Identify relationships among words, including synonyms, antonyms, homographs, homonyms, and multiple-meaning words (e.g., puzzle, fire).
Synonyms
Antonyms
Homophones
Multiple-meaning words
3.RV.2.4 Use a known word as a clue to the meaning of an unknown word with the same root, and identify when an affix is added to a known root word.
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Word patterns
3.RV.2.4 Use a known word as a clue to the meaning of an unknown word with the same root, and identify when an affix is added to a known root word.
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Word patterns
3.RV.2.5 Consult reference materials, both print and digital (e.g., dictionary), to determine or clarify the meanings of words and phrases.
Alphabetical order
Reference skills
3.RV.2.5 Consult reference materials, both print and digital (e.g., dictionary), to determine or clarify the meanings of words and phrases.
Alphabetical order
Reference skills
Vocabulary in Literature and Nonfiction Texts
3.RV.3.1 Determine how the author uses words and phrases to provide meaning to works of literature, distinguishing literal from nonliteral language, including figurative language (e.g., similes).
3.RV.3.1 Determine how the author uses words and phrases to provide meaning to works of literature, distinguishing literal from nonliteral language, including figurative language (e.g., similes).
3.RV.3.2 Determine the meanings of general academic and content-specific words and phrases in a nonfiction text relevant to a third grade topic or subject area.
3.RV.3.2 Determine the meanings of general academic and content-specific words and phrases in a nonfiction text relevant to a third grade topic or subject area.
3.RV.3.3 Recognize and understand the meanings of idioms in context.
3.RV.3.3 Recognize and understand the meanings of idioms in context.
RF
Reading: Foundations
Learning Outcome
3.RF.1 Apply foundational reading skills to build reading fluency and comprehension.
3.RF.1 Apply foundational reading skills to build reading fluency and comprehension.
Phonics
3.RF.4.2 Understand the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to aid in decoding unknown words.
Open and closed syllables
Silent e
Vowel teams
R-controlled vowels
Multisyllabic words
Consonant l-e
Soft g and c
3.RF.4.2 Understand the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to aid in decoding unknown words.
Open and closed syllables
Silent e
Vowel teams
R-controlled vowels
Multisyllabic words
Consonant l-e
Soft g and c
3.RF.4.4 Read grade-appropriate words that have blends (e.g., walk, play) and common spelling patterns (e.g., qu-; doubling the consonant and adding –ing, such as cut/cutting; changing the ending of a word from –y to –ies to make a plural).
Word patterns
Consonant blends
Word endings
Variant vowels
Silent e
3.RF.4.4 Read grade-appropriate words that have blends (e.g., walk, play) and common spelling patterns (e.g., qu-; doubling the consonant and adding –ing, such as cut/cutting; changing the ending of a word from –y to –ies to make a plural).
Word patterns
Consonant blends
Word endings
Variant vowels
Silent e
3.RF.4.5 Know and use more difficult word families when reading unfamiliar words (e.g., -ight).
Irregular words
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
3.RF.4.5 Know and use more difficult word families when reading unfamiliar words (e.g., -ight).
Irregular words
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
3.RF.4.6 Read multi-syllabic words composed of roots and related prefixes and suffixes; read irregular contractions (e.g., will not = won't) and possessives (e.g., children's, Dennis's).
Plurals and possessives
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Contractions
3.RF.4.6 Read multi-syllabic words composed of roots and related prefixes and suffixes; read irregular contractions (e.g., will not = won't) and possessives (e.g., children's, Dennis's).
Plurals and possessives
Prefixes
Suffixes
Prefixes and suffixes
Greek and Latin roots
Contractions
Fluency
3.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.
3.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.
RL
Reading: Literature
Learning Outcome
3.RL.1 Read and comprehend a variety of literature within a range of complexity appropriate for grades 2-3. By the end of grade 3, students interact with texts proficiently and independently.
Literary texts: level 1
Literary texts: level 2
3.RL.1 Read and comprehend a variety of literature within a range of complexity appropriate for grades 2-3. By the end of grade 3, students interact with texts proficiently and independently.
Literary texts: level 1
Literary texts: level 2
Key Ideas and Textual Support
3.RL.2.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Inference
Story elements
Decodable texts
Literary texts: level 1
Literary texts: level 2
3.RL.2.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Inference
Story elements
Decodable texts
Literary texts: level 1
Literary texts: level 2
3.RL.2.2 Recount folktales, fables, and tall tales from diverse cultures; identify the themes in these works.
3.RL.2.2 Recount folktales, fables, and tall tales from diverse cultures; identify the themes in these works.
3.RL.2.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.
3.RL.2.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.
Structural Elements and Organization
3.RL.3.1 Use terms such as chapter, scene, and stanza to refer to the parts of stories, plays, and poems; describe how each successive part builds on earlier sections.
3.RL.3.1 Use terms such as chapter, scene, and stanza to refer to the parts of stories, plays, and poems; describe how each successive part builds on earlier sections.
3.RL.3.2 Distinguish personal point of view from that of the narrator or those of the characters.
3.RL.3.2 Distinguish personal point of view from that of the narrator or those of the characters.
Synthesis and Connection of Ideas
3.RL.4.1 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).
3.RL.4.1 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).
3.RL.4.2 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).
3.RL.4.2 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).
RN
Reading: Nonfiction
Learning Outcome
3.RN.1 Read and comprehend a variety of nonfiction within a range of complexity appropriate for grades 2-3. By the end of grade 3, students interact with texts proficiently and independently.
Informational texts: level 1
Informational texts: level 2
3.RN.1 Read and comprehend a variety of nonfiction within a range of complexity appropriate for grades 2-3. By the end of grade 3, students interact with texts proficiently and independently.
Informational texts: level 1
Informational texts: level 2
Key Ideas and Textual Support
3.RN.2.1 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
3.RN.2.1 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
3.RN.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.RN.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.RN.2.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in processes or procedures in a text, using words such as first, next, finally, because, problem, solution, same, and different.
3.RN.2.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in processes or procedures in a text, using words such as first, next, finally, because, problem, solution, same, and different.
Structural Elements and Organization
3.RN.3.1 Apply knowledge of text features to locate information and gain meaning from a text (e.g., maps, illustrations, charts, font/format).
Text features
Reference skills
3.RN.3.1 Apply knowledge of text features to locate information and gain meaning from a text (e.g., maps, illustrations, charts, font/format).
Text features
Reference skills
3.RN.3.2 Identify how a nonfiction text can be structured to indicate a problem and solution or to put events in chronological order.
3.RN.3.2 Identify how a nonfiction text can be structured to indicate a problem and solution or to put events in chronological order.
3.RN.3.3 Distinguish one's own perspective from that of the author of the text.
3.RN.3.3 Distinguish one's own perspective from that of the author of the text.
Synthesis and Connection of Ideas
3.RN.4.1 Distinguish between fact and opinion; explain how an author uses reasons and facts to support specific points in a text.
3.RN.4.1 Distinguish between fact and opinion; explain how an author uses reasons and facts to support specific points in a text.
3.RN.4.2 Compare and contrast the most important points and key details presented in two texts on the same topic.
3.RN.4.2 Compare and contrast the most important points and key details presented in two texts on the same topic.
W
Writing
Learning Outcome
3.W.1 Write routinely over a variety of time frames and for a range of discipline-specific tasks, purposes, and audiences; apply reading standards to write in response to literature and nonfiction texts.
Author's purpose
Text structure
Writer's purpose
3.W.1 Write routinely over a variety of time frames and for a range of discipline-specific tasks, purposes, and audiences; apply reading standards to write in response to literature and nonfiction texts.
Author's purpose
Text structure
Writer's purpose
Handwriting
3.W.2.1 Write legibly in print or cursive, leaving space between letters in a word, words, in a sentence, and words and the edges of the paper.
3.W.2.1 Write legibly in print or cursive, leaving space between letters in a word, words, in a sentence, and words and the edges of the paper.
Writing Genres: Argumentative, Informative, and Narrative
3.W.3.1 Write persuasive compositions in a variety of forms that
3.W.3.1 Write persuasive compositions in a variety of forms that
3.W.3.1.a: State the opinion in an introductory statement or section.
3.W.3.1.a: State the opinion in an introductory statement or section.
3.W.3.1.b: Support the opinion with reasons in an organized way.
Organize writing
Opinions, reasons, and examples
3.W.3.1.b: Support the opinion with reasons in an organized way.
Organize writing
Opinions, reasons, and examples
3.W.3.1.c: Connect opinion and reasons using words and phrases.
Conjunctions
Linking words
3.W.3.1.c: Connect opinion and reasons using words and phrases.
Conjunctions
Linking words
3.W.3.1.d: Provide a concluding statement or section.
3.W.3.1.d: Provide a concluding statement or section.
3.W.3.2 Write informative compositions on a variety of topics that
3.W.3.2 Write informative compositions on a variety of topics that
3.W.3.2.a: State the topic, develop a main idea for the introductory paragraph, and group related information together.
3.W.3.2.a: State the topic, develop a main idea for the introductory paragraph, and group related information together.
3.W.3.2.b: Develop the topic with facts and details.
3.W.3.2.b: Develop the topic with facts and details.
3.W.3.2.c: Connect ideas within categories of information using words and phrases.
Conjunctions
Linking words
3.W.3.2.c: Connect ideas within categories of information using words and phrases.
Conjunctions
Linking words
3.W.3.2.d: Use text features (e.g., pictures, graphics) when useful to aid comprehension.
3.W.3.2.d: Use text features (e.g., pictures, graphics) when useful to aid comprehension.
3.W.3.2.e: Provide a concluding statement or section.
3.W.3.2.e: Provide a concluding statement or section.
3.W.3.3 Write narrative compositions in a variety of forms that
3.W.3.3 Write narrative compositions in a variety of forms that
3.W.3.3.a: Establish an introduction (e.g., situation, narrator, characters).
3.W.3.3.a: Establish an introduction (e.g., situation, narrator, characters).
3.W.3.3.b: Include specific descriptive details and clear event sequences.
Descriptive details
Organize writing
Time-order words
3.W.3.3.b: Include specific descriptive details and clear event sequences.
Descriptive details
Organize writing
Time-order words
3.W.3.3.c: Include dialogue.
3.W.3.3.c: Include dialogue.
3.W.3.3.d: Connect ideas and events using introduction and transition words.
Organize writing
Conjunctions
Linking words
3.W.3.3.d: Connect ideas and events using introduction and transition words.
Organize writing
Conjunctions
Linking words
3.W.3.3.e: Provide an ending.
3.W.3.3.e: Provide an ending.
The Writing Process
3.W.4 Apply the writing process to
3.W.4 Apply the writing process to
3.W.4.a: Generate a draft by developing, selecting and organizing ideas relevant to topic, purpose, and genre; revise to improve writing, using appropriate reference materials (e.g., quality of ideas, organization, sentence fluency, word choice); and edit writing for format and conventions (e.g., spelling, capitalization, usage, punctuation).
Organize writing
Introductions and conclusions
Linking words
Descriptive details
Sentence variety
Revision
Prefixes and suffixes
Compound words
Categories
Synonyms and antonyms
Multiple-meaning words
Shades of meaning
Reference skills
Sentences, fragments, and run-ons
Plural and possessive nouns
Pronouns
Subject-verb agreement
Past tense
To be verbs
Verb types
Articles
Adjectives and adverbs
Contractions
Commas
Capitalization
Formatting
Abbreviations
Spelling
3.W.4.a: Generate a draft by developing, selecting and organizing ideas relevant to topic, purpose, and genre; revise to improve writing, using appropriate reference materials (e.g., quality of ideas, organization, sentence fluency, word choice); and edit writing for format and conventions (e.g., spelling, capitalization, usage, punctuation).
Organize writing
Introductions and conclusions
Linking words
Descriptive details
Sentence variety
Revision
Prefixes and suffixes
Compound words
Categories
Synonyms and antonyms
Multiple-meaning words
Shades of meaning
Reference skills
Sentences, fragments, and run-ons
Plural and possessive nouns
Pronouns
Subject-verb agreement
Past tense
To be verbs
Verb types
Articles
Adjectives and adverbs
Contractions
Commas
Capitalization
Formatting
Abbreviations
Spelling
3.W.4.b: Use technology to interact and collaborate with others to publish legible documents.
3.W.4.b: Use technology to interact and collaborate with others to publish legible documents.
The Research Process: Finding, Assessing, Synthesizing, and Reporting Information
3.W.5 Conduct short research on a topic.
3.W.5 Conduct short research on a topic.
3.W.5.a: Identify a specific topic or question of interest (e.g., where did Benjamin Harrison grow up?).
3.W.5.a: Identify a specific topic or question of interest (e.g., where did Benjamin Harrison grow up?).
3.W.5.b: Locate information in reference texts, electronic resources, or through interviews.
3.W.5.b: Locate information in reference texts, electronic resources, or through interviews.
3.W.5.c: Recognize that some sources may be more reliable than others.
3.W.5.c: Recognize that some sources may be more reliable than others.
3.W.5.d: Record relevant information in their own words.
3.W.5.d: Record relevant information in their own words.
3.W.5.e: Present the information, choosing from a variety of formats.
3.W.5.e: Present the information, choosing from a variety of formats.
Conventions of Standard English: Grammar and Usage / Capitalization, Punctuation, and Spelling
3.W.6.1 Demonstrate command of English grammar and usage, focusing on:
3.W.6.1 Demonstrate command of English grammar and usage, focusing on:
3.W.6.1a: Nouns/Pronouns — Writing sentences using abstract nouns (e.g., hope, thought).
Nouns
Plural nouns
Possessive nouns
Personal pronouns
Possessive pronouns
Reflexive pronouns
3.W.6.1a: Nouns/Pronouns — Writing sentences using abstract nouns (e.g., hope, thought).
Nouns
Plural nouns
Possessive nouns
Personal pronouns
Possessive pronouns
Reflexive pronouns
3.W.6.1b: Verbs — Writing sentences that use regular and irregular verbs and simple verb tenses to convey various times, sequences, states, and conditions.
Verb types
Subject-verb agreement
Regular past tense
Irregular past tense
To be verbs
Past, present, and future tense
3.W.6.1b: Verbs — Writing sentences that use regular and irregular verbs and simple verb tenses to convey various times, sequences, states, and conditions.
Verb types
Subject-verb agreement
Regular past tense
Irregular past tense
To be verbs
Past, present, and future tense
3.W.6.1c: Adjectives/Adverbs — Writing sentences that include comparative and superlative adjectives and adverbs, choosing between them depending on what is to be modified, and explaining their functions in the sentence.
Adjectives
Adverbs
Adjectives and adverbs
3.W.6.1c: Adjectives/Adverbs — Writing sentences that include comparative and superlative adjectives and adverbs, choosing between them depending on what is to be modified, and explaining their functions in the sentence.
Adjectives
Adverbs
Adjectives and adverbs
3.W.6.1e: Usage — Writing correctly complete simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using coordinating and subordinating conjunctions (e.g., and, for, but, or).
Sentence variety
Sentences, fragments, and run-ons
Subjects and predicates
Conjunctions
3.W.6.1e: Usage — Writing correctly complete simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using coordinating and subordinating conjunctions (e.g., and, for, but, or).
Sentence variety
Sentences, fragments, and run-ons
Subjects and predicates
Conjunctions
3.W.6.2 Demonstrate command of capitalization, punctuation, and spelling, focusing on:
3.W.6.2 Demonstrate command of capitalization, punctuation, and spelling, focusing on:
3.W.6.2a: Capitalization — Capitalizing appropriate words in titles, historical periods, company names, product names, and special events.
Capitalization
Formatting
3.W.6.2a: Capitalization — Capitalizing appropriate words in titles, historical periods, company names, product names, and special events.
Capitalization
Formatting
3.W.6.2b: Punctuation
3.W.6.2b: Punctuation
3.W.6.2b.1: Correctly using apostrophes to form contractions and singular and plural possessives.
Nouns
Contractions
3.W.6.2b.1: Correctly using apostrophes to form contractions and singular and plural possessives.
Nouns
Contractions
3.W.6.2b.2: Using quotation marks to mark direct speech.
3.W.6.2b.2: Using quotation marks to mark direct speech.
3.W.6.2b.3: Using commas in locations and addresses; to mark direct speech; and for coordinating adjectives (e.g., a small, red bicycle).
3.W.6.2b.3: Using commas in locations and addresses; to mark direct speech; and for coordinating adjectives (e.g., a small, red bicycle).
3.W.6.2c: Spelling
3.W.6.2c: Spelling
3.W.6.2c.1: Using conventional spelling for high-frequency and other studied words and for adding affixes to base words.
Prefixes and suffixes
Nouns
Verb tense
3.W.6.2c.1: Using conventional spelling for high-frequency and other studied words and for adding affixes to base words.
Prefixes and suffixes
Nouns
Verb tense
3.W.6.2c.2: Using spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts, homophones/homographs) when writing.
Prefixes and suffixes
Rhyming words
Compound words
Homophones
Multiple-meaning words
Nouns
Verb tense
Adjectives and adverbs
Long and short vowels
Short vowels
Long vowels
Digraphs
3.W.6.2c.2: Using spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts, homophones/homographs) when writing.
Prefixes and suffixes
Rhyming words
Compound words
Homophones
Multiple-meaning words
Nouns
Verb tense
Adjectives and adverbs
Long and short vowels
Short vowels
Long vowels
Digraphs
ML
Media Literacy
Learning Outcome
3.ML.1 Recognize the role of the media in informing, persuading, entertaining, or transmitting culture.
3.ML.1 Recognize the role of the media in informing, persuading, entertaining, or transmitting culture.
Media Literacy
3.ML.2.1 Distinguish among the purposes of various media messages, including for information, entertainment, persuasion, interpretation of events, or transmission of culture.
3.ML.2.1 Distinguish among the purposes of various media messages, including for information, entertainment, persuasion, interpretation of events, or transmission of culture.