English Language Arts Worksheets and Study Guides Third Grade. Coherent Paragraphs

The resources above cover the following skills:

Standards for Reading Informational Text (RI)
Craft and Structure
Anchor Standard: Assess how point of view or purpose shapes the content and style of a text.
Distinguish their own point of view from that of the author of a text.
Identify the author’s implied or directly-stated point of view about the topic of the text (e.g., by looking at specific language, punctuation choices, etc.).
Standards for Reading Foundational Skills (RF)
Read with sufficient accuracy and fluency to support comprehension.
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Use punctuation as cues to appropriate expression.
Standards for Writing (W)
Text Types and Purposes
Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write opinion pieces on topics or texts, supporting a point of view with reasons – Provide reasons that support the opinion.
Draft the body to support an opinion or point of view through effective organization of reasons (See CCSS W.3.4, W.3.6): Establish the focus of the paragraph/each paragraph with a topic sentence; Organize paragraph(s) effectively (e.g., list, cause/effect, order of importance); Use coordinating and subordinating conjunctions (CCSS L.3.1h); Produce simple, compound, and complex sentences (CCSS L.3.1i); Use commas in addresses (CCSS L.3.2b).
Anchor Standard: 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 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.
Apply the prewriting stage of the writing process: gather information on a topic (See MD SLM 2-3 2A1, as needed); paraphrase when taking notes from sources; group information by topic or idea; identify, select, and/or create supportive text features, as necessary (See CCSS W.3.4, W.3.5, W.3.6, W.3.7).
Draft an introduction that: orients the reader to the topic; establishes the focus with a topic sentence; presents similar information grouped appropriately (e.g., in one or more paragraphs, as appropriate); includes supportive text features, as necessary; handles copyrighted material appropriately (See CCSS W.3.4, W.3.6; MD SLM 2-3: 3C2).