Grade 3 ELA Kansas standards Standards

Language in Speaking and Listening

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening

Range of Writing

Language in Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing

Range of Reading and Text Complexity

Language in Reading: Informational

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading: Informational

Range of Reading and Text Complexity

Language in Reading: Literature

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading: Literature

Fluency

Phonics and Word Recognition

Phonological Awareness

Print Concepts

Reading: Foundational

Grade 3

Not applicable for third grade.

Not applicable for third grade.

Know and apply grade-level phonics and word analysis skills in decoding and encoding words.

Identify and know the meaning of the most common prefixes and derivational suffixes (e.g., infield, wonderful).

Decode words with common Latin suffixes (e.g., -able, -ation, -ible).

Decode multisyllabic words (e.g., six syllable types, compound words, inflectional endings, etc.).

Read grade-appropriate irregularly spelled words (e.g., gnome, climb, neighbor, etc.).

Read with sufficient accuracy and fluency to support comprehension.

Read complex text with purpose and understanding.

Read complex prose and poetry orally with accuracy, prosody and appropriate rate.

Use the Four-Part Processing model for Word Recognition to affirm or self-correct to increase accuracy in fluent reading.

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

Use knowledge of language and its conventions when reading.

Recognize and observe differences between the conventions of spoken and written standard English.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases to expand language comprehension.

Use sentence-level context (antonym, examples, definition, synonym) to determine the meaning of a word or phrase.

Determine the meaning of the new word formed when a known affix is added to a known word (e.g., happy/unhappy, do/redo).

Use a known root word to define the meaning of an unknown word with the same root (e.g., company, companion).

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

Demonstrate understanding of word relationships and nuances in word meanings.

Distinguish the literal and figurative meanings of words and phrases in context.

Identify real-life connections between words and their uses.

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.

Read and comprehend high-quality informational text of appropriate quantitative and qualitative complexity for third grade.

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

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.

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a third grade topic or subject area.

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

Distinguish their own perspective (point of view) from that of the author of a text.

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).

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

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

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

Use knowledge of language and its conventions when reading.

Recognize and observe differences between the conventions of spoken and written standard English.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases to expand language comprehension.

Use sentence-level context (synonym, antonym, definition, examples) to comprehend the meaning of a word or phrase.

Determine the meaning of the new word formed when a known affix is added to a known word. (e.g., happy/unhappy, do/redo).

Use a known root word to apply to the meaning of an unknown word with the same root (e.g., company, companion).

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

Demonstrate understanding of word relationships and nuances in word meanings.

Distinguish the literal and figurative meanings of words and phrases in context.

Identify real-life connections between words and their uses.

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.

Read and comprehend high-quality prose and poetry of appropriate quantitative and qualitative complexity for third grade.

Recount stories, including fables, folktales, and myths from diverse cultures; determine the lesson, moral, or central message (main idea) and explain how it is conveyed through key details in the text.

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

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

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.

Distinguish their own perspective (point of view) from that of the narrator or those of the characters.

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).

Not applicable for literature.

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).

Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse on third grade topics and texts, building on others' ideas and expressing their own clearly.

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.

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).

Ask questions to check understanding of information presented, stay on topic and link their comments to the remarks of others.

Explain their ideas and understanding in light of the discussion.

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.

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

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.

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.

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

Demonstrate knowledge of language and command of the conventions of standard English grammar and usage when speaking.

Choose words and phrases for effect.

Experiment with nouns, pronouns, verbs, adjectives and adverbs when writing, making note of how each functions to create meaning.

Form and use regular and irregular plural nouns, abstract nouns and regular and irregular verbs.

Form and use the simple verb tenses (e.g., I walked, I walk, I will walk).

Ensure subject-verb and pronoun-antecedent agreement when speaking.

Form and use comparative and superlative adjectives and adverbs and choose between them depending on what is to be modified.

Use coordinating and subordinating conjunctions.

Produce simple, compound and complex sentences.

Acquire and use accurately grade-appropriate conversational, general academic and domain- specific words and phrases, including those that signal spatial and temporal relationships.

Write opinion pieces on topics or texts, supporting a point of view with reasons.

Know the difference between fact and opinion

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

Provide reasons that support the opinion

Use transition words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

Provide a concluding statement or section.

Demonstrate knowledge of language and command of the conventions of standard English grammar and usage when writing.

Choose words and phrases for effect.

Experiment with nouns, pronouns, verbs, adjectives and adverbs when writing, making note of how each functions to create meaning.

Form and use regular and irregular plural nouns, abstract nouns and regular and irregular verbs.

Form and use the simple verb tenses (e.g., I walked, I walk, I will walk).

Ensure subject-verb and pronoun-antecedent agreement when writing.

Form and use comparative and superlative adjectives and adverbs and choose between them depending on what is to be modified.

Use coordinating and subordinating conjunctions.

Produce simple, compound and complex sentences.

Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

Capitalize appropriate words in titles.

Use commas in addresses.

Use commas and quotation marks in dialogue.

Form and use possessives.

Use conventional spelling for adding suffixes to base words (e.g., sitting, smiled, cries, happiness, shelves).

Use spelling patterns and generalizations when writing words.

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

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.

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

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

Develop the topic with facts, definitions and details.

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

Provide a concluding statement or section.

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

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

Use dialogue and descriptions of actions, thoughts and feelings to develop experiences and events or show the response of characters to situations.

Use temporal words and phrases to signal event order.

Provide a sense of closure.

With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

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

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.

Conduct short research projects that build knowledge about a topic.

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

Begins in fourth grade.