What's New: English Language Arts Worksheets and Study Guides

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Summarize Fifth Grade English Language Arts
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Alphabetizing First Grade English Language Arts
Alphabetizing First Grade English Language Arts
Alphabetizing First Grade English Language Arts

Arizona Standards for Third Grade English Language Arts

AZ.CC.3.L. 2010 Language Standards K-5

Conventions of Standard English

3.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3.L.1.a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
3.L.1.b. Form and use regular and irregular plural nouns.
3.L.1.d. Form and use regular and irregular verbs.
3.L.1.f. Ensure subject-verb and pronoun-antecedent agreement.
AZ.3.L.1.j. Write and organize a paragraph that groups sentences about a topic.
3.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
3.L.2.b. Use commas in addresses.
3.L.2.c. Use commas and quotation marks in dialogue.
3.L.2.d. Form and use possessives.
3.L.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).
3.L.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

3.L.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
3.L.3.a. Choose words and phrases for effect.

Vocabulary Acquisition and Use

3.L.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.
3.L.4.a. Use sentence-level context as a clue to the meaning of a word or phrase.
3.L.4.b. Determine the meaning of the new word formed when a known affix is added to a known word e.g., agreeable/disagreeable, comfortable/
3.L.4.c. uncomfortable, care/careless, heat/preheat).
3.L.4.d. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
3.L.4.e. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
3.L.5. Demonstrate understanding of word relationships and nuances in word meanings.
3.L.5.a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).
3.L.6. 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).

AZ.CC.3.RF. 2010 Reading Standards Foundational Skills K-5


3.RF.4. Read with sufficient accuracy and fluency to support comprehension.
3.RF.4.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
3.RF.4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Phonics and Word Recognition

3.RF.3. Know and apply grade-level phonics and word analysis skills in decoding words.
3.RF.3.a. Identify and know the meaning of the most common prefixes and derivational suffixes.
3.RF.3.b. Decode words with common Latin suffixes.
3.RF.3.c. Decode multi-syllable words.
3.RF.3.d. Read grade-appropriate irregularly spelled words.

AZ.CC.3.RI. 2010 Reading Standards for Informational Text K-5

Craft and Structure

3.RI.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.
3.RI.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Integration of Knowledge and Ideas

3.RI.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).
3.RI.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

3.RI.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.RI.3. 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.

Range of Reading and Level of Text Complexity

3.RI.10. 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.
AZ.3.RI.10.a. By the end of the year, read and comprehend functional texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

AZ.CC.3.RL. 2010 Reading Standards for Literature K-5

Craft and Structure

3.RL.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.
3.RL.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

3.RL.2. 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.
3.RL.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Range of Reading and Level of Text Complexity

3.RL.10. 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.

AZ.CC.3.SL. 2010 Speaking and Listening Standards K-5

Comprehension and Collaboration

3.SL.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.

AZ.CC.3.W. 2010 Writing Standards K-5

Comprehension and Collaboration

3.W.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.

Production and Distribution of Writing

3.W.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
AZ.3.W.4.a. With guidance and support from adults, produce functional writing (e.g., friendly and formal letters, recipes experiments, notes/messages, labels, graph/tables, procedures, invitations, envelopes) in which the development and organization are appropriate to task and purpose.
3.W.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Text Types and Purposes

3.W.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
3.W.2.b. Develop the topic with facts, definitions, and details.
3.W.2.d. Provide a concluding statement or section.
3.W.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
3.W.3.b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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