Grade 3 ELA OLS Standards

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

Language Standards

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening Standards

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards

Fluency

Phonics and Word Recognition

Reading Standards for Foundational Skills

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Informational Text

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literature

Craft and Structure

Key Ideas and Details

Reading Standards for Literature

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Vocabulary Acquisition and Use

Learning Progression

Complexity c

Complexity b

Complexity a

Knowledge of Language

Learning Progression

Complexity c

Complexity b

Complexity a

Conventions of Standard English

Language

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Presentation of Knowledge and Ideas

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Comprehension and Collaboration

Speaking and Listening

Learning Progression

Complexity c

Complexity b

Complexity a

Range of Writing

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Research to Build and Present Knowledge

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Production and Distribution of Writing

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Text Types and Purposes

Writing

Learning Progression

Complexity c

Complexity b

Complexity a

Fluency

Learning Progression

Complexity c

Complexity b

Complexity a

Phonics and Word Recognition

Foundational Skills

Learning Progression

Complexity c

Complexity b

Complexity a

Range of Reading and Level of Text Complexity

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Key Ideas and Details

Reading Standards for Informational Text

Learning Progression

Complexity c

Complexity b

Complexity a

Range of Reading and Level of Text Complexity

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Integration of Knowledge and Ideas

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Craft and Structure

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Key Ideas and Details

Reading Standards for Literature

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

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

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

Produce simple and compound sentences containing correct noun (concrete or abstract) and verb agreement using simple verb tenses.

Form and use regular and irregular plural nouns.

Produce a sentence using a noun, verb, and adjective or adverb when writing or speaking.

Use abstract nouns (e.g., childhood).

Produce a simple sentence using a noun and verb when writing or speaking.

Form and use regular and irregular verbs.

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

Ensure subject-verb and pronoun-antecedent agreement.

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.

Communicate using words, phrases or sentences during a writing or speaking activity.

Identify a noun

Identify a verb

Actively engage during a writing or speaking activity.

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 high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

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

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

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

Choose words and phrases for effect.

Communicate ideas and information effectively by speaking or writing in simple sentences.

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

Communicate ideas and information effectively by speaking or writing.

Communicate an idea effectively.

Recognize spelling patterns in words to encode words for writing to capture thoughts and communications print (see foundational skill development for writing in standards W.3.10)

Identify ending punctuation.

Identify sentences.

Recognize the difference between capital and lowercase letters.

Name all 26 letters in the alphabet.

Recognize letters vs. numbers.

Actively engage during a writing activity.

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.

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. 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 affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/ preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

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

Identify the meaning of a word or phrase based on how it is used.

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).

Identify a word to its correct meaning based on how it is used.

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

Select a picture or object that matches the meaning of a word.

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

Identify a picture or object that matches the meaning of a word

Identify word origin of unknown word using dictionary resources

Identify preffixes, suffixes within unknown word

Identify morphemes within unknown word

Identify the root word within an unknown word

Identify syllables within an unknown word

Recognize alphabetical order

Actively engage in word study

Engage in the sharing of grade-level text containing unknown words

Demonstrate understanding of word relationships and nuances in word meanings.

Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).

Identify shades of meaning between words.

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

Recognize when the meaning of a word or phrase in a text is not to be understood literally.

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

Use pictures to identify real-life connections between words and their uses (e.g., a picture of a friendly person, a helpful person, etc.).

Select a picture or object that matches a word

Actively engage in word study.

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).

Acquire and use accurately grade-appropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night, we went looking for them.).

Communicate using grade-level/ age-appropriate conversational or content-specific words or phrases (temporal).

Use gradelevel/age-appropriate words when engaging in a conversation with others.

Communicate using a grade-level vocabulary word.

Identify grade-level, domain specific, vocabulary

Actively engage in grade-level learning across the curriculum, including vocabulary study.

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

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

Identify and know the meaning of the most common prefixes and derivational suffixes.

Identify and decode the most common prefixes and derivational suffixes. Decode single-syllable words. With support, read grade-appropriate irregularly spelled words.

Decode words with common Latin suffixes.

Independently identify the first letter and/ or sound when orally presented with a common one-syllable word.

Decode multi-syllable words.

With support, decode single-syllable words.

Read grade-appropriate irregularly spelled words.

Recognize own name or familiar name in print.

Match 44 phonemes to letters

Say the sound(s) for each letter of the alphabet

Identify short vowel sounds matched to their letters.

Identify the sounds of predictable consonants

manipulate sound at the phoneme level

manipulate sound at the onset-rime level

manipulate sound at the syllable level

Actively engage with letters, sounds, and words.

Read with sufficient accuracy and fluency to support comprehension.

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.

Read grade-level text with purpose and understanding.

Fluently reads a complete story in a decodable text using selfcorrection strategies at the student-specific instructional level for purpose and understanding.

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Fluently reads a complete story in a decodable text at the studentspecific instructional level.

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

Fluently read a 3–5 word phonetically decodable simple sentence (e.g., The dog ran fast.).

Read grade-level text with fluency to support understanding.

Decode words by saying all sounds in the word represented by letter symbols with increasing automaticity until fluent (within 1 second)

Stretch spoken words by individual sounds then state or select the whole word.

Represent sound for each letter in alphabet with automaticity

Demonstrate letter-sound knowledge with increasing automaticity

Articulate all letter sounds accurately with increasing automaticity until fluent (each sound symbol correspondence within 1 second)

Demonstrate foundational knowledge in phonological/ phonemic awareness

Actively participate in supported grade-level/age-appropriate, adapted texts.

Engage during phonics lessons

Engage during letter/sound decoding activities

Engage with letters representing first sounds in words

Actively engage with letters, sounds, and words.

Note:see RL.3.10 and RI.3.10 for additional skills in this sequence.

Read grade-level text orally with increased accuracy and fluency on successive readings.

Decode diphthongs and vowels / aw/ and /oo/

decode digraphs ph,gh,ch

Decode vowel-r combinations

decode vowel teams for long vowel sounds

decode VCe long vowel pattern in single syllable words

decode final consonant blends with nasals: nt, nd, mp, nk

decode hard and soft c and g

decode -ck after a short vowel

decode three consonant blends and blends with digraphs

decode two consonant blends

decode common consonant digraphs

decode long vowel sounds associated with a single letter in open syllables and in one syllable words

Decode specific common vowel teams represent long vowel sounds (e.g., ai, oa, ee).

Decode words with common endings (e.g., -s, -ed, -ing).

Identify irregularly spelled words that are not spelled as they sound (e.g., above, country, again).

Demonstrate the spelling-sound correspondences during decoding

Break words into syllables to support decoding multi-syllable words.

Identify syllables within a printed word

Orally break up a given word into syllables

A word has as many syllables as it has vowel sounds.

Use context to confirm or selfcorrect word recognition, rereading as necessary.

Use decoding skills to self-correct, rereading word as necessary.

Decode CVC words with automaticity and fluency

Decode predictable short vowels with automaticity and fluency

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

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

Answer literal questions including details from the text.

Answer literal questions to show understanding of the text.

Identify one or more key details within a given text.

Participate in a discussion about the information in a text.

Listen to an informational text read aloud

Actively engage in during Q and A

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.

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.

Read grade-level/ age-appropriate, accommodated history/social studies, science, and technical texts.

Read gradelevel/age-appropriate, accommodated history/social studies, science, and technical texts.

Read grade-level/ age-appropriate, accommodated history/social studies, science, and technical texts.

Advanced Decoding

Decode words with threeconsonant blends.

Demonstrate knowledge of 26 letter sounds by combining 3 consonant sounds into consonant blends (squ, str, scr, thr, shr)

Decode words with two-consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends (qu, st, sm, sn, st, lp, sr, sl,cr, cl, tr, dr, etc.)

Decode words with digraphs.

Combine 2 consonants that make one sound. (i.e., sh, ch, wh, th, ng)

With prompting and support decode and read CVC words within a grade level text.

Demonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words

Match 26 letters to most common sounds (Predictable consonants: m, s, t, l, p, f, c, /k/, rr, b, r, j, k, v, g, /g/, w, d, h, y, z, x)

Phonological Awareness (detailed further in learning progression in Reading Foundations)

Articulate the 5 short vowel sounds

Break orally given word into phonemes

Break an orally given word into onset/first sound and rime

Select texts related to prior experiences.

Communicate about prior experiences related to the text.

Actively engage in group reading activities that activate prior knowledge related to previous life experiences.

Actively participate in grade-level/ age-appropriate informational text exploration using adapted materials as needed.

Actively engage in grade-level/ age-appropriate informational text across the curriculum.

Identify Schwa in graphemes such as -ough representing the schwa phoneme short /u/ and -eigh representing the schwa phoneme long /a/.

Demonstrate knowledge of the graphemes -rh, -gh, -mb, -mn, -kn, -gn, and -wr by building words that include these letter patterns.

Identify words containing phonemes represented by graphemes with silent letter patterns such as: -rh, -gh, -mb, -mn, -kn, -gn, and -wr.

Demonstrate knowledge of the trigraphs -shr and -thr by building words that include these letter patterns.

Identify the trigraphs -shr and -thr as blended phonemes used in words.

Demonstrate knowledge of the /j/ phoneme represented by the graphemes -ge and -dge by building words that include the -ge and -dge endings.

Identify the graphemes -ge and -dge as graphemes used at the end of words.

Identify the graphemes -k and -ck as graphemes used at the end of words.

Identify words containing the phonemes /j/ and /g/ represented by grapheme g.

Identify words containing the phonemes /c/ and /s/ represented by grapheme c.

Read & Comprehend - grade level text

Answer wh- questions related to grade-level/age appropriate poems and stories.

Decode and read simple subject specific informational text. (containing only the concepts that have been directly taught below)

Basic Decoding

Increase automatic recall of high frequency words - building the number of sight word recall from beginning to end of year.

Increase automatic recall of newly learned sound/symbol correspondences for the purposes of decoding and reading.

With prompting and support decode and read CVCC, CCVCC, CCCVC, CCCVCC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-6 letter sound combinations in 4-6 letter words. (CVCC (floss rule), CCVCC, CCCVC, CCCVCC)

Demonstrate knowledge of 26 letter sounds by building CVCC (includes: floss rule, blends), CCVCC (includes: g /j/ & c /s/ onsets), CCCVC, CCCVCC (includes: beginning blends & trigraphs)

With prompting and support decode and read CCVC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations in 4 letter words (CCVC words)

While participating in group reading activity identify and communicate key details from the text.

Decoding

With prompting and support decode and read CCVC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations/4 letter words (CCVC words) (V also includes ee, ea, ai, ay, oa)

Analyze informational text development.

Analyze informational text development. a. Determine the main idea of a text. b. Retell the key details and explain how they support the main idea.

Determine the main idea of a text.

Identify the main idea and retell using key details.

Retell the key details and explain how they support the main idea.

Identify the main idea of an informational text and a key detail.

Identify the key details in an informational text.

Participate in a discussion about the information in a text.

Listen to an informational text read aloud

Actively engage with an informational text

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.

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.

Describe a cause/effect relationship between two events or steps in a process in a text.

Identify the chronology of a series of steps or events described in a historical or scientific text.

Identify the sequence of steps or events described in a text (e.g., first, middle, last).

Identify the steps or events in a text.

listen to an informational text read aloud

identify steps or events in daily life

Actively engage with an informational text that contains a series of events or steps in directions.

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

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

Identify the meaning of a word based on how it is used in the text relevant to a grade 3 topic or subject area.

Match a word to its correct meaning based on how it is used in the text relevant to a grade 3 topic or subject area.

Match pictures or objects to words based on how they are used in the text.

Match pictures or objects to words.

Identify words used in a text.

Actively engage with subject specific vocabulary

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

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

Locate and use one text feature to find information in a text.

Identify text features (e.g., key words, sidebars, hyperlinks) in a text.

Identify a text feature (e.g., key words, sidebars, hyperlinks) in a text.

Locate text features such as: table of contents, glossary, titles headings sub-headers, key terms (bold or italic), index, diagram, map, graphs, charts, timelines, illustrations, bold, italics, captions, sidebars, footnotes, etc.

Actively engage with informational text containing search tool features.

Distinguish their own perspective from that of the author of a text.

Distinguish their own perspective from that of the author of a text.

Describe one’s own opinion of the subject and state if it is the same or different from the author.

Describe an author’s opinion of the text.

Identify one’s own opinion of the text.

Identify one’s own thoughts and opinions on any topic.

Identify agreement or disagreement to a given opinion of a text.

Identify agreement or disagreement to a given opinion

Actively engage with informational text authors through picture of the author or other information about them.

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).

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 how an illustration explains information from the text (e.g., where, when, why, and how key events occur).

Describe an illustration from the text that answers a question about a text.

Match excerpts from text to illustrations. Identify an illustration (e.g., map, chart, photograph) that answers a question about a text.

Identify illustrations with a text.

Recognize the difference between illustrations and print in a text.

Actively engage with maps, pictures of illustrations within an informational text

Describe the relationships between the evidence and points an author uses throughout a text.

Describe the relationships between the evidence and points an author uses throughout a text.

Describe evidence in a text that provides support for key points.

Identify a key point with the evidence from the text.

Identify one key point from the text.

Participate in a discussion about the information in a text.

Listen to an informational text read aloud

Actively engage with objects representing evidence in an informational text.

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

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

Describe one similarity and one difference presented in two texts on the same topic.

Identify one similarity OR one difference presented in two texts on the same topic.

Identify the most important point from each of the two texts.

Identify a key point from a text.

Participate in a discussion about the information in a text.

Listen to an informational text read aloud

Actively engage with objects representing key details in an informational text.

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

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

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

Answer literal questions including details from the text.

Answer literal questions including details from the text.

Answer literal questions to show understanding of the text.

Answer literal questions to show understanding of the text.

Identify one or more key details within a given text.

Identify one or more key details within a given text.

Identify a story element (character or setting)

Participate in a discussion about a story

Listen to a story read aloud

Actively engage with a literary text.

Identify a story element (character or setting)

Participate in a discussion about a story

Listen to a story read aloud

Actively engage with a literary text.

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. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

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. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

Actively engage with grade-level/ age-appropriate, accommodated literature materials using prior knowledge and previous experience in order to make text-toself or text-to-text connections and comparisons.

Actively engage with gradelevel/age-appropriate, accommodated literature materials using prior knowledge and previous experience in order to make text-to-self comparisons.

Actively engage with grade-level/ age-appropriate, accommodated literature materials using prior knowledge and previous experience.

Decoding

Decode words with consonant blends.

Build words with consonant blends.

Identify words with consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends

With prompting and support decode and read CVC words within a grade level text.

Demonstrate knowledge of 26 letter sounds by building 3 letter sound combinations in 3 letter words (CVC words)

With prompting and support decode and read CCVC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations/4 letter words (CCVC words) (V also includes ee, ea, ai, ay, oa)

Decode words with threeconsonant blends.

Build words with three-consonant blends.

Identify words with threeconsonant blends.

Demonstrate knowledge of 26 letter sounds by combining 3 consonant sounds into consonant blends (squ, str, scr, thr, shr)

Decode words with two-consonant blends.

Build words with two-consonant blends.

Identify words with two-consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends (qu, st, sm, sn, st, lp, sr, sl,cr, cl, tr, dr, etc.)

Decode words with digraphs.

Build words with digraphs.

Identify words with digraphs.

Combine 2 consonants that make one sound. (i.e., sh, ch, wh, th, ng)

With prompting and support decode and read CVC words within a grade level text.

Demonstrate knowledge of 26 letter sounds by building 3 letter sound combinations/3 letter words (CVC words)

Identify words with common phonemic VC word patterns (word families)

Demonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words

Match 26 letters to most common sounds (Predictable consonants: m, s, t, l, p, f, c, /k/, rr, b, r, j, k, v, g, /g/, w, d, h, y, z, x)

Name the 5 vowels

Identify Schwa in graphemes such as -ough representing the schwa phoneme short /u/ and -eigh representing the schwa phoneme long /a/.

Name 21 consonants

Phonological Awareness (detailed further in learning progression in Reading Foundations)

Articulate the 5 short vowel sounds

Break orally given word into phonemes

Break an orally given word into onset/first sound and rime

Break an orally given word into syllables

Text Connections

Select two texts with a similar topic, character or setting to demonstrate text-to-text comparison/connection.

With support, compare details from two texts using visual/tactile organizer to determine similarities and/or differences.

While participating in group reading activity identify and communicate details from the text (characters, setting, topic) to be recorded.

Actively engage in group reading activities that activate text-to-text comparisons, and connections.

Actively engage in group reading activities that activate text-to-self connections.

Select texts related to prior experiences.

Communicate about prior experiences related to the text.

Actively engage in group reading activities that activate prior knowledge related to previous life experiences.

Actively participate in grade-level/ age-appropriate literature activities using adapted materials as needed.

Actively engage in grade-level/ age-appropriate literature materials.

Actively engage in language play (play with sounds)

Actively engage in group reading activities.

Demonstrate knowledge of the graphemes -rh, -gh, -mb, -mn, -kn, -gn, and -wr by building words that include these letter patterns.

Identify words containing phonemes represented by graphemes with silent letter patterns such as: -rh, -gh, -mb, -mn, -kn, -gn, and -wr.

Demonstrate knowledge of the trigraphs -shr and -thr by building words that include these letter patterns.

Identify the trigraphs -shr and -thr as blended phonemes used in words.

Demonstrate knowledge of the /j/ phoneme represented by the graphemes -ge and -dge by building words that include the -ge and -dge endings.

Identify the graphemes -ge and -dge as graphemes used at the end of words.

Identify the graphemes -k and -ck as graphemes used at the end of words.

Identify words containing the phonemes /j/ and /g/ represented by grapheme g.

Identify words containing the phonemes /c/ and /s/ represented by grapheme c.

Read & Comprehend - grade level text

Answer wh- questions related to grade-level/age appropriate poems and stories.

Decode and read simple poems and stories.

Engage with text types including poetry and stories.

Increase automatic recall of high frequency words - building the number of sight word recall from beginning to end of year.

Increase automatic recall of newly learned sound/symbol correspondences for the purposes of decoding and reading.

With prompting and support decode and read CVCC, CCVCC, CCCVC, CCCVCC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-6 letter sound combinations in 4-6 letter words. (CVCC (floss rule), CCVCC, CCCVC, CCCVCC)

Demonstrate knowledge of 26 letter sounds by building CVCC (includes: floss rule, blends), CCVCC (includes: g /j/ & c /s/ onsets), CCCVC, CCCVCC (includes: beginning blends & trigraphs)

With prompting and support decode and read CCVC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations in 4 letter words (CCVC words)

Decode words with digraphs.

Build words with digraphs.

Identify words with digraphs.

Combine 2-3 consonants that make one sound. (i.e., th, sh, ch, wh, ph, gh, tch)

Analyze literary text development.

Analyze literary text development. a. Determine a theme and explain how it is conveyed through key details in the text. b. Retell stories, including fables, folktales, and myths from diverse cultures.

Analyze literary text development. a. Determine a theme and explain how it is conveyed through key details in the text. b. Retell stories, including fables, folktales, and myths from diverse cultures.

Determine a theme and explain how it is conveyed through key details in the text.

Explain the theme of a story and retell by citing details that contribute to this theme.

Explain the theme of a story and retell by citing details that contribute to this theme.

Retell stories, including fables, folktales, and myths from diverse cultures.

Retell a story, including a beginning, middle, and end.

Retell a story, including a beginning, middle, and end.

Match pictures to sequence the events in the text.

Match pictures to sequence the events in the text.

Discuss beginning, middle, and end

Identify pictures or objects from the story.

listen to a story read aloud.

Actively engage with a literary text.

Discuss beginning, middle, and end

Identify pictures or objects from the story.

listen to a story read aloud.

Actively engage with a literary text.

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

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

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

Describe a character’s traits or actions and state how they contribute to the story sequence.

Describe a character’s traits or actions and state how they contribute to the story sequence.

Identify a character’s feelings and motivations.

Identify a character’s feelings and motivations.

Match a picture to a character or setting in a story. Identify a character in the story.

Match a picture to a character or setting in a story. Identify a character in the story.

Identify pictures or objects from the story.

Listen to a story read aloud.

Actively engage with a literary text.

Identify pictures or objects from the story.

Listen to a story read aloud.

Actively engage with a literary text.

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

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

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

Identify the meaning of a word based on how it is used in a text.

Identify the meaning of a word based on how it is used in a text.

Identify the meaning of a word based on how it is used in a text.

Identify the meaning of a word based on how it is used in a text.

Match pictures or objects to words based on how they are used in a text.

Match pictures or objects to words based on how they are used in a text.

Identify pictures or objects from the story.

Listen to a story read aloud.

Actively engage with a literary text

Identify pictures or objects from the story.

Listen to a story read aloud.

Actively engage with a literary text

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.

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.

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.

Identify the chapters, scenes, and stanzas within a text.

Identify the chapters, scenes, and stanzas within a text.

Identify chapters with books, scenes with dramas, and stanzas with poems using visual, auditory, or text examples.

Identify chapters with books, scenes with dramas, and stanzas with poems using visual, auditory, or text examples.

Identify a text as a story, drama, or poem.

Identify a text as a story, drama, or poem.

Identify a poem.

Identify a drama.

Identify a story

Listen to stories, dramas, and poems read aloud.

Actively engage with a literary text

Identify a poem.

Identify a drama.

Identify a story.

Listen to stories, dramas, and poems read aloud.

Actively engage with a literary text

Describe the difference between points of view in texts, particularly first- and third-person narration.

Describe the difference between points of view in texts, particularly first-person and third person narration.

Identify the point of view in a story (e.g., first-person as a character in the story, using “I” or “we” and third-person as a narrator, using “he” or “she”).

Identify the point of view in a story (e.g., first person as a character in the story, using “I” or “we” and third-person as a narrator, using “he” or “she”).

Identify the storyteller (narrator or character).

Identify a narrator uses the terms “he” or ”she” to tell a story.

Match the use of the terms “he” or “she” to third person point of view.

Recognize when the terms “he” or “she” are seen in a story.

Identify the character who is using the terms “I” or ”we” in a given story.

Match the use of the terms “I” or “we” to first person point of view.

Recognize when the terms “I” or “we” are used in story.

Recognize that the author of the story may or may not be the original storyteller.

Identify the author of a given story.

Recognize that the “reader” of the story is not the same as the storyteller within the story.

Identify that selecting a story to read is not the same as being the original storyteller.

Demonstrate that anyone can select a story to read.

Identify characters represented in a given story.

Listen to a story read aloud.

Actively engage with a literary text

Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., emphasize aspects of a character or setting).

Use both text and illustration to explain an event, setting, or character’s actions.

Identify story elements (events, setting, or characters) that are shown in the illustrations.

Identify a story element (event, setting, or character) that is shown in the illustrations.

Identify story elements.

Recognize the difference between illustrations and print in a text.

Actively engage with a literary text

Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., emphasize aspects of a character or setting).

Not applicable to literature

(Not applicable to literature)

(Not applicable to literature)

(Not applicable to literature)

(Not applicable to literature)

(Not applicable to 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).

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).

Describe similarities or differences in plots or characters in stories by the same author (may or may not be in the same series).

Identify similarities or differences between characters or events in two stories.

identify similarities or differences between characters in a single story.

Identify characters in a story.

Recognize similarities and/or differences in everyday life.

Actively engage with a literary text

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.

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. a. 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. b. 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). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion.

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 in discussions with others by asking and answering questions by following agreedupon rules for discussions (i.e., personal space, eye contact, voice volume, body language, etc.) on grade 3 topics and texts.

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 in discussions with others by answering questions and by following agreed-upon rules for discussions (i.e., personal space, eye contact, voice volume, body language, etc.) on grade 3 topics and texts.

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

Engage in discussions with others by following agreed-upon rules for discussions (i.e., personal space, eye contact, voice volume, body language, etc.) on grade 3 topics and texts.

Explain their own ideas and understanding in light of the discussion.

Communicate with others.

Demonstrate rules for discussion (i.e.: personal space, eye contact, voice volume, body language, etc.)

Identify rules for discussion.

Engage with communication partner.

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.

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.

Identify the main idea and details from text read aloud or information presented orally or visually.

Identify the main idea and one supporting detail from text read aloud or information presented orally or visually.

Identify the main idea from text read aloud or information presented orally.

Identify information from text presented orally and visually.

Engage as text is read aloud

Engage during media presentations

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

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

Ask and answer a question about information presented by a speaker, offering an appropriate detail.

Ask a question related to the information presented by a speaker.

Answer a question about information presented by a speaker.

Identify information presented by a speaker.

Identify the speaker.

Demonstrate engagement while listening to a speaker

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.

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.

Clearly communicate a fact about a topic or story.

Clearly communicate information about a personal experience or specific event.

Communicate information clearly.

Clearly speak about a topic in an organized manner.

Speak slowly and articulately.

Communicate information specific to a topic or text.

Recount an experience.

Engage with a communication partner.

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.

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.

Create audio recordings of stories or poems and include a visual component.

Create audio recordings of stories or poems.

Select a multimedia or visual component pertinent to a presentation.

Read with automaticity and fluency (see foundational skill development in standards RL.3.10, RI.3.10, RF.3.3 and RF.3.4)

Actively engage with multimedia tools.

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

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

Engage in conversations by communicating information in complete sentences.

Communicate information by speaking in a complete sentence.

Communicate to share information.

Communicate with others.

Engage with a communication partner.

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

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

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

Compose a statement of opinion and provide at least two supporting details.

Provide reasons that support the opinion.

Compose a statement of opinion and one supporting detail.

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

Express an opinion on a topic.

Provide a concluding statement or section.

Express agreement or disagreement to a given opinion.

Communicate personal opinions that can be translated into text.

Actively engage with a communication partner

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 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 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.

Compile routine writing over shorter time frames (a single sitting or a day or two) on a single topic or purpose into a larger project that spans over an extended time frame for a range of discipline-specific tasks or purposes.

Write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks.

Extend writing stamina over time.

Demonstrate knowledge of 26 letter sounds by building 3 letter sound combinations/3 letter words (CVC words)

Demonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words

Match 26 letters to most common sounds (Predictable consonants: m, s, t, l, p, f, c, /k/, rr, b, r, j, k, v, g, /g/, w, d, h, y, z, x)

Phonological Awareness (detailed further in learning progression in Reading Foundations)

Articulate the 5 short vowel sounds

Break orally given word into phonemes

Break an orally given word into onset/first sound and rime

Break an orally given word into syllables

Communicate about prior experiences related to a topic.

Actively engage in group writing activities that activate prior knowledge related to previous life experiences.

Actively participate in grade-level/ age-appropriate writing activities using adapted materials as needed.

Engage in communication for writing

Translate thoughts and communications into writing.

Encode/spell words during writing using letter/sound knowledge below.

Identify and write Schwa in graphemes such as -ough representing the schwa phoneme short /u/ and -eigh representing the schwa phoneme long /a/.

Demonstrate knowledge of the graphemes -rh, -gh, -mb, -mn, -kn, -gn, and -wr by building words that include these letter patterns.

Identify words containing phonemes represented by graphemes with silent letter patterns such as: -rh, -gh, -mb, -mn, -kn, -gn, and -wr.

Demonstrate knowledge of the trigraphs -shr and -thr by building words that include these letter patterns.

Identify the trigraphs -shr and -thr as blended phonemes used in words.

Demonstrate knowledge of the /j/ phoneme represented by the graphemes -ge and -dge by building words that include the -ge and -dge endings.

Identify the graphemes -ge and -dge as graphemes used at the end of words.

Identify the graphemes -k and -ck as graphemes used at the end of words.

Identify words containing the phonemes /j/ and /g/ represented by grapheme g.

Identify words containing the phonemes /c/ and /s/ represented by grapheme c.

Answer wh- questions related to grade-level/age appropriate text for the purpose of writing

Encoding

Increase automatic recall of high frequency words - building the number of sight word recall from beginning to end of year.

Increase automatic recall of newly learned sound/symbol correspondences for the purposes of encoding and writing.

Demonstrate knowledge of 26 letter sounds by building 3-6 letter sound combinations in 4-6 letter words. (CVCC (floss rule), CCVCC, CCCVC, CCCVCC)

Demonstrate knowledge of 26 letter sounds by building CVCC (includes: floss rule, blends), CCVCC (includes: g /j/ & c /s/ onsets), CCCVC, CCCVCC (includes: beginning blends & trigraphs)

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations/4 letter words (CCVC words) (V also includes ee, ea, ai, ay, oa)

Build words with three-consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 3 consonant sounds into consonant blends (squ, str, scr, thr, shr)

Build words with two-consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends (qu, st, sm, sn, st, lp, sr, sl,cr, cl, tr, dr, etc.)

Build/encode words with digraphs.

Combine 2 consonants that make one sound. (i.e., sh, ch, wh, th, ng)

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

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

Introduce a topic and group related information together; include illustrations to aid comprehension, if needed.

Compose a topic sentence and generate at least two supporting details sentences.

Develop the topic with facts, definitions, and details.

Compose a topic sentence and generate one factual sentence about the topic.

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

Compose an informative or explanatory sentence.

Provide a concluding statement or section.

Compose a sentence using a sentence frame.

Capitalize the first letter of the first word of a sentence.

Use punctuation.

Identify a topic.

Identify the parts of a simple sentence

Communicate to explain something using facts and details

Communicate personal information that can be translated into text.

Actively engage with a communication partner

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

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

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

Compose a personal or imagined story that includes a beginning, middle, and end and characters, settings, and events.

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

Compose a personal or imagined story that includes a beginning, middle, and end.

Use temporal words and phrases to signal event order.

Compose a personal or imagined story.

Provide a sense of closure.

Communicate imagined experiences that can be translated into text.

Identify an imagined event

Communicate personal experiences that can be translated into text.

Identify a personal event.

Actively engage with a communication partner

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, produce writing in which the development and organization are appropriate to task and purpose.

With guidance and support from adults, compose a topic sentence with two or more supporting detail sentences specific to a task and purpose.

With guidance and support from adults, produce a topic sentence for a task or purpose.

With guidance and support from adults, produce ideas for writing a text specific to a task and purpose.

Communicate meaning that can be translated into text.

Communicate about a specific topic

Actively engage with a communication partner

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

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

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

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

With guidance and support, edit writing for beginning capitalization and ending punctuation.

Communicate meaning that can be translated into text.

Identify the first word of a sentence.

identify the last word of a sentence

Communicate about a specific topic

Actively engage with a communication partner

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.

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.

With guidance and support from adults, use technology to produce and publish accommodated writing (using keyboarding skills).

With guidance and support from adults, use technology to produce and publish accommodated writing (using keyboarding skills).

With guidance and support from adults, use technology to produce and publish accommodated writing (using keyboarding skills).

Interact with technology to communicate meaning

Interact with technology

Engage with technology tools used for communication and/or writing.

Conduct short research projects that build knowledge about a topic.

Conduct short research projects that build knowledge about a topic.

Use multiple source to identify at least three facts about a topic.

Use multiple sources to identify a fact about a topic.

Select multiple sources that provide information on a given topic.

Select a source that provides information on a given topic.

Identify sources of information for research.

Communicate about a topic of interest.

Engage with object or pictures representing potential topics of interest.

Actively engage with a communication partner

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

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

Recall information from personal experiences, select information from print or digital sources, and organize it into provided categories.

Select information from print or digital sources and organize it into provided categories.

Sort provided evidence into provided categories (i.e., food, habitat, clothing, etc.).

Recall/communicate information that can be translated into notes.

Select evidence that matches a provided category.

Communicate about a prior experience

Actively engage with a communication partner

Begins in grade 4

(Begins in Grade 4)