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English Language Arts - Grade 3

All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. Students in third grade will continue enhancing skills in a developmentally-appropriate progression of standards. In third grade, students should be exposed to texts that fall in the 420-820 Lexile range in order to meet college- and career-readiness expectations. By the end of the programmatic level (grade 3) and over the course of the entire instructional day, the distribution of text types should include 50% literary and 50% informational, and writing types should be 30% argumentative, 35% informative, and 35% narrative.

Early Learning Foundations

Fluency

ELA.3.I

Read with sufficient accuracy and fluency to support comprehension.

  • Read on-level text with purpose and understanding.
  • Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Phonics and Word Recognition

ELA.3.II

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

  • Identify and know the meaning of the most common prefixes and derivational suffixes.
  • Decode words with common Latin suffixes.
  • Decode multi-syllable words.
  • Read grade-appropriate irregularly spelled words.

Handwriting

ELA.3.III

Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence

Reading

Key Ideas and Details

ELA.3.1

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

ELA.3.2

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 literary text.

ELA.3.3

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

ELA.3.4

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

ELA.3.5

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

ELA.3.6

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in an informational text, using language that pertains to time, sequence, and cause/effect.

Craft and Structure

ELA.3.7

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

ELA.3.8

Refer to parts of stories, dramas, and poems when writing or speaking about a literary text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

ELA.3.9

Distinguish one’s point of view from that of the narrator or those of the characters in a literary text.

ELA.3.10

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

ELA.3.11

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

ELA.3.12

Distinguish one’s own point of view from that of the author of an informational text.

Integration of Knowledge and Ideas

ELA.3.13

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

ELA.3.14

Compare and contrast the themes, settings, and plots of literary stories written by the same author about the same or similar characters (e.g., in books from a series).

ELA.3.15

Use information gained from illustrations (e.g., maps or photographs) and the words in an informational text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

ELA.3.16

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

ELA.3.17

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

Range of Reading and Text Complexity

ELA.3.18

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 range independently and proficiently.

ELA.3.19

By the end of the year, read and comprehend informational texts, including social studies, science, and technical texts, at the high end of the grades 2–3 text complexity range independently and proficiently.

Writing

Text Types and Purposes

ELA.3.20

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

  • Introduce the topic or text being discussed, state an opinion, and create an organizational structure that lists reasons.
  • Provide reasons that support the opinion.
  • Use linking words and phrases (e.g., because, therefore, since, or for example) to connect opinion and reasons.
  • Provide a concluding statement or section.
ELA.3.21

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

  • Introduce a topic and group related information together; include illustrations when useful to aid comprehension.
  • Develop the topic with facts, definitions, and details.
  • Use linking words and phrases (e.g., also, another, and, more, or but) to connect ideas within categories of information.
  • Provide a concluding statement or section.
ELA.3.22

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

  • Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
  • Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
  • Use transitional words and phrases to signal event order.
  • Provide a sense of closure.

Production and Distribution of Writing

ELA.3.23

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 Text Types and Purposes.)

ELA.3.24

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 up to and including grade 3).

ELA.3.25

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.3.26

Conduct short research projects that build knowledge about a topic.

ELA.3.27

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

ELA.3.28

(Begins in grade 4.)

Range of Writing

ELA.3.29

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.

Speaking & Listening

Comprehension and Collaboration

ELA.3.30

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 ideas clearly.

  • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, and speaking one at a time about the topics and texts under discussion).
  • Ask questions to check understanding of information presented, stay on topic, and link comments to the remarks of others.
  • Explain ideas and understanding in light of the discussion.
ELA.3.31

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.

ELA.3.32

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

Presentation of Knowledge and Ideas

ELA.3.33

Report on a topic or text; tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly and coherently.

ELA.3.34

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.

ELA.3.35

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

Language

Conventions of Standard English

ELA.3.36

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

  • Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
  • Form and use regular and irregular plural nouns.
  • Use abstract nouns (e.g., childhood).
  • 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.
ELA.3.37

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, or happiness).
  • Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts) in writing words.
  • Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Knowledge of Language

ELA.3.38

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

  • Choose words and phrases for effect.
  • Recognize and observe differences between the conventions of spoken and written Standard English.

Vocabulary Acquisition and Use

ELA.3.39

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.

  • Use sentence-level context as a clue to the meaning of a word or phrase.
  • Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, and heat/preheat).
  • Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company and companion).
  • Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
ELA.3.40

Demonstrate understanding of word relationships and nuances in word meanings.

  • Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
  • Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
  • Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, and wondered).
ELA.3.41

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