Grade 3 ELA Michigan standards Standards

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

Language Standards

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

College and Career Readiness Anchor Standards for Language

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening Standards

Presentation of Knowledge and Ideas

Comprehension and Collaboration

College and Career Readiness Anchor Standards for Speaking and Listening

Range of Writing

(Begins in grade 4)

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

College and Career Readiness Anchor Standards for Writing

Fluency

Phonics and Word Recognition

Reading 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

(Not applicable to literature)

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literature

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

College and Career Readiness Anchor Standards for Reading

Research and Inquiry

Students can investigate topics and present information.

Using Language

Speaking and Listening

Students can communicate for a range of purposes and audiences.

Conventions of Standard English

Writing: Text Types and Purposes

Students can produce writing for a range of purposes and audiences.

Vocabulary Acquisition and Usage

Reading (Foundational Skills)

Accessing Informational Text

Accessing Narrative Text

Students can comprehend text in increasingly complex ways.

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.

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.

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.

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.

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, including 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 word 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 glossaries or beginning dictionaries, both print and digital, 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 in decoding words.

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

Decode words with common Latin suffixes.

Decode multisyllable words.

Read grade-appropriate irregularly spelled words.

Read with sufficient accuracy and fluency to support comprehension.

Read on-level text with purpose and understanding.

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

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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.

Distinguish their own point of view 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 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.

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.

Distinguish their own point of view 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).

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).

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 questions to check understanding of information presented, stay on topic, and link their comments 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 in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Write opinion pieces on topics or texts, supporting a point of view with reasons.

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.

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 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.

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.

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

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.

Demonstrate Standard English grammar and usage when communicating

Demonstrate understanding of conventions of Standard English

Use language to achieve desired outcomes when communicating

Demonstrate knowledge of word meanings: with guidance and support, use sentence-level context to determine what word is missing from a sentence read aloud.

Demonstrate emerging knowledge of word meanings: 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.

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

The student can identify the correct use of grammatical structures (e.g., singular/plural nouns, appropriate pronouns, present/past tense verbs) when communicating.

The student can identify that the first word in a sentence should be capitalized and/or choose the correct ending punctuation (period, question mark, or exclamation point).

The student can identify the correct use of language to communicate effectively with a variety of audiences and for different purposes (e.g., asking and answering questions, sharing information, and advocating for oneself).

The student can determine which word or words best complete a sentence. (The sentence may or may not be read aloud depending on student need.)

The student can identify the meaning of words in narrative and informational texts, including (but not limited to) words that describe emotions.

The student can identify the correct grammatical use of nouns when presented in context.

The student can differentiate between a word and a simple sentence.

The student can identify the correct use of language to communicate effectively with familiar people (e.g., sharing information, responding to greetings, being polite, and making simple requests, etc.).

The student can use simple visual and/or auditory cues to recognize familiar words.

The student can identify the meaning of basic words paired with pictures in narrative or informational texts, including (but not limited to) “feeling words” (happy, sad, tired, mad, etc.).

The student can identify/demonstrate the correct grammatical use of nouns and/or pronouns when presented in context.

The student can identify correct capitalization and/or end punctuation (period and question mark).

The student can use language to communicate effectively with a variety of audiences and for different purposes (e.g., asking questions, sharing information, responding to greetings, using polite expressions, using appropriate body language).

The student can use semantic and/or syntactic cues to recognize familiar words paired with pictures and/or objects in context.

The student can identify the meaning of words in one-paragraph narrative and/or informational texts, including (but not limited to) “feeling words.”

Use letter-sound knowledge to read words.

Read words in text.

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.

The student can answer questions about details (e.g., individuals, events, locations, ideas, and/or sequence of events) in an informational text.

The student can use more complex visuals (e.g., pictures, illustrations, posters, schedules, photographs, etc.) to demonstrate understanding of text/information.

The student can identify one detail (fact, event, idea) in a short informational text.

The student can use visual representations of information (e.g., charts, posters, schedules, pictures, etc.) to identify a single detail or idea.

The student can answer questions about basic details (e.g., individuals, locations, and events) in an informational text.

The student can use visual representations of information (e.g., charts, posters, schedules, pictures, etc.) to answer who and/or what questions.

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 depict a particular setting, or event.

Identify common elements in two stories in a series.

The student can use details to answer questions about the plot, setting, and characters in a narrative text.

The student can identify events that occur at the beginning, middle, and/or end of a multiple-paragraph narrative text.

The student can answer simple who, what or where questions about a narrative text.

The student can demonstrate understanding of sequence in a familiar routine or simple narrative text.

The student can answer questions about basic elements in a narrative text (e.g., characters’ names, settings, and specific events).

The student can identify when a simple story element occurred (e.g., at the beginning/end of a narrative, what happened first/last, etc.) in a one-paragraph narrative text.

Engage in collaborative discussions

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

Ask or answer questions about 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.

The student can respond to questions about details presented orally or through other media.

The student can select a detail from a text presented orally or through other media.

The student can respond to basic questions about details presented orally or through other media.

Write opinions about topics or text

Write opinions about topics or text

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

Write to share information supported by details

Write about events or personal experiences

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.

The student can write/dictate/draw a brief piece describing his/her opinion on a given topic or text.

The student can identify reasons to support an opinion about a given topic or text (the opinion may belong to the student, character, or author of a given text).

The student can write/dictate/draw a brief piece about a given topic using facts and details.

The student can write/dictate/draw a personal narrative about an event or personal experience.

The student can sort information into categories in preparation for a writing project.

The student can select a word or labeled picture that expresses an opinion about a given topic or text.

The student can identify an opinion of a character in a short narrative text.

The student can select one fact or detail that is related to a given topic or list of details.

The student can select a word or picture to share information about an event or personal experience.

The student can contribute to class brainstorming sessions to generate ideas for group writing projects.

The student can select words/phrases that express an opinion about a given topic or text.

The student can identify words/phrases that express an opinion of a character in a given text.

The student can identify facts or details about a given topic or category.

The student can identify details from an event or personal experience.

The student can choose pieces of information that are related to a given topic in preparation for a class writing project.