third grade language arts - mountain view...

MOUNTAIN VIEW SCHOOL DISTRICT

THIRD GRADE

LANGUAGE ARTS

Third Grade Language Arts

Common Core State Standard

CC.3.R.L.1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly

to the text as the basis for the answers.

Arkansas Frameworks

(R.9.3.7) Using questioning and monitoring to make meaning: Ask questions and support answers by connecting prior knowledge with

literal and inferential information found in the text

(R.9.3.6) Using questioning and monitoring to make meaning: Question the author’s purpose

(R.9.5.3) Using questioning and monitoring: Generate questions to establish purposes for reading

(R.9.5.4) Using questioning and monitoring: Generate questions relevant to text and topics

(R.9.3.5) Using questioning and monitoring to make meaning: Generate questions and check the text for answers

(R.9.5.5) Using questioning and monitoring: Monitor comprehension in relation to questions generated

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CC.3.R.L.2 Key Ideas and Details: 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 text.

Arkansas Frameworks

(R.10.3.11) Reading a variety of literature for enjoyment and critical analysis: Read a variety of stories, including tall tales and fables

(R.10.3.12) Reading a variety of literature for enjoyment and critical analysis: Identify and compare the story elements of tall tales and

fables

(R.10.3.4) Exhibit behaviors and habits of an active reader: Respond to a wide variety of texts by contributing to a reading journal

which demonstrates appropriate comprehension skills, including written responses, reading log, interest list, and reading goals

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CC.3.R.L.3 Key Ideas and Details: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain

how their actions contribute to the sequence of events.

Arkansas Frameworks

(R.9.3.9) Using inferences to make meaning: Draw inferences, such as conclusions or generalizations, and support them with text

evidence and/or personal experiences

(R.9.3.12) Summarizing and synthesizing for meaning: Summarize a story

(R.9.2.11) Summarizing and synthesizing for meaning: Present a logical interpretation of a book

(R.9.5.9) Using inferences and interpretations: Compare/contrast the actions, motives and appearance of characters in a work of fiction

and discuss the importance of the contrasts to the plot

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, distinguishing

literal from nonliteral language.

Arkansas Frameworks

(R.10.3.14) Reading a variety of literature for enjoyment and critical analysis: Identify language and literary devices, including mood

(R.10.3.16) Reading a variety of poetry for enjoyment and critical analysis: Discuss poetry to determine meaning



(R.11.4.4) Meaning-based word recognition: Identify figurative language in reading

(R.11.3.1) Meaning-based word recognition: Use context clues to determine the precise meaning of new words

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.R.L.5 Craft and Structure: 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.

Arkansas Frameworks

(R.9.5.14) Determining Importance: Use knowledge of text structure(s) to enhance understanding with emphasis on sequence and

description

(W.5.3.5) Topics and Forms: Respond to literature with specific reference to the text

(R.10.2.16) Reading a variety of poetry for enjoyment and critical analysis: Analyze poetry to identify the characteristics of couplets

and quatrains

(R.10.3.15) Reading a variety of poetry for enjoyment and critical analysis: Read a variety of poetry, including diamantes and

cinquains

(R.10.3.17) Reading a variety of poetry for enjoyment and critical analysis: Analyze poetry to identify the characteristics of cinquains

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.R.L.6 Craft and Structure: Distinguish their own point of view from that of the narrator or those of the characters.

Arkansas Frameworks



(R.9.4.10) Determining importance to make meaning: Sort relevant and irrelevant information based on the purpose of reading

(R.9.3.3) Using connections to make meaning: Make connections from text to world during reading

(R.9.4.2) Using connections to make meaning: Make connections that demonstrate a deeper understanding of text related to self, text,

and/or world

(R.9.7.10) Using inferences and interpretations: Compare and contrast points of view, such as first person, limited, and omniscient

third person, and explain the effect on the overall theme of a literary work

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.R.L.7 Integration of Knowledge and Ideas: Explain how specific aspects of a text’s illustrations contribute to what is

conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Arkansas Frameworks

(R.9.2.2) Using connections to make meaning: Make connections from different parts of the same text


(R.9.3.2) Using prior knowledge to make meaning: Use prior knowledge to determine a purpose for reading


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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.R.L.9 Integration of Knowledge and Ideas: 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).

Arkansas Frameworks



(R.10.3.3) Exhibit behaviors and habits of an active reader: Discuss authors, stories, and other texts and make recommendations to

classmates and teachers

(R.10.2.3) Exhibit behaviors and habits of an active reader: Demonstrate knowledge of the content and theme of the works of a single

author

(R.10.1.4) Exhibit behaviors and habits of an active reader: Read and compare multiple books by the same author

(R.10.3.2) Exhibit behaviors and habits of an active reader: Demonstrate knowledge of the content, style, and theme of the works of a

single author

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.R.L.10 Range of Reading and Complexity of Text: 10. 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.

Arkansas Frameworks

(R.10.3.2) Exhibit behaviors and habits of an active reader: Demonstrate knowledge of the content, style, and theme of the works of a

single author

(R.10.3.13) Reading a variety of literature for enjoyment and critical analysis: Create own tall tale and/or fable


(R.10.3.6) Exhibit behaviors and habits of an active reader: Use graphic organizers including character webs and K-W-L charts to

make meaning of the reading selection





(R.10.3.16) Reading a variety of poetry for enjoyment and critical analysis: Discuss poetry to determine meaning

(R.11.3.10) Accuracy of reading: Read grade level texts with accuracy of 90% or above

(R.11.3.11) Reading with fluency and expression: Read grade level text fluently at a minimum of 110 words per minute

(R.11.3.12) Reading with fluency and expression: Read familiar grade level texts using appropriate rhythm, pace, phrasing,

punctuation, and intonation

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.R.I.1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to

the text as the basis for the answers.

Arkansas Frameworks

(R.9.3.5) Using questioning and monitoring to make meaning: Generate questions and check the text for answers



(R.9.2.9) Determining importance to make meaning: Determine a text’s main idea and how those ideas are supported with details



(R.9.5.3) Using questioning and monitoring: Generate questions to establish purposes for reading

(R.9.5.4) Using questioning and monitoring: Generate questions relevant to text and topics

(R.9.3.6) Using questioning and monitoring to make meaning: Question the author’s purpose

(R.9.5.5) Using questioning and monitoring: Monitor comprehension in relation to questions generated

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1 1 2 3 4 5 6 7 8 9 10 11 2 1 2 3 4 5 6 7 8 9 10 11

3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.R.I.2 Key Ideas and Details: Determine the main idea of a text; recount the key details and explain how they support

the main idea.

Arkansas Frameworks

(R.9.2.12) Summarizing and synthesizing for meaning: Summarize major points of a text


(R.9.4.12) Summarizing and synthesizing for meaning: Summarize content of selection, identifying important ideas and providing

details for each important idea

(R.9.3.12) Summarizing and synthesizing for meaning: Summarize a story

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.R.I.3 Key Ideas and Details: 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.

Arkansas Frameworks

(R.10.3.8) Reading a variety of informational materials for enjoyment and critical analysis: Read a variety of informational texts,

including sequential formats


(R.11.3.4) Meaning-based word recognition: Recognize and use transition words

(R.9.3.13) Summarizing and synthesizing for meaning: Summarize major points found in nonfiction materials

(R.9.3.14) Summarizing and synthesizing for meaning: Follow directions encountered in functional texts

(R.10.3.18) Reading a variety of practical materials for enjoyment and critical analysis: Read a variety of functional/practical texts,

including menus, recipes, and maps

(R.10.3.19) Reading a variety of practical materials for enjoyment and critical analysis: Use functional print, including recipes, menus,

and maps, to accomplish tasks

(OV.1.2.8) Speaking to share understanding of information: Give three-step and four-step directions

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CC.3.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words and phrases in a

text relevant to a grade 3 topic or subject area.

Arkansas Frameworks

AR.3.R.11.1 (R.11.3.1) Meaning-based word recognition: Use context clues to determine the precise meaning of new words

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



y

Arkansas Frameworks

(IR.12.3.3) Accessing information: Use text features of nonfiction (e.g., heading, subheading, bold print, italics, etc.) to locate

information

(IR.12.3.5) Accessing information: Consult multiple resources, including print (e.g., dictionaries, encyclopedia, atlases, reference

books, thesauri, etc.), technology, and experts to address questions

(IR.12.2.5) Accessing information: Locate information from a variety of print, non-print, and technological resources (dictionaries,

magazines, pictures, informational texts, people, and technology/Internet

(IR.12.4.5) Interpreting information: Use text formats and organizing tools as an aid in constructing meaning

(R.9.5.13) Determining Importance: Use the text features to locate and recall information, with emphasis on fonts/effects and

illustrations/photographs

(R.10.5.9) Reading a variety of informational materials for enjoyment, critical analysis, and evaluation: Use knowledge of text

structure to locate information and aid comprehension

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.R.I.6 Craft and Structure: Distinguish their own point of view from that of the author of a text.

Arkansas Frameworks


(R.9.4.2) Using connections to make meaning: Make connections that demonstrate a deeper understanding of text related to self, text,

and/or world



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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.R.I.7 Integration of Knowledge and Ideas: 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).

Arkansas Frameworks

(R.10.2.18) Reading a variety of practical materials for enjoyment and critical analysis: Use pictures and charts to enhance reading

(R.9.4.6) Using questioning and monitoring to make meaning: Use additional resources to support answers to questions formulated

before, during, and after reading

(R.10.4.6) Exhibit behaviors and habits of an active reader: Use graphic organizers, including main idea/detail maps and outlines to


(R.9.3.4) Using visualization to make meaning: Form mental pictures to organize and visualize the content of the text





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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.R.I.8 Integration of Knowledge and Ideas: Describe the logical connection between particular sentences and

paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Arkansas Frameworks

(R.11.3.4) Meaning-based word recognition: Recognize and use transition words

(R.9.2.8) Using inferences to make meaning: Make and explain inferences from text, such as cause and effect relationships

(R.9.4.7) Using inferences to make meaning: Infer the purpose of the text to expand comprehension

(R.9.3.10) Determining importance to make meaning: Organize information and events logically

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.R.I.9 Integration of Knowledge and Ideas: Compare and contrast the most important points and key details

presented in two texts on the same topic.

Arkansas Frameworks

(OV.2.2.4) Listening and responding to literature: Listen to literature and respond appropriately, including comparing/contrasting and

extending the text

(R.10.4.2) Exhibit behaviors and habits of an active reader: Compare and contrast fiction and nonfiction

(R.10.4.10) Reading a variety of informational materials for enjoyment and critical analysis: Read critically to compare information

from two or more sources



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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.R.I.10 Range of Reading and Level of Text Complexity: 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.

Arkansas Frameworks

(R.9.4.11) Determining importance to make meaning: Read a text for a variety of purposes

(R.11.4.14) Reading with fluency and expression: Adjust reading rate according to text demands

(R.10.3.1) Exhibit behaviors and habits of an active reader: Read daily





(IR.12.3.4) Accessing information: Access information from globes and schedules

(OV.1.K.1) Speaking vocabulary: Name or describe people, places, things, locations, sizes, colors, shapes, numbers, and actions

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.R.I.10 Range of Reading and Level of Text Complexity: 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.

Arkansas Frameworks



(R.10.3.5) Exhibit behaviors and habits of an active reader: Self-select materials on independent reading level based on personal

interest, knowledge of authors, and different types of texts

(R.10.3.10) Reading a variety of informational materials for enjoyment and critical analysis: Describe in own words new information

gained from texts and relate it to prior knowledge

(R.10.3.6) Exhibit behaviors and habits of an active reader: Use graphic organizers including character webs and K-W-L charts to






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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding

words.

Arkansas Frameworks

(R.11.2.4) Spelling-sound word recognition (phonics): Decode words using, blends, digraphs, common long vowel patterns,

diphthongs, r-controlled vowel patterns, prefixes, suffixes, and root words in continuous text

(R.11.3.6) Spelling-sound word recognition (phonics): Decode words using variant vowel patterns

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.R.F.3.a Phonics and Word Recognition: Identify and know the meaning of the most common prefixes and

derivational suffixes.

Arkansas Frameworks

(R.11.3.2) Meaning-based word recognition: Use knowledge of irregular plurals, verb tenses, homonyms, homographs, homophones,

prefixes, and suffixes to read with meaning

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.R.F.3.b Phonics and Word Recognition: Decode words with common Latin suffixes.

Arkansas Frameworks

(R.11.3.8) Sight word recognition: Continue to develop sight word vocabulary, including reading words with irregularly spelled

suffixes (i.e. -ous, -ion, -ive)

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.R.F.3.c Phonics and Word Recognition: Decode multisyllable words.

Arkansas Frameworks

(R.11.3.7) Spelling-sound word recognition (phonics): Decode multi-syllabic words using simple syllable patterns

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.R.F.3.d Phonics and Word Recognition: Read grade-appropriate irregularly spelled words.

Arkansas Frameworks

(R.11.3.8) Sight word recognition: Continue to develop sight word vocabulary, including reading words with irregularly spelled

suffixes (i.e. -ous, -ion, -ive)



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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.R.F.4 Fluency: Read with sufficient accuracy and fluency to support comprehension.

Arkansas Frameworks


(R.11.3.11) Reading with fluency and expression: Read grade level text fluently at a minimum of 110 words per minute

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.R.F.4.a Fluency: Read grade-level text with purpose and understanding.

Arkansas Frameworks



(R.9.3.4) Using visualization to make meaning: Form mental pictures to organize and visualize the content of the text

(R.9.3.11) Determining importance to make meaning: Determine the purpose for reading

(R.11.1.12) Accuracy of reading: Monitor, cross check, and self correct as needed to make meaning of the text during reading

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.R.F.4.b Fluency: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

Arkansas Frameworks


(R.10.3.11) Reading a variety of literature for enjoyment and critical analysis: Read a variety of stories, including tall tales and fables

(R.10.3.15) Reading a variety of poetry for enjoyment and critical analysis: Read a variety of poetry, including diamantes and

cinquains



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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.R.F.4.c Fluency: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Arkansas Frameworks

(R.11.2.3) Meaning-based word recognition: Self-monitor reading and self-correct




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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.W.1 Text Types and Purposes: Write opinion pieces on familiar topics or texts, supporting a point of view with

reasons.

Arkansas Frameworks

(IR.12.3.1) Accessing information: Generate questions about important and interesting topics

(IR.12.3.6) Interpreting information: Compile information into various formats

(W.4.3.1) Prewriting: Use a variety of planning strategies/organizers

(W.4.3.2) Prewriting: Focus on a central idea

(W.4.3.3) Prewriting: Identify the audience

(W.5.3.3) Topics and Forms: Write daily

(R.9.5.10) Using inferences and interpretations: Distinguish among facts and inferences supported by evidence and opinions in text

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.W.1.a Text Types and Purposes: Introduce the topic or text they are writing about, state an opinion, and create an

organizational structure that lists reasons.

Arkansas Frameworks

(W.4.3.6) Drafting: Develop drafts by sorting information into categories and using the categories as paragraphs

(W.5.3.5) Topics and Forms: Respond to literature with specific reference to the text

(W.4.5.7) Drafting: Create an effective lead sentence for each paragraph by using such features as questions or exclamations

(R.9.7.10) Using inferences and interpretations: Compare and contrast points of view, such as first person, limited, and omniscient

third person, and explain the effect on the overall theme of a literary work

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.W.1.b Text Types and Purposes: Provide reasons that support the opinion.

Arkansas Frameworks

(W.5.3.2) Purposes and Audiences: Write to persuade, inform, entertain, and describe

(W.5.4.6) Topics and Forms: Write complex narrative, descriptive, expository, and persuasive compositions that have topic sentences,

concrete sensory supporting details, a context to allow the reader to imagine the event, and a logical conclusion

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.W.1.c Text Types and Purposes: Use linking words and phrases (e.g., because, therefore, since, for example) to

connect opinion and reasons.

Arkansas Frameworks

(W.7.3.4) Purposefully shaping and controlling language: Use transition words

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.W.1.d Text Types and Purposes: Provide a concluding statement or section.

Arkansas Frameworks

(W.4.3.7) Drafting: Create well-developed introductory and concluding paragraphs

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.W.2 Text Types and Purposes: Write informative/explanatory texts to examine a topic and convey ideas and

information clearly.

Arkansas Frameworks

(W.5.3.4) Topics and Forms: Write informational pieces with at least two paragraphs

(W.5.3.2) Purposes and Audiences: Write to persuade, inform, entertain, and describe

(W.5.3.1) Purposes and Audiences: Write for a specific purpose and audience







(R.10.3.9) Reading a variety of informational materials for enjoyment and critical analysis: Recognize expository text structures which

are sequential

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.W.2.a Text Types and Purposes: Introduce a topic and group related information together; include illustrations when

useful to aiding comprehension.

Arkansas Frameworks


(W.4.3.13) Publishing: Prepare pieces for publication (i.e., illustrations, rewriting or typing/word processing, page break, charts, and

diagrams, etc.)


(W.4.3.8) Drafting: Include descriptive details that elaborate the central idea

(W.7.3.2) Purposefully shaping and controlling language: Include relevant information and elaboration on the topic

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.W.2.c Text Types and Purposes: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas

within categories of information.

Arkansas Frameworks


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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.W.2.d Text Types and Purposes: Provide a concluding statement or section.

Arkansas Frameworks

(W.4.4.8) Drafting: Develop strong closure

(IR.12.3.7) Interpreting information: Organize information to draw a conclusion

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective

technique, descriptive details, and clear event sequences.

Arkansas Frameworks

(W.5.2.6) Topics and Forms: Write a narrative that presents a logical sequence of events and describes the setting, character, and

events in detail



(W.7.2.4) Purposefully shaping and controlling language: Embed literary language in writing (i.e., “Once upon a time…”)





(W.5.3.6) Topics and Forms: Write descriptive narratives(R.10.3.13) Reading a variety of literature for enjoyment and critical

analysis: Create own tall tale and/or fable

(W.5.3.7) Topics and Forms: Write an original fable and tall tale

(W.5.1.6) Topics and Forms: Write thank you notes, invitations, and personal narratives

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.W.3.a Text Types and Purposes: Establish a situation and introduce a narrator and/or characters; organize an event

sequence that unfolds naturally.

Arkansas Frameworks

(W.7.4.4) Purposefully shaping and controlling language: Describe characters and setting


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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.W.3.b Text Types and Purposes: Use dialogue and descriptions of actions, thoughts, and feelings to develop

experiences and events or show the response of characters to situations.

Arkansas Frameworks

(W.7.3.2) Purposefully shaping and controlling language: Include relevant information and elaboration on the topic

(W.7.4.4) Purposefully shaping and controlling language: Describe characters and setting

(W.4.7.6) Drafting: Create a draft for narrative writing that includes dialogue

(W.4.7.7) Drafting: Create an effective lead paragraph by using dialogue or a description of a character or setting

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.W.3.c Text Types and Purposes: Use temporal words and phrases to signal event order.

Arkansas Frameworks

(W.7.3.3) Purposefully shaping and controlling language: Arrange steps in a logical sequence


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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.W.3.d Text Types and Purposes: Provide a sense of closure.

Arkansas Frameworks

(W.4.4.8) Drafting: Develop strong closure

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.W.4 Production and Distribution of Writing: With guidance and support from adults, produce writing in which the

development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are

defined in standards 1–3 above.)

Arkansas Frameworks

(W.4.3.9) Revising: Revise writing for organization, precise vocabulary, and purposefully selected information from peer responses

and teacher conference

(W.7.2.2) Purposefully shaping and controlling language: Take on strategies and elements of author’s craft that the class has discussed

in their study of literary works

(W.7.2.5) Purposefully shaping and controlling language: Apply new vocabulary and concepts into writing

(W.5.3.10) Topics and Forms: Write on demand to a specified prompt within a given time frame

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.W.5 Production and Distribution of Writing: With guidance and support from peers and adults, develop and

strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of

Language standards 1–3 up to and including grade 3 on page 29.)

Arkansas Frameworks

(W.4.3.9) Revising: Revise writing for organization, precise vocabulary, and purposefully selected information from peer responses

and teacher conference

(W.4.3.11) Editing: Edit for spelling of appropriate words, usage, punctuation, capitalization, and sentence structure

(W.4.3.12) Editing: Utilize available resources to edit personal writing (i.e., editing checklist, thesaurus, dictionary, available

technology, etc.)

(W.7.8.11) Purposefully shaping and controlling language: Self-evaluate writing

(W.7.7.12) Purposefully shaping and controlling language: Self-evaluate writing

(W.4.2.1) Prewriting: Contribute to a writer’s notebook (i.e., interesting words or phrases, books or experiences that spark an interest,

etc.)

(W.4.2.2) Prewriting: Use prewriting strategies to organize ideas

(W.4.2.3) Prewriting: Make decisions about which topic to work on over several days

(W.4.2.8) Revising: Elaborate message independently

(W.4.2.9) Revising: Delete irrelevant information

(W.4.2.10) Revising: Give and receive feedback about writing

(W.4.2.11) Revising: Utilize a teacher-made revision checklist

(W.4.3.14) Publishing: Polish approximately ten pieces throughout the year (i.e., letters, stories, poems, and reports, etc.)

(W.6.3.18) Punctuation: Use sentence meaning to determine correct ending punctuation

(W.6.3.20) Formatting: Indent to show paragraphs

(W.7.3.1) Purposefully shaping and controlling language: Use organizational structure that is useful to the reader

(W.7.3.6) Purposefully shaping and controlling language: Apply new vocabulary and concepts from reading to writing

(W.7.3.7) Purposefully shaping and controlling language: Use a checklist to monitor expectations in writing

(W.7.3.8) Purposefully shaping and controlling language: Respond to the writing of others by giving specific feedback on the clarity,

coherence, and logical order

(W.7.3.10) Purposefully shaping and controlling language: Examine written work to determine progress in writing and work habits

and explain personal changes over time

(W.7.2.6) Purposefully shaping and controlling language: Apply commonly agreed upon criteria and own judgment to assess the

quality of own work

(W.7.2.7) Purposefully shaping and controlling language: Respond to the writing of others by giving specific feedback on the clarity

and logical order of the writing

(W.4.1.14) Editing: Edit for complete sentences, appropriate capitalization, punctuation, and appropriate spelling

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.W.6 Production and Distribution of Writing: 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.

Arkansas Frameworks

(W.4.3.13) Publishing: Prepare pieces for publication (i.e., illustrations, rewriting or typing/word processing, page break, charts, and

diagrams, etc.)

(W.4.3.15) Publishing: Use available technology for publishing

W.4.2.15) Publishing: Polish approximately ten pieces throughout the year (i.e., friendly letters, invitations, poems, stories, and songs,

etc.)

(W.4.2.16) Publishing: Use available technology for publishing

(W.4.3.14) Publishing: Polish approximately ten pieces throughout the year (i.e., letters, stories, poems, and reports, etc.)

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.W.7 Research to Build and Present Knowledge: Conduct short research projects that build knowledge about a topic.

Arkansas Frameworks

(IR.12.4.6) Interpreting information: Make generalizations and draw conclusions based on the research of the topic

(W.4.4.9) Drafting: Draft information collected during reading and/or research into writing

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.W.8 Research to Build and Present Knowledge: Recall information from experiences or gather information from

print and digital sources; take brief notes on sources and sort evidence into provided categories.

Arkansas Frameworks

(IR.12.4.7) Interpreting information: Develop notes, learning logs, etc. to identify and support main ideas from text

(W.4.4.9) Drafting: Draft information collected during reading and/or research into writing

(W.4.3.5) Prewriting: Use available technology to collect information for writing


(IR.12.3.7) Interpreting information: Organize information to draw a conclusion

(W.4.3.4) Prewriting: Select appropriate resources for personal and informational writing


(R.10.3.10) Reading a variety of informational materials for enjoyment and critical analysis: Describe in own words new information

gained from texts and relate it to prior knowledge

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.W.10 Range of Writing: 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.

Arkansas Frameworks

(W.4.3.10) Revising: Utilize a revision checklist developed by the class to independently revise writing


(W.5.2.13) Topics and Forms: Write in a personal journal

(W.5.2.14) Topics and Forms: Write independently on self-selected topics

(W.5.3.10) Topics and Forms: Write on demand to a specified prompt within a given time frame

(W.5.2.1) Purposes and Audiences: Write for other people (i.e., parents, relatives, friends, teachers, and authors)

(W.5.K.4) Topics and Forms: Write daily

(W.5.K.1) Purposes and Audiences: Write for self


which demonstrates appropriate comprehension skills, including picture and written responses, reading log, and interest list

(W.4.2.17) Publishing: Select pieces for a writing portfolio that demonstrate growth

(W.4.1.20) Publishing: Select pieces for a writing portfolio

(W.4.K.16) Publishing: Contribute to a writing portfolio

(W.4.3.16) Publishing: Select pieces for a writing portfolio that demonstrate success in writing in a variety of genres

(W.4.4.16) Publishing: Select pieces for a writing portfolio that demonstrate abilities to write in different genres for different

audiences, purposes, and formats


which demonstrates appropriate comprehension skills, including written responses, reading log interest list, and reading goals


(W.5.1.1) Purposes and Audiences: Write for peers

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.SL.1 Comprehension and Collaboration: 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.

Arkansas Frameworks

(OV.1.3.13) Speaking for literary response and expression: Participate in a variety of speaking activities, including book talks

(OV.2.3.3) Listening for information and understanding: Listen to acquire new vocabulary

(OV.2.3.6) Listening for critical analysis and evaluation: Identify the purpose and content of verbal communication and nonverbal

cues

(OV.2.3.7) Listening for critical analysis and evaluation: Evaluate a performance on the basis of a predetermined criteria/rubric

developed by the teacher

(OV.1.3.4) Speaking behaviors: Focus on audience (i.e., gestures and body language)

(OV.1.3.5) Speaking behaviors: Respond appropriately when being introduced

(OV.1.3.6) Speaking behaviors: Adapt spoken language to the audience, purpose and occasion (i.e., volume, pitch, and rate)

(OV.1.3.11) Speaking to share understanding of information: Provide supportive verbal and nonverbal cues to participants in a

discussion to encourage an exchange of ideas and opinions

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.SL.1.a Comprehension and Collaboration: 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.

Arkansas Frameworks

(OV.1.3.8) Speaking to share understanding of information: Support spoken ideas and opinions with examples, evidence, and

elaboration




(OV.2.3.2) Listening for information and understanding: Listen and summarize information

(OV.2.3.1) Listening for information and understanding: Demonstrate active listening behaviors (i.e., appropriate feedback and

contributions of relevant information)

(OV.2.3.4) Listening for information and understanding: Follow oral directions and monitor for clarity

(OV.2.3.5) Listening and responding to literature: Listen and respond to literature, including identifying the craftsmanship of the

author

(OV.1.3.15) Speaking for critical analysis and evaluation: Accept contributions of teacher or group to establish goals to improve

speaking performance

(OV.1.5.1) Speaking vocabulary: Develop vocabulary from content area texts

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.SL.1.b Comprehension and Collaboration: 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).

Arkansas Frameworks

(OV.2.5.1) Listening for information and understanding: Demonstrate effective listening skills by exhibiting appropriate body

language

(OV.1.3.5) Speaking behaviors: Respond appropriately when being introduced

(OV.1.3.10) Speaking to share understanding of information: Participate in formal and informal discussions about a variety of topics

including community events



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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.SL.1.c Comprehension and Collaboration: Ask questions to check understanding of information presented, stay on

topic, and link their comments to the remarks of others.

Arkansas Frameworks


(OV.1.3.14) Speaking for critical analysis and evaluation: Express opinions and solve problems



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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



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

Arkansas Frameworks

(OV.2.3.1) Listening for information and understanding: Demonstrate active listening behaviors (i.e., appropriate feedback and

contributions of relevant information)


(OV.1.3.14) Speaking for critical analysis and evaluation: Express opinions and solve problems

(OV.1.3.9) Speaking to share understanding of information: Give multiple step directions and explanation as needed

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.SL.2 Comprehension and Collaboration: 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.

Arkansas Frameworks

(OV.2.2.2) Listening for information and understanding: Listen and identify details that support the topic

(OV.3.3.1) Utilizing media for information and understanding: Gather and use information from various types of media

(OV.3.3.2) Utilizing media for personal response and expression: Respond to media in a variety of ways (i.e., art, writing, and plays)

(OV.3.3.3) Utilizing media for personal response and expression: Compare and contrast literature from two media sources

presentations

(OV.2.5.1) Listening for information and understanding: Demonstrate effective listening skills by exhibiting appropriate body

language

(OV.2.5.3) Listening for information and understanding: Listen attentively for main ideas

(IR.12.5.6) Interpreting Information: Develop notes to identify support, and paraphrase main ideas from text


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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.SL.3 Comprehension and Collaboration: Ask and answer questions about information from a speaker, offering

appropriate elaboration and detail.

Arkansas Frameworks

(OV.1.4.12) Speaking for critical analysis and evaluation: Ask and answer relevant questions and make contributions in small or large

group discussions

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.SL.4 Presentation of Knowledge and Ideas: 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.

Arkansas Frameworks

(OV.1.3.12) Speaking for literary response and expression: Tell and retell stories in an informal storytelling format using descriptive

language, story elements, and voice to create interest and mood

(OV.1.4.6) Speaking behaviors: Communicate ideas and information with clarity

(OV.1.3.7) Speaking behaviors: Communicate ideas sequentially or organized around major points of information





elaboration

(OV.1.3.4) Speaking behaviors: Focus on audience (i.e., gestures and body language)

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.SL.5 Presentation of Knowledge and Ideas: 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.

Arkansas Frameworks

(OV.3.6.3) Utilizing a variety of resources to produce visuals that communicate through print and non-print media: Create visual aids

that convey information


(IR.12.8.6) Interpreting Information: Create visual graphics to interpret information


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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.SL.6 Presentation of Knowledge and Ideas: Speak in complete sentences when appropriate to task and situation in

order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on page 26 for specific

expectations.)

Arkansas Frameworks

(OV.1.K.3) Speaking behaviors: Express ideas in complete sentences when speaking

(OV.1.1.6) Speaking behaviors: Make appropriate comments and suggestions and ask clarifying questions about the ideas and work of

others

(OV.1.3.2) Speaking vocabulary: Clarify and explain words and ideas orally

(OV.1.4.6) Speaking behaviors: Communicate ideas and information with clarity


elaboration

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

Arkansas Frameworks

(W.4.3.11) Editing: Edit for spelling of appropriate words, usage, punctuation, capitalization, and sentence structure

(OV.1.4.5) Speaking behaviors: Adapt spoken language, including word choice

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.1.a Conventions of Standard English: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in

general and their functions in particular sentences.

Arkansas Frameworks

(R.11.1.7) Word Study and vocabulary: Sort and classify words by function or concept

(R.11.2.6) Word Study and vocabulary: Sort nouns by features, function, and categories



(R.11.4.10) Word Study and vocabulary: Recognize and use linking verbs

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.1.b Conventions of Standard English: Form and use regular and irregular plural nouns.

Arkansas Frameworks

(W.6.3.10) Spelling: Use correct spelling for high frequency words, including irregular plurals



(OV.1.1.2) Speaking vocabulary: Use singular and plural nouns appropriately in speech

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.1.c Conventions of Standard English: Use abstract nouns (e.g., childhood).

Arkansas Frameworks

(W.6.4.5) Usage: Employ standard English usage in writing, including subject-verb agreement, pronoun referents, and parts of speech

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.L.1.d Conventions of Standard English: Form and use regular and irregular verbs.

Arkansas Frameworks

(R.11.4.2) Meaning-based word recognition: Use knowledge of plural possessive nouns and irregular verbs to read with meaning

(R.11.4.10) Word Study and vocabulary: Recognize and use linking verbs

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.1.e Conventions of Standard English: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

Arkansas Frameworks

(W.6.3.7) Usage: Use past and present verb tense

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.1.f Conventions of Standard English: Ensure subject-verb and pronoun-antecedent agreement.*

Arkansas Frameworks


(W.6.3.4) Usage: Use subject and verb agreement in compound sentences

(R.11.3.3) Meaning-based word recognition: Recognize the relationship between a pronoun and its referent

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.L.1.g Conventions of Standard English: Form and use comparative and superlative adjectives and adverbs, and

choose between them depending on what is to be modified.

Arkansas Frameworks

(W.4.5.11) Editing: Edit individually or in groups for appropriate grade-level conventions, within the following features:

• Sentence formation

• Completeness

• Absence of fused sentences

• Expansion through standard coordination and modifiers

• Embedding through standard subordination and modifiers

• Standard word order

• Usage

• Standard inflections

• Agreement

• Word meaning

• Conventions

• Mechanics

• Capitalization

• Punctuation

• Formatting

• Spelling

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.L.1.h Conventions of Standard English: Use coordinating and subordinating conjunctions.

Arkansas Frameworks

(W.6.3.1) Sentence Formation: Use a variety of simple and compound sentences

(W.6.3.3) Sentence Formation: Create sentences with compound subjects

(W.6.4.1) Sentence Formation: Use a variety of simple, compound, and complex sentences (i.e., completeness and standard word

order, etc.)

(W.6.4.4) Sentence Formation: Embed subordinating ideas in sentences (i.e., prepositional structures and infinitives, etc.)

(W.6.5.3) Sentence Formation: Use compound subjects and predicates to combine simple sentences for more effective writing style

(W.4.5.11) Editing: Edit individually or in groups for appropriate grade-level conventions, within the following features:

• Sentence formation

• Completeness

• Absence of fused sentences

• Expansion through standard coordination and modifiers

• Embedding through standard subordination and modifiers

• Standard word order

• Usage

• Standard inflections

• Agreement

• Word meaning

• Conventions

• Mechanics

• Capitalization

• Punctuation

• Formatting

• Spelling

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1 1 2 3 4 5 6 7 8 9 10 11 2 1 2 3 4 5 6 7 8 9 10 11

3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.1.i Conventions of Standard English: Produce simple, compound, and complex sentences.

Arkansas Frameworks

(W.6.4.1) Sentence Formation: Use a variety of simple, compound, and complex sentences (i.e., completeness and standard word

order, etc.)

(W.6.2.2) Sentence Formation: Vary sentence patterns and lengths

(W.6.4.3) Sentence Formation: Create sentences with compound subjects, verbs, and objects

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

Arkansas Frameworks

(W.6.4.13) Capitalization: Demonstrate accurate use of capital letters

(W.6.4.10) Spelling: Demonstrate use of conventional spelling by spelling most words correctly

(W.6.2.6) Usage: Use and punctuate declarative, interrogative, imperative, and exclamatory sentences

(W.6.3.13) Spelling: Spell commonly used homophones correctly in context

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.2.a Conventions of Standard English: Capitalize appropriate words in titles.

Arkansas Frameworks

(W.6.3.15) Capitalization: Capitalize titles and abbreviations

(W.6.3.14) Capitalization: Use capital letters for emphasis

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.2.b Conventions of Standard English: Use commas in addresses.

Arkansas Frameworks

(W.6.2.15) Punctuation: Use comma in dates and addresses

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.2.c Conventions of Standard English: Use commas and quotation marks in dialogue.

Arkansas Frameworks

(W.6.4.16) Punctuation: Use quotation marks and commas with dialogue

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.L.2.d Conventions of Standard English: Form and use possessives.

Arkansas Frameworks

(W.6.4.15) Punctuation: Use apostrophe with plural possessives

(W.6.3.8) Usage: Use singular possessives

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.2.e Conventions of Standard English: Use conventional spelling for high-frequency and other studied words and

for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

Arkansas Frameworks

(W.6.4.10) Spelling: Demonstrate use of conventional spelling by spelling most words correctly

(W.6.3.11) Spelling: Use knowledge of suffixes to correctly spell words

(W.6.K.4) Spelling: Spell a few high frequency words correctly

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.2.f Conventions of Standard English: Use spelling patterns and generalizations (e.g., word families, position-based

spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Arkansas Frameworks

(W.6.2.7) Spelling: Use phonetic strategies and common visual patterns to spell unfamiliar words

(W.6.3.9) Spelling: Use less common visual patterns to spell unfamiliar words

(R.11.K.12) Word Study and vocabulary: Experiment with language, including word families, rhyming words, and playing with words

(W.6.3.12) Spelling: Use inflectional ending patterns (i.e., consonant doubling, dropping e, changing y to i )

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.2.g Conventions of Standard English: Consult reference materials, including beginning dictionaries, as needed to

check and correct spellings.

Arkansas Frameworks

(W.4.2.13) Editing: Utilize available resources to edit personal writing (i.e., editing checklist, simple thesaurus, dictionary, etc.)

(W.4.3.12) Editing: Utilize available resources to edit personal writing (i.e., editing checklist, thesaurus, dictionary, available

technology, etc.)

(R.10.3.20) Reading a variety of practical materials for enjoyment and critical analysis: Use a dictionary, index, thesaurus,

encyclopedia, and online reference materials to enhance reading

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or

listening.

Arkansas Frameworks


(W.5.2.2) Purposes and Audiences: Match purpose for writing to the appropriate audience

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CC.3.L.3.a Knowledge of Language: Choose words and phrases for effect.*

Arkansas Frameworks

(W.7.4.3) Purposefully shaping and controlling language: Use such descriptive language as action verbs, specific nouns, vivid

adjectives, and adverbs to add interest to writing

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.3.b Knowledge of Language: Recognize and observe differences between the conventions of spoken and written

standard English.

Arkansas Frameworks


(OV.1.4.2) Speaking vocabulary: Adjust language and vocabulary to fit an audience, topic, or purpose

(W.6.3.1) Sentence Formation: Use a variety of simple and compound sentences

(W.6.3.10) Spelling: Use correct spelling for high frequency words, including irregular plurals

(W.6.3.11) Spelling: Use knowledge of suffixes to correctly spell words

(W.6.3.12) Spelling: Use inflectional ending patterns (i.e., consonant doubling, dropping e, changing y to i )

(W.6.3.13) Spelling: Spell commonly used homophones correctly in context

(W.6.3.14) Capitalization: Use capital letters for emphasis

(W.6.3.15) Capitalization: Capitalize titles and abbreviations

(W.6.3.16) Punctuation: Use commas in a series and greeting and closing of a letter

(W.6.3.17) Punctuation: Use simple abbreviations

(W.6.3.18) Punctuation: Use sentence meaning to determine correct ending punctuation

(W.6.3.2) Sentence Formation: Eliminate fragments

(W.6.3.3) Sentence Formation: Create sentences with compound subjects

(W.6.3.4) Usage: Use subject and verb agreement in compound sentences

(W.6.3.6) Usage: Use the pronouns I and me correctly in sentences

(W.6.3.5) Usage: Use possessive pronouns correctly

(W.6.3.7) Usage: Use past and present verb tense

(W.6.3.8) Usage: Use singular possessives

(W.6.3.9) Spelling: Use less common visual patterns to spell unfamiliar words

(W.6.3.19) Formatting: Write legibly in cursive

(W.6.3.20) Formatting: Indent to show paragraphs

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.L.4 Vocabulary Acquisition and Use: 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.

Arkansas Frameworks

(R.11.4.3) Meaning-based word recognition: Explain words with multiple meanings


(R.11.3.5) Meaning-based word recognition: Recognize and use variations of print

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.4.a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase.

Arkansas Frameworks

(R.11.2.1) Meaning-based word recognition: Use context clues to make sense of new words


(R.11.1.1) Meaning-based word recognition: Use context clues to predict text (i.e., pictures, repetitive texts)Use knowledge of context

clues to make sense of new words

(R.11.1.2) Meaning-based word recognition: Determine word meanings by applying knowledge of compound words, regular plurals,

common contractions, inflectional endings, and singular possessive nouns

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.4.b Vocabulary Acquisition and Use: 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).

Arkansas Frameworks



(R.11.5.4) Word Study and Vocabulary: Use knowledge of root words and affixes and word relationships to determine meaning



(W.6.2.9) Spelling: Use knowledge of prefixes and common inflectional endings to spell new words

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.L.4.c Vocabulary Acquisition and Use: Use a known root word as a clue to the meaning of an unknown word with

the same root (e.g., company, companion).

Arkansas Frameworks

(R.11.2.2) Meaning-based word recognition: Use knowledge of personal pronouns, simple abbreviations, antonyms, synonyms, and

root words to read with meaning



(R.11.5.4) Word Study and Vocabulary: Use knowledge of root words and affixes and word relationships to determine meaning

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.4.d Vocabulary Acquisition and Use: Use glossaries or beginning dictionaries, both print and digital, to determine

or clarify the precise meaning of key words and phrases.

Arkansas Frameworks

(R.10.2.19) Reading a variety of practical materials for enjoyment and critical analysis: Use resources, including class-constructed

thesaurus and glossary to enhance reading

(R.11.4.9) Word Study and vocabulary: Use word-reference materials, including the glossary, dictionary, and thesaurus, to make

meaning of unknown words

(R.10.3.20) Reading a variety of practical materials for enjoyment and critical analysis: Use a dictionary, index, thesaurus,

encyclopedia, and online reference materials to enhance reading

(IR.12.3.2) Accessing information: Use alphabetical order to the third letter to access information

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of word relationships and nuances in word

meanings.

Arkansas Frameworks

(R.11.4.3) Meaning-based word recognition: Explain words with multiple meanings

(R.11.1.8) Word Study and vocabulary: Discuss the meaning of new words encountered in independent and assisted reading

(R.11.2.7) Word Study and vocabulary: Learn new words from reading and discuss the meanings of words

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11



CC.3.L.5.a Vocabulary Acquisition and Use: Distinguish the literal and nonliteral meanings of words and phrases in

context (e.g., take steps).

Arkansas Frameworks

(R.11.4.4) Meaning-based word recognition: Identify figurative language in reading



(R.9.2.5) Using questioning and monitoring to make meaning: Locate information within the text to answer literal and inferential

questions

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.5.b Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., describe

people who are friendly or helpful).

Arkansas Frameworks

(W.5.2.12) Topics and Forms: Write connections between text and self

(W.5.3.9) Topics and Forms: Explain connections between text and world

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.5.c Vocabulary Acquisition and Use: Distinguish shades of meaning among related words that describe states of

mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Arkansas Frameworks

(R.11.3.9) Word Study and vocabulary: Categorize words as nouns, action verbs, synonyms, and antonyms during discussions about

words

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3 1 2 3 4 5 6 7 8 9 10 11 4 1 2 3 4 5 6 7 8 9 10 11


CC.3.L.6 Vocabulary Acquisition and Use: 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).

Arkansas Frameworks

(OV.1.4.5) Speaking behaviors: Adapt spoken language, including word choice

(OV.1.2.5) Speaking behaviors: Adapt spoken language to the audience, purpose, and occasion

(OV.1.5.1) Speaking vocabulary: Develop vocabulary from content area texts

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third grade language arts - mountain view...

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