New Jersey Student Learning Standards (adopted in 2023): Grade 3
Skills available for New Jersey third-grade language arts standards
Domain
Print skill plan
L
Language
Foundational Skills: Reading Language
L.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words.
L.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words.
L.RF.3.3.A: Identify and know the meaning of the most common prefixes and derivational suffixes.
Prefixes
Suffixes
Prefixes and suffixes
L.RF.3.3.A: Identify and know the meaning of the most common prefixes and derivational suffixes.
Prefixes
Suffixes
Prefixes and suffixes
L.RF.3.3.B: Decode words with common Latin suffixes.
L.RF.3.3.B: Decode words with common Latin suffixes.
L.RF.3.3.C: Decode multisyllable words.
Multisyllabic words
Spelling
Decodable texts
Prefixes and suffixes
L.RF.3.3.C: Decode multisyllable words.
Multisyllabic words
Spelling
Decodable texts
Prefixes and suffixes
L.RF.3.3.D: Read grade-appropriate irregularly spelled words.
L.RF.3.3.D: Read grade-appropriate irregularly spelled words.
L.RF.3.3.E: Analyze the parts of high-frequency words that are regular and the parts that are irregular.
L.RF.3.3.E: Analyze the parts of high-frequency words that are regular and the parts that are irregular.
L.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
L.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
L.RF.3.4.A: Read grade-level text with purpose and understanding.
Literary texts: level 1
Decodable texts
Literary texts: level 2
Informational texts: level 1
Informational texts: level 2
L.RF.3.4.A: Read grade-level text with purpose and understanding.
Literary texts: level 1
Decodable texts
Literary texts: level 2
Informational texts: level 1
Informational texts: level 2
L.RF.3.4.B: Read grade-level text orally with accuracy, appropriate rate, and expression.
L.RF.3.4.B: Read grade-level text orally with accuracy, appropriate rate, and expression.
L.RF.3.4.C: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Vocabulary in context
Multiple-meaning words
Idioms
L.RF.3.4.C: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Vocabulary in context
Multiple-meaning words
Idioms
Foundational Skills: Writing Language
L.WF.3.2 Demonstrate command of the conventions of encoding and spelling.
L.WF.3.2 Demonstrate command of the conventions of encoding and spelling.
L.WF.3.2.A: Spell single syllable words with less common and complex graphemes (ough, augh; -old, -ind, -ost, -ild families).
L.WF.3.2.A: Spell single syllable words with less common and complex graphemes (ough, augh; -old, -ind, -ost, -ild families).
L.WF.3.2.B: Use digital or print tools such as a dictionary or thesaurus to check spellings of unknown words.
L.WF.3.2.B: Use digital or print tools such as a dictionary or thesaurus to check spellings of unknown words.
L.WF.3.2.C: Identify language of word origin, as noted in dictionaries.
L.WF.3.2.C: Identify language of word origin, as noted in dictionaries.
L.WF.3.2.D: Spell singular and plural possessives (teacher's; teachers').
L.WF.3.2.D: Spell singular and plural possessives (teacher's; teachers').
L.WF.3.2.E: Change y to i (cried) in words with suffixes, when required.
L.WF.3.2.E: Change y to i (cried) in words with suffixes, when required.
L.WF.3.2.F: Spell regular two- and three-syllable words that:
L.WF.3.2.F: Spell regular two- and three-syllable words that:
L.WF.3.2.F.i: Combine all basic syllable types: closed, VCe, open, vowel team, vowel –r, consonant-le.
L.WF.3.2.F.i: Combine all basic syllable types: closed, VCe, open, vowel team, vowel –r, consonant-le.
L.WF.3.2.F.ii: Include common, transparent, prefixes and suffixes (e.g., re-, pre-, sub-, un-, dis-, mis-; -able, -ness, -ful) and suffix -tion.
L.WF.3.2.F.ii: Include common, transparent, prefixes and suffixes (e.g., re-, pre-, sub-, un-, dis-, mis-; -able, -ness, -ful) and suffix -tion.
L.WF.3.2.G: Spell common words in English, including regular and irregular forms.
L.WF.3.2.G: Spell common words in English, including regular and irregular forms.
L.WF.3.3 Demonstrate command of the conventions of writing.
L.WF.3.3 Demonstrate command of the conventions of writing.
L.WF.3.3.A: Improve communication of meaning by replacing weak verbs with stronger ones, and common nouns with precise nouns.
Synonyms
Shades of meaning
L.WF.3.3.A: Improve communication of meaning by replacing weak verbs with stronger ones, and common nouns with precise nouns.
Synonyms
Shades of meaning
L.WF.3.3.B: Capitalize appropriate words in titles.
L.WF.3.3.B: Capitalize appropriate words in titles.
L.WF.3.3.C: Choose and maintain consistency of tense, writing nouns and verbs that agree in tense.
Subject-verb agreement
Verb tense
L.WF.3.3.C: Choose and maintain consistency of tense, writing nouns and verbs that agree in tense.
Subject-verb agreement
Verb tense
L.WF.3.3.D: Use common regular and irregular plural forms, writing nouns and verbs that agree in number.
Plural nouns
Subject-verb agreement
L.WF.3.3.D: Use common regular and irregular plural forms, writing nouns and verbs that agree in number.
Plural nouns
Subject-verb agreement
L.WF.3.3.E: Use appropriate pronouns with clear referents.
Personal pronouns
Possessive pronouns
Personal and reflexive pronouns
L.WF.3.3.E: Use appropriate pronouns with clear referents.
Personal pronouns
Possessive pronouns
Personal and reflexive pronouns
L.WF.3.3.F: Use periods, question marks, exclamation points, commas, apostrophes, and quotation marks appropriately. (e.g., commas and quotation marks in dialogue, and commas in addresses).
End marks
Commas
Dialogue
Possessives
Contractions
L.WF.3.3.F: Use periods, question marks, exclamation points, commas, apostrophes, and quotation marks appropriately. (e.g., commas and quotation marks in dialogue, and commas in addresses).
End marks
Commas
Dialogue
Possessives
Contractions
L.WF.3.3.G: Combine simple sentences into compound sentences, using conjunctions and, but, or, yet, and so.
Compound sentences
Coordinating conjunctions
L.WF.3.3.G: Combine simple sentences into compound sentences, using conjunctions and, but, or, yet, and so.
Compound sentences
Coordinating conjunctions
L.WF.3.3.H: Paraphrase a main idea or event in order to vary sentence structure and word use.
L.WF.3.3.H: Paraphrase a main idea or event in order to vary sentence structure and word use.
L.WF.3.3.I: Organize ideas into paragraphs with main ideas and supporting details.
L.WF.3.3.I: Organize ideas into paragraphs with main ideas and supporting details.
L.KL.3.1 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.KL.3.1 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.KL.3.1.A: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases.
Vocabulary in context
Academic vocabulary
Descriptive details
Shades of meaning
Time-order words
Conjunctions
Prepositions
L.KL.3.1.A: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases.
Vocabulary in context
Academic vocabulary
Descriptive details
Shades of meaning
Time-order words
Conjunctions
Prepositions
L.KL.3.1.B: Choose words and phrases for effect.
Synonyms and antonyms
Shades of meaning
Descriptive details
L.KL.3.1.B: Choose words and phrases for effect.
Synonyms and antonyms
Shades of meaning
Descriptive details
L.KL.3.1.C: Recognize and observe differences between the conventions of spoken and written English.
L.KL.3.1.C: Recognize and observe differences between the conventions of spoken and written English.
L.VL.3.2 Determine or clarify the meaning of unknown and multiple-meaning academic and domain-specific words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.VL.3.2 Determine or clarify the meaning of unknown and multiple-meaning academic and domain-specific words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.VL.3.2.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.VL.3.2.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.VL.3.2.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.VL.3.2.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.VL.3.2.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.VL.3.2.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.VL.3.2.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.VL.3.2.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.VI.3.3 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.VI.3.3 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.VI.3.3.A: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.VI.3.3.A: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.VI.3.3.B: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
Character descriptions
Verbs
Adjectives
L.VI.3.3.B: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
Character descriptions
Verbs
Adjectives
L.VI.3.3.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.VI.3.3.C: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
R
Reading
RL.CR.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a literary text, referring explicitly to textual evidence as the basis for the answers.
Inference
Story elements
Decodable texts
Literary texts: level 1
Literary texts: level 2
RL.CR.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a literary text, referring explicitly to textual evidence as the basis for the answers.
Inference
Story elements
Decodable texts
Literary texts: level 1
Literary texts: level 2
RI.CR.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of an informational text, referring explicitly to textual evidence as the basis for the answers.
Author's purpose
Text relationships
Compare texts
Informational texts: level 1
Informational texts: level 2
RI.CR.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of an informational text, referring explicitly to textual evidence as the basis for the answers.
Author's purpose
Text relationships
Compare texts
Informational texts: level 1
Informational texts: level 2
RL.CI.3.2 Recount in oral and written form key details from a text and explain how they support the theme (in literary texts, e.g., fables, folktales, and myths from diverse cultures).
RL.CI.3.2 Recount in oral and written form key details from a text and explain how they support the theme (in literary texts, e.g., fables, folktales, and myths from diverse cultures).
RI.CI.3.2 Recount in oral and written form the key details from a multi-paragraph informational text and explain how they support the main idea.
RI.CI.3.2 Recount in oral and written form the key details from a multi-paragraph informational text and explain how they support the main idea.
RL.IT.3.3 Describe the development of individual character's traits, motivations, or feelings and explain how their actions contribute to the plot within a text.
RL.IT.3.3 Describe the development of individual character's traits, motivations, or feelings and explain how their actions contribute to the plot within a text.
RI.IT.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.IT.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.
RL.TS.3.4 Utilize and reference features of a text when writing or speaking about a text, referring to parts of stories, dramas, and poems, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RL.TS.3.4 Utilize and reference features of a text when writing or speaking about a text, referring to parts of stories, dramas, and poems, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RI.TS.3.4 Utilize and reference features of a text when writing or speaking about a text, using text features (e.g., graphics, images, captions, headings) and search tools (e.g., key words, sidebars, hyperlinks) to locate and integrate information relevant to a given topic efficiently.
RI.TS.3.4 Utilize and reference features of a text when writing or speaking about a text, using text features (e.g., graphics, images, captions, headings) and search tools (e.g., key words, sidebars, hyperlinks) to locate and integrate information relevant to a given topic efficiently.
RL.PP.3.5 Distinguish their own point of view from that of the narrator or those of the characters.
RL.PP.3.5 Distinguish their own point of view from that of the narrator or those of the characters.
RI.PP.3.5 Distinguish their own point of view from that of the author of a text.
RI.PP.3.5 Distinguish their own point of view from that of the author of a text.
RL.MF.3.6 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.MF.3.6 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).
RI.MF.3.6 Use information gained from text features (e.g., illustrations, 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.MF.3.6 Use information gained from text features (e.g., illustrations, 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.AA.3.7 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text.
Sequence
Compare and contrast
Cause and effect
Problem and solution
RI.AA.3.7 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text.
Sequence
Compare and contrast
Cause and effect
Problem and solution
RL.CT.3.8 Compare and contrast the elements (theme, settings, and plots) of literary texts written by the same author about similar characters (e.g., in books from a series).
RL.CT.3.8 Compare and contrast the elements (theme, settings, and plots) of literary texts written by the same author about similar characters (e.g., in books from a series).
RI.CT.3.8 Compare and contrast the elements of informational texts regarding the most important points and key details presented in two texts on the same topic.
RI.CT.3.8 Compare and contrast the elements of informational texts regarding the most important points and key details presented in two texts on the same topic.
W
Writing
W.AW.3.1 Write opinion texts to present an idea with reasons and information.
W.AW.3.1 Write opinion texts to present an idea with reasons and information.
W.AW.3.1.A: Introduce an opinion clearly.
W.AW.3.1.A: Introduce an opinion clearly.
W.AW.3.1.B: Support the opinion with facts, definitions, reasons, text evidence, or other information and examples related to the topic.
Development and support
Text evidence
W.AW.3.1.B: Support the opinion with facts, definitions, reasons, text evidence, or other information and examples related to the topic.
Development and support
Text evidence
W.AW.3.1.C: Link ideas within sections of information using transition words and phrases (e.g., then, because, also, therefore, since, for example) to connect opinion and reasons.
W.AW.3.1.C: Link ideas within sections of information using transition words and phrases (e.g., then, because, also, therefore, since, for example) to connect opinion and reasons.
W.AW.3.1.D: Provide a conclusion related to the opinion presented.
W.AW.3.1.D: Provide a conclusion related to the opinion presented.
W.IW.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.IW.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.IW.3.2.A: Introduce a topic clearly.
W.IW.3.2.A: Introduce a topic clearly.
W.IW.3.2.B: Develop the topic with facts, definitions, and concrete details, text evidence, or other information and examples related to the topic.
W.IW.3.2.B: Develop the topic with facts, definitions, and concrete details, text evidence, or other information and examples related to the topic.
W.IW.3.2.C: Include text features (e.g.: illustrations, diagrams, captions) when useful to support comprehension.
W.IW.3.2.C: Include text features (e.g.: illustrations, diagrams, captions) when useful to support comprehension.
W.IW.3.2.D: Link ideas within sections of information using transition words and phrases (e.g., then, because, also, another, therefore).
Conjunctions
Transitions
W.IW.3.2.D: Link ideas within sections of information using transition words and phrases (e.g., then, because, also, another, therefore).
Conjunctions
Transitions
W.IW.3.2.E: Provide a conclusion related to the information or explanation presented.
W.IW.3.2.E: Provide a conclusion related to the information or explanation presented.
W.NW.3.3 Write narratives to develop real or imagined experiences or events with basic story elements.
W.NW.3.3 Write narratives to develop real or imagined experiences or events with basic story elements.
W.NW.3.3.A: Orient the reader by establishing a situation and introduce a narrator and/or characters; clearly organize an event sequence.
W.NW.3.3.A: Orient the reader by establishing a situation and introduce a narrator and/or characters; clearly organize an event sequence.
W.NW.3.3.B: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
W.NW.3.3.B: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
W.NW.3.3.C: Use transitional words and phrases to manage the sequence of events.
W.NW.3.3.C: Use transitional words and phrases to manage the sequence of events.
W.NW.3.3.D: Use concrete words and phrases and sensory details to convey experiences and events.
W.NW.3.3.D: Use concrete words and phrases and sensory details to convey experiences and events.
W.NW.3.3.E: Provide a conclusion or sense of closure that follows the narrated experiences or events.
W.NW.3.3.E: Provide a conclusion or sense of closure that follows the narrated experiences or events.
W.WP.3.4 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.WP.3.4 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.WP.3.4.A: Identify audience, purpose, and intended length of composition before writing.
W.WP.3.4.A: Identify audience, purpose, and intended length of composition before writing.
W.WP.3.4.B: Consider writing as a process, including self-evaluation, revision and editing.
Organization
Editing
Revision
Combine sentences
Capitalization and punctuation
W.WP.3.4.B: Consider writing as a process, including self-evaluation, revision and editing.
Organization
Editing
Revision
Combine sentences
Capitalization and punctuation
W.WP.3.4.C: With adult and peer feedback, and digital or print tools such as a dictionary, thesaurus, and/or spell checker, find and correct errors and improve word choice.
W.WP.3.4.C: With adult and peer feedback, and digital or print tools such as a dictionary, thesaurus, and/or spell checker, find and correct errors and improve word choice.
W.WR.3.5 Generate questions about a topic and independently locate related information from at least two reference sources (print and non-print) to obtain information on that topic.
W.WR.3.5 Generate questions about a topic and independently locate related information from at least two reference sources (print and non-print) to obtain information on that topic.
W.SE.3.6 Use discussion, books, or media resources to gather ideas, outline them, and prioritize the information to include while planning to write about a topic.
W.SE.3.6 Use discussion, books, or media resources to gather ideas, outline them, and prioritize the information to include while planning to write about a topic.
W.RW.3.7 Engage in independent and task-based writing for both short and extended periods of time, producing written work routinely.
W.RW.3.7 Engage in independent and task-based writing for both short and extended periods of time, producing written work routinely.