Alaska Standards 3rd Grade ELA Activities
Printable Third Grade English Language Arts Worksheets and Study Guides.
American Symbols & HolidaysLabor Day Alphabetizing First Grade English Language Arts Story Parts Kindergarten English Language Arts Word Families Kindergarten English Language Arts Phoneme Segmentation Kindergarten English Language Arts The Alphabet Kindergarten English Language Arts Writing Readiness Kindergarten English Language Arts
AK.L.3. Language Standards
Conventions of Standard English
L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1.a. Use nouns, pronouns, verbs, adjectives, and adverbs appropriate to function and purpose in order to apply the conventions of English.
L.3.1.b. Form and use regular and irregular plural nouns.
L.3.1.d. Form and use regular and irregular verbs.
L.3.1.e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1.f. Ensure subject-verb and pronoun-antecedent agreement.
L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.2.b. Use commas in addresses.
L.3.2.c. Use commas and quotation marks in dialogue.
L.3.2.d. Form and use possessives.
L.3.2.e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L.3.2.f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
Knowledge of Language
L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3.a. Choose words and phrases for effect.
Vocabulary Acquisition and Use
L.3.4. 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.
L.3.4.a. Use a sentence-level context as a clue to the meaning of a word or phrase.
L.3.4.b. Determine the meaning of a new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
L.3.4.c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
L.3.4.d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
L.3.5. Demonstrate understanding of word relationships and nuances in word meanings.
L.3.5.b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
L.3.6. Acquire and accurately use 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).
AK.RF.3. Foundational Skills
RF.3.4. Read with sufficient accuracy and fluency to support comprehension.
RF.3.4.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.3.4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Phonics and Word Recognition
RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3.a. Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3.b. Decode words with common Latin suffixes.
RF.3.3.c. Decode multisyllable words.
RF.3.3.d. Read grade-appropriate irregularly spelled words.
AK.RI.3. Reading Standards for Informational Text
Craft and Structure
RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.5. Use text features and search tools (e.g., table of contents, index, key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Integration of Knowledge and Ideas
RI.3.7. 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).
RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
Key Ideas and Details
RI.3.1. Ask and answer questions to demonstrate understanding of a text, (e.g., explaining what the texts says explicitly, making basic inferences and predictions), referring explicitly to the text as the basis for the answers.
RI.3.2. Determine the main idea of a text and locate details that support the main idea; paraphrase or summarize main ideas or events in a multi-paragraph text, including correct sequence and details that support the main idea.
RI.3.3. Describe the relationship or connection among 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.
Range of Reading and Level of Text Complexity
RI.3.10. By the end of the year, read and comprehend a range of informational texts, including history/social studies, science, and technical texts within a complexity band appropriate to grade 3 (from upper grade 2 to grade 4), with scaffolding as needed at the high end of the range.
AK.RL.3. Reading Standards for Literature
Craft and Structure
RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal meanings from use of figurative language (e.g., exaggeration in tall tales).
RL.3.5. 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.
Key Ideas and Details
RL.3.2. Determine the author’s purpose, message, lesson, or moral and explain how it is conveyed through key details in the text; summarize stories in correct sequence, including fables and folktales from diverse cultures.
RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events (e.g., creating or solving a problem).
Range of Reading and Level of Complexity
RL.3.10. By the end of the year, read and comprehend a range of literature from a variety of cultures, within a complexity band appropriate to grade 3 (from upper grade 2 to grade 4), with scaffolding as needed at the high end of the range.
AK.SL.3. Speaking and Listening Standards
Comprehension and Collaboration
SL.3.2. 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.
AK.W.3. Writing Standards
Production and Distribution of Writing
W.3.5. With guidance 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.)
Range of Writing
W.3.10. 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.
Text Types and Purposes
W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2.b. Develop the topic with facts, definitions, details, and explanations that support the focus.
W.3.2.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.3.2.d. Provide a concluding statement or section that paraphrases the focus of the text.
W.3.3. Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-solution, figurative language), and clear event sequences (chronology).
W.3.3.b. Use narrative techniques, such as dialogue, description and elaboration, and concrete and sensory details to describe actions, thoughts, and feelings and to develop experiences and events showing the response of characters to situations or problems.
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