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Reading Standards for Literature:

3

Continuum

Organize the RL and RI standards side by side reference... georgiastandards.org

Source:

curriculumcorner.com

RL.3.1:  Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

*Identify important ideas in a text and report them in an organized way either orally or written.

*Self monitor understanding and ask questions when meaning is lost.

*Justify predictions using evidence.

Continuum

I can ask and answer questions to show that I understand the stories that I am

reading. I can find the answers to specific questions within the stories that I read.

RL.3.2:  Recount stories from various genres to determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

* Understand how one idea builds on another throughout the text.

*Recognize moral lessons in text.

*Identify main idea and supporting details.

I can retell stories from diverse cultures. I can figure out the lessons or morals of the stories that I have read.

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.

*Infer characters feelings and motivations from description (what they say or do and what others say about them).

*Recognize and discuss aspects of Narrative structure (Beginning series of events, high point of the story, ending).

*Predict what characters will do based on the traits revealed by the writer as well as inferred characteristics.

*Infer characters feelings and motivation through reading their dialogue and what other characters say about them.

*Predict logically, supported by evidence, what will happ---en in a text or what a character will do.

I can describe characters in stories and explain how their actions affect the

story.

RL.3.4:  Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

*Recognize and actively work to solve new vocabulary words.

*Identify words with multiple meanings, discuss alternative meanings, and select the precise meaning within the text.

*Distinguish fact and opinion.

*Recognize words that have multiple meanings, homographs and homophones.

I can figure out what an author really means by the words and phrases that are

written. I can understand the difference between literal and nonliteral 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.

*Use specific vocabulary to talk about text

*Using specific vocabulary to write about text.

 I can write and talk about fiction by using the words for the different parts

(e.g., chapter, scene, stanza).

I can describe how new parts of fiction build on previous parts.

RL.3.6:  Distinguish their own point of view from that of the narrator or those of the characters.

*State opinions about a text and show evidence to support them

*Describe (or interpret through drawing) the characteristics of a writer’s work or illustrator’s work

I can tell the difference between what I think and what the author or characters

might think.

RL.3.7:  Explain how specific aspects of 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).

*Infer setting, character’s traits, and feelings, and plot from illustration in graphic texts

*Assess how graphics add to quality of the text or provide additional information

*Describe relationships between illustrations and text.

I can explain how the author uses illustrations to help the meaning in a story.

RL.3.8:  N/A

N/A

N/A

N/A

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).

*Relate important ideas in the text to each other and to ideas in other texts

*Make connections between the text and other texts that have been read or heard and demonstrate in writing

*Compare two or more writers with graphic organizers or drawings.

I can compare and contrast stories written by the same author about similar

characters.

RL.3.10:  By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of grades 2-3 text complexity band independently and proficiently.

*Make connections to prior knowledge and use it to identify and incorporate new knowledge

*Describe the characteristics of a writer’s/ illustrator’s work.

Informational Text:

3

RI.3.1:  Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.

*Support thinking beyond the text with specific evidence based on personal experience or knowledge or evidence from the text

*Support all thinking with evidence from the text

*Search for and use information to confirm or disconfirm predictions.

I can ask and answer questions to show that I understand the information that I

am reading.

RI.3.2:  Determine the main idea of a text; recount the key details and explain how they support the main ideas.

 I can find the main idea of the information I read. I can show how the main idea is supported by details in the text.

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.

*Notice and remember story details of time and place

*Describe cause/effect relationships

*Identify controlling idea of the text or texts.

I can describe the historical events, scientific ideas, or steps in procedures using

words to show the sequence.

I can describe cause and effect in historical events, scientific ideas or steps in

procedures.

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.

*Recognize and actively work to learn the meaning of new vocabulary words including complex, specialized, and technical words

*Quickly and automatically solve most words in the text in a way that supports fluency.

I can understand the meanings of words and phrases in science and social studies

texts.

RI.3.5:  Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

*Notice how a writer has organized an informational text

*Notice a variety of text features

*Notice Author’s Craft.

I can use text features and search tools to find information quickly.

RI.3.6:  Distinguish their own point of view from that of the author of a text.

*Critically examine the quality or accuracy of the text, citing evidence for opinions

*State opinions about a text and provide evidence to support them.

I can tell the difference between what I think and what an author writes.

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).

*Notice how the author or illustrator has used text features and graphics to convey meaning.

I can show what I have learned from nonfiction illustrations and text by

answering questions about where, when, why and how.

RI.3.8:  Describe the logical connection between particular sentences and paragraphs in a text.

*Notice text structure.

 I can describe the text structures in a text (cause/effect, temporal sequence, problem/solution).

RI.3.9:  Compare and contrast the most important points and key details presented in two texts on the same topic.

*Relate important ideas in the text to each other and the ideas of other texts

*Make connects between texts and demonstrate in writing.

I can compare and contrast the most important ideas and details in two pieces of

information about the same topic.

RI.3.10:  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.

*Access information and develop new concepts from reading

* Recognize the genre of a text and use it to form expectations of the text

*Demonstrate different ways of reading related to genre

*Sometimes adjust reading within texts to accommodate hybrid texts

*Write summaries or tell the big idea to reflect understanding

*Identify and record in notes new information and understandings gained from reading a text.

Foundational Skills:

3

*ADD PHONICS with progression from Kindergarten.

RF.3.3:  Know and apply grade-level phonics and word analysis skills in decoding words.

See F/P Word Work at levels M,N,O,and P.

I can read words with more than one syllable.I can read third grade words that are not spelled in a

regular way.

RF.3.3a:  Identify and know the meaning of the most common prefixes and derivational suffixes.

I can read and understand words with common prefixes and suffixes.

RF.3.3b:  Decode words with common Latin suffixes.

RF.3.3c:  Decode multisyllable words.

I can read third grade words that are not spelled in a regular way.

RF.3.3d:  Read grade-  appropriate irregularly spelled words.

RF.3.4:  Read with sufficient accuracy and fluency to support comprehension.

RF.3.4a:  Read on-level text with purpose and understanding.

RF.3.4b:  Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

RF.3.4c:  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing:

3

W.3.1:  Write opinion pieces on topics or texts, supporting a point with reasons.

I can write to share my opinion.

W.3.1a:  Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

W.3.1b:  Provide reasons that support the opinion.

W.3.1c:  Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

W.3.1d:  Provide a concluding statement or section.

W.3.2:  Write informative / explanatory texts to examine a topic and convey ideas and information clearly.

I can write to inform and explain ideas.

W.3.2a:  Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

W.3.2b:  Develop the topic with facts, definitions, and details.

W.3.2c:  Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

“Transitional”

-Use instead of “Linking”

W.3.2d:  Provide a concluding statement or section.

***LEFT OFF***

W.3.3:  Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

I can write to tell a story.

W.3.3a:  Establish a situation and introduce a narrator and / or characters; organize an event sequence that unfolds naturally.

W.3.3b:  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:  Use temporal words and phrases to signal event order.

W.3.3d:  Provide a sense of closure.

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.)

I can stay focused and organized in my writing. I can write for different purposes,

 audiences, and topics.

W.3.5:  With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.  (editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3.)

I can plan, edit and revise my writing with the help of peers

 and adults.

W.3.6:  With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and revising, and editing.

I can use technology to create pieces of writing and to interact and share ideas

with others.

W.3.7:  Conduct short research projects that build knowledge about a topic.

I can organize short research projects.

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.

I can research and use what I have experienced to gather information. I can take notes to help me organize the research in my writing.

W.3.9:  N/A

N/A

N/A

N/A

W.3.10:  Write routinely over extended time frames and shorter time frames for a range of discipline-specific talks, purposes, and audiences.

I can write on a regular basis with stamina for different tasks, purposes, and

audiences.

Speaking and Listening:

3

SL.3.1:  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.

I can effectively participate in discussions.I can come to discussions prepared to share my ideas. I can follow appropriate rules for discussions, such as taking my turn.I can ask questions to help me understand discussions and stay on topic. I can explain my own thinking and ideas after a discussion.

SL.3.1a:  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 and expressing their own clearly.

SL.3.1b:  Form agreed-upon rules for discussion (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:  Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

SL.3.1d:  Explain their own ideas and understanding in light of the discussion.

SL.3.2:  Determine the main idea and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3.3:  Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

SL.3..4:  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.

I can report on a topic or tell a story with correct and appropriate facts.

SL.3.5:  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 and details.

I can speak clearly and at a good pace. I can create engaging audio recordings to show fluency in my reading.  I can create visual displays to help others understand what I am sharing.

SL.3.6:  Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

See grade 3 language standards 1 and 3 for specific expectations.

I can speak in complete sentences to make what I am sharing more clear to others.

Language Standards:

3

Reference georgiastandards.org

for language progressions

L.3.1:  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

I can explain how nouns, pronouns, verbs, adjectives and adverbs work in

different sentences.

L.3.1a:  Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

I can explain how nouns, pronouns, verbs, adjectives and adverbs work in

different sentences.

L.3.1b:  Form and use regular and irregular plural nouns.

I can correctly say, write and use all types of plural nouns.

L.3.1c:  Use abstract nouns (e.g. childhood).

I can use abstract nouns (e.g., childhood).

L.3.1d:  Form and use regular and irregular verbs.

I can correctly say, write and use irregular verbs.

L.3.1e:  Form and use simple verb tenses.

L.3.1f:  Ensure subject-verb and pronoun-antecedent agreement.

I can make sure that all of my subjects, verbs and pronouns are in agreement the sentences I write.

L.3.1g: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

I can use comparitive and superlative adjectives  and adverbs correctly in my speech and writing.

L.3.1h:  Use coordinating and subordinating.

I can use conjunctions in the correct way in my speech and writing.

L.3.1i: Produce simple, compound, and complex sentences.

I can say and write simple, compound and complex sentences.

L.3.1j:  Writes legibly in cursive.

From Georgia.

georgiastandards.org

L.3.2: Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.

L.3.2a: Capitalize appropriate words in a title.

I can capitalize beginning words and proper nouns, as well as those in titles.

L.3.2b: Use commas in addresses.

I can use commas appropriately in addresses and dialogue.

L.3.2c:  Use commas and quotation marks in dialogue.

L.3.2d:  Form and use possessives.

I can use apostrophes appropriately to show possession.

L.3.2e:  Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words.

I can correctly spell commonly used words, words with suffixes and words with spelling patterns.

L.3.2f:  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:  Consult reference materials, including beginning dictionaries, as needed to check and correct spelling.

I can use a dictionary to check and correct my spelling.

L.3.3:  Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.3.3a:  Choose words and phrase for effect.

I can choose interesting words and phrases to help others understand my

meaning better.

L.3.3b:  Recognize and observe differences between the conventions of spoken and written standard English.

I can recognize differences between my speaking language and my written

language.

L.3.4: Determine or clarify the meaning of unknown and multiple-meaning word or phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

L.3.4a:  Use sentence-level context as a clue to the meaning of a word or phrase.

I can use clues in sentences to help me understand new words.

L.3.4b:  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).

I can figure out meanings of words when prefixes and suffixes I understand        are added to words I already know.                

L.3.4c:  Use a known root word as a clue to the meaning of  an unknown word with the same root (e.g., company, companion).

I can use the root words that I know as a clue to help me learn the meanings of new words with the same root.

L.3.4d:  Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

I can use print and computer dictionaries to help me find meanings of new words.

L.3.5:  Demonstrate understanding of word relationships and nuances in word meanings.

L.3.5a:  Distinguish the literal and nonliteral meanings of words and phrases in contexts (e.g., take steps).

I can understand figurative language.

L.3.5b:  Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

I can identify real life connections between words and their use (describe people who are friendly or helpful).

L.3.5c:  Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard wondered).

I can figure out the small differences in meaning with related words that tell how people feel or how they are acting (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).

I can use and figure out words that are appropriate for third grade.