Grade 3

Other Virginia English sets

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Read a variety of grade-level complex texts with accuracy, automaticity, appropriate rate, and meaningful expression in successive readings to support comprehension. Monitor while reading to confirm or self-correct word recognition and understanding, as necessary (Reading Fluency, K-12). 3.DSR.1.A

Proficiently read and comprehend a variety of literary and informational texts that exhibit complexity at the higher range of the grades 2-3 bands (See Quantitative and Qualitative Analysis charts for determining complexity in the Appendix) (Text Complexity, 2-12).3.DSR.1.B

When responding to texts through discussions and/or writing, draw several pieces of evidence from read alouds and grade-level complex texts to support claims, conclusions, and inferences, including quoting or paraphrasing from texts accurately and tracing where relevant evidence is located (Textual Evidence, K-12). 3.DSR.1.C

Regularly engage in listening to a series of conceptually related texts organized around topics of study to build knowledge and vocabulary. Use background knowledge as context for new learning (Deep Reading on Topics to Build Knowledge and Vocabulary K-12). 3.DSR.1.D

Use reading strategies as needed to monitor comprehension when encountering challenging sections of text. These sense-making strategies attended to common text organizational structures, summarizing, asking questions of the text, and others (Reading Strategies, 3-12).3.DSR.1.E

Develop general academic language and content specific vocabulary by listening to, reading, and discussing a variety of texts relevant to a grade three topic or subject area. 3.RV.1.A

Discuss meanings of complex words and phrases acquired through conversations and literature.3.RV.1.B

Determine the meaning of complex words using frequently occurring root words and inflectional affixes (e.g. -s, -ing, -ed). 3.RV.1.C

Use the context of a sentence to apply knowledge of homophones. 3.RV.1.D

Apply knowledge of morphology, synonyms, and antonyms to determine the meaning of complex words.3.RV.1.E

Develop breadth of vocabulary knowledge by listening to and reading high quality, complex text.3.RV.1.F

Distinguish shades of meaning among verbs and adjectives.3.RV.1.G

Use strategies to infer word meanings.3.RV.1.H

Use glossaries, beginning dictionaries and thesauruses, both print and digital, to determine or clarify the meaning of words and phrases.3.RV.1.I

Use newly learned words and phrases in discussions and speaking activities.3.RV.1.J

Identify thematic topics of stories (e.g. friendship, survival, determination) and the lessons learned.3.RL.1.A

Identify the central conflict and resolution using events from the plot to summarize the text. 3.RL.1.B

Describe a character’s attributes, including their traits, motivations, or feelings and how they develop throughout the text. 3.RL.1.C

Discuss how an author uses characters and settings to advance the plot. 3.RL.2.A

Identify and explain how an author uses sensory language (e.g., sights, sounds, smells, and tastes) to impact a reader’s understanding of characters, settings, and plot events. 3.RL.2.B

Identify the narrator of a story and the speaker of a poem.3.RL.2.C

Identify the characteristics of different genres.3.RL.2.D

Set a purpose for reading by looking at the illustrations and activating prior (experience) and background (content) knowledge.3.RL.3.A

Compare and contrast details in paired literary and informational nonfiction texts including their treatment of similar themes, topics, and patterns of events. 3.RL.3.B

Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.3.RL.3.C

Determine the main idea of multi-paragraph texts as well as specific paragraphs within them. 3.RI.1.A

Summarize texts using language that pertains to time, sequence, and cause and effect, referring to historical events, scientific ideas, or steps in technical procedures.3.RI.1.B

Identify and explain how an author uses reasons and evidence to support specific points in texts.3.RI.1.C

Describe major structural differences between the organizational patterns of different informational texts (e.g., cause/effect, comparison/contrast, problem/solution, description, sequence, and chronological order) and how they support a reader’s understanding of the text. 3.RI.2.A

Use text features and search tools (e.g., sidebars, hyperlink) to locate and gain information efficiently.3.RI.2.B

Identify the author’s purpose for writing, including what the author wants to answer, explain, or describe.3.RI.2.C

Use prior (experience) and background (content) knowledge as context for new learning.3.RI.3.A

Compare and contrast the most important points and key details presented in two texts on the same topic.3.RI.3.B

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 3.RI.3.C

Demonstrate comprehension by writing about what is read using the text for support.3.RI.3.D

Maintain legible printing.3.FFW.1.A

Write capital and lowercase letters of the alphabet using correct letter formation in cursive. 3.FFW.1.B

Sign his/her first and last name. 3.FFW.1.C

Form cursive letters with flow from one letter to the next within names and words. 3.FFW.1.D

Use phoneme-grapheme correspondence to encode (spell) multisyllabic words. 3.FFW.2.A

Use common affixes to encode (spell) words. 3.FFW.2.B

Use phoneme/grapheme (sound/symbol) correspondences to encode (spell) grade-level high-frequency words with automaticity and accuracy. 3.FFW.2.C

Recognize different forms of writing (narrative, expository, and opinion) have distinctive patterns of organization to support their purpose.3.W.1.A

Write personal or fictional narratives that organize event sequences that unfold naturally.3.W.1.B

Write informative/explanatory texts to examine a topic that develops the topic with facts and details. 3.W.1.C

Write opinion pieces on topics or texts, supporting a point of view with facts and reasons. 3.W.1.D

Write in response to text(s) read or heard to share thinking using supporting details from the text. 3.W.1.E

Engage in writing as a process to compose a well-developed paragraph. This includes:3.W.2.A

Writing a clear topic sentence focusing on a main idea.3.W.2.A.i

Developing, selecting, and organizing ideas relevant to topic, audience,purpose, and genre.3.W.2.A.ii

Elaborating writing by including supporting details. 3.W.2.A.iii

Using transition words to vary sentence structure.3.W.2.A.iv

Providing a concluding statement.3.W.2.A.v

With guidance and support from peers and adults, develop and strengthen writing as needed by revising for quality of ideas, organization, sentence fluency, and word choice. 3.W.3.A

With guidance and support from peers and adults, edit writing for format and conventions such as capitalization, usage, punctuation, and spelling. (See Language Usage for gradelevel expectations).3.W.3.B

Produce, expand, and rearrange simple and compound sentences when speaking and writing.3.LU.1.A

Distinguish between complete and incomplete sentences.3.LU.1.B

Form and use comparative and superlative adjectives when speaking and writing. 3.LU.1.C

Form and use regular and irregular verbs when speaking and writing.3.LU.1.D

Use subject-verb agreement in simple sentences.3.LU.1.E

Eliminate double negatives when speaking and writing. 3.LU.1.F

Use commas in series, dates, addresses, and in greetings and closings of letters.3.LU.2.A

Use apostrophes to form contractions and frequently occurring possessions in writing. 3.LU.2.B

Capitalize holidays, names, and places. 3.LU.2.C

Use learned spelling patterns when writing words, including high frequency words and grade level word analysis knowledge.3.LU.2.D

Consult reference materials, including beginning dictionaries to check and correct spelling.3.LU.2.E

Participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade three topics and texts. This includes: 3.C.1.A

Listening actively and speaking using agreed-upon discussion rules.3.C.1.A.i

Respectfully building on others’ ideas and expressing their own clearly. 3.C.1.A.ii

Asking and responding to questions that acquire or confirm information on a topic and link their comments to the remarks of others. 3.C.1.A.iii

Actively engaging throughout the collaboration. 3.C.1.A.iv

Report orally on a topic or text, tell a story, or recount an experience in an organized manner. This includes:3.C.2.A

Using descriptive details and appropriate facts to support themes or central ideas.3.C.2.A.i

Speaking audibly with appropriate pacing, prosody, and voice level. 3.C.2.A.ii

Using language (formal or informal) and style as appropriate to audience, topic, and purpose. 3.C.2.A.iii

Create a simple presentation using multimodal tools that enhance the topic and/or presentation.3.C.3.A

**Standards that address Examining Media Messages begin in Grade Four.

Identify a topic and generate questions that explore the topic.3.R.1.A

Locate information in reference texts, electronic resources, provided sources, or through interviews and take brief notes on sources. 3.R.1.B

Organize evidence into relevant categories, recognizing that some sources may be more reliable than others.3.R.1.C

Organize and share information orally, in writing, or through visual display.3.R.1.D

Avoid plagiarism, giving credit to sources of information (title and author when available).3.R.1.E