3rd grade checklist #2

Isaac School District No.5
ELAS Standards Checklist: Grade 3
2012-2013
2010 AZ ELAS Reading Foundations Former AZ Standards/
U1 U2 U3 U4 U5 U6
(RF) AIMS Blueprint Alignment
3.RF.3 Know and apply grade-level phonics R03.S1C3.01
and word analysis skills in decoding words. Read multi- syllabic words fluently, using
letter-sound knowledge.
III-R-2: HI-7: applying knowledge of spelling
pattern exceptions R03.S1C3.02
. Apply knowledge of basic syllabication rules
III-R-2: HI-10: applying knowledge of affixes to when decoding four- or five-syllable written
words in context. words (e.g., in/for/ma/tion, mul/ti/pli/ca/tion,
pep/per/o/ni).

R03.S1C3.03
Apply knowledge of the
following common spelling patterns to read
words:
 that drop the final e and add endings √+ F
such as: -ing, -ed, or –able (e.g.,
use/using/used/usable)
 with final consonants that need to be
doubled when adding an ending (e.g.,
hop/hopping)
 that require changing the final y to I
(e.g., baby/babies)
 that end in –tion, -sion, (e.g. election,
vision)
 with complex word families (e.g., -ight,
-ought): and
 that include common prefixes,
suffixes, and root words.

1

3.RF.3 Know and apply grade-level phonics R03.S1C3.04
and word analysis skills in decoding words. Read common abbreviations (e.g., Wed.,
(continued) Sept.) fluently.
R03.S1C3.05
Recognize high frequency words and
irregular sight words.
R03.S1C4.01
Use knowledge of prefixes (e.g., un-, re-, √+ F
in-, dis-) to determine the meaning of words.
R03.S1C4.02
Use knowledge of suffixes (e.g., -ful, -ly, -
less) to determine the meaning of words.
R03.S1C4.03
Recognize words represented by common
abbreviations (e.g., Mr., Ave., Oct.).
3.RF.3a Identify and know the meaning of the
most common prefixes and derivational
suffixes.
√+ √+
III-R-3: HI-10: applying knowledge of affixes to
words in context.
3.RF.3b Decode words with common Latin
suffixes.

III-R-3: HI-10: applying knowledge of affixes to √+ F
words in context.

3.RF.3c Decode multi-syllable words.
√+ √+
3.RF.3d Read grade-appropriate irregularly
spelled words.

√+

2

3.RF.4 Read with sufficient accuracy and RO3.S1C3.06
fluency to support comprehension. Use knowledge or word order (syntax) and
context to confirm decoding
III-R-3: HI-1: reading aloud passages from S1C3 (9%)
unfamiliar content area text with fluency. (i.e., R03.S1C5.01
accuracy, appropriate phrasing, and attention Consistently read grade level text with at
to punctuation) least 90 percent accuracy.
R03.S1C5.02 √+ F F
Read aloud from familiar prose and poetry
with fluency and appropriate rhythm, pacing,
intonation, and vocal patterns.
R04.S1C4.02
Use context to determine the relevant
meaning of a word.
3.RF.4a Read on-level text with purpose and
understanding. √+ √+
3.RF.4b Read on-level prose and poetry orally
with accuracy, appropriate rate, and
expression on successive readings
√+ √+ F √+

3.RF.4c Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary. √+ √+ √+ F

3

2010 AZ ELAS Reading Literature Former AZ Standards/
U1 U2 U3 U4 U5 U6
(RL) AIMS Blueprint Alignment
3.RL.1 Ask and answer questions to R03.S1C6.01
demonstrate understanding of a text, referring Predict events and actions, based upon prior
explicitly to the text as the basis for the knowledge and text features.
answers. R03.S1C6.02
Compare a prediction about an action or
III-R-4: HI-2: generating and confirming event to what actually occurred within a text.
predictions about text for accuracy. R03.S1C6.03
Ask relevant questions in order to
III-R-4: HI-3: answering literal (i.e., Yes/No, comprehend text. √ F F √ √ √
who, what, where, when, why, which and R03.S1C6.04
how) and/or personal response questions Answer clarifying questions in order to
about text. comprehend text.
S1C6 (17%)
III-R-4: HI-4: generating who, what, where,
when, why, which and how questions to clarify
text.
3.RL.2 Recount stories, including fables, R03.S2C2.01
folktales, and myths from diverse cultures; Compare events, characters and conflicts in
determine the central message, lesson, or literary selections from a variety of cultures
moral and explain how it is conveyed through to their experiences.
key details in the text. R04.S2C1.03
Identify the moral of literary selection (e.g., F F
III-R-4: HI-5: retelling a story or event with a fables, folktales, fairytales, and legends).
beginning, middle, and end using transition R05.S2C1.02
words and complete sentences. Identify the theme (moral, lesson, meaning,
message, view or comment on life) of a
literary selection.

4

3.RL.3 Describe characters in a story (e.g., R02.S2C1.01
their traits, motivations, or feelings) and Describe literary elements of text including
explain how their actions contribute to the characters, plot (specific events, problem
sequence of events. and solution), and setting.

III-R-4: HI-14: describing the characters’ traits R03.S2C1.02
and their motivations within a fictional text. Describe characters (e.g., traits, roles, F √+ √ √ √
similarities) within a literary selection.
S2C1 (22%)

R04.S2C1.05
Describe a character’s traits using textual
evidence (e.g., dialogue, actions, narrations,
illustrations).

R05.S2C1.04
Analyze how a character’s traits influence
that character’s actions.

5

3.RL.4 Determine the meaning of words and R04.S1C4.02
phrases as they are used in a text, Use context to determine the relevant
distinguishing literal from non-literal language. meaning of a word.
R04.S1C4.03
III-R-4: HI-8: locating sequential/ Determine the difference between figurative
chronological order signal words (i.e., first, language and literal language.
next, finally today, now, meanwhile, not long R04.S1C4.04
ago) in text. Identify figurative language, including
similes, personification, and idioms. F
III-R-4: HI-9: locating signal words that
indicate comparison/contrast. (i.e., similarly,
on the other hand, however, yet, in spite of)

indicate cause and effect. (i.e., as a result of,
consequently, so that, because of, since)

III-R-4:HI-32: identifying words (i.e., nouns,
adjective, verbs and adverbs) that the author
selects in a literary selection to create a
graphic visual image.)

6

3.RL.5. Refer to parts of stories, dramas, and R03.S2C1.03
poems when writing or speaking about a text, Sequence a series of events in a literary
using terms such as chapter, scene, and selection.
stanza; describe how each successive part R03.S2C1.05
builds on earlier sections. Identify the speaker or narrator in a literary
selection.
III-R-4: HI-34: identifying structural elements R03.S2C1.06
of poetry. (e.g., repetition, rhyme, rhythm, Identify rhyme, rhythm, repetition, and
verse, meter, and imagery, etc.) sensory images in poetry.
R03.S2C1.07
Distinguish between/among fiction,
nonfiction, poetry, plays, and narratives, √ √+ F √
using knowledge of their structural elements.
S2C1 (22%)
R04.S2C1.09
Identify characteristics and structural
elements (e.g., imagery, rhyme, verse,
rhythm, meter) of poetry.
R04.S2C1.10
Identify common forms of literature (e.g.,
poetry, novel, short story, biography,
autobiography, drama) based upon their
characteristics
3.RL.6 Distinguish their own point of view R03.S2C1.05
from that of the narrator or those of the Identify the speaker or narrator in a literary
characters. selection.
S2C1 (22%)
R05.S2C1.05
Identify the narrative point of view (e.g., first
person, third person, omniscient) in a literary
selection.
√ √ F F √ F

7

3.RL.7. Explain how specific aspects of a R04.S1C6.01
text’s illustrations contribute to what is Predict text content using prior knowledge
conveyed by the words in a story (e.g., create and text features (e.g., illustrations, titles,
mood, emphasize aspects of a character or topic sentences, key words).
setting). R04.S2C1.05
Describe a character’s traits using textual
III-R-4: HI-14: describing the characters’ traits evidence (e.g., dialogue, actions, narrations, √+ √ √ √+ √
and their motivations within a fictional text. illustrations).

III-R-4: HI-17: relating illustrations to fictional
text.

3.RL.8
(not applicable to literature)
3.RL.9 Compare and contrast the themes, SR03.S2C1.01
settings, and plots of stories written by the Compare (and contrast) literary elements
same author about the same or similar across stories, including plots, settings, and
characters (e.g., in books from a series). characters.
S2C1 (22%)
III-R-4: HI-16: identifying and describing the
plot (specific events, problems and solutions)
from a fictional text.)
√+ √+ F √
III-R-4: HI-19: Comparing and contrasting two
settings within a fictional text.

3.RL.10 By the end of the year, read and R03.S1C5.01
comprehend literature, including stories, Consistently read grade level text with at
dramas, and poetry, at the high end of the least 90 percent accuracy.
grades 2–3 text complexity band R03.S1C5.02
independently and proficiently Read aloud from familiar prose and poetry √ √ √ √ √ F
with fluency and appropriate rhythm, pacing,
intonation, and vocal patterns.

8

2010 AZ/ELAS Reading Informational Former AZ Standards/
U1 U2 U3 U4 U5 U6
Text AIMS Blueprint Alignment
3.RI.1 Ask and answer questions to R03.S1C6.03
demonstrate understanding of a text, referring Ask relevant questions in order to
explicitly to the text as the basis for the comprehend text.
answers. R03.S1C6.04
Answer clarifying questions in order to
III-R-4: HI-3: answering literal (i.e., Yes/No, comprehend text.
who, what, where, when, why, which and S1C6 (17%)
how) and/or personal response questions
about text.
R03.S3C1.02
Locate facts in response to questions about
√+ √ √+ √+ √ √
expository text.
III-R-4: HI-4: generating who, what, where, S3C1 (11%)
when, why, which and how questions to clarify
text.

3.RI.2 Determine the main idea of a text; R03.S1C1.02
recount the key details and explain how they Recognize the distinguishing features of a
support the main idea. paragraph (e.g., indentation of first word,
topic sentence, supporting sentences,
concluding sentences).
S1C1 (7%)
R03.S3C1.01
Identify the main idea and supporting details
in expository text.
R03.S3C1.02 F √+ √ √+ √+
Locate facts in response to questions about
expository text.
R03.S3C1.03
Locate specific information by using
organizational features (e.g., title, table of
contents, headings, captions, bold print, key
words, glossary, indices, italics, key words)
in expository text.
S3C1 (11%)
9

3.RI.3 Describe the relationship between a R03.S3C2.03
series of historical events, scientific ideas or Evaluate written directions for sequence and
concepts, or steps in technical procedures in completeness.
a text, using language that pertains to time, S3C2 (11%)
sequence, and cause/effect. R04.S1C6.06
Use reading strategies (e.g., drawing
III-R-4: HI-8: locating sequential/ conclusions, determining cause and effect, √+ F √ √
chronological order signal words (i.e., first, making inferences, sequencing) to
next, finally today, now, meanwhile, not long comprehend text.
ago) in text. R04.S3C1.07
Distinguish cause and effect.
III-R-4: HI-9: locating signal words that R04.S3C2.07
indicate comparison/contrast. (i.e., similarly, Interpret details from functional text for a
on the other hand, however, yet, in spite of) specific purpose (e.g., to follow directions, to
solve problems, to perform procedures, to
III-R-4: HI-10: locating signal words that answer questions).

III-R-4: HI-12: identifying the cause and effect
relationship of two related events in a literary
selection.

10

3.RI.4 Determine the meaning of general R03.S1C4
academic and domain-specific words and Acquire and use new vocabulary in relevant
phrases in a text relevant to a grade 3 topic or context.
subject area. S1C4 (11%)
R03.S3C3.02
III-R-4: HI-8: locating sequential/ Identify persuasive vocabulary (e.g.
chronological order emotional words) used to influence readers’
signal words (i.e., first, next, finally today, perspectives.
now, meanwhile, not long ago) in text.) S3C3 (11%)
√ √ √ F √ √
indicate comparison/contrast. (i.e., similarly,
on the other hand, however, yet, in spite of)


III-R-4: HI-20: applying understanding of
content vocabulary within math, science and
social studies texts.

III-R-4: HI-32: identifying words (i.e., nouns,
adjective, verbs and adverbs) that the author
selects in a literary selection to create a
graphic visual image.)

11

3.RI.5 Use text features and search tools R03.S3C1.03
(e.g., key words, sidebars, hyperlinks) to Locate specific information by using
locate information relevant to a given topic organizational features (e.g., title, table of
efficiently. contents, headings, captions, bold print, key
words, glossary, indices, italics, key words)
III-R-4: HI-22: locating information for a in expository text.
specific purpose. (e.g., atlas, glossary, S3C1 (11%)
textbook, indexes, websites, podcast,
webinars, etc.)

III-R-4: HI-25: explaining the purpose of print
(font) features in nonfiction text.)

III-R-4: HI-26: explaining the purpose of
organizational features on a page in
nonfiction text.)

III-R-4: HI-27: locating information from a part
of a book for a specific purpose. √+ √+ √+ √+ √+
III-R-4: HI-28: identifying specific information
by using the organizational features of a book,
a dictionary and a newspaper. (i.e., title,
author, table of contents and glossary) HI-29:
interpreting information from functional
documents for a specific purpose. (e.g.,
"Which bus do I take to get home by 7pm?")

12

3.RI.6 . Distinguish their own point of view R03.S3C3.01
from that of the author of a text. Distinguish fact from opinion in persuasive
text (e.g., advertisements, product labels,
III-R-4: HI-31: distinguishing fact from opinion written communications).
in persuasive text. (e.g., advertisements, R03.S3C3.02
product labels, written communications, etc.) Identify persuasive vocabulary (e.g.,
emotional words) used to influence readers’
perspectives.
S3C3 (11%) √+ √+ √ √
R04.S3C1.08
Draw valid conclusions based on information
gathered from expository text.
R04.S3C3.01
Determine the author’s position regarding a
particular idea, subject, concept, or object.

13

3.RI.7 Use information gained from R03.S1C6.05
illustrations (e.g., maps, photographs) and the Extract information from graphic organizers
words in a text to demonstrate understanding (e.g., webs, Venn diagrams, flow charts) to
of the text (e.g., where, when, why, and how comprehend text.
key events occur). R03.S1C6.06
Connect information and events in text to
III-R-4: HI-22: locating information for a experience and to related text and sources.
specific purpose. (e.g., atlas, glossary, S1C6 (17%)
textbook, indexes, websites, podcast, R03.S3C1.04
webinars, etc.) Use a variety of sources (e.g., trade books,
encyclopedias, magazines, atlases,
III-R-4: HI-24: interpreting information from almanacs, electronic source, textbooks) to
external text in nonfiction text for a specific answer specific questions, and/or gather
purpose. information.
R03.S3C1.05
III-R-4: HI-27: locating information from a part Interpret information from graphic features
of a book for a specific purpose. (e.g., charts, maps, diagrams, illustrations,
tables, timelines) of expository text.
III-R-4: HI-29: interpreting information from S3C1 (11%) √+ √ √+ F F
functional documents for a specific purpose. R03.S3C2.01
(e.g., "Which bus do I take to get home by Follow a set of written multi-step directions.
7pm?") R03.S3C2.04
Interpret information in functional documents
(e.g., maps, schedules, pamphlets) for a
specific purpose.
S3C2 (11%)
VP.F3
Access, view and respond to visual forms
such as computer programs, videos,
artifacts, drawings, pictures and collages.
VP.F4
Interpret visual clues in cartoons, graphs,
tables and charts that enhance the
comprehension of text.

14

3.RI.8 Describe the logical connection R03.S1C6.02
between particular sentences and paragraphs Compare a prediction about an action or
in a text (e.g., comparison, cause/effect, event to what actually occurred within a text.
first/second/third in a sequence). S1C6 (17%)
R03.S2C1.04
III-R-4: HI-12: identifying the cause and effect Make relevant connections (e.g., √ √ F F √
relationship of two related events in a literary relationships, cause/effect, and comparison)
selection. between earlier events and later events in
text.
S2C1 (22%)
3.RI.9 Compare and contrast the most R03.S3C1.01
important points and key details presented in Identify the main idea and supporting details
two texts on the same topic. in expository text.
S3C1 (11%) F √+
III-R-4: HI-30: comparing and contrasting two
items within an expository text.

3.RI.10 By the end of the year, read and R03.S1C5.01
comprehend informational texts, including Consistently read grade level text with at
history/social studies, science, and technical least 90 percent accuracy.
texts, at the high end of the grades 2–3 text R03.S3C1
complexity band independently and Identify, analyze, and apply knowledge of the
proficiently. purpose, structures, and elements of
expository text.
S3C1 (11%)
√ √ √+ √ √ F

15

AZ.3.RI.10 R03.S1C5.01
By the end of the year, read and comprehend Consistently read grade level text with at
functional texts, including history/social least 90 percent accuracy.
studies, science, and technical texts, at the R03.S3C1 √ √ √+ √ √ F
high end of the grades 2–3 text complexity Identify, analyze, and apply knowledge of the
band independently and proficiently purpose, structures, and elements of
expository text.
S3C1 (11%)
R03.S3C2
Identify, analyze, and apply knowledge of the
purpose, structures, clarity, and relevancy of
functional text.
S3C2 (11%)

16

Writing Writing Standards/
U1 U2 U3 U4 U5 U6
Reading Standards Alignment
3.W.1 Write opinion pieces on topics or texts, 3.RL.6
supporting a point of view with reasons. Distinguish their own point of view from that
of the narrator or those of the characters
III-W-1:HI-7: writing a persuasive essay that 3.RI.6
states a clear position with supporting details Distinguish their own point of view from that
using persuasive vocabulary/strategies to of the author of a text. √+ F √+
influence the reader (e.g., loaded/emotional
words, exaggeration, euphemisms
bandwagon, peer pressure, repetition, etc.).

3.W.1a Introduce the topic or text they are 3.RI.6
writing about, state an opinion, and create an Distinguish their own point of view from that
organizational structure that lists reasons. of the author of a text. √+ √+ √+
3.W.1b Provide reasons that support the
opinion. √+ √+ √+
3.W.1c Use linking words and phrases (e.g., 3.RL.6
because, therefore, since, for example) to Distinguish their own point of view from that
connect opinion and reasons. of the narrator or those of the characters √+ √+ √+
3.W.1d Provide a concluding statement or
section. √ √+ √ √+ √+

17

3.W.2 Write informative/explanatory texts to 3.RI.2
examine a topic and convey ideas and Determine the main idea of a text; recount
information clearly. the key details and explain how they support
the main idea.
III-W-2: HI-4: writing expository essays and
informational reports that include topic
sentences, main ideas, and relevant
supporting details, using appropriate
transitions, varied sentence structure and √+ F √+ √+
precise academic vocabulary.

III-W-2: HI-5: writing a summary paragraph
containing only key ideas and relevant content
vocabulary summarizing a variety of text and
of varying length. (e.g., science text chapter,
article, book, oral presentations, etc.).
3.W.2a Introduce a topic and group related 3.RL.7
information together; include illustrations Explain how specific aspects of a text’s
when useful to aiding comprehension. illustrations contribute to what is conveyed
by the words in a story (e.g., create mood,
emphasize aspects of a character or setting).
3.RI.2
Determine the main idea of a text; recount
the key details and explain how they support
the main idea √+ √+ √+ √+
3.RI.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).

3.W.2b Develop the topic with facts,
definitions, and details. √+ √+ √+ √+

18

3.W.2c Use linking words and phrases (e.g., 3.RI.3
also, another, and, more, but) to connect Describe the relationship between a series of
ideas within categories of information. historical events, scientific ideas or concepts,
or steps in technical procedures in a text,
using language that pertains to time,
sequence, and cause/effect. √+ √+ √+ √+
3.RI.8
Describe the logical connection between
particular sentences and paragraphs in a text
(e.g., comparison, cause/effect,
first/second/third in a sequence).
3.W.2d Provide a concluding statement or
section.

√+ √+ √+ √+

3.W.3 Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details, and
clear event sequences.

III-W-3: HI-1: writing one or more narrative
paragraphs based on imagined or real events F F √+ √+
that includes characters, setting, sensory
details, appropriate word choice and logical
sequencing to develop the plot using
transitional words and varied sentence
structure.

3.W.3a Establish a situation and introduce a 3.RL.3
narrator and/or characters; organize an event Describe characters in a story (e.g., their
sequence that unfolds naturally. traits, motivations, or feelings) and explain √+ √+ √+
how their actions contribute to the sequence
of events.

19

3.W.3b Use dialogue and descriptions of 3.RL.3
actions, thoughts, and feelings to develop Describe characters in a story (e.g., their
experiences and events or show the response traits, motivations, or feelings) and explain √+ F √+ √+
of characters to situations. how their actions contribute to the sequence
of events.
3.W.3c Use temporal words and phrases to
signal event order. √+ √ √+ √ √ √+
3.W.3d Provide a sense of closure.

√+ √ √+ √ √ √+

20

3.W.4 With guidance and support from adults, 3.RL.3
produce writing in which the development and Describe characters in a story (e.g., their traits,
organization are appropriate to task and motivations, or feelings) and explahow their
purpose. actions contribute to the sequence of events.
3.RL.5
Refer to parts of stories, dramas, and poems
III-W-1: HI-2: writing simple poetry using a when writing or speaking about a text, using
variety of poetic devices and figurative terms such as chapter, scene, and stanza;
language including: personification, describe how each successive part builds on
onomatopoeia, alliteration, simile and earlier sections.
metaphor. 3.RL.6
Distinguish their own point of view from that of
III-W-1: HI-3: taking notes using self selected the narrator or those of the characters
formats based upon knowledge of oral or 3.RL.7
written text structures with instructional Explain how specific aspects of a text’s
support. (e.g.,Student selects Venn Diagram illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize
for comparing and contrasting text).
aspects of a character or setting).
3.RL.9
III-W-1:HI-6: writing a variety of functional text Compare and contrast the themes, settings, and
that address audience, stated purpose and plots of stories written by the same author about √+ √ √ √+ √ √
context: letters, directions, procedures, the same or similar characters (e.g., in books
graphs/tables, and brochures. from a series).
3.RI.2
III-W-4: HI-2: producing two or more Determine the main idea of a text; recount the
paragraphs containing an introductory key details and explain how they support the
statement,supporting details and a concluding main idea
statement which are connected by transitional 3.RI.3
Describe the relationship between a series of
phrase and clauses.
historical events, scientific ideas or concepts, or
steps in technical procedures in a text, using
III-W-4: HI-3: choosing ideas, words, details language that pertains to time, sequence, and
and structure that reflect audience and cause/effect.
purpose (pragmatics). 3.RI.9
Compare and contrast the most important points
and key details presented in two texts on the
same topic.

21

3.W.4a. With guidance and support from
adults, produce functional writing (e.g.,
friendly and formal letters, recipes
experiments, notes/messages, labels, √ √ √ √ √ √
graphs/tables, procedures, invitations,
envelopes) in which the development and
organization are appropriate to task and
purpose.

22

3.W.5 With guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, editing.

III-W-3: HI-1: generating and organizing ideas
to create a prewriting plan using multiple self-
selected methods (brainstorming, webbing,
writer’s notebook, journal, etc.).

III-W-3: HI-2: evaluating, organizing and
selection of ideas that reflect the audience
and purpose.

III-W-3: HI-3: using a prewriting plan to draft
an essay with an introductory paragraph,
body,transitions and concluding paragraph.

III-W-3: HI-4: revising a student draft as a
class, in small groups and independently with √+ √+ √+ √+ √+ √
audience and purpose in mind for:
word choice, sequence of ideas (introduction,
body, conclusion), adding/deleting/ moving
supporting details, effective transitions,
sentence structure (combining/adding/
deleting, complete and varied sentences)
using revision tools (checklists, rubrics, and
reference materials).

III-W-3: HI-5: reviewing student drafts for
errors in conventions* as a class, in small
groups and independently using editing tools.
(e.g., checklists, rubrics, computer spell check
and other reference materials)

23

3.W.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.

III-W-3: HI-6: publishing products in a variety √+ √ √ √+ √ √+
of formats (e.g., oral presentation, manuscript,
multimedia, etc.) and presenting within a set
period of time (e.g., 15 minutes).

3.W.7 Conduct short research projects that 3.RI.5
build knowledge about a topic. Use text features and search tools (e.g., key
words, sidebars, hyperlinks) to locate
III-W-5: HI-1: recording, evaluating and information relevant to a given topic
organizing information, observations or efficiently.
questions on a topic of student interest from 3.RI.7 √+ √+ F √+ √+
two or more sources (experiment, article, Use information gained from illustrations
textbook, guest speaker, video, Internet, (e.g., maps, photographs) and the words in a
interview, podcasts, etc.) for report/research text to demonstrate understanding of the text
purposes. (e.g., where, when, why, and how key events
occur).

24

3.W.8 Recall information from experiences or 3.RI.1 Ask and answer questions to
gather information from print and digital demonstrate understanding of a text,
sources; take brief notes on sources and sort referring explicitly to the text as the basis for
evidence into provided categories. the answers.
3.RI.5
III-W-1: HI-3: taking notes using self selected Use text features and search tools (e.g., key
formats based upon knowledge of oral or words, sidebars, hyperlinks) to locate
written text structures with instructional information relevant to a given topic
support. (e.g., student selects Venn Diagram efficiently.
for comparing and contrasting text). 3.RI.7
Use information gained from illustrations
III-W-1: HI-5: writing a summary paragraph (e.g., maps, photographs) and the words in a √+ √+ √+
containing only key ideas and relevant content text to demonstrate understanding of the text
vocabulary summarizing a variety of text and (e.g., where, when, why, and how key events
of varying length. (e.g., science text chapter, occur).
article, book, oral presentations, etc.).

III-W-1: HI-6: writing a variety of functional text
that address audience, stated purpose and
context: letters, directions, procedures,
graphs/tables, and brochures.

3.W.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.

III-W-3: HI-7: using time management
strategies to publish products within a teacher √ √+ √+ √+ √+ √+
specified period of time.

25

2010 AZ/ELAS Speaking and Former AZ Standards Alignment
U1 U2 U3 U4 U5 U6
Listening
3.SL.1 Engage effectively in a range of LS.F2
collaborative discussions (one-on-one, in Give and follow multi-step directions.
groups, and teacher-led) with diverse partners LS.R5
on grade 3 topics and texts, building on Participate in group discussions.
others’ ideas and expressing their own clearly.

III-SL-1: HI-5: demonstrating relationships
among
facts, ideas or events using academic
vocabulary in classroom discussions. (e.g.,
problem/solution, cause/effect, etc.)

III-SL-1: HI-6: responding to comprehension
questionsby demonstrating relationships
among facts,ideas or events and extending
the information to other relevant contexts
using appropriate academic vocabulary. (e.g.,
problem/solution, cause/effect, F F F √+ √+ √+
compare/contrast, etc.)

III-SL-1: HI-8: responding to social
conversations by rephrasing and repeating
information, asking questions, offering advice,
sharing one’s experiences, and expressing
one’s thoughts.

III-SL-2: HI-4: participating in socio-functional
communication tasks using complete
sentences.

III-SL-2: HI-5: asking and responding to
academic questions in complete sentences
(e.g.,expressing possibilities and probabilities,
hypothetical questions, etc.).

26

3.SL.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. F F √+ √+ √+

3.SL.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). √+ √+ √+ √+ √+ √+

3.SL.1c Ask questions to check
understanding of information presented, stay
on topic, and link their comments to the
remarks of others.

III-SL-1: HI-9: asking questions to clarify ideas
and concepts. F √+ √+ √+ √+ √+

3.SL.1d Explain their own ideas and
understanding in light of the discussion

√+ √+ √+ √+ √+ √+

27

3.SL.2 Determine the main ideas and W03.S3C6.01
supporting details of a text read aloud or Paraphrase information from at least one
information presented in diverse media and source (e.g. Internet, reference materials).
formats, including visually, quantitatively, and LS.R4
orally. Listen and respond to stories, poems and
nonfiction.
III-SL-1: HI-2: summarizing main VP.F1
ideas/concepts and supporting details from Recognize different types of visual media.
read-alouds (fiction and nonfiction) in VP.F3
complete sentences. Access, view and respond to visual forms
such as computer programs, videos,
III-SL-1: HI-3: sequencing events from read- artifacts, drawings, pictures and collages. √+ √+ √+ √+
alouds, presentations and conversations in S3.C1 (11%)
complete sentences.

III-SL-1: HI-4: summarizing the main
idea/concept and key points/details of a
presentation using complete sentences.

3.SL.3 Ask and answer questions about LS.E3
information from a speaker, offering Interpret and respond to questions and
appropriate elaboration and detail. evaluate response as interviewer and
interviewee. √+ √+ √+ F √+ √+
III-SL-1: HI-9: asking questions to clarify ideas
and concepts.

28

3.SL.4 Report on a topic or text, tell a story, or LS.R1
recount an experience with appropriate facts Tell or retell a personal experience or
and relevant, descriptive details, speaking creative story in a logical sequence.
clearly at an understandable pace. LS.R3
Share ideas, information, opinions and
III-SL-1: HI-5: demonstrating relationships questions.
among facts, ideas or events using academic LS.F1
vocabulary in classroom discussions. (e.g., Use effective vocabulary and logical
problem/solution, cause/effect, etc.) organization to relate or summarize ideas,
events and other information.
III-SL-2: HI-7: sharing personal LS.F3
experiences/stories with descriptive language Prepare and deliver information by
supported by details and examples in generating topics; identifying the audience; √+ √+ √+ √+
complete sentences. and organizing ideas, facts or opinions for a
variety of speaking purposes such as giving
III-SL-2: HI-8: presenting a variety of oral directions, relating personal experiences,
reports (e.g.,expository, cause and effect, telling a story or presenting a report.
persuasive, etc.) containing specific and VP.F2
accurate academic vocabulary, an Plan and present a report, using two or more
introduction, body,conclusion, transitions and visual media.
visual aids.

3.SL.5 Create engaging audio recordings of VP.R3
stories or poems that demonstrate fluid Create visual representations of personal
reading at an understandable pace; add visual experiences through media such as drawing,
displays when appropriate to emphasize or painting, acting and puppeteering.
enhance certain facts or details.
√+ F

29

3.SL.6 Speak in complete sentences when LS.F1
appropriate to task and situation in order to Use effective vocabulary and logical
provide requested detail or clarification. organization to relate or summarize ideas,
III-SL-1: HI-2: summarizing main LS.F3
ideas/concepts and supporting details from Prepare and deliver information by √+ √+
read-alouds (fiction and nonfiction) in generating topics; identifying the audience;
complete sentences. and organizing ideas, facts or opinions for a
variety of speaking purposes such as giving
III-SL-1: HI-3: sequencing events from read- directions, relating personal experiences,
alouds, presentations and conversations in telling a story or presenting a report.
complete sentences.

III-SL-1: HI-4: summarizing the main
idea/concept and key points/details of a
presentation using complete sentences.

III-SL-2: HI-2: presenting dialogue, skits and
drama using appropriate rhythm, rate,
phrasing and expression.

30

2010 AZ/ELAS Language Standards Former AZ Standards Alignment U1 U2 U3 U4 U5 U6
3.L.1 Demonstrate command of the See Writing Addendum:
conventions of standard English grammar and Writing Process W03.S1
usage when writing or speaking. Writing Elements W03.S2, W04.S2

R02.S1C3.03
Recognize regular plurals (e.g., hat/hats,
watch/watches) and irregular plurals (e.g.,
fly/flies, wife/wives) in context.
See Writing Addendum:
Writing Elements W03.S2 F F F √+ √+ √+
W03.S3C3.02
Write communications, including:
a. thank-you notes
b. friendly letters
c. formal letters
d. messages
e. invitations
W03.S3C3.03
Address an envelope for correspondence
that includes:
a. an appropriate return address
b. an appropriate recipient address

31

3.L.1a Explain the function of nouns,
pronouns, verbs, adjectives, and adverbs in
general and their functions in particular
sentences.
III-L-1(N): HI-1: justifying his/her use of common versus
proper nouns and definite versus indefinite articles (e.g., I
used “a thought” versus “an thought” because thought begins
with a consonant sound).

III-L-1(N): HI-2: justifying his/her use of singular versus plural
nouns, common versus proper nouns and definite versus
indefinite articles (e.g., I used “the president” versus “a
president” because “the president” is referring to a specific
president).

III-L-1(N): HI-6: distinguishing between plural nouns and
singular possessive nouns.

III-L-1(N): HI-7: using plural possessive nouns, including
irregular plurals.

III-L-1(V): HI-1: defining and classifying physical action,
mental action, and state of being (to be) verbs; explaining the
relationship of a verb to the subject.
F F √+ √+ √+ √+
III-L-1(V): E-2: defining past, present, and future.

(III-L-1(V): HI-4: identifying the infinitive verb.)

III-L-1(V): HI-13: differentiating between past, present and
future verb tenses.

(III-L-1(V): HI-14: producing declarative, negative, and
interrogative sentences using the present participle “going”
with the infinitive verb to form the future tense. (e.g., I am
going to dance.) with subject-verb agreement.)

III-L-1(V): HI-17: distinguishing between the auxiliary
(helping) verb and the main verb.

III-L-1(V): HI-22: differentiating between the use of simple
past tense and the present perfect
tense.

(III-L-1(SC): HI-1: selecting a subject (i.e., noun/pronoun:
singular, plural, compound or collective) to complete a given
sentence.)

32

3.L.1b Form and use regular and irregular
plural nouns.
III-L-1(N):HI-3: converting a given singular common noun into a plural
noun, including irregular nouns (with definite and indefinite articles as
appropriate).

III-L-1(N):HI-7: using plural possessive nouns, including irregular
plurals.

(III-L-1(PH/CL):HI-14: using noun clauses.)

III-L-1(SC):HI-2: producing sentences using subjects and verbs, with
subject-verb agreement. (S-V)

(III-L-1(SC):HI-3: producing sentences in the negative SV
construction (subject + auxiliary verb + not + verb), with subject-verb
agreement.)

(III-L-1(SC):HI-5: producing sentences with a noun as the subject
using S-V-C construction, with subject-verb agreement.)

(III-L-1(SC):HI-6: producing sentences with a plural noun as the
subject using S-V-C construction, with subject-verb agreement.)

(III-L-1(SC):HI-7: producing sentences with an adjective as the
complement using S-V-C construction, with subject-verb agreement.)

(III-L-1(SC):HI-8: producing sentences in the negative construction √+ √+ √+ √+ √+ √+
with a subject + “to be” + adjective as the complement, with subject-
verb agreement. (S-V-C))

(III-L-1(SC):HI-9: producing sentences using a subject + “to be” +
prepositional phrase, with subject-verb agreement. (S-V-P))

(III-L-1(SC):HI-10: producing sentences (S-V-O-P) using subjects,
verbs and prepositional phrases, with subject-verb agreement.)

(III-L-1(SC):HI-11: producing sentences using “There” + “to be” +
subject + prepositional phrase, with subject-verb agreement.)

(III-L-1(SC):HI-12: producing sentences using subjects + verbs +
direct object (noun), with subject-verb agreement.)

object pronouns, with subject-verb agreement.)

(III-L-1 (PH/CL):HI-14: using noun clauses.)

(III-L-1(SC):HI-17: producing sentences using subject + verb + object
(S-V-O) with subject-verb agreement.)

(III-L-1(SC):HI-18: producing sentences using subject + verb + direct
object + indirect object (S-V-DO-IO) with subject-verb agreement.)

III-L-1(Q):HI-19: producing questions with “to be” + “there” + subject +
preposition + noun.
3.L.1c Use abstract nouns (e.g., childhood).
√+ √+ √+ √+ √+ √+
33

3.L.1d Form and use regular and irregular
verbs.
III-L-1(V):HI-3: using imperative verbs (e.g., Put the markers in the
box.).

III-L-1(V):HI-5: using simple present tense irregular verbs: to be, to
have, to do, and to go to produce declarative, negative, and
interrogative simple sentences.

III-L-1(V):HI-6: producing declarative, negative, and interrogative
sentences using simple present tense verbs with subject-verb
agreement.

sentences using present progressive tense verbs with subject-verb
agreement.

sentences using simple past tense regular verbs with subject-verb
agreement.

III-L-1(V):HI-10: using simple past tense irregular verbs: to be, to
interrogative simple sentences (subject-verb
agreement).

sentences using irregular simple past tense verbs with subject-verb √+ √+ √+ √+ √+ √+
agreement.

(III-L-1(PH/CL):HI-11: using linking verbs + noun/adjective
complement in a complete sentence.)

sentences using the simple future tense (will) with subject-verb
agreement.

III-L-1(V):HI-18: producing sentences using modal auxiliary verbs
(i.e., will, can, could, may, might, must, should, would) and negative
modal auxiliary verbs (i.e., cannot, should not) with subject-verb
agreement.

sentences using the future progressive tense with subject-verb
agreement.

sentences using regular present perfect tense verbs with subject-verb
agreement.

sentences using irregular present perfect tense verbs with subject-
verb agreement.

III-L-1(PH/CL):HI-5: using a joined verb phrases in a complete
sentence.

34

verbs. (continued)

III-L-1(PH/CL):HI-7: using an infinitive verb phrase to complete a
sentence frame.

III-L-1(PH/CL):HI-11: using linking verbs + noun/adjective
complement in a complete sentence.

(III-L-1(SC):HI-2: producing sentences using subjects and verbs, with

.(III-L-1(SC):HI-3: producing sentences in the negative SV
agreement.)

(III-L-1(SC):HI-4: producing sentences with a pronoun as the subject

(III-L-1(SC):HI-5: producing sentences with a noun as the subject

(III-L-1(SC):HI-6: producing sentences with a plural noun as the

(III-L-1(SC):HI-7: producing sentences with an adjective as the
complement using S-V-C construction, with subject-verb agreement.) √+ √+ √+ √+ √+ √+
(III-L-1(SC):HI-8: producing sentences in the negative construction
with a subject+ “to be” + adjective as the complement, with subject-

(III-L-1(SC):HI-9: producing sentences using a subject + “to be” +

(III-L-1(SC):HI-10: producing sentences (S-V-O-P) using subjects,

(III-L-1(SC):HI-11: producing sentences using “There” + “to be” +

direct object (noun), with subject-verb agreement .)

(III-L-1(SC):HI-13 : producing sentences using subjects + verbs +

(III-L-1(SC):HI-17: producing sentences using subject + verb + object

35

verbs. (continued)

(III-L-1(SC):HI-18: producing sentences using subject + verb + direct
object + indirect object
(S-V-DO-IO) with subject-verb agreement.)

III-L-1(SC):HI-19: producing sentences using the passive voice.

(III-L-1(Q):HI-2: producing Yes/No questions in the simple present
tense using “to do.”)

(III-L-1(Q):HI-3: producing Yes/No questions beginning with “to be”
and containing a complement in a variety of verb tenses.)

(III-L-1(Q):HI-4: producing Yes/No questions in the present
progressive tense.)

(III-L-1(Q):HI-5: producing Yes/No questions in the simple past
tense.)

(III-L-1(Q):HI-6: producing Yes/No questions in the simple future
tense with instructional support.) √+ √+ √+ √+ √+ √+
(III-L-1(Q):HI-7: producing Yes/No questions in the past progressive
tense.)

(III-L-1(Q):B-8: producing Yes/No questions in the future progressive
tense.)

(III-L-1(Q):HI-9: producing Yes/No questions in the present perfect
tense.)

(III-L-1(Q):HI-10: producing Yes/No questions in the present perfect
progressive tense.)

III-L-1(Q):HI-19: producing questions with “to be” + “there” + subject +
preposition + noun.

36

3.L.1e Form and use the simple (e.g., I
walked; I walk; I will walk) verb tenses.

III-L-1(V): HI-5: using simple present tense irregular verbs: to be, to
Interrogative, simple sentences.

agreement.

III-L-1(V):HI-8: differentiating between the use of simple present and
present progressive verb tenses.

agreement.

III-L-1(V):HI-10: using simple past tense irregular verbs: to be, to
interrogative simple sentences (subject-verb
agreement).

sentences using irregular simple past tense verbs with subject-verb
agreement.
√+ √+ √+ √+ √+ √+
agreement.

III-L-1(SC):HI-22: differentiating between the use of simple past tense
and the present perfect tense.

(III-L-1(Q):HI-2: producing Yes/No questions in the simple present

(III-L-1(Q) HI-5: producing Yes/No questions in the simple past
tense.)

(III-L-1(Q) HI-6: producing Yes/No questions in the simple future
tense with instructional support.)

III-L-1(Q) HI-19: producing questions with “to be” + “there” + subject +
preposition + noun.

37

3.L.1f Ensure subject-verb and pronoun-
antecedent agreement.
III-L-1(V)HI-5: using simple present tense irregular verbs: to be, to
interrogative simple sentences.

III-L-1(V) HI-6: producing declarative, negative, and interrogative
agreement.

III-L1-(V) HI-7: producing declarative, negative, and interrogative
sentences using present progressive tense verbs with subject-verb
agreement.

III-L-1(V)HI-9: producing declarative, negative, and interrogative
agreement.

III-L-1(V)HI-10: using simple past tense irregular verbs: to be, to
interrogative simple sentences (subject-verb agreement).

sentences using irregular simple past tense verbs with subject-verb
agreement.
√+ √+ √+ √+ √+ √+
agreement.

III--1(V) HI-15: using linking verbs of sensation (taste, smell, sound
and feel); linking verbs of being (act, seem, appear, look); and linking
verbs of change (became, turned, has gone) to complete a
declarative, negative, and interrogative sentence (e.g., The milk has
gone bad.) (subject-verb agreement).

sentences using the past progressive tense with subject-verb
agreement.

III-L-1(V) HI-18: producing sentences using modal auxiliary verbs
(i.e., will, can, could, may, might, must, should, would) and negative
modal auxiliary verbs (i.e., cannot, should not) with subject-verb
agreement.

sentences using the future progressive tense with subject-verb
agreement.

38

antecedent agreement. (continued)
sentences using regular present perfect tense verbs with subject-verb
agreement.

sentences using irregular present perfect tense verbs with subject-
verb agreement.

III-L-1(SC) HI-2: producing sentences using subjects and verbs, with

(III-L-1(SC) HI-3: producing sentences in the negative SV
agreement.)

(III-L-1(SC) HI-4: producing sentences with a pronoun as the subject

(III-L-1(SC) HI-5: producing sentences with a noun as the subject
√+ √+ √+ √+ √+ √+
(III-L-1(SC) HI-6: producing sentences with a plural noun as the

(III-L-1(SC) HI-7: producing sentences with an adjective as the

(III-L1-(SC) HI-8: producing sentences in the negative construction

(III-L-1(SC) HI-9: producing sentences using a subject + “to be” +

(III-L-1(SC) HI-10: producing sentences (S-V-O-P) using subjects,

(III-L-1(SC) HI-11: producing sentences using “There” + “to be” +

(III-L-1(SC) HI-12: producing sentences using subjects + verbs +


39

antecedent agreement. (continued)
III-L-1(SC) HI-14: producing sentences using adverbs.

(III-L-1(SC) HI-17: producing sentences using subject + verb + object
(S-V-O) with subject-verb agreement.) √+ √+ √+ √+ √+ √+
(III-L-1(SC) HI-18: producing sentences using subject + verb + direct
object+ indirect object

III-L-1Q) HI-19: producing questions with “to be” +“there” + subject +
preposition + noun.

3.L.1g Form and use comparative and
superlative adjectives and adverbs, and
choose between them depending on what is
to be modified.
III-L-1(ADJ) HI-8: using comparative and superlative adjectives (e.g.,
big, bigger, biggest; more/most/less/least, etc.).

√+ √+ √+ √+ √+ √+
(III-L-1(ADJ) HI-9: using irregular comparative and superlative
adjectives).

III-L-1(ADJ) HI-5: using regular comparative and superlative adverbs
(e.g., slowly, less slowly, least slowly, etc.).

(III-L-1(ADJ) HI-6: using irregular comparative and superlative
adverbs.)

(III-L-1(SC ) HI-14: producing sentences using adverbs to modify
verbs.)

3.L.1h Use coordinating and subordinating
conjunctions.
III-L-1(C) HI-1: defining, using, and differentiating coordinating
conjunctions used to join nouns, verbs, adjectives, phrases and
clauses.
√+ √+ F √+ √+ √+

40

3.L.1i Produce simple, compound, and
complex sentences.
(III-L-1(PH/CL) HI-1: using noun phrases in a complete sentence.)

(III-L-1(PH/CL) HI-2: using joined noun phrases in a complete
sentence.)

(III-L-1(PH/CL) HI-3: using a demonstrative adjective and a noun in a
complete sentence.)

(III-L-1(PH/CL) HI-4: using a verb phrase in a complete sentence.)

(III-L-1(PH/CL) HI-5: using a joined verb phrases in a complete
sentence.)

(III-L-1(PH/CL) HI-7: using an infinitive verb phrase to complete a
sentence frame.)

(III-L-1(PH/CL) HI-8: using an adverbial phrase in a complete
sentence.)

(III-L-1(PH/CL) HI-9: using auxiliary and/or modal auxiliary verb
phrases in a complete sentence.)

III-L-1(PH/CL) HI-14: using noun clauses.
√+ √+ F √+ √+ √+
III-L-1(SC) HI-2: producing sentences using subjects and verbs, with

(III-L-1(SC) HI-3: producing sentences in the negative SV
agreement.)

(III-L-1(SC) HI-4: producing sentences with a pronoun as the subject

(III-L-1(SC) HI-5: producing sentences with a noun as the subject

(III-L-1(SC) HI-6: producing sentences with a plural noun as the

(III-L-1(SC) HI-7: producing sentences with an adjective as the

(III-L-1(SC) HI-8: producing sentences in the negative construction

41

complex sentences. (continued)
(III-L-1(SC) HI-9: producing sentences using a subject + “to be” +

(III-L-1(SC) HI-10: producing sentences (S-V-O-P) using subjects,

(III-L-1(SC) HI-11: producing sentences using “There” + “to be” +



(III-L-1(SC) HI-14: producing sentences using adverbs to modify
verbs.)

III-L-1(SC) HI-15: producing imperative sentences.

III-L-1(SC) HI-16: producing compound sentences.

(III-L-1(SC) HI-17: producing sentences using subject + verb + object
√+ √+ √+ √+ √+ √+
(III-L-1(SC) HI-18: producing sentences using subject + verb + direct
object + indirect object

III-L-1(SC) HI-19: producing sentences using the passive voice.

III-L-1(SC) HI-20: producing a sentence using present real
conditional.

III-L-1(SC) HI-21: constructing a sentence using reflexive pronouns.

III-L-1(SC) HI-22: producing a compound sentence using an
independent clause + semi colon + conjunctive adverb + independent
clause.

(III-L-1(Q) HI-1: producing questions using inflection when produced
orally.)

(III-L-1(Q) HI-2: producing Yes/No questions in the simple present

(III-L-1(Q) HI-3: producing Yes/No questions beginning with “to be”
and containing a complement in a variety of verb tenses.)

42

complex sentences. (continued)
(III-L-1(Q) HI-4: producing Yes/No questions in the present
progressive tense.)

(III-L-1(Q) HI-5: producing Yes/No questions in the simple past
tense.)

(III-L-1(Q) HI-6: producing Yes/No questions in the simple future
tense with instructional support.)

(III-L-1(Q) HI-7: producing Yes/No questions in the past progressive
tense.)

(III-L-1(Q) B-8: producing Yes/No questions in the future progressive
tense.)

(III-L-1(Q) HI-9: producing Yes/No questions in the present perfect
tense.)

(III-L-1(Q) HI-10: producing Yes/No questions in the present perfect
progressive tense.)

(III-L-1(Q) HI-11: producing interrogative sentences beginning with
“What.”)

“Where.”) √+ √+ √+ √+ √+ √+
“Who” or “Whom.”)

“When.”)

“Why.”)

“How.”)

“Which.”)

III-L-1(Q) HI-18: producing interrogative sentences beginning with
“Whose.”

III-L-1(Q) HI-19: producing questions with “to be” + “there” + subject +
preposition + noun.

III-L-1(Q) HI-20: producing Yes/No questions using modal auxiliaries.

III-L-1(Q) HI-21: producing an interrogative sentence, introduced by
an auxiliary verb which offers two or more alternative responses.

III-L-1(Q) HI-22: producing questions, including negative construction,
with contractions.

43

3.L.2 Demonstrate command of the See Writing Addendum:
conventions of standard English capitalization, Writing Elements W03.S2
punctuation, and spelling when writing.
R03.S1C1.01 √+ √+ √+ √+ √+ √+
Alphabetize a series of words to the third
letter.
S1C9 (9%)
3.L.2a Capitalize appropriate words in titles.
√+ √+ √+ √+ √+ √+
3.L.2b Use commas in addresses. √+ √+ √+ √+ √+ √+
3.L.2c Use commas and quotation marks in
dialogue. √+ √+ √+ √+ √+ √+
3.L.2d Form and use possessives.

III-L-1(N): HI-6: distinguishing between plural
nouns and singular possessive nouns.
√+ √+ √+ √+ √+ √+
III-L-1(N): HI-7: using plural possessive
nouns, including irregular plurals.

3.L.2e Use conventional spelling for high- S1C9 (9%)
frequency and other studied words and for
adding suffixes to base words (e.g., sitting, √+ √+ √+ √+ √+ √+
smiled, cries, happiness).
3.L.2f Use spelling patterns and S1C9 (9%)
generalizations (e.g., word families, position-
based spellings, syllable patterns, ending √+ √+ √+ √+ √+ √+
rules, meaningful word parts) in writing words.

3.L.2g Consult reference materials, including S3C1 (11%)
beginning dictionaries, as needed to check √+ √+ √+ √+ √+ √+
and correct spellings.

44

3.L.3 Use knowledge of language and its See Writing Addendum:
conventions when writing, speaking, reading, Writing Elements W03.S2
or listening.
R03.S3C3.01
Distinguish fact from opinion in persuasive
text (e.g., advertisements, product labels,
written communications).

R03.S3C3.02
Identify persuasive vocabulary (e.g., √+ √+ √+ √+ √+ √+
emotional words) used to influence readers’
perspectives.

LS.F1
Use effective vocabulary and logical
organization to relate or summarize ideas,
S1C3 (9%)

3.L.3a Choose words and phrases for effect. √+ √+ √+ √+ √+ √+

3.L.3b Recognize and observe differences
between the conventions of spoken and
written standard English. √+ √+ √+ √+ √+ √+

45

3.L.4 Determine or clarify the meaning of See Writing Addendum:
unknown and multiple-meaning word and Writing Elements W03.S2
phrases based on grade 3 reading and
content, choosing flexibly from a range of
strategies. R03.S1C4.01
Use knowledge of prefixes to (e.g., un-,
III-L-2: HI-2: identifying the meaning/usage of re-, in-, dis-) to determine the meaning of
sight words and utilizing them in context. words.
R03.S1C4.02
III-L-2: HI-3: identifying the meaning/usage of Use knowledge of suffixes (e.g., -ful, -ly, -
high frequency words and utilizing them in less) to determine the meaning of words.
context. R03.S1C4.06
Determine the meaning of common
III-L-2: HI-4 explaining the meaning and synonyms, antonyms, and homonyms.
usage of grade-specific academic vocabulary R03.S1C4.07
and symbols. Determine the meanings and other features
of words (e.g., pronunciation, syllabication,
synonyms, parts of speech) using the F
dictionary, thesaurus, and CD-ROM and
Internet when available.
R04.S1C4.01
Use knowledge of root words and affixes to
determine the meaning of unknown words.
R04.S1C4.02
Use context to determine the relevant
meaning of a word.
R03.S1C1.01
Alphabetize a series of words to the third
letter.

S1C4 (11%)

46

3.L.4a Use sentence-level context as a clue to S1C3 (9%)
the meaning of a word or phrase.

III-L-2: HI-10: using context clues in a variety
of content texts to confirm the intended
meaning of grade-level homonyms and
multiple-meaning words. √+
III-L-2: HI-12: using context clues in a variety
of content texts to confirm the intended
meaning of grade-level content words.

3.L.4b Determine the meaning of the new S1C4(11%)
word formed when a known affix is added to a
known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless,
heat/preheat).

III-L-2: HI-7: using knowledge of base/root √ √ √+ √+ F
words and affixes (prefixes and suffixes) to
determine the meaning of unknown grade-
level content words.

3.L.4c Use a known root word as a clue to the S1C9 (9%)
meaning of an unknown word with the same
root (e.g., company, companion).

III-L-2: HI-7: using knowledge of base/root
words and affixes (prefixes and suffixes) to √+
determine the meaning of unknown grade-
level content words.

47

3.L.4d Use glossaries or beginning S1C9 (9%)
dictionaries, both print and digital, to
determine or clarify the precise meaning of
key words and phrases.
F
III-L-2: HI-14: using a dictionary to identify
meanings, spellings, and pronunciations of
grade-level content words.

3.L.5 Demonstrate understanding of word R04.S1C4.03
relationships and nuances in word meanings. Determine the difference between figurative
language and literal language.
III-L-2: HI-13: interpreting the meaning of √+
figurative language including in a variety of
grade-level texts.
3.L.5a Distinguish the literal and non-literal
meanings of words and phrases in context
(e.g., take steps).

√+

3.L.5b Identify real-life connections between
words and their use (e.g., describe people √+ √+ √+ √+
who are friendly or helpful).
3.L.5c Distinguish shades of meaning among
related words that describe states of mind or
degrees of certainty (e.g., knew, believed,
suspected, heard, wondered).
√+ √+
III-L-2: HI-9: completing and explaining
analogous relationships (e.g., bravery:
courage ::smooth: ______).

48

3.L.6 Acquire and use accurately grade- See Writing Addendum:
appropriate conversational, general academic, Writing Elements W03.S2
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).

49

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