Colorado Academic Standards Online

Students Can:

1. Use Key Ideas and Details to:
   • Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CCSS: RL.3.1) *
   • Use a variety of comprehension strategies to interpret text (attending, searching, predicting, checking, and self-correcting). *
   • 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. (CCSS: RL.3.2)
   • Summarize central ideas and important details from a text. *
   • Describe and draw inferences about the elements of plot, character, and setting in literary pieces, poems, and plays.
   • Describe characters in a story (for example: their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (CCSS: RL.3.3)
2. Use Craft and Structure to:
   • Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (CCSS: RL.3.4)*
   • Use signal words (such as before, after, next) and text structure (narrative, chronology) to determine the sequence of major events
   • 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. (CCSS: RL.3.5)
   • Distinguish their own point of view from that of the narrator or those of the characters. (CCSS: RL.3.6)
3. Use Integration of Knowledge and Ideas to:
   • Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (for example: create mood, emphasize aspects of a character or setting). (CCSS: RL.3.7)
   • Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (for example: in books from a series). (CCSS: RL.3.9) *
4. Use Range of Reading and Complexity of Text to:
   • 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. (CCSS: RL.3.10)
5. Read grade level text accurately and fluently, attending to phrasing, intonation, and punctuation. *

Students Can:

1. Use Key Ideas and Details to:
   • Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CCSS: RI.3.1) *
   • Determine the main idea of a text; recount the key details and explain how they support the main idea. (CCSS: RI.3.2) *
   • Identify a main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text *
   • 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. (CCSS: RI.3.3) *
2. Use Craft and Structure to:
   • Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (CCSS: RI.3.4)
   • Use text features and search tools (for example: key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (CCSS: RI.3.5)
   • Distinguish their own point of view from that of the author of a text. (CCSS: RI.3.6)
   • Use semantic cues and signal words (for example: because and although) to identify cause/effect and compare/contrast relationships. *
3. Use Integration of Knowledge and Ideas to:
   • Use information gained from illustrations (for example: maps, photographs) and the words in a text to demonstrate understanding of the text (for example: where, when, why, and how key events occur). (CCSS: RI.3.7)
   • Describe the logical connection between particular sentences and paragraphs in a text (for example: comparison, cause/effect, first/second/third in a sequence). (CCSS: RI.3.8) *
   • Compare and contrast the most important points and key details presented in two texts on the same topic. (CCSS: RI.3.9) *
4. Use Range of Reading and Complexity of Text to:
   • 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. (CCSS: RI.3.10) *

Students Can:

1. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.3.3)
   • Identify and know the meaning of the most common prefixes and derivational suffixes. (CCSS: RF.3.3a) *
   • Decode words with common Latin suffixes. (CCSS: RF.3.3b) *
   • Decode multisyllable words. (CCSS: RF.3.3c) *
   • Read grade-appropriate irregularly spelled words. (CCSS: RF.3.3d) *
2. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.3.4)
   • Read grade-level text with purpose and understanding. (CCSS.3.4a)
   • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS.3.4b)
   • Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS.3.4c)
3. 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. (CCSS: L.3.4)
   • Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.3.4a) *
   • Determine the meaning of the new word formed when a known affix is added to a known word (for example: agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). (CCSS: L.3.4b) *
   • Use knowledge of word relationships to identify antonyms or synonyms to clarify meaning. *
   • Use a known root word as a clue to the meaning of an unknown word with the same root (for example: company, companion). (CCSS: L.3.4c) *
   • Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. (CCSS: L.3.4d)
   • Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. *
4. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.3.5)
   • Distinguish the literal and nonliteral meanings of words and phrases in context (for example: take steps). (CCSS: L.3.5a)
   • Identify real-life connections between words and their use (for example: describe people who are friendly or helpful). (CCSS: L.3.5b)
   • Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (for example: knew, believed, suspected, heard, wondered). (CCSS: L.3.5c)
5. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (for example: After dinner that night we went looking for them). (CCSS: L.3.6)