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Grade 3 Language Arts

42 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Reading Literature · CCSS.ELA-LITERACY.RL.3.1

Ask and answer questions using explicit text evidence

Independently ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. across representations and contexts.

Component progression

  1. 1I can ask a question about a text that demonstrates a desire to understand its content.
  2. 2I can answer a question about the text by referring explicitly to specific words or sentences in the text.
  3. 3I can justify an answer to a question by explaining how the referenced text explicitly supports it.
Reading Literature · CCSS.ELA-LITERACY.RL.3.2

Recount stories and explain their central message

Independently 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. across representations and contexts.

Component progression

  1. 1I can recount a fable, folktale, or myth from a diverse culture, including its key events in order.
  2. 2I can determine the central message, lesson, or moral of a fable, folktale, or myth.
  3. 3I can explain how specific key details in the text convey the central message, lesson, or moral.
Reading Literature · CCSS.ELA-LITERACY.RL.3.3

Describe characters and explain how their actions affect events

Independently describe characters in a story, including their traits, motivations, or feelings, and explain how their actions contribute to the sequence of events. across representations and contexts.

Component progression

  1. 1I can describe a character in a story using specific traits, motivations, or feelings.
  2. 2I can identify an action a character takes and the event in the story that follows it.
  3. 3I can explain how a character's action contributes to the sequence of events in the story.
Reading Literature · CCSS.ELA-LITERACY.RL.3.4

Determine word meaning, distinguishing literal from nonliteral language

Independently determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. across representations and contexts.

Component progression

  1. 1I can determine the literal meaning of a word or phrase as it is used in a text.
  2. 2I can recognize when a word or phrase in a text is used nonliterally rather than literally.
  3. 3I can distinguish between the literal and nonliteral meaning of a word or phrase, explaining which fits the text.
Reading Literature · CCSS.ELA-LITERACY.RL.3.5

Refer to story parts and describe how sections build on each other

Independently 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. across representations and contexts.

Component progression

  1. 1I can identify the chapters, scenes, or stanzas that make up a story, drama, or poem, using the correct term for each.
  2. 2I can refer to a specific chapter, scene, or stanza using its correct term when writing or speaking about a text.
  3. 3I can describe how a specific chapter, scene, or stanza builds on the sections that came before it.
Reading Literature · CCSS.ELA-LITERACY.RL.3.6

Distinguish personal point of view from narrator or character viewpoints

Independently distinguish their own point of view from that of the narrator or those of the characters. across representations and contexts.

Component progression

  1. 1I can identify the narrator's or a character's point of view about an event in the story.
  2. 2I can identify a personal point of view about the same event in the story.
  3. 3I can distinguish between a personal point of view and the narrator's or a character's point of view, explaining a difference.
Reading Literature · CCSS.ELA-LITERACY.RL.3.7

Explain how illustrations contribute to a story's words

Independently explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story, such as creating mood or emphasizing aspects of a character or setting. across representations and contexts.

Component progression

  1. 1I can identify a specific aspect of an illustration, such as color, expression, or setting details.
  2. 2I can connect a specific aspect of an illustration to what the story's words convey at that point.
  3. 3I can explain how a specific aspect of an illustration contributes to what is conveyed by the words, such as creating mood or emphasizing a character or setting.
Reading Literature · CCSS.ELA-LITERACY.RL.3.9

Compare stories by the same author about similar characters

Independently compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters, such as in books from a series. across representations and contexts.

Component progression

  1. 1I can identify two stories written by the same author about the same or similar characters.
  2. 2I can compare the themes, settings, or plots of the two stories, identifying a similarity.
  3. 3I can contrast the themes, settings, or plots of the two stories, identifying a difference.
Reading Literature · CCSS.ELA-LITERACY.RL.3.10

Read and comprehend grade 2-3 literature at the high end

Independently 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, with scaffolding as needed at the high end of the range. across representations and contexts.

Component progression

  1. 1I can read a story or drama at the high end of the grades 2-3 text complexity band, using scaffolding as needed.
  2. 2I can read a poem at the high end of the grades 2-3 text complexity band, using scaffolding as needed.
  3. 3I can demonstrate independent, proficient comprehension of a high-end grade 2-3 complexity literary text by answering questions about it.
Reading Informational Text · CCSS.ELA-LITERACY.RI.3.1

Ask and answer questions using explicit text evidence

Independently ask and answer questions to demonstrate understanding of an informational text, referring explicitly to the text as the basis for the answers. across representations and contexts.

Component progression

  1. 1I can ask a question about an informational text that demonstrates a desire to understand its content.
  2. 2I can answer a question about an informational text by referring explicitly to specific words or sentences in the text.
  3. 3I can justify an answer to a question by explaining how the referenced text explicitly supports it.
Reading Informational Text · CCSS.ELA-LITERACY.RI.3.2

Determine the main idea and explain how details support it

Independently determine the main idea of a text; recount the key details and explain how they support the main idea. across representations and contexts.

Component progression

  1. 1I can identify the main idea of an informational text by distinguishing the central point from individual facts or details.
  2. 2I can recount key details from the text that directly support the identified main idea.
  3. 3I can explain the relationship between the recounted key details and the main idea of the text.
Reading Informational Text · CCSS.ELA-LITERACY.RI.3.3

Describe relationships among events, ideas, or procedure steps

Independently 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. across representations and contexts.

Component progression

  1. 1I can identify a series of historical events, scientific ideas, or procedural steps described in a text.
  2. 2I can describe the relationship between events, ideas, or steps using language that pertains to time or sequence.
  3. 3I can describe the relationship between events, ideas, or steps using language that pertains to cause and effect.
Reading Informational Text · CCSS.ELA-LITERACY.RI.3.4

Determine meanings of academic and domain-specific words

Independently determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. across representations and contexts.

Component progression

  1. 1I can identify a general academic word or phrase relevant to the text's topic.
  2. 2I can identify a domain-specific word or phrase relevant to the text's subject area.
  3. 3I can use context to determine the meaning of an academic or domain-specific word or phrase.
Reading Informational Text · CCSS.ELA-LITERACY.RI.3.5

Use text features and search tools to locate information

Independently use text features and search tools, such as key words, sidebars, and hyperlinks, to locate information relevant to a given topic efficiently. across representations and contexts.

Component progression

  1. 1I can identify text features and search tools, such as key words, sidebars, and hyperlinks, available in a text.
  2. 2I can select the text feature or search tool most likely to locate information about a given topic.
  3. 3I can use a text feature or search tool to locate information relevant to a given topic efficiently.
Reading Informational Text · CCSS.ELA-LITERACY.RI.3.6

Distinguish personal point of view from the author's

Independently distinguish their own point of view from that of the author of a text. across representations and contexts.

Component progression

  1. 1I can identify the author's point of view about the topic of a text.
  2. 2I can identify a personal point of view about the same topic.
  3. 3I can distinguish between a personal point of view and the author's point of view, explaining a difference.
Reading Informational Text · CCSS.ELA-LITERACY.RI.3.7

Use illustrations and words to understand key events

Independently use information gained from illustrations, such as maps and photographs, and the words in a text to demonstrate understanding of the text, including where, when, why, and how key events occur. across representations and contexts.

Component progression

  1. 1I can identify information about where, when, why, or how key events occur gained from a text's illustrations, such as maps or photographs.
  2. 2I can identify information about where, when, why, or how key events occur gained from a text's words.
  3. 3I can combine information from illustrations and words to demonstrate understanding of the text's key events.
Reading Informational Text · CCSS.ELA-LITERACY.RI.3.8

Describe logical connections between sentences and paragraphs

Independently describe the logical connection between particular sentences and paragraphs in a text, such as comparison, cause/effect, or first/second/third in a sequence. across representations and contexts.

Component progression

  1. 1I can identify two sentences or paragraphs in a text that are logically connected.
  2. 2I can name the type of logical connection between the sentences or paragraphs, such as comparison, cause/effect, or sequence.
  3. 3I can describe how the identified sentences or paragraphs are logically connected.
Reading Informational Text · CCSS.ELA-LITERACY.RI.3.9

Compare important points in two texts on the same topic

Independently compare and contrast the most important points and key details presented in two texts on the same topic. across representations and contexts.

Component progression

  1. 1I can identify the most important points and key details presented in each of two texts on the same topic.
  2. 2I can compare the most important points and key details presented by the two texts, identifying a similarity.
  3. 3I can contrast the most important points and key details presented by the two texts, identifying a difference.
Reading Informational Text · CCSS.ELA-LITERACY.RI.3.10

Read and comprehend grade 2-3 informational texts at the high end

Independently 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. across representations and contexts.

Component progression

  1. 1I can read an informational text at the high end of the grades 2-3 text complexity band with understanding.
  2. 2I can apply appropriate reading strategies while reading a history/social studies, science, or technical text.
  3. 3I can demonstrate independent, proficient comprehension of a high-end grade 2-3 complexity informational text by answering questions about it.
Foundational Reading · CCSS.ELA-LITERACY.RF.3.3

Apply Grade 3 phonics and word-analysis skills

Independently know and apply grade-level phonics and word analysis skills in decoding words, including identifying common prefixes and derivational suffixes, decoding words with common latin suffixes and multiple syllables, and reading grade-appropriate irregularly spelled words. across representations and contexts.

Component progression

  1. 1I can identify and know the meaning of common prefixes and derivational suffixes in an unfamiliar word.
  2. 2I can decode a multisyllable word, including one with a common latin suffix, by breaking it into parts.
  3. 3I can read grade-appropriate irregularly spelled words accurately.
Foundational Reading · CCSS.ELA-LITERACY.RF.3.4

Read with accuracy and fluency to support comprehension

Independently read with sufficient accuracy and fluency to support comprehension, reading grade-level text with purpose and understanding, reading prose and poetry orally with accuracy, appropriate rate, and expression on successive readings, and using context to confirm or self-correct word recognition, rereading as necessary. across representations and contexts.

Component progression

  1. 1I can read a grade 3 text with purpose and understanding.
  2. 2I can read grade-level prose and poetry orally with accuracy, an appropriate rate, and expression on successive readings.
  3. 3I can use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing · CCSS.ELA-LITERACY.W.3.1

Write opinion pieces with reasons and linking words

Independently write opinion pieces on topics or texts, supporting a point of view with reasons, using an organizational structure that lists reasons, linking words and phrases to connect opinion and reasons, and a concluding statement or section. across representations and contexts.

Component progression

  1. 1I can introduce the topic or text, state an opinion, and create an organizational structure that lists reasons.
  2. 2I can use linking words and phrases, such as because or therefore, to connect the opinion and reasons.
  3. 3I can provide a concluding statement or section for the opinion piece.
Writing · CCSS.ELA-LITERACY.W.3.2

Write informative texts with facts, definitions, and linking words

Independently write informative/explanatory texts to examine a topic and convey ideas and information clearly, introducing a topic and grouping related information, developing the topic with facts, definitions, and details, using linking words and phrases to connect ideas within categories of information, and providing a concluding statement or section. across representations and contexts.

Component progression

  1. 1I can introduce a topic and group related information together, including illustrations when useful.
  2. 2I can develop the topic with facts, definitions, and details, using linking words and phrases to connect ideas within categories of information.
  3. 3I can provide a concluding statement or section for the informative piece.
Writing · CCSS.ELA-LITERACY.W.3.3

Write narratives with dialogue, temporal words, and closure

Independently write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences, establishing a situation and introducing a narrator and/or characters, using dialogue and descriptions of actions, thoughts, and feelings, using temporal words and phrases to signal event order, and providing a sense of closure. across representations and contexts.

Component progression

  1. 1I can establish a situation and introduce a narrator and/or characters, organizing an event sequence that unfolds naturally.
  2. 2I can use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events.
  3. 3I can use temporal words and phrases to signal event order and provide a sense of closure.
Writing · CCSS.ELA-LITERACY.W.3.4

Produce writing appropriate to task and purpose

Independently with guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. across representations and contexts.

Component progression

  1. 1I can identify the task and purpose for a given piece of writing, with guidance and support.
  2. 2I can organize a piece of writing in a way appropriate to its task and purpose, with guidance and support.
  3. 3I can produce writing in which the development is appropriate to the task and purpose, with guidance and support.
Writing · CCSS.ELA-LITERACY.W.3.5

Strengthen writing by planning, revising, and editing

Independently with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. across representations and contexts.

Component progression

  1. 1I can plan a piece of writing before drafting, with guidance and support.
  2. 2I can revise or rewrite a piece of writing, or try a new approach, with guidance and support.
  3. 3I can edit a piece of writing to correct conventions, demonstrating command of grade 3 language standards, with guidance and support.
Writing · CCSS.ELA-LITERACY.W.3.6

Use technology and keyboarding to produce and publish writing

Independently 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. across representations and contexts.

Component progression

  1. 1I can use technology and keyboarding skills to produce a piece of writing, with guidance and support.
  2. 2I can use technology to publish a piece of writing, with guidance and support.
  3. 3I can use technology to interact and collaborate with others on a piece of writing, with guidance and support.
Writing · CCSS.ELA-LITERACY.W.3.7

Conduct short research projects

Independently conduct short research projects that build knowledge about a topic. across representations and contexts.

Component progression

  1. 1I can identify a topic narrow enough to investigate within a short research project.
  2. 2I can investigate the topic using available sources.
  3. 3I can build knowledge of the topic by synthesizing findings from a short research project.
Writing · CCSS.ELA-LITERACY.W.3.8

Recall or gather information and sort it into categories

Independently recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. across representations and contexts.

Component progression

  1. 1I can recall information from personal experience or gather information from a print or digital source.
  2. 2I can take brief notes on the information gathered from a source.
  3. 3I can sort gathered evidence into provided categories.
Writing · CCSS.ELA-LITERACY.W.3.10

Write routinely for a range of tasks and purposes

Independently 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. across representations and contexts.

Component progression

  1. 1I can produce a piece of writing within a shorter time frame, such as a single sitting.
  2. 2I can produce a piece of writing over an extended time frame that includes research, reflection, and revision.
  3. 3I can adjust a piece of writing appropriately for a specific discipline-specific task, purpose, and audience.
Speaking And Listening · CCSS.ELA-LITERACY.SL.3.1

Engage effectively in collaborative discussions

Independently engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, coming to discussions prepared, following agreed-upon rules for discussions, asking questions to check understanding and linking comments to others' remarks, and explaining personal ideas and understanding in light of the discussion. across representations and contexts.

Component progression

  1. 1I can come to a discussion prepared, having read or studied the required material, and follow agreed-upon rules for discussion.
  2. 2I can ask questions to check understanding, stay on topic, and link comments to the remarks of others.
  3. 3I can explain personal ideas and understanding in light of the discussion.
Speaking And Listening · CCSS.ELA-LITERACY.SL.3.2

Determine main ideas from media presentations

Independently 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. across representations and contexts.

Component progression

  1. 1I can determine the main idea of a text read aloud or information presented in diverse media.
  2. 2I can identify supporting details for the main idea from a text read aloud or diverse media presentation.
  3. 3I can determine main ideas and supporting details from information presented visually, quantitatively, or orally.
Speaking And Listening · CCSS.ELA-LITERACY.SL.3.3

Ask and answer questions about a speaker with elaboration

Independently ask and answer questions about information from a speaker, offering appropriate elaboration and detail. across representations and contexts.

Component progression

  1. 1I can ask a question about information presented by a speaker.
  2. 2I can answer a question about a speaker's information with appropriate detail.
  3. 3I can offer appropriate elaboration when answering a question about a speaker's information.
Speaking And Listening · CCSS.ELA-LITERACY.SL.3.4

Report with appropriate facts and clear speech

Independently 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. across representations and contexts.

Component progression

  1. 1I can report on a topic or text, tell a story, or recount an experience using appropriate facts.
  2. 2I can include relevant, descriptive details when reporting, telling a story, or recounting an experience.
  3. 3I can speak clearly at a pace a listener can understand during an oral presentation.
Speaking And Listening · CCSS.ELA-LITERACY.SL.3.5

Create audio recordings and add visual displays

Independently 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. across representations and contexts.

Component progression

  1. 1I can create an audio recording of a story or poem that demonstrates fluid reading at an understandable pace.
  2. 2I can select a visual display that emphasizes or enhances a specific fact or detail.
  3. 3I can add a selected visual display to a recording or presentation when appropriate.
Speaking And Listening · CCSS.ELA-LITERACY.SL.3.6

Speak in complete sentences to provide detail or clarification

Independently speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. across representations and contexts.

Component progression

  1. 1I can produce a grammatically complete spoken sentence.
  2. 2I can determine when a task or situation calls for a complete sentence to provide detail or clarification.
  3. 3I can provide requested detail or clarification using complete sentences.
Language · CCSS.ELA-LITERACY.L.3.1

Use Grade 3 grammar and usage

Independently demonstrate command of the conventions of standard english grammar and usage when writing or speaking, including explaining the functions of nouns, pronouns, verbs, adjectives, and adverbs, forming and using regular, irregular, and abstract nouns and verbs, forming and using simple verb tenses, ensuring subject-verb and pronoun-antecedent agreement, forming and choosing comparative and superlative adjectives and adverbs, using coordinating and subordinating conjunctions, and producing simple, compound, and complex sentences. across representations and contexts.

Component progression

  1. 1I can explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and in particular sentences, and form and use regular, irregular, and abstract nouns.
  2. 2I can form and use regular and irregular verbs and simple verb tenses, ensuring subject-verb and pronoun-antecedent agreement.
  3. 3I can form and choose comparative and superlative adjectives and adverbs, use coordinating and subordinating conjunctions, and produce simple, compound, and complex sentences.
Language · CCSS.ELA-LITERACY.L.3.2

Use Grade 3 capitalization, punctuation, and spelling

Independently demonstrate command of the conventions of standard english capitalization, punctuation, and spelling when writing, including capitalizing appropriate words in titles, using commas in addresses and in dialogue with quotation marks, forming and using possessives, using conventional spelling and spelling patterns for high-frequency and studied words, and consulting reference materials as needed to check and correct spelling. across representations and contexts.

Component progression

  1. 1I can capitalize appropriate words in titles and use commas correctly in addresses and in dialogue with quotation marks.
  2. 2I can form and use possessives and spell high-frequency and other studied words correctly, including when adding suffixes to base words.
  3. 3I can apply spelling patterns, syllable patterns, and meaningful word parts, consulting reference materials as needed to check and correct spelling.
Language · CCSS.ELA-LITERACY.L.3.3

Choose words for effect and compare spoken and written English

Independently use knowledge of language and its conventions when writing, speaking, reading, or listening, including choosing words and phrases for effect and recognizing and observing differences between the conventions of spoken and written standard english. across representations and contexts.

Component progression

  1. 1I can choose a word or phrase for its effect when writing or speaking.
  2. 2I can recognize a difference between the conventions of spoken and written standard english.
  3. 3I can observe the conventions appropriate to spoken or written english in a given context.
Language · CCSS.ELA-LITERACY.L.3.4

Determine unknown word meaning using context, affixes, roots, and references

Independently 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, including using sentence-level context, known affixes, known roots, and glossaries or dictionaries. across representations and contexts.

Component progression

  1. 1I can use sentence-level context as a clue to the meaning of an unfamiliar word or phrase.
  2. 2I can use a known affix or a known root word as a clue to the meaning of an unfamiliar word.
  3. 3I can use a glossary or beginning dictionary, print or digital, to determine or clarify the precise meaning of a word or phrase.
Language · CCSS.ELA-LITERACY.L.3.5

Understand word relationships and nuances in meaning

Independently demonstrate understanding of word relationships and nuances in word meanings, including distinguishing the literal and nonliteral meanings of words and phrases in context, identifying real-life connections between words and their use, and distinguishing shades of meaning among related words that describe states of mind or degrees of certainty. across representations and contexts.

Component progression

  1. 1I can distinguish the literal and nonliteral meanings of words and phrases in context.
  2. 2I can identify a real-life connection between a word and its use.
  3. 3I can distinguish shades of meaning among related words that describe states of mind or degrees of certainty.
Language · CCSS.ELA-LITERACY.L.3.6

Acquire and use conversational, academic, and domain-specific vocabulary

Independently acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. across representations and contexts.

Component progression

  1. 1I can acquire and use a grade-appropriate conversational or general academic word or phrase accurately.
  2. 2I can acquire and use a grade-appropriate domain-specific word or phrase accurately.
  3. 3I can use a word or phrase that signals a spatial or temporal relationship accurately.
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