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

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Text Features Fourth Grade English Language Arts
Alphabetizing First Grade English Language Arts
Text Features Fourth Grade English Language Arts
Alphabetizing First Grade English Language Arts
Roots/Prefixes/Suffixes Fourth Grade English Language Arts
Literary Devices Fifth Grade English Language Arts

Colorado Standards for Third Grade English Language Arts

CO.3.1. Oral Expression and Listening

3.1.2. Successful group activities need the cooperation of everyone. Students can:

3.1.2.b. 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. (CCSS: SL 3.2)

CO.3.2. Reading for All Purposes

3.2.1. Strategies are needed to make meaning of various types of literary genres. Students can:

3.2.1.a. Use Key Ideas and Details to:
3.2.1.a.ii. Use a variety of comprehension strategies to interpret text (attending, searching, predicting, checking, and self-correcting)
3.2.1.a.iii. 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)
3.2.1.a.iv. Describe and draw inferences about the elements of plot, character, and setting in literary pieces, poems, and plays
3.2.1.a.v. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (CCSS: RL.3.3)
3.2.1.b. Use Craft and Structure to:
3.2.1.b.i. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (CCSS: RL.3.4)
3.2.1.b.ii. Use signal words (such as before, after, next) and text structure (narrative, chronology) to determine the sequence of major events
3.2.1.b.iii. 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)
3.2.1.c. Use Integration of Knowledge and Ideas to:
3.2.1.c.ii. Summarize central ideas and important details from literary text
3.2.1.c.iii. 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). (CCSS: RL.3.9)
3.2.1.d. Use Range of Reading and Complexity of Text to:
3.2.1.d.i. at the high end of the grades 2–3 text complexity band independently and proficiently. (CCSS: RL.3.10)

3.2.2. Comprehension strategies are necessary when reading informational or persuasive text. Students can:

3.2.2.a. Use Key Ideas and Details to:
3.2.2.a.ii. Determine the main idea of a text; recount the key details and explain how they support the main idea. (CCSS: RI.3.2)
3.2.2.a.iii. 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)
3.2.2.b. Use Craft and Structure to:
3.2.2.b.i. 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)
3.2.2.b.ii. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (CCSS: RI.3.5)
3.2.2.b.iv. Use semantic cues and signal words (because, although) to identify cause/effect and compare/contrast relationships
3.2.2.c. Use Integration of Knowledge and Ideas to:
3.2.2.c.i. 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). (CCSS: RI.3.7)
3.2.2.c.ii. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (CCSS: RI.3.8)
3.2.2.d. Use Range of Reading and Complexity of Text to:
3.2.2.d.i. 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)

3.2.3. Increasing word understanding, word use, and word relationships increases vocabulary. Students can:

3.2.3.a. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.3.3)
3.2.3.a.i. Identify and know the meaning of the most common prefixes and derivational suffixes. (CCSS: RF.3.3a)
3.2.3.a.ii. Decode words with common Latin suffixes. (CCSS: RF.3.3b)
3.2.3.a.iii. Decode multi-syllable words. (CCSS: RF.3.3c)
3.2.3.a.iv. Read grade-appropriate irregularly spelled words. (CCSS: RF.3.3d)
3.2.3.b. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.3.4)
3.2.3.b.ii. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS.3.4b)
3.2.3.b.iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS.3.4c)
3.2.3.c. 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)
3.2.3.c.i. Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.3.4a)
3.2.3.c.ii. 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). (CCSS: L.3.4b)
3.2.3.c.iii. Use knowledge of word relationships to identify antonyms or synonyms to clarify meaning.
3.2.3.c.iv. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (CCSS: L.3.4c)
3.2.3.c.v. 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)
3.2.3.d. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.3.5)
3.2.3.d.ii. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). (CCSS: L.3.5b)
3.2.3.d.iii. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). (CCSS: L.3.5c)
3.2.3.e. 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). (CCSS: L.3.6)

CO.3.3. Writing and Composition

3.3.1. A writing process is used to plan, draft, and write a variety of literary genres. Students can:

3.3.1.a. Write opinion pieces on topics or texts, supporting a point of view with reasons. (CCSS: W.3.1)
3.3.1.a.ii. Provide reasons that support the opinion. (CCSS: W.3.1b)
3.3.1.a.v. Brainstorm ideas for writing
3.3.1.b. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS: W.3.3)
3.3.1.b.ii. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. (CCSS: W.3.3b)

3.3.2. A writing process is used to plan, draft, and write a variety of informational texts. Students can:

3.3.2.a. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS: W.3.2)
3.3.2.a.ii. State main ideas and include sufficient details or facts for appropriate depth of information (naming, describing, explaining, comparing, use of visual images)
3.3.2.a.iii. Develop the topic with facts, definitions, and details. (CCSS: W.3.2b)
3.3.2.a.iv. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. (CCSS: W.3c)
3.3.2.a.v. Provide a concluding statement or section. (CCSS: W.3.2d)

3.3.3. Correct grammar, capitalization, punctuation, and spelling are used when writing. Students can:

3.3.3.b. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS: W.3.5)
3.3.3.d. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.3.3)
3.3.3.d.i. Choose words and phrases for effect. (CCSS: L.3.3a)
3.3.3.e. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.3.1)
3.3.3.e.i. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (CCSS: L.3.1a)
3.3.3.e.ii. Form and use regular and irregular plural nouns. (CCSS: L.3.1b)
3.3.3.e.iv. Form and use regular and irregular verbs. (CCSS: L.3.1d)
3.3.3.e.v. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (CCSS: L.3.1e)
3.3.3.e.vi. Ensure subject-verb and pronoun-antecedent agreement. (CCSS: L.3.1f)
3.3.3.f. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.3.2)
3.3.3.f.ii. Use commas in addresses. (CCSS: L.3.2b)
3.3.3.f.iii. Use commas and quotation marks in dialogue. (CCSS: L.3.2c)
3.3.3.f.iv. Form and use possessives. (CCSS: L.3.2d)
3.3.3.f.v. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). (CCSS: L.3.2e)
3.3.3.f.vi. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (CCSS: L.3.2f)

CO.3.4. Research and Reasoning

3.4.1. Researching a topic and sharing findings are often done with others. Students can:

3.4.1.c. Interpret and communicate the information learned by developing a brief summary with supporting details.

3.4.2. Inferences and points of view exist. Students can:

3.4.2.d. Recognize that all thinking contains inferences from which we draw conclusions and give meaning to data and situations.
3.4.2.e. Assess inferences for accuracy and fairness.

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