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Foundational Skills
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Cluster StandardStandard Description
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Phonics and Word Recognition
RF.3.3. Below Grade Level: Know and apply grade-level phonics and word analysis skills in decoding words.
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2.a Distinguish long and short vowels when reading regularly spelled one-syllable words.
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2.b Know spelling-sound correspondences for additional common vowel teams.
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2.c Decode regularly spelled two-syllable words with long vowels.
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2.d Decode words with common prefixes and suffixes.
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2.e Identify words with inconsistent but common spelling-sound correspondences.
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2.f Recognize and read grade-appropriate irregularly spelled words.
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Grade Level: Know and apply grade-level phonics and word analysis skills in decoding words both in isolation
and in text.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b .Decode words with common Latin suffixes.
c. Decode multi-syllable words.
d. Read grade-appropriate irregularly spelled words
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Above Grade Level:
4.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology
(e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
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FluencyRF.3.4.Below Grade Level: Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive
readings.
c. Use context to confirm or self-correct word recognition and understanding, re-reading as
necessary.
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Grade Level: Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


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Above Grade Level: Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


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Reading: Informational Text
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StandardStandard Description
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Key Ideas and DetailsRI.3.1 Below:
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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

Above Grade Level:
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
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Key Ideas and DetailsRI.3.2Below Grade Level:
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Grade Level:
Determine the main idea of a text; recount the key details and explain how they support the main idea.

Above Grade Level:
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
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Key Ideas and DetailsRI.3.3Below Grade Level:
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Grade Level:
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.

Above Level:
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
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Craft and StructureRI.3.4Below Grade Level:
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Grade Level:
Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area.

Above Grade Level:
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
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Craft and StructureRI.3.5Below Grade Level:
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

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

Above Grade Level:
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
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Craft and StructureRI.3.6Below Grade Level:
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Grade Level:
Distinguish their own point of view from that of the author of a text.

Above Grade Level:
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
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Integration of Knowlegde RI.3.7Below Grade Level: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Grade Level: 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).

Above Grade Level: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
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Integration of Knowlegde RI.3.8 Below Grade Level:
Describe how reasons support specific points the author makes in a text.

Grade Level:
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Above Grade Level: Explain how an author uses reasons and evidence to support particular points in a text.
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çRI.3.9Below Grade Level:
Compare and contrast the most important points presented by two texts on the same topic.

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

Above Grade Level:
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
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Range of Reading RI.3.10Below Grade Level: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Grade Level: 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.

Above Grade Level: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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Reading: Literature
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ClusterStandardStandard Description
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Key Ideas and DetailsRL.3.1Below Grade Level: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

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

Above Grade Level: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
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Key Ideas and DetailsRL.3.2Below Grade Level: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Grade Level: 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.

Above Grade Level: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
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Key Ideas and DetailsRL.3.3Below Grade Level: Describe how characters in a story respond to major events and challenges.

Grade Level: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Above Grade Level: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
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Craft and StructureRL.3.4Below Grade Level: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

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

Above Grade Level: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
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Craft and StructureRL.3.5Below Grade Level:
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Grade Level:
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.

Above Grade Level:
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
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Craft and StructureRL.3.6Below Grade Level: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Grade Level: Distinguish their own point of view from that of the narrator or those of the characters.

Above Grade Level: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
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Integration of Knowledge and IdeasRL.3.7 Below Grade Level: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Grade Level: 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).


Above Grade Level: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
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Integration of Knowledge and IdeasRL.3.8INTENTIONALLLY LEFT BLANK (DOES NOT APPLY TO LITERARY TEXTS)
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Integration of Knowledge and IdeasRL.3.9 Below Grade Level:
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Grade Level:
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).

Above Grade Level:
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
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Range of ReadingRL.3.10Below Grade Level:
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range

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

Above Grade Level:
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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Speaking and Listening
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Cluster StandardStandard Description
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 Comprehension and CollaborationSL.3.1 Below Grade Level:
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
1a. Follow agreed-upon rules for discussions (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).
1b. Build on others’ talk in conversations by linking their comments to the remarks of others.
1c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

Grade Level:
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.
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 under discussion.
1b. Follow agreed-upon rules for discussions (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).
1c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
1d. Explain their own ideas and understanding in light of the discussion.

Above Grade Level:
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
1a. Come to discussions prepared, having read orstudied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
1b. Follow agreed-upon rules for discussions and carry out assigned roles.
1c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
1d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
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 Comprehension and CollaborationSL.3.2Below Grade Level:
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
2a. Give and follow three- and four-step oral directions.

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

Above Grade Level:
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
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 Comprehension and CollaborationSL.3.3Below Grade Level:
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

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

Above Grade Level:
Identify the reasons and evidence a speaker provides to support particular points.
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Presentation of Knowledge and IdeasSL.3.4Below Grade Level:
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Grade Level:
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.

Above Grade Level:
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
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Presentation of Knowledge and Ideas SL.3.5Below Grade Level:
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

Grade Level:
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 or details.

Above Grade Level:
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
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Presentation of Knowledge and Ideas SL.3.6. Below Grade Level:
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)

Grade Level:
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 here for specific expectations.)

Above Grade Level:
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 here for specific expectations.)
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Writing
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ClusterStandardStandard Description
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Text Types and Purposes
W.3.1
Argumentative		Below Grade Level:
With opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Grade Level:
Write opinion pieces on topics or texts, supporting a point of view with reasons.
1a. Introduce the topic or text they are writing about, state an opinion, and create an organized structure that list reasons.
1b. Provide reasons that support the opinion.
1c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
1d. Provide a concluding statement or section.

Above Grade Level:
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
1a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
1b. Provide reasons that are supported by facts and details.
1c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
1d. Provide a concluding statement or sections related to the opinion presented.
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Text Types and Purposes
W.3.2.
Informative & Explanatory		Below Grade Level:
Write informative/explanatory text in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Grade Level:
Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
2a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
2b. Develop the topic with facts, definitions, and details.
2c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
2d. Provide a concluding statement or section.

Above Grade Level:
Write informative/explanatory text to examine a topic and convey ideas and information clearly.
2a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
2b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
2c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
2d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
2e. Provide a concluding statement or section related to the information or explanation presented.
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Text Types and Purposes
W.3.3
Narrative		Below Grade Level:
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Grade Level:
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence.
3a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
3b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
3c. Use temporal words and phrases to signal event order.
3d. Provide a sense of closure.

Above Grade Level:
Write narratives to develop real or imagined experiences or events using effective technique, descriptive detail, and clear event sequence.
3a. Orient the reader by establishing a situation and introducing a narrator and/ or characters; organize an event sequence that unfolds naturally.
3b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
3c. Use a variety of transitional words and phrases to manage the sequence of events.
3d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
3e. Provide a conclusion that follows from the narrated experiences or events.
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Response to Literature W.3.4Below Grade Level:
Standard begins in 3rd grade

Above Grade Level:
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.)

Above Grade Level:
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade- specific expectations for writing types are defined in standards 1-3 above.)
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Response to Literature W.3.5Below Grade Level:
With guidance and support form adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Grade Level:
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.)


Above Grade Level:
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 4.)
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Technology and PublicationW.3.6Below Grade Level:
With guidance and support form adults and peers, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Grade Level:
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.

Above Grade Level: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills.
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Conducting ResearchW.3.7Below Grade Level:
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

Grade Level:
Conduct short research projects that build knowledge about a topic.

Above Grade Level:
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
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Credibility, Reliability, and Validity of SourcesW.3.8Below Grade Level:
Recall information from experiences or gather information from provided sources to answer a question.

Grade Level:
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Above Grade Level:
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information and provide a list of sources.
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Writing: Response to Literature
W.3.9Grade Level:
Standard begins in 4th grade.

Above Grade Level:
Draw evidence from literary or informational text to support analysis, reflection, and research.
9a. Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama,
drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].).
9b. Apply grade 4 Reading standards to informational text (e.g., Explain how an author uses reasons and evidence to support
particular points in a text).
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 Range of WritingW.3.10Below Grade Level:
Standard begins in 3rd grade.

Grade Level:
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.

Above Grade Level:
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.
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Language
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Cluster StandardStandard Description
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Conventions of Standard EnglishL.3.1Below Grade Level:
Demonstrate command of the conventions ofstandard English grammar and usage when writing
or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Grade Level:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
1b. Form and use regular and irregular plural nouns.
1c. Use abstract nouns (e.g., childhood).
1d. Form and use regular and irregular verbs.
1e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
1f. Ensure subject-verb and pronoun-antecedent agreement.*
1g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
1h. Use coordinating and subordinating conjunctions.
1i. Produce simple, compound, and complex sentences.

Above Level:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1a. Use interrogative, relative pronouns (who, whose, whom, which, that) and relative
adverbs (where, when, why).
1b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
1c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
1d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
1e. Form and use prepositional phrases.
1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
1g. Correctly use frequently confused words (e.g., to, too, two; there, their).
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Conventions of Standard EnglishL.3.2Below Grade Level: Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize holidays, product names, and
geographic names.
b. Use commas in greetings and closings of
letters.
c. Use an apostrophe to form contractions and
frequently occurring possessives.
d. Generalize learned spelling patterns when
writing words (e.g., cage  badge;
boy  boil).
e. Consult reference materials, including
beginning dictionaries, a

Grade Level : Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
e. Use conventional spelling for high-frequency
and other studied words and for adding
suffixes to base words (e.g., sitting, smiled,
cries, happiness).
f. Use spelling patterns and generalizations
(e.g., word families, position-based spellings,
syllable patterns, ending rules, meaningful
word parts) in writing words.
g. Consult reference materials, including
beginning dictionaries, as needed to check
and correct spellings.

Above Grade Level:
Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark
direct speech and quotations from a text.
c. Use a comma before a coordinating
conjunction in a compound sentence.
d. Spell grade-appropriate words correctly,
consulting references as needed.
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Knowledge of Language
L.3.3Below Grade Level:
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
1a. Compare formal and informal uses of English.

Grade Level:
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
1a. Choose words and phrases for effect.
1b. Recognize and observe differences between the conventions of spoken and written standard English.

Above Grade Level:
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.
b. Choose punctuation for effect.
c. Differentiate between contexts that call forformal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
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Vocabulary Acquisition and UseL.3.4Below Grade Level:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

Grade Level:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly.
from a range of strategies.
1a. Use sentence-level context as a clue to the meaning of a word or phrase.
1b. 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).
1c. Use a known root word as a clue to the meaning of an unknown word with the same root.
1d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

Above Grade Level:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
1a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
1b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
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Vocabulary Acquisition and UseL.3.5Below Grade Level:
Demonstrate understanding of word relationships and nuances in word meanings.
1a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
1b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Grade Level:
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.Demonstrate understanding of word relationships and nuances in word meanings.
1a. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
1b. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Above: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
1a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
1b. Recognize and explain the meaning of common idioms, adages, and proverbs.
1c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
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Vocabulary Acquisition and UseL.3.6Below Grade Level:
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kidsare happy that makes me happy).

Grade Level:
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, we went looking for them).

Above Grade Level:
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and
endangered when discussing animal preservation).
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