Grade 3 ELA Iowa standards Standards

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

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

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and comprehend complex literary and informational texts independently and proficiently.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes*

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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 tasks, purposes, and audiences.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

Language Standards

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening Standards

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards

Writing Foundations

Fluency

Phonics and Word Recognition

Reading and Writing Standards: Foundational Skills

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Informational Text

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literature

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

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

Form and use regular and irregular plural nouns.

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

Form and use regular and irregular verbs.

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

Ensure subject-verb and pronoun-antecedent agreement.

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

Use coordinating and subordinating conjunctions.

Produce simple, compound, and complex sentences.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Capitalize appropriate words in titles.

Use commas in addresses.

Use commas and quotation marks in dialogue.

Form and use possessives.

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

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

Consult reference materials (e.g., beginning dictionaries) as needed to check and correct spellings.

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

Choose words and phrases for effect.

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

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

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

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

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

Use reference materials (e.g., glossaries or beginning dictionaries) to determine or clarify the precise meaning of key words and phrases.

Demonstrate understanding of word relationships and nuances in word meanings.

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

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

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

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).

Know and apply grade-level phonics and word analysis skills to support decoding and encoding words.

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

Decode and encode words with common Latin suffixes.

Decode and encode multisyllable words.

Read grade-appropriate irregularly spelled words with accuracy and automaticity.

Read with sufficient accuracy and fluency to support comprehension.

Read grade level text with purpose and understanding.

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

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

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

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.

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

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.

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

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

Compare and contrast their own point of view and/or perspective from that of the author of a text.

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

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

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

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

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.

Recount and determine the central message, lesson, or moral of fables, folktales, and myths from diverse cultures and explain how it is conveyed through key details in the text.

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

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

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.

Compare and contrast their own point of view (perspective) from that of the narrator or those of the characters.

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).

(Not applicable to literature)

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

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.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Ask relevant and clarifying questions of information presented, stay on topic, and link their own ideas and understanding to the remarks of others.

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

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.

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

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.

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.

Speak audibly and in complete sentences when appropriate to task and situation, such as when performing dramatic readings or presentations, in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)

Write opinion pieces, supporting a point of view with reasons.

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

Provide reasons that support the opinion.

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

Provide a concluding statement or section.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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

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

Develop the topic with facts, definitions, and details.

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

Provide a concluding statement or section.

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

Use an organizational structure to establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

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

Use temporal words and phrases to signal event order.

Provide a sense of closure.

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.)

With scaffolding 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.)

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.

Conduct short research projects that build knowledge about a topic.

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

(Begins in grade 4)

Write legibly for a variety of tasks and purposes.

Form all upper and lowercase cursive letters efficiently and proportionately.

Produce cursive writing with accuracy and automaticity.

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

Language

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing

Fluency

Phonics and Word Recognition

Reading and Writing Standards: Foundational Skills

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Informational Text

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literature

Demonstrate standard English grammar and usage when communicating.

Uses noun + verb, noun + adjective, and subject + verb + object combinations in communication.

Use regular plural nouns in communication.

Use present and past tense verbs.

Use common adjectives.

See EE.L.3.1.a

Ask simple questions.

Demonstrate understanding of conventions of standard English.

Capitalize the first letter of familiar names.

During shared writing, indicate the need to add a period at the end of a sentence.

Use resources as needed to spell common highfrequency words accurately.

Use spelling patterns in familiar words with common spelling patterns to spell words with the same spelling pattern.

Consult print in the environment to support reading and spelling.

Use language to achieve desired outcomes when communicating.

Use language to make simple requests, comment, or share information.

Demonstrate knowledge of word meanings.

With guidance and support, use sentence level context to determine what word is missing from a sentence read aloud.

With guidance and support, identify the temporal meaning of words when common affixes (-ing, -ed) are added to common verbs.

Demonstrate understanding of word relationships and use.

Determine the literal meaning of words and phrases in context.

Identify real-life connections between words and their use (e.g., happy: “I am happy.”).

Identify words that describe personal emotional states.

Demonstrate understanding of words that signal spatial and temporal relationships (e.g., behind, under, after, soon, next, later).

Use letter-sound knowledge to read words.

In context, demonstrate basic knowledge of lettersound correspondences.

With models and supports, decode single-syllable words with common spelling patterns (consonantvowel-consonant [CVC] or high-frequency rimes).

Recognize 40 or more written words.

Read words in text.

Read familiar text comprised of known words.

Use context to determine missing words in familiar texts.

Answer who and what questions to demonstrate understanding of details in a text.

Demonstrate understanding of text while actively engaged in shared reading of history/social studies, science, and technical texts.

Identify details in a text.

Order two events from a text as “first” and “next.”

Determine words and phrases that complete literal sentences in a text.

With guidance and support, use text features including headings and key words to locate information in a text.

Identify personal point of view about a text.

Use information gained from visual elements and words in the text to answer explicit who and what questions.

Identify two related points the author makes in an informational text.

Identify similarities between two texts on the same topic.

Answer who and what questions to demonstrate understanding of details in a text.

Demonstrate understanding while actively engaged in shared reading of stories, dramas, and poetry.

Associate details with events in stories from diverse cultures.

Identify the feelings of characters in a story.

Determine words and phrases that complete literal sentences in a text.

Determine the beginning, middle, and end of a familiar story with a logical order.

Identify personal point of view about a text.

Identify parts of illustrations or tactual information that depicts a particular setting, or event.

Identify common elements in two stories in a series.

Engage in collaborative discussions.

Engage in collaborative interactions about texts.

Listen to others’ ideas before responding.

Indicate confusion or lack of understanding about information presented.

Express ideas clearly.

Identify details in a text read aloud or information presented orally or through other media.

Ask or answer questions about the details provided by the speaker.

Recount a personal experience, story, or topic including details.

Create a multimedia presentation of a story or poem.

Combine words for effective communication to clarify thoughts, feelings, and ideas in various contexts.

Write opinions about topics or text.

Select a text and write an opinion about it.

Write one reason to support an opinion about a text.

Write routinely for a variety of tasks, purposes, and audiences.

Write to share information supported by details.

Select a topic and write about it including one fact or detail.

Write about events or personal experiences.

Select an event or personal experience and write about it including the names of people involved.

With guidance and support, produce writing that expresses more than one idea.

With guidance and support from adults and peers, revise own writing.

With guidance and support from adults, use technology to produce writing while interacting and collaborating with others.

Identify information about a topic for a research project.

Sort information on a topic or personal experience into two provided categories and write about each one.

(Begins in grade 4)