Student Learning Standards: Grade 3
Skills available for New Jersey third-grade language arts standards
Strand
Print skill plan
RI
Reading Informational Text
Key Ideas and Details
RI.3.1 Ask and answer questions, and make relevant connections 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, and make relevant connections 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.3.4 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
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.
RI.3.6 Distinguish their own point of view from that of the author of a text
RI.3.6 Distinguish their own point of view from that of the author of a text
Integration of Knowledge and Ideas
RI.3.7 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.3.7 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.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) to support specific points the author makes in a text.
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) to support specific points the author makes in a text.
Sequence
Compare and contrast
Cause and effect
Problem and solution
RI.3.9 Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic.
RI.3.9 Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic.
Range of Reading and Level of Text Complexity
RI.3.10 By the end of the year, read and comprehend literary nonfiction (see Appendix A) at grade level text-complexity (see Appendix A) or above, with scaffolding as needed.
Author's purpose
Main idea
Text structure
Informational texts: level 1
Informational texts: level 2
RI.3.10 By the end of the year, read and comprehend literary nonfiction (see Appendix A) at grade level text-complexity (see Appendix A) or above, with scaffolding as needed.
Author's purpose
Main idea
Text structure
Informational texts: level 1
Informational texts: level 2
RF
Reading Foundation Skills
Phonics and Word Recognition
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words.
Short and long vowels
Decodable texts
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words.
Short and long vowels
Decodable texts
RF.3.3.A: Identify and know the meaning of the most common prefixes and derivational suffixes.
Prefixes
Suffixes
Prefixes and suffixes
RF.3.3.A: Identify and know the meaning of the most common prefixes and derivational suffixes.
Prefixes
Suffixes
Prefixes and suffixes
RF.3.3.B: Decode words with common Latin suffixes.
RF.3.3.B: Decode words with common Latin suffixes.
RF.3.3.C: Decode multisyllable words.
Multisyllabic words
Spelling
Decodable texts
Prefixes and suffixes
RF.3.3.C: Decode multisyllable words.
Multisyllabic words
Spelling
Decodable texts
Prefixes and suffixes
RF.3.3.D: Read grade-appropriate irregularly spelled words.
RF.3.3.D: Read grade-appropriate irregularly spelled words.
Fluency
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
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
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
RF.3.4.B: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
RF.3.4.B: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
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
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
W
Writing
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 conclusion
W.3.1.D: Provide a conclusion
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 text features (e.g.: illustrations, diagrams, captions) when useful to support comprehension.
W.3.2.A: Introduce a topic and group related information together; include text features (e.g.: illustrations, diagrams, captions) when useful to support 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 conclusion.
W.3.2.D: Provide a conclusion.
W.3.3 Write narratives to develop real or imagined experiences or events using narrative technique, descriptive details, and clear event sequences.
W.3.3 Write narratives to develop real or imagined experiences or events using narrative 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. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
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. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
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 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 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, metacognition/self-correction 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, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
L
Language
Conventions of Standard English
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1.A: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Nouns
Pronouns
Verbs
Adjectives
Adverbs
L.3.1.A: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Nouns
Pronouns
Verbs
Adjectives
Adverbs
L.3.1.B: Form and use regular and irregular plural nouns.
L.3.1.B: Form and use regular and irregular plural nouns.
L.3.1.C: Use abstract nouns (e.g., childhood).
L.3.1.C: Use abstract nouns (e.g., childhood).
L.3.1.D: Form and use regular and irregular verbs.
Regular past tense
Irregular past tense
Action verbs
To be and to have
L.3.1.D: Form and use regular and irregular verbs.
Regular past tense
Irregular past tense
Action verbs
To be and to have
L.3.1.E: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1.E: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1.F: Ensure subject-verb and pronoun-antecedent agreement.
L.3.1.F: Ensure subject-verb and pronoun-antecedent agreement.
L.3.1.G: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1.G: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.1.H: Use coordinating and subordinating conjunctions.
L.3.1.H: Use coordinating and subordinating conjunctions.
L.3.1.I: Produce simple, compound, and complex sentences.
Complete sentences
Compound sentences
L.3.1.I: Produce simple, compound, and complex sentences.
Complete sentences
Compound sentences
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2.A: Capitalize appropriate words in titles.
L.3.2.A: Capitalize appropriate words in titles.
L.3.2.B: Use commas in addresses.
L.3.2.B: Use commas in addresses.
L.3.2.C: Use commas and quotation marks in dialogue.
L.3.2.C: Use commas and quotation marks in dialogue.
L.3.2.D: Form and use possessives.
L.3.2.D: Form and use possessives.
L.3.2.E: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
Sight words
Spelling
Word patterns
Homophones
Compound words
Regular plurals
Irregular plurals
Regular past tense
Irregular past tense
Contractions
Comparative adjectives
L.3.2.E: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
Sight words
Spelling
Word patterns
Homophones
Compound words
Regular plurals
Irregular plurals
Regular past tense
Irregular past tense
Contractions
Comparative adjectives
L.3.2.F: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
Spelling
Long vowels
Digraphs
Consonant patterns ng and nk
Multisyllabic words
R-controlled vowels
Diphthongs
Variant vowels
Word patterns
Regular plurals
Regular past tense
Contractions
Comparative adjectives
L.3.2.F: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
Spelling
Long vowels
Digraphs
Consonant patterns ng and nk
Multisyllabic words
R-controlled vowels
Diphthongs
Variant vowels
Word patterns
Regular plurals
Regular past tense
Contractions
Comparative adjectives
L.3.2.G: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.3.2.G: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Knowledge of Language
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3.A: Choose words and phrases for effect.
Synonyms and antonyms
Shades of meaning
Descriptive details
L.3.3.A: Choose words and phrases for effect.
Synonyms and antonyms
Shades of meaning
Descriptive details
L.3.3.B: Recognize and observe differences between the conventions of spoken and written standard English.
L.3.3.B: Recognize and observe differences between the conventions of spoken and written standard English.
Vocabulary Acquisition and Use
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 figurative language, word relationships and nuances in word meanings.
L.3.5 Demonstrate understanding of figurative language, 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
RL
Reading Literature Text
Key Ideas and Details
RL.3.1 Ask and answer questions, and make relevant connections 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
RL.3.1 Ask and answer questions, and make relevant connections 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
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text.
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text.
RL.3.3 Describe the characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.
RL.3.3 Describe the characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.
Craft and Structure
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
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.
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
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, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the central message/theme, lesson, and/ or moral, 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, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the central message/theme, lesson, and/ or moral, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
Range of Reading and Level of Text Complexity
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity (See Appendix A) or above, with scaffolding as needed.
Story elements
Character analysis
Theme
Decodable texts
Literary texts: level 1
Literary texts: level 2
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity (See Appendix A) or above, with scaffolding as needed.
Story elements
Character analysis
Theme
Decodable texts
Literary texts: level 1
Literary texts: level 2