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K–12 Standards

Grade 3

Other Kentucky Reading and Writing sets

Reading Foundational SkillsRF

  •  

    Print Concepts

    1. 1

      No Print Concepts Standard for grade 3.RF.3.1

  •  

    Phonological Awareness

    1. 2

      No Phonological Awareness Standard for grade 3.RF.3.2

  •  

    Phonics and Word Recognition

    1. 3

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

      1. a

        Identify, decode, encode and know the meaning of words with the most common prefixes and derivational suffixes, including Latin suffixes.RF.3.3.a

      2. b

        Decode and encode multisyllabic words.RF.3.3.b

  •  

    Fluency

    1. 4

      Read fluently (accuracy, speed and prosody) on grade-level to support comprehension.RF.3.4

      1. a

        Read grade-level text with purpose and understanding.RF.3.4.a

      2. b

        Fluently read grade-level prose and poetry orally on successive readings.RF.3.4.b

      3. c

        Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RF.3.4.c

      4. d

        Read grade-appropriate irregularly spelled words.RF.3.4.d

Reading Standards for LiteratureRL

  •  

    Key Ideas and Details

    1. 1

      Ask and answer questions, and make and support logical inferences to construct meaning from the text.RL.3.1

    2. 2

      Identify implicit and cite explicit information from a literary text to determine the theme, lesson learned and/or moral, including but not limited to fables, folktales and myths from diverse cultures.RL.3.2

    3. 3

      Describe characters in a story, including but not limited to their traits, motivations, actions or feelings, and how they affect the plot.RL.3.3

  •  

    Craft and Structure

    1. 4

      Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including but not limited to idioms and hyperboles, and describe how those words and phrases shape meaning.RL.3.4

    2. 5

      Describe the structure and provide evidence of how the parts of the text contribute to the whole in a story, poem or drama (e.g., how a chapter, stanza or act/scene might build on another part of the text).RL.3.5

    3. 6

      Distinguish their own perspective from that of the narrator or those of the characters, and describe how various perspectives shape the content of the text.RL.3.6

  •  

    Integration of Knowledge and Ideas

    1. 7

      Explain how the specific aspects of a text’s illustrations contribute to an effect, including but not limited to creating mood, character and setting.RL.3.7

    2. 8

      Not applicable to literatureRL.3.8

    3. 9

      Compare and contrast the themes, settings and plots of stories written by the same author about the same or similar characters.RL.3.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10

      Routinely and flexibly develop and apply background knowledge along with a variety of comprehension strategies to understand and analyze grade-appropriate, complex literary text independently.RL.3.10

Reading Standards for Informational TextRI

  •  

    Key Ideas and Details

    1. 1

      Ask and answer questions, and make and support logical inferences to construct meaning from the text.RI.3.1

    2. 2

      Identify implicit and cite explicit information from an informational text to determine the central idea of a text.RI.3.2

    3. 3

      Describe the relationship between individuals, a series of historical events, scientific ideas or concepts or steps in technical procedures over the course of a text.RI.3.3

  •  

    Craft and Structure

    1. 4

      Determine the meaning of general academic words and phrases in a grade-level text and describe how those words and phrases shape meaning.RI.3.4

    2. 5

      Identify and describe informational text structures, including comparison, cause/effect and problem/solution structures, and describe the logical connection between particular sentences and paragraphs in a text and how they contribute to the overall structure.RI.3.5

    3. 6

      Distinguish their own perspective from that of the author of a text and describe how various perspectives shape the content and style of a text.RI.3.6

  •  

    Integration of Knowledge and Ideas

    1. 7

      Identify and explain how specific visuals, including but not limited to diagrams, graphs, photographs and side bars, contribute to the meaning and clarity of a text.RI.3.7

    2. 8

      Describe how reasons and evidence support specific claims the author makes in a text.RI.3.8

    3. 9

      Explain the relationship between information from two or more texts on the same theme or topic.RI.3.9

  •  

    Range of Reading and Level of Text Complexity

    1. 10

      Routinely and flexibly develop and apply background knowledge along with a variety of comprehension strategies to understand and analyze grade-appropriate, complex informational text independently.RI.3.10

HandwritingHW

  •  

    Handwriting

    1. 1

      Legibly form cursive letters, words and sentences with accepted norms.HW.3.1

CompositionC

  •  

    Text Types and Purpose

    1. 1

      Compose opinion pieces, using a combination of writing and digital resources, on topics or texts, with supporting reasons.C.3.1

      1. a

        With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.C.3.1.a

      2. b

        Introduce the topic, followed by opinion statement, and create an organizational structure.C.3.1.b

      3. c

        Provide reasons with elaborate details to support the opinion.C.3.1.c

      4. d

        Use grade-appropriate transitions to connect sentences and paragraphs.C.3.1.d

      5. e

        Provide a concluding section.C.3.1.e

      6. f

        With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.C.3.1.f

    2. 2

      Compose informative and/or explanatory texts, using writing and digital resources, to examine a topic and provide information.C.3.2

      1. a

        With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.C.3.2.a

      2. b

        Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.C.3.2.b

      3. c

        Develop the topic with facts, definitions and details.C.3.2.c

      4. d

        Use grade-appropriate conjunctions to develop text structure within sentences.C.3.2.d

      5. e

        Use grade-appropriate transitions to develop text structure in sentences and paragraphs.C.3.2.e

      6. f

        Provide a concluding section.C.3.2.f

      7. g

        With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.C.3.2.g

    3. 3

      Compose narratives, using writing and digital resources, to develop real or imagined experiences or multiple events or ideas using effective technique, descriptive details and clear sequences.C.3.3

      1. a

        With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.C.3.3.a

      2. b

        Establish a situation, and introduce a narrator and/or characters; organize an event sequence that reflects linear, nonlinear and/or circular structure.C.3.3.b

      3. c

        Use dialogue and descriptions of actions, thoughts and feelings to develop experiences and events or show the response of characters to situations.C.3.3.c

      4. d

        Use temporal words and phrases to signal event order.C.3.3.d

      5. e

        Create a sense of closure that follows the narrated experiences or events.C.3.3.e

      6. f

        With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.C.3.3.f

  •  

    Production and Distribution

    1. 4

      With guidance and support from adults, use digital resources to create and publish products as well as to interact and collaborate with others.C.3.4

  •  

    Research to Build and Present Knowledge

    1. 5

      Conduct short research projects that build knowledge about a topic.C.3.5

    2. 6

      Summarize information from experiences, or gather information from print and digital sources; take brief notes on information from various print/digital sources, and analyze by sorting into appropriate categories.C.3.6

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    Range of Writing

    1. 7

      Compose routinely over extended time frames and shorter time frames for a variety of tasks, purposes and audiences.C.3.7

LanguageL

  •  

    Conventions of General American English

    1. 1

      When writing or speaking, demonstrate command of the conventions of General American English grammar and usage.L.3.1

      1. a

        Explain the function of nouns, pronouns, verbs, adjectives and adverbs in a grade-level text.L.3.1.a

      2. b

        Form and use regular and irregular plural nouns.L.3.1.b

      3. c

        Use abstract nouns.L.3.1.c

      4. d

        Form and use regular and irregular verbs.L.3.1.d

      5. e

        Use verb tenses.L.3.1.e

      6. f

        Ensure subject-verb and pronoun-antecedent agreement.L.3.1.f

      7. g

        Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.L.3.1.g

      8. h

        Use coordinating and subordinating conjunctions.L.3.1.h

      9. i

        Produce simple, compound and complex sentences.L.3.1.i

    2. 2

      When writing:L.3.2

      1. a

        Capitalize appropriate words in titles.L.3.2.a

      2. b

        Use commas in addresses.L.3.2.b

      3. c

        Use commas and quotation marks in dialogue.L.3.2.c

      4. d

        Use possessives.L.3.2.d

      5. e

        Use conventional spelling for high-frequency words where suffixes are added to base words.L.3.2.e

      6. f

        Use spelling patterns (graphemes) and generalizations in writing multisyllabic words.L.3.2.f

      7. g

        Consult reference materials as needed to check and correct spellings.L.3.2.g

  •  

    Knowledge of Language

    1. 3

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

      1. a

        Choose words and phrases for effect.L.3.3.a

      2. b

        Recognize and observe differences between the conventions of spoken and written General American English.L.3.3.b

    2. 4

      Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from an array of strategies.L.3.4

      1. a

        Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4.a

      2. b

        Determine the meaning of the new word formed when a known affix is added to a known word.L.3.4.b

      3. c

        Use a known root word as a clue to the meaning of an unknown word with the same root.L.3.4.c

      4. d

        Use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases.L.3.4.d

      5. e

        Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal spatial and temporal relationships.L.3.4.e

    3. 5

      Demonstrate understanding of word relationships and nuances in word meanings.L.3.5

      1. a

        Distinguish the literal and nonliteral meanings of words and phrases in context.L.3.5.a

      2. b

        Demonstrate understanding of words by relating them to their synonyms and antonyms.L.3.5.b

      3. c

        Distinguish shades of meaning among related words that describe degrees of certainty.L.3.5.c

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What grade levels do these standards cover?
Grade 3

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