Common Core State Standards (CCSS) Correlations

English Language Arts

Strand - Reading Standards: Informational Text, Grade 3

Key Ideas and Details

ELA.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.

Key Ideas and Details

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

Craft and Structure

ELA.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.

Craft and Structure

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

Integration of Knowledge and Ideas

ELA.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).

Range of Reading and Level of Text Complexity

ELA.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.

Strand - Reading Standards: Foundational Skills, Grade 3

Phonics and Word Recognition

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

Fluency

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

Strand - Writing Standards, Grade 3

Text Types and Purposes

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

Text Types and Purposes

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

Production and Distribution of Writing

ELA.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)

Production and Distribution of Writing

ELA.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.)

Production and Distribution of Writing

ELA.W.3.6: 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.

Research to Build and Present Knowledge

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

Research to Build and Present Knowledge

ELA.W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Range of Writing

ELA.W.3.10: 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.

Strand - Text Types and Purposes, Grade 3

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Strand - Speaking and Listening Standards, Grade 3

Comprehension and Collaboration

ELA.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.

Comprehension and Collaboration

ELA.SL.3.2: 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.

Comprehension and Collaboration

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

Presentation of Knowledge and Ideas

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

Presentation of Knowledge and Ideas

ELA.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.

Strand - Comprehension and Collaboration, Grade 3

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on <i>grade 3 topics and texts</i>, building on others&rsquo; ideas and expressing their own clearly.

ELA.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 under discussion.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on <i>grade 3 topics and texts</i>, building on others&rsquo; ideas and expressing their own clearly.

ELA.SL.3.1b: 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).

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on <i>grade 3 topics and texts</i>, building on others&rsquo; ideas and expressing their own clearly.

ELA.SL.3.1c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on <i>grade 3 topics and texts</i>, building on others&rsquo; ideas and expressing their own clearly.

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

Strand - Language Standards, Grade 3

Conventions of Standard English

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

Conventions of Standard English

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

Knowledge of Language

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

Vocabulary Acquisition and Use

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

Vocabulary Acquisition and Use

ELA.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).

Common Core State Standards and Expectations© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.