Common Planner
K–12 Standards

English Language Arts: Grade 3

Other Louisiana Louisiana Connectors for Students with Significant Disabilities sets

Reading: LiteratureRL

  • 1a

    Answer questions related to the relationship between characters, setting, events, or conflicts (e.g., characters and events, characters and conflicts, setting and conflicts).LC.RL.3.1a

  • 1b

    Answer questions (literal and inferential) and refer to text to support your answer.LC.RL.3.1b

  • 1c

    Support inferences, opinions, and conclusions using evidence from the text including illustrations.LC.RL.3.1c

  • 2a

    Identify the central message (theme), lesson, or moral within a story, folktale, or fable from diverse cultures.LC.RL.3.2a

  • 2b

    Use details to recount stories, including fables and folktales from diverse cultures.LC.RL.3.2b

  • 2c

    Use information in the text to determine and explain a lesson learned by a character or theme within the story.LC.RL.3.2c

  • 3a

    Explain how characters' actions contribute to the sequence of events/plot.LC.RL.3.3a

  • 3b

    Describe a character's traits in a story using details from the text and illustrations.LC.RL.3.3b

  • 3c

    Explain a character's motivation in a story using the character's thoughts, words, and actions as evidence from the text.LC.RL.3.3c

  • 3d

    Explain a character's feelings in a story using the character's thoughts, words, and actions as evidence from the text.LC.RL.3.3d

  • 3e

    Describe how a character changed in a story (e.g., different words, thoughts, feelings, actions).LC.RL.3.3e

  • 3f

    Analyze how a character's point of view influences a conflict within a text.LC.RL.3.3f

  • 4a

    Determine the meaning of literal and nonliteral words and phrases as they are used in a text.LC.RL.3.4a

  • 4b

    Determine the meaning of general academic and domain- specific words and phrases in a text relevant to a grade 3 topic or subject area.LC.RL.3.4b

  • 5a

    Identify how the structure of a poem is different than a story (e.g., rhyme shorter than stories; stanza instead of paragraph).LC.RL.3.5a

  • 5b

    Identify how the structure of a play is different than the structure of a story (e.g., text includes props; dialogue without quotation marks acts/scenes instead of chapter).LC.RL.3.5b

  • 6a

    Identify narrator or character's point of view.LC.RL.3.6a

  • 6b

    Identify own point of view.LC.RL.3.6b

  • 6c

    Distinguish their own point of view from that of the narrator or those of the characters.LC.RL.3.6c

  • 7a

    Support inferences, opinions, and conclusions using evidence from the text including illustrations.LC.RL.3.7a

  • 7b

    Use descriptive words and illustrations/visuals from a story, read or viewed, to explain the mood in a given part of the story.LC.RL.3.7b

  • 9

    Compare two or more texts or adapted texts on the same topic or by the same author.LC.RL.3.9

  • 10

    Read or be read to and recount self-selected literary texts, such as stories, fables, folktales, myths, or adapted texts.LC.RL.3.10

Reading: Informational TextRI

  • 1a

    Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.LC.RI.3.1a

  • 1b

    Identify supporting details of an informational text read, read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.LC.RI.3.1b

  • 2a

    Determine the main idea of text, read aloud, or information presented in diverse media and formats, including visually, quantitatively, and orally.LC.RI.3.2a

  • 2b

    Determine the main idea of a text; recount the key details and explain how they support the main idea.LC.RI.3.2b

  • 2c

    Identify facts that an author uses to support a specific point or opinion.LC.RI.3.2c

  • 4

    Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.LC.RI.3.4

  • 5a

    Identify the purpose of a variety of text features.LC.RI.3.5a

  • 5b

    Use text features (keywords, glossary) to locate information relevant to a given topic or question.LC.RI.3.5b

  • 5c

    Use tools (e.g., sidebars, icons, glossary) to locate information relevant to a given topic.LC.RI.3.5c

  • 6a

    Identify the author's purpose in an informational text.LC.RI.3.6a

  • 6b

    Identify own point of view about a topic.LC.RI.3.6b

  • 6c

    Compare own point of view to that of the author.LC.RI.3.6c

  • 7a

    Use illustrations (e.g., maps, photographs) in informational texts to answer questions.LC.RI.3.7a

  • 7b

    Identify information learned from illustrations and information learned from the words in an informational text.LC.RI.3.7b

  • 7c

    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).LC.RI.3.7c

  • 7d

    Within informational texts, locate or identify evidence in the text or graphics to support the central ideas.LC.RI.3.7d

  • 8a

    Identify signal words that help determine what the text structure is in an informational text.LC.RI.3.8a

  • 8b

    Describe the connection between sentences and paragraphs in a text.LC.RI.3.8b

  • 9a

    Compare two or more texts on the same topic or by the same author.LC.RI.3.9a

  • 9b

    When researching a topic, compare and contrast the most important points and key details presented in two informational texts on the same topic.LC.RI.3.9b

  • 10

    Read or be read to and recount self-selected informational texts or adapted texts.LC.RI.3.10

Reading: Foundational SkillsRF

  • 3a

    Identify the meaning of most common prefixes.LC.RF.3.3a

  • 3b

    Identify the meaning of most common suffixes.LC.RF.3.3b

  • 3c

    Decode regularly spelled one-syllable words with long vowels.LC.RF.3.3c

  • 3d

    Decode regularly spelled two-syllable words with long vowels.LC.RF.3.3d

  • 3e

    Decode multi-syllable words.LC.RF.3.3e

  • 3f

    Recognize and/or read grade appropriate irregularly spelled words.LC.RF.3.3f

  • 4a

    Read text (including prose and poetry) with accuracy, appropriate rate, and expression (when applicable) on successive readings. LC.RF.3.4b Identify grade-level words with accuracy.LC.RF.3.4a

  • 4c

    Practice self-monitoring strategies to aid comprehension (e.g., reread, use visuals or cueing system, self-correct, ask questions, confirm predictions).LC.RF.3.4c

  • 4d

    Use context to confirm or self-correct word recognition.LC.RF.3.4d

WritingW

  • 1a

    Produce an opinion piece which introduces the topic or text they are communicating about and states an opinion.LC.W.3.1a

  • 1b

    Provide reasons that support the opinion.LC.W.3.1b

  • 1c

    Use linking words and phrases that connect the opinion and reasons.LC.W.3.1c

  • 1d

    Provide a concluding statement or section.LC.W.3.1d

  • 2a

    Produce an informative/explanatory permanent product which Introduces a topic and groups related information together.LC.W.3.2a

  • 2b

    Develop the topic (i.e., offer additional information which supports the topic) by using facts, definitions, and details.LC.W.3.2b

  • 2c

    Include illustrations to enhance clarity and meaning.LC.W.3.2c

  • 2d

    Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.LC.W.3.2d

  • 2e

    Provide a concluding statement or section.LC.W.3.2e

  • 3a

    Produce a narrative permanent product which establishes a situation by setting up the context for the story and introducing a narrator and/or characters.LC.W.3.3a

  • 3b

    Sequence events that unfold naturally.LC.W.3.3b

  • 3c

    When appropriate, use dialogue and descriptions of actions, thoughts, and feelings to develop a story.LC.W.3.3c

  • 3d

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

  • 3e

    Provide a sense of closure.LC.W.3.3e

  • 4

    With guidance and support from adults, produce a permanent product that is appropriate to the specific task (e.g., topic or text), purpose (e.g., to inform or entertain), or audience (e.g., reader).LC.W.3.4

  • 5a

    With guidance and support from peers and adults, develop a plan for permanent products (e.g., brainstorm topics, select a topic, gather information, create a draft).LC.W.3.5a

  • 5b

    With guidance and support from peers and adults, strengthen permanent products by revising (e.g., review a permanent product, strengthen a story by adding a description or dialogue).LC.W.3.5b

  • 5c

    With guidance and support from peers and adults, edit permanent products for clarity and meaning.LC.W.3.5c

  • 6a

    With guidance and support from adults, use technology to produce and publish permanent products (e.g., use the Internet to gather information; use word processing to generate and collaborate on permanent products).LC.W.3.6a

  • 7

    Follow steps to complete a short research project (e.g., determine topic, locate information on a topic, organize information related to the topic, draft a permanent product).LC.W.3.7

  • 8a

    Recall information from experiences to use in creating permanent products.LC.W.3.8a

  • 8b

    Gather information and facts (e.g., highlight in text, quote or paraphrase from discussion) from print (e.g., text read aloud, printed image) and/or digital sources (e.g., video, audio, images/graphics).LC.W.3.8b

  • 8c

    Use text features and search tools (e.g., keywords, sidebars, hyperlinks) to locate information relevant to a given topic with the purpose of creating a permanent product (e.g., select/generate responses to form a paragraph or essay).LC.W.3.8c

  • 8d

    Locate important points on a single topic from two informational texts or sources.LC.W.3.8d

  • 8e

    Identify key details in an informational text.LC.W.3.8e

  • 8f

    Take brief notes (e.g., graphic organizers, notes, labeling, listing) on sources.LC.W.3.8f

  • 8g

    Sort evidence collected from print and/or digital sources into provided categories.LC.W.3.8g

Speaking & ListeningSL

  • 1a

    Provide evidence of being prepared for discussions on a topic or text through appropriate statements made during discussion.LC.SL.3.1a

  • 1b

    Ask questions to check understanding of information presented in collaborative discussions.LC.SL.3.1b

  • 1c

    Link personal ideas and comments to the ideas shared by others in collaborative discussions.LC.SL.3.1c

  • 1d

    Express ideas and understanding in light of collaborative discussions.LC.SL.3.1d

  • 2a

    Determine the central message, lesson, moral, and key details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.LC.SL.3.2a

  • 2b

    Determine the main idea of text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.LC.SL.3.2b

  • 2c

    Identify supporting details of an informational text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.LC.SL.3.2c

  • 3

    Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.LC.SL.3.3

  • 4

    Report on a topic, tell a story or recount an experience with appropriate facts and relevant, descriptive details.LC.SL.3.4

  • 5

    Add audio recordings and visual displays when appropriate to emphasize or enhance certain facts or details.LC.SL.3.5

LanguageL

  • 1a

    Identify nouns (regular, irregular, abstract), verbs (regular, irregular, simple tenses), adjectives, and/or adverbs within sentences.LC.L.3.1a

  • 1b

    Use nouns (regular, irregular, abstract), verbs (regular, irregular, simple tenses), and adjectives and/or adverbs when communicating.LC.L.3.1b

  • 1c

    Use correct subject-verb and pronoun-antecedent agreement when communicating.LC.L.3.1c

  • 1d

    Produce and expand upon simple and compound sentences.LC.L.3.1d

  • 2a

    Capitalize words in holidays, product names, geographic names, and appropriate words in titles.LC.L.3.2a

  • 2b

    Use commas accurately in addresses or dialogue when communicating.LC.L.3.2b

  • 2c

    Use quotation marks when communicating.LC.L.3.2c

  • 2d

    Use conventional spelling and spelling patterns (e.g., word families, syllable patterns, ending rules) when communicating high frequency and/or previously learned words.LC.L.3.2d

  • 3

    Choose words and phrases for appropriate effect (e.g., to inform) within writing.LC.L.3.3

  • 4a

    Use sentence context as a clue to the meaning of a new word, phrase, or multiple meaning word.LC.L.3.4a

  • 4b

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

  • 4c

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

  • 4d

    Use a glossary or dictionary to determine the meaning of a word.LC.L.3.4d

  • 5a

    Distinguish literal from non-literal meanings of words and phrases in context.LC.L.3.5a

  • 5b

    Use newly acquired words in real-life context.LC.L.3.5b

  • 5c

    Identify and sort shades of meaning words from general to specific or lesser to specific.LC.L.3.5c

  • 6a

    Use newly acquired conversational and general academic words and phrases accurately when communicating.LC.L.3.6a

  • 6b

    Use newly acquired domain-specific words and phrases accurately when communicating.LC.L.3.6b

Frequently asked questions

What grade levels do these standards cover?
Grade 3

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