Maryland College and Career-Ready Standards for Third Grade English Language Arts

Adjectives/Adverbs/Vivid Language
What is an Adjective? An adjective is a word that describes a noun. When an adjective is added to a noun, the sentence becomes more interesting. Read more...iWorksheets: 7Study Guides: 1
Antonyms
FreeAntonyms are words that mean the opposite, or nearly the opposite, as other words. Read more...iWorksheets: 4Study Guides: 1
Author/Title of Well Known Literature
Authors and titles of well known literature as well as other background knowledge. Read more...iWorksheets: 3
Capitalization/Punctuation
How Should a Sentence End? A sentence should end with a punctuation mark: period (.) for a statement. Question mark (?) for a question. Exclamation point (!) for a sentence that shows excitement. Read more...iWorksheets: 6Study Guides: 1
Combining Sentences
Write correctly complete sentences of statement, command, question, or exclamation, with final punctuation. Declarative, Imperative and Exclamatory. Read more...iWorksheets: 3
Consonant Blends
What are Consonant Blends? Consonant blends are two or more letters that work together. When a word is sounded out, both of the letters in a consonant blend are heard. For example, in the word small, the s and the m are blended together in sounding the sm. Read more...iWorksheets: 3Study Guides: 1
Double Negatives and Homophones
Homophones are words that sound the same, but have different spellings and different meanings. Read more...iWorksheets: 4Study Guides: 1
Fact/Fiction/Opinion
A fact can be proven. An opinion is the way that someone feels about a subject and it cannot be proven. Being able to tell the difference between a fact and an opinion will improve your reading comprehension. Read more...iWorksheets: 7Study Guides: 1
Friendly Letter
There are five parts in a friendly letter. The parts of a friendly letter are the heading, the greeting, the body, the closing, and the signature. Read more...iWorksheets: 3Study Guides: 1
Maps, Charts, Graphs, and Diagrams
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text Read more...iWorksheets: 3
R Controlled Vowels
R-controlled vowels are vowels in which the r following the vowel changes the sound of the vowel. Sometimes, we call the r a bossy letter because it takes over and bosses the vowels around! Read more...iWorksheets: 4Study Guides: 1
Syllable Patterns/Word Families
Word families are groups of words that have a common feature or pattern. Read more...iWorksheets: 3
Topic Sentence
The topic of a paragraph is the word or words that tell what the paragraph is about. The topic should be related to all of the sentences in the paragraph. Being able to pick out the topic of the paragraph helps the reader to understand the meaning of the paragraph. Read more...iWorksheets: 3Study Guides: 1
Vowel Diphthongs
Vowel diphthongs are vowel letters whose sounds blend smoothly together. The same sounds can be spelled using different letters. Read more...iWorksheets: 4Study Guides: 1
Written Directions
Read and understand written directions. Read more...iWorksheets: 3

MD.RL. Standards for Reading Literature (RL)

Key Ideas and Details

RL1.CCR. Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
3.RL1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.RL1.1. Apply appropriate strategies before reading, viewing, or listening to a text: preview and survey the text; access prior knowledge about the text; formulate purpose-setting questions; make predictions.
Predicting Endings
What Does it Mean to Predict Endings? When you read, you try to make sense of what you are reading. When you write, you need to make sense in what you are writing. When you predict an ending, you try to think of the most sensible way for the story to end. Read more...iWorksheets :3Study Guides :1
Predictions
What are Predictions? When predicting you use facts and clues from the reading as well as your own personal knowledge to help you make a good guess about what is going to happen next in the story. Read more...iWorksheets :3Study Guides :1
3.RL1.2. Apply appropriate strategies to monitor understanding when reading, viewing, or listening to a text: reread as necessary; determine main ideas of portions of the text; periodically restate, retell, paraphrase, and/or summarize (See CCSS RL.4.2; SL.3.4-6); connect ideas within the text; make, confirm, and/or modify questions, inferences, and predictions; visualize.
Literal/Inferential/Evaluative
Making inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Precictions/Conclusions/Inferences
Drawing a conclusion is a reasonable decision you make based on facts and details in a sentence, paragraph, story, or article. Read more...iWorksheets :6Study Guides :1
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Summarizing
When you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
Predicting Endings
What Does it Mean to Predict Endings? When you read, you try to make sense of what you are reading. When you write, you need to make sense in what you are writing. When you predict an ending, you try to think of the most sensible way for the story to end. Read more...iWorksheets :3Study Guides :1
Inference
What is an Inference? An inference is a Reading skill. When the reader puts together his or her life experiences with the words of the author, he or she is using inferencing skills. A student who uses inferencing skills can read between the lines to figure out what the author means. Read more...iWorksheets :3Study Guides :1
Predictions
What are Predictions? When predicting you use facts and clues from the reading as well as your own personal knowledge to help you make a good guess about what is going to happen next in the story. Read more...iWorksheets :3Study Guides :1
3.RL1.3. Demonstrate understanding, either orally or in writing, after reading, viewing, or listening to a text: determine and explain the main idea (explicit or inferred) of the text; summarize the text (See CCSS RL.4.2; SL.3.4-6); identify what is directly stated in the text; draw inferences and conclusions from the text; confirm, refute, and/or make predictions about the text; connect prior knowledge or experience to the text.
Literal/Inferential/Evaluative
Making inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Precictions/Conclusions/Inferences
Drawing a conclusion is a reasonable decision you make based on facts and details in a sentence, paragraph, story, or article. Read more...iWorksheets :6Study Guides :1
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Summarizing
When you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
Predicting Endings
What Does it Mean to Predict Endings? When you read, you try to make sense of what you are reading. When you write, you need to make sense in what you are writing. When you predict an ending, you try to think of the most sensible way for the story to end. Read more...iWorksheets :3Study Guides :1
Inference
What is an Inference? An inference is a Reading skill. When the reader puts together his or her life experiences with the words of the author, he or she is using inferencing skills. A student who uses inferencing skills can read between the lines to figure out what the author means. Read more...iWorksheets :3Study Guides :1
Predictions
What are Predictions? When predicting you use facts and clues from the reading as well as your own personal knowledge to help you make a good guess about what is going to happen next in the story. Read more...iWorksheets :3Study Guides :1
3.RL1.5. Select relevant textual evidence when responding either orally or in writing to text-specific questions.
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
RL2.CCR. Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3.RL2. 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.RL2.1. Identify and distinguish among literary texts, including types of stories, poems, and plays.
Literary Genres
Literary genre is the grownup way of saying different kinds of writing. The word genre is pronounced zhan rah. Read more...iWorksheets :3Study Guides :1
3.RL2.2. Restate, retell, paraphrase, and/or summarize the text and/or parts of the text either orally or in writing (See CCSS RL.4.2; W.4.9; SL.3.4, 6): Differentiate between key and minor details and events from the beginning, middle, and end of a literary text (See CCSS RI.3.2); Identify and explain the elements of a story (e.g., character(s), setting, problem, solution, sequence of events); Identify and explain plot-based relationships, including sequence/chronology, problem/solution, cause/effect (See CCSS RI.3.2).
Problem/Solution
The problem of a story is the trouble or difficulty in which the main character of a story find himself or herself.
The solution of a story is the way that the character or characters in the story figure out or solve the problem of the story. Read more...
iWorksheets :4Study Guides :1
Sequential Order
Sequential order is the order in which events really happened---real-life order Read more...iWorksheets :4Study Guides :1
Cause/Effect
An action that results in something else happening is called the cause. The result of an action is called the effect. In real-life order, the cause happens first. Read more...iWorksheets :6Study Guides :1
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Summarizing
When you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1
Cause/Effect, Fact/Opinion
What is Cause & Effect? A cause always has an effect. There is a reason why something happens. An effect happens as a result of a cause. Something happens for a reason. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
Beginning, Middle, and End
Why Do We Need to Learn about Beginning, Middle and End? When you read a good story, you enjoy it if it was written well. To write well, you should follow the rules of beginning, middle, and end to make it a good story. The writing process helps you have a good beginning, middle, and end. Read more...iWorksheets :3Study Guides :1
3.RL2.3. Analyze details and events in a literary text to determine a message, lesson, or moral: Differentiate between a main idea and a central message, lesson, or moral; Connect appropriate key details to determine how the author conveys a message, lesson, or moral (See CCSS W.3.2).
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
RL3.CCR. Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
3.RL3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
3.RL3.1. Draw conclusions and make inferences about characters, referring to the text for support.
Elements of Fiction
A character is a person in a story, novel, or play.
The setting in a story is where the story takes place.
The plot of a story is what goes on in the story. It's a series of events that gives story a meaning.
All of the above are elements of a fiction. Read more...
iWorksheets :4Study Guides :1
Literary Elements
Identify and interpret plot, character, setting, events, character motivations and actions. Read more...iWorksheets :3
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Story Elements
What are the Elements of a Story? Story elements are plot, setting, and characters. Read more...iWorksheets :4Study Guides :1
3.RL3.2. Connect the actions of the characters to the development of the plot by identifying and explaining cause/effect relationships.
Elements of Fiction
A character is a person in a story, novel, or play.
The setting in a story is where the story takes place.
The plot of a story is what goes on in the story. It's a series of events that gives story a meaning.
All of the above are elements of a fiction. Read more...
iWorksheets :4Study Guides :1
Literary Elements
Identify and interpret plot, character, setting, events, character motivations and actions. Read more...iWorksheets :3
Cause/Effect
An action that results in something else happening is called the cause. The result of an action is called the effect. In real-life order, the cause happens first. Read more...iWorksheets :6Study Guides :1
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Cause/Effect, Fact/Opinion
What is Cause & Effect? A cause always has an effect. There is a reason why something happens. An effect happens as a result of a cause. Something happens for a reason. Read more...iWorksheets :3Study Guides :1
Story Elements
What are the Elements of a Story? Story elements are plot, setting, and characters. Read more...iWorksheets :4Study Guides :1

Craft and Structure

RL4.CCR. Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
3.RL4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
3.RL4.1. Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS L.3.4a)
Vocabulary
What are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
Context Clues
Identify the meaning of unknown words by text surrounding word. Read more...iWorksheets :3
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Context Clues
Context cluesare hints found in a text that may help to figure out the meaning of a difficult word. A context clue might be in the same sentence, the sentence before, or the sentence after the difficult word. Read more...iWorksheets :6Study Guides :1
Context Clues
What are Context Clues? When you are reading, you will come to words you do not know. You can learn the meaning of those words by looking for the clues in the sentence around that word. The clues will help you understand the meaning of the new word even if you cannot pronounce it. Read more...iWorksheets :3Study Guides :1
3.RL4.3. 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)
Root Words/Prefixes/Suffixes
When the ending, or inflection, is taken away from a word, the word that remains is called the root word or base word. Read more...iWorksheets :6Study Guides :1
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Multiple Meaning
Words with multiple meanings are words with more than one meaning. Read more...iWorksheets :3Study Guides :1
Root Words
What are Root Words? Root words are sometimes called base words. A root word is the smallest form of a word before it has anything added to it. Read more...iWorksheets :3Study Guides :1
Roots/Prefixes/Suffixes
What are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :7Study Guides :1
3.RL4.5. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). (CCSS L.3.5b)
Challenge Words
What are some of the most difficult words a second grader must learn to spell? Here are some words you should know how to spell and some hints to help you remember. Read more...iWorksheets :3Study Guides :1
3.RL4.7. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases in context. (CCSS L.3.4d)
Parts of a Book
Books have special parts to help you find information easily. Read more...iWorksheets :3Study Guides :1
Dictionary/Thesaurus/Parts of a Book
Alphabetical order, table of contents, title, author, index, glossary. Read more...iWorksheets :3
Dictionary/Thesaurus
Alphabetical order, table of contents, title, author, index, glossary Read more...iWorksheets :3
Parts of a Book
FreeA book often has several parts that make finding information easier for readers. Read more...iWorksheets :8Study Guides :1
RL5.CCR. Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
3.RL5. 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.
3.RL5.2. Explain the relationship between events in different parts of a literary text (e.g., cause/effect, problem/solution).
Problem/Solution
The problem of a story is the trouble or difficulty in which the main character of a story find himself or herself.
The solution of a story is the way that the character or characters in the story figure out or solve the problem of the story. Read more...
iWorksheets :4Study Guides :1
Cause/Effect
An action that results in something else happening is called the cause. The result of an action is called the effect. In real-life order, the cause happens first. Read more...iWorksheets :6Study Guides :1
Cause/Effect, Fact/Opinion
What is Cause & Effect? A cause always has an effect. There is a reason why something happens. An effect happens as a result of a cause. Something happens for a reason. Read more...iWorksheets :3Study Guides :1
RL6.CCR. Anchor Standard: Assess how point of view or purpose shapes the content and style of a text.
3.RL6. Distinguish their own point of view from that of the narrator or those of the characters.
3.RL6.1. Analyze the narrator as a character (e.g., the narrator’s feelings about the characters, setting, events).
Elements of Fiction
A character is a person in a story, novel, or play.
The setting in a story is where the story takes place.
The plot of a story is what goes on in the story. It's a series of events that gives story a meaning.
All of the above are elements of a fiction. Read more...
iWorksheets :4Study Guides :1
Literary Elements
Identify and interpret plot, character, setting, events, character motivations and actions. Read more...iWorksheets :3
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Story Elements
What are the Elements of a Story? Story elements are plot, setting, and characters. Read more...iWorksheets :4Study Guides :1
3.RL6.2. Analyze characters and distinguish them from the narrator.
Elements of Fiction
A character is a person in a story, novel, or play.
The setting in a story is where the story takes place.
The plot of a story is what goes on in the story. It's a series of events that gives story a meaning.
All of the above are elements of a fiction. Read more...
iWorksheets :4Study Guides :1
Literary Elements
Identify and interpret plot, character, setting, events, character motivations and actions. Read more...iWorksheets :3
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Story Elements
What are the Elements of a Story? Story elements are plot, setting, and characters. Read more...iWorksheets :4Study Guides :1

Integration of Knowledge and Ideas

RL7.CCR. Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
3.RL7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
3.RL7.2. Apply an understanding of the relationship between text features, specifically illustrations, and the characters, setting, and mood of a story.
Elements of Fiction
A character is a person in a story, novel, or play.
The setting in a story is where the story takes place.
The plot of a story is what goes on in the story. It's a series of events that gives story a meaning.
All of the above are elements of a fiction. Read more...
iWorksheets :4Study Guides :1
Literary Elements
Identify and interpret plot, character, setting, events, character motivations and actions. Read more...iWorksheets :3
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Text Features
The title of an article is called a headline. A headline usually tells the main idea of what the article is about. Headlines often grab your attention and make you want to read the article. Read more...iWorksheets :7Study Guides :1
Story Elements
What are the Elements of a Story? Story elements are plot, setting, and characters. Read more...iWorksheets :4Study Guides :1
3.RL7.3. Support inferences about the relationship between text features with relevant textual evidence.
Text Features
The title of an article is called a headline. A headline usually tells the main idea of what the article is about. Headlines often grab your attention and make you want to read the article. Read more...iWorksheets :7Study Guides :1
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
RL9.CCR. Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
3.RL9. 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).
3.RL9.2. Support inferences about the relationship between text features with relevant textual evidence.
Text Features
The title of an article is called a headline. A headline usually tells the main idea of what the article is about. Headlines often grab your attention and make you want to read the article. Read more...iWorksheets :7Study Guides :1
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3

Range of Reading and Level of Text Complexity

RL10.CCR. Anchor Standard: Read and comprehend complex literary and informational texts independently and proficiently.
3.RL10. 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.
3.RL10.1. Demonstrate understanding of a wide variety of sufficiently complex literary texts representing diverse cultures, perspectives, ethnicities, and time periods (See MD SLM 2-3 6.0).
Literary Genres
Literary genre is the grownup way of saying different kinds of writing. The word genre is pronounced zhan rah. Read more...iWorksheets :3Study Guides :1

MD.RI. Standards for Reading Informational Text (RI)

Key Ideas and Details

RI1.CCR. Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
3.RI1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.RI1.1. Apply appropriate strategies before reading, viewing, or listening to a text: preview and survey the text; access prior knowledge about the text; formulate purpose-setting questions; make predictions.
Predicting Endings
What Does it Mean to Predict Endings? When you read, you try to make sense of what you are reading. When you write, you need to make sense in what you are writing. When you predict an ending, you try to think of the most sensible way for the story to end. Read more...iWorksheets :3Study Guides :1
Predictions
What are Predictions? When predicting you use facts and clues from the reading as well as your own personal knowledge to help you make a good guess about what is going to happen next in the story. Read more...iWorksheets :3Study Guides :1
3.RI1.2. Apply appropriate strategies to monitor understanding when reading, viewing, or listening to a text: reread as necessary; determine main ideas of portions of the text; periodically restate, retell, paraphrase, and/or summarize (See CCSS RL.4.2; SL.3.4, 6); connect ideas within the text; make, confirm, and/or modify questions, inferences, and predictions; visualize.
Literal/Inferential/Evaluative
Making inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Precictions/Conclusions/Inferences
Drawing a conclusion is a reasonable decision you make based on facts and details in a sentence, paragraph, story, or article. Read more...iWorksheets :6Study Guides :1
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Summarizing
When you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
Inference
What is an Inference? An inference is a Reading skill. When the reader puts together his or her life experiences with the words of the author, he or she is using inferencing skills. A student who uses inferencing skills can read between the lines to figure out what the author means. Read more...iWorksheets :3Study Guides :1
3.RI1.3. Demonstrate understanding, either orally or in writing, after reading, viewing, or listening to a text: determine and explain the main idea (explicit or inferred) of the text; summarize the text (See CCSS RL.4.2; SL.3.4, 6); identify what is directly stated in the text; draw inferences and conclusions from the text; confirm, refute, and/or make predictions about the text; connect prior knowledge or experience to the text.
Literal/Inferential/Evaluative
Making inferences is determining facts and meaning that the author does not directly state. Read more...iWorksheets :7Study Guides :1
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Precictions/Conclusions/Inferences
Drawing a conclusion is a reasonable decision you make based on facts and details in a sentence, paragraph, story, or article. Read more...iWorksheets :6Study Guides :1
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Summarizing
When you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
Predicting Endings
What Does it Mean to Predict Endings? When you read, you try to make sense of what you are reading. When you write, you need to make sense in what you are writing. When you predict an ending, you try to think of the most sensible way for the story to end. Read more...iWorksheets :3Study Guides :1
Inference
What is an Inference? An inference is a Reading skill. When the reader puts together his or her life experiences with the words of the author, he or she is using inferencing skills. A student who uses inferencing skills can read between the lines to figure out what the author means. Read more...iWorksheets :3Study Guides :1
Predictions
What are Predictions? When predicting you use facts and clues from the reading as well as your own personal knowledge to help you make a good guess about what is going to happen next in the story. Read more...iWorksheets :3Study Guides :1
3.RI1.5. Select relevant textual evidence when responding either orally or in writing to text-specific questions.
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
RI2.CCR. Anchor Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3.RI2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.RI2.1. Differentiate between a topic and an idea (e.g., exercise versus the value of exercise).
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
3.RI2.2. Determine the main idea of individual paragraphs or selections of a text either by identifying explicitly stated ideas or inferring implied ideas.
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
3.RI2.3. Connect explicitly stated or inferred ideas from across the text to determine a main idea.
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
3.RI2.4. Differentiate key details in an informational text from minor details (See CCSS RL.3.2).
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
3.RI2.5. Paraphrase key details or information.
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
3.RI2.6. Summarize an informational text, either orally or in writing, including the main ideas and significant supporting information from across the text (See CCSS RL.4.2; CCSS W.4.9; SL 3.4, 6).
Summarizing
When you summarize you take a large selection of text and condense it to just the main facts or ideas. A summary is significantly shorter than the actual text. Read more...iWorksheets :3Study Guides :1
3.RI2.7. Explain how key details, including those found in text features, support the main idea.
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Text Features
The title of an article is called a headline. A headline usually tells the main idea of what the article is about. Headlines often grab your attention and make you want to read the article. Read more...iWorksheets :7Study Guides :1
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
RI3.CCR. Anchor Standard: Analyze how and why individuals, events, and ideas develop and interact over the course of text.
3.RI3. 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.
3.RI3.1. Connect and explain types of relationships, including chronology, sequence, cause/effect (See CCSS RL.3.2).
Sequential Order
Sequential order is the order in which events really happened---real-life order Read more...iWorksheets :4Study Guides :1
Beginning, Middle, and End
Why Do We Need to Learn about Beginning, Middle and End? When you read a good story, you enjoy it if it was written well. To write well, you should follow the rules of beginning, middle, and end to make it a good story. The writing process helps you have a good beginning, middle, and end. Read more...iWorksheets :3Study Guides :1
3.RI3.2. Apply content knowledge to determine relationships in an informational text.
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
3.RI3.3. Use text-relevant information and language to explain connections between and/or among events, ideas or concepts, and steps in a text.
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
3.RI3.5. Apply academic and domain-specific vocabulary to discuss and/or write about types of relationships, including chronology, sequence, cause/effect (See CCSS L.3.6).
Sequential Order
Sequential order is the order in which events really happened---real-life order Read more...iWorksheets :4Study Guides :1
Cause/Effect
An action that results in something else happening is called the cause. The result of an action is called the effect. In real-life order, the cause happens first. Read more...iWorksheets :6Study Guides :1
Cause/Effect, Fact/Opinion
What is Cause & Effect? A cause always has an effect. There is a reason why something happens. An effect happens as a result of a cause. Something happens for a reason. Read more...iWorksheets :3Study Guides :1
Beginning, Middle, and End
Why Do We Need to Learn about Beginning, Middle and End? When you read a good story, you enjoy it if it was written well. To write well, you should follow the rules of beginning, middle, and end to make it a good story. The writing process helps you have a good beginning, middle, and end. Read more...iWorksheets :3Study Guides :1
3.RI3.6. See also MD SLM 2-3 4.0, as needed.
Literary Genres
Literary genre is the grownup way of saying different kinds of writing. The word genre is pronounced zhan rah. Read more...iWorksheets :3Study Guides :1
Content Vocabulary
Spelling in content areas including Math, Social Studies, Science, Technology, Art, and Music. Read more...iWorksheets :3
Genre
Historical fiction, Science fiction, biography, autobiography, folktale, fairy tale, and poetry. Read more...iWorksheets :3
Science Vocabulary
Spelling and vocabulary words for second grade science Read more...iWorksheets :3Study Guides :1
Genre
A literary genre is a category of literary composition. Genres may be determined by literary technique, tone, content. The five major genres in literature are: Poetry, Drama, Prose, Fiction, Non-Fiction. Genres are often divided into subgenres. Read more...iWorksheets :3

Craft and Structure

RI4.CCR. Anchor Standard: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
3.RI4. 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.RI4.1. Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS L.3.4a)
Vocabulary
What are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
Context Clues
Identify the meaning of unknown words by text surrounding word. Read more...iWorksheets :3
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Context Clues
Context cluesare hints found in a text that may help to figure out the meaning of a difficult word. A context clue might be in the same sentence, the sentence before, or the sentence after the difficult word. Read more...iWorksheets :6Study Guides :1
Context Clues
What are Context Clues? When you are reading, you will come to words you do not know. You can learn the meaning of those words by looking for the clues in the sentence around that word. The clues will help you understand the meaning of the new word even if you cannot pronounce it. Read more...iWorksheets :3Study Guides :1
3.RI4.3. 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)
Root Words/Prefixes/Suffixes
When the ending, or inflection, is taken away from a word, the word that remains is called the root word or base word. Read more...iWorksheets :6Study Guides :1
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Multiple Meaning
Words with multiple meanings are words with more than one meaning. Read more...iWorksheets :3Study Guides :1
Root Words
What are Root Words? Root words are sometimes called base words. A root word is the smallest form of a word before it has anything added to it. Read more...iWorksheets :3Study Guides :1
Roots/Prefixes/Suffixes
What are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :7Study Guides :1
3.RI4.4. 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; See MD TL 3 3C.)
Parts of a Book
Books have special parts to help you find information easily. Read more...iWorksheets :3Study Guides :1
Dictionary/Thesaurus/Parts of a Book
Alphabetical order, table of contents, title, author, index, glossary. Read more...iWorksheets :3
Dictionary/Thesaurus
Alphabetical order, table of contents, title, author, index, glossary Read more...iWorksheets :3
Parts of a Book
FreeA book often has several parts that make finding information easier for readers. Read more...iWorksheets :8Study Guides :1
RI5.CCR. Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
3.RI5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
3.RI5.1. Use text features (e.g., print features, graphic aids, informational aids, online features, etc.) to facilitate understanding.
Text Features
The title of an article is called a headline. A headline usually tells the main idea of what the article is about. Headlines often grab your attention and make you want to read the article. Read more...iWorksheets :7Study Guides :1
3.RI5.2. Explain how text features clarify the information in the text.
Text Features
The title of an article is called a headline. A headline usually tells the main idea of what the article is about. Headlines often grab your attention and make you want to read the article. Read more...iWorksheets :7Study Guides :1
3.RI5.4. Use academic and domain-specific vocabulary when discussing or writing about text features (See CCSS L.3.6).
Text Features
The title of an article is called a headline. A headline usually tells the main idea of what the article is about. Headlines often grab your attention and make you want to read the article. Read more...iWorksheets :7Study Guides :1
RI6.CCR. Anchor Standard: Assess how point of view or purpose shapes the content and style of a text.
3.RI6. Distinguish their own point of view from that of the author of a text.
3.RI6.1. 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.).
Coherent Paragraphs
A paragraph is a group of sentences about one topic. The sentences are related to each other, and they make sense. Read more...iWorksheets :3Study Guides :1
3.RI6.5. Use academic and domain-specific vocabulary when discussing or writing about text features (See CCSS L.3.6).
Text Features
The title of an article is called a headline. A headline usually tells the main idea of what the article is about. Headlines often grab your attention and make you want to read the article. Read more...iWorksheets :7Study Guides :1

Integration of Knowledge and Ideas

RI7.CCR. Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
3.RI7. 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.RI7.1. Draw conclusions about the relationship between text features and the meaning and/or purpose of a text.
Author's Purpose
the author's purpose is the reason that he or she had for writing the text. Some authors' purposes are to inform, entertain or persuade. Read more...iWorksheets :4Study Guides :1
Text Features
The title of an article is called a headline. A headline usually tells the main idea of what the article is about. Headlines often grab your attention and make you want to read the article. Read more...iWorksheets :7Study Guides :1
3.RI7.2. See CCSS W.3.7-8 in the CCSC Framework for further application.
Charts/Maps/Graphic Organizers
FreeMaps, charts, graphs, and diagrams are graphics that contain information. Read more...iWorksheets :6Study Guides :1
Finding Information
How do Charts and Illustrations Help You? Charts and illustrations are special tools to help you find information easily. They are arranged in a way that puts all the information together so that it is clear and easy to read. Read more...iWorksheets :3Study Guides :1
Main Idea
What is a Main Idea in a Visual Message? Pictures and actions send messages without words. Here are some you should know. Read more...iWorksheets :3Study Guides :1
Interpret Information
What is Interpreting Information? You can use maps, charts, and timelines to interpret information. Charts are visual displays of information. They reveal information through mathematical statistics. A timeline is used to show events in chronological order. A map is a drawing created to represent the world or a part of the world's surface. Read more...iWorksheets :3Study Guides :1
RI8.CCR. Anchor Standard: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
3.RI8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
3.RI8.1. Explain basic relationships, including comparison, cause/effect, sequence.
Sequential Order
Sequential order is the order in which events really happened---real-life order Read more...iWorksheets :4Study Guides :1
Cause/Effect
An action that results in something else happening is called the cause. The result of an action is called the effect. In real-life order, the cause happens first. Read more...iWorksheets :6Study Guides :1
Cause/Effect, Fact/Opinion
What is Cause & Effect? A cause always has an effect. There is a reason why something happens. An effect happens as a result of a cause. Something happens for a reason. Read more...iWorksheets :3Study Guides :1
Beginning, Middle, and End
Why Do We Need to Learn about Beginning, Middle and End? When you read a good story, you enjoy it if it was written well. To write well, you should follow the rules of beginning, middle, and end to make it a good story. The writing process helps you have a good beginning, middle, and end. Read more...iWorksheets :3Study Guides :1
3.RI8.2. Explain the relationships between the ideas and information in sentences and/or paragraphs.
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
RI9.CCR. Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
3.RI9. Compare and contrast the most important points and key details presented in two texts on the same topic.
3.RI9.1. Differentiate the main points from less important points in two texts on the same topic.
Theme of Writing
Recognize theme or message of writing. Read more...iWorksheets :3
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3
3.RI9.2. Differentiate the key details from less important details in two texts on the same topic.
Supporting Details
Supporting details support the main idea of a text. Supporting details tell you more about the main idea of the text. Read more...iWorksheets :3Study Guides :1
Main Idea/Supporting Details
Main idea, supporting details, and irrelevant details. Read more...iWorksheets :3

MD.RF. Standards for Reading Foundational Skills (RF)

Phonics and Word Recognition

3.RF3. Know and apply grade-level phonics and word analysis skills in decoding words.
3.RF3.a. Identify and know the meaning of the most common prefixes and derivational suffixes.
3.RF3.a.1. Identify and know the meanings of the most common prefixes and derivational suffixes (See CCSS L.3.4).
Word Meaning with Prefixes/Suffixes
Prefixes are letters placed before a root word which change the meaning of the root word. Suffixes are letters placed after the root word which change the meaning of the root word. Read more...iWorksheets :3Study Guides :1
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Suffixes
A suffix is a letter or group of letters added to the end of a word to change its meaning. Read more...iWorksheets :4Study Guides :1
Prefixes
A prefix is any letter or group of letters Read more...iWorksheets :4Study Guides :1
Roots/Prefixes/Suffixes
What are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :7Study Guides :1
3.RF3.b. Decode words with common Latin suffixes.
3.RF3.b.1. Decode words with common Latin suffixes.
Word Meaning with Prefixes/Suffixes
Prefixes are letters placed before a root word which change the meaning of the root word. Suffixes are letters placed after the root word which change the meaning of the root word. Read more...iWorksheets :3Study Guides :1
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Suffixes
A suffix is a letter or group of letters added to the end of a word to change its meaning. Read more...iWorksheets :4Study Guides :1
Roots/Prefixes/Suffixes
What are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :7Study Guides :1
3.RF3.c. Decode multisyllable words.
3.RF3.c.1. Identify and apply vowel pronunciation rules to read multisyllabic words.
Phonics
Phonics is a method of teaching people to read by correlating sounds with symbols in an alphabetic writing system. Read more...iWorksheets :3
3.RF3.c.2. Blend sounds and segmented syllables to read words.
Phonics
Phonics is a method of teaching people to read by correlating sounds with symbols in an alphabetic writing system. Read more...iWorksheets :3
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Syllables/Spelling Patterns
Words can be divided into syllables Read more...iWorksheets :3Study Guides :1
Syllables
What are Syllables? Syllables are parts of words. Each part of a word has one vowel sound in it. Be careful! You may see more than one vowel letter, but still hear only one vowel sound. Read more...iWorksheets :4Study Guides :1
3.RF3.c.3. Confirm decoding efforts through word meanings and word order.
Phonics
Phonics is a method of teaching people to read by correlating sounds with symbols in an alphabetic writing system. Read more...iWorksheets :3
Challenge Words
What are some of the most difficult words a second grader must learn to spell? Here are some words you should know how to spell and some hints to help you remember. Read more...iWorksheets :3Study Guides :1
3.RF3.d. Read grade-appropriate irregularly spelled words.
3.RF3.d.1. Increase the number of grade-appropriate high-frequency words that can be read.
High Frequency Words I
High frequency words are words that you may come across often when reading. Read more...iWorksheets :6Study Guides :1
High Frequency Words II
High frequency words are words that you may come across often when reading. Read more...iWorksheets :6Study Guides :1
Sight Words II
Sight words are the words a second grader should be able to recognize instantly and spell easily. Read more...iWorksheets :3Study Guides :1
High Frequency Words I
What are High Frequency Words? High frequency words are the sight words you need to know instantly. You do not need to sound them out or look them up in a dictionary. Read more...iWorksheets :3Study Guides :1
High Frequency Words II
High frequency words are the words you need to recognize instantly. You do not have to figure them out, sound them out, or look them up in a dictionary. You just need to know them instantly. Read more...iWorksheets :3Study Guides :1
Sight Words IV
What are sight words? Sight words are the words every second grader should be able to read quickly and spell easily. Read more...iWorksheets :3Study Guides :1
Sight Words III
Sight words are words a second grader should be able to read quickly and spell easily. Read more...iWorksheets :3Study Guides :1
Sight Words I
Appropriate words for spelling and definitions for 2nd graders Read more...iWorksheets :3
Frequently Misspelled Words
Words that are often misspelled and some hints to help you spell them. Read more...iWorksheets :3Study Guides :1
High Frequency Words II
High frequency words are those words that a third grader should be able to read quickly, without sounding them out. They appear often in stories and books read by third graders. High frequency words are also known as sight words. Read more...iWorksheets :6Study Guides :1
High Frequency Words I
High frequency words are those words that a third grader should be able to read quickly, without sounding them out. They appear often in stories and books read by third graders. High frequency words are also known as sight words. Read more...iWorksheets :6Study Guides :1

Fluency

3.RF4. Read with sufficient accuracy and fluency to support comprehension.
3.RF4.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
3.RF4.b.3. Use punctuation as cues to appropriate expression.
Coherent Paragraphs
A paragraph is a group of sentences about one topic. The sentences are related to each other, and they make sense. Read more...iWorksheets :3Study Guides :1
3.RF4.b.4. Demonstrate appropriate use of phrasing.
Complete & Incomplete Sentences
Students demonstrate an understanding of the structures of the English language Read more...iWorksheets :3
3.RF4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
3.RF4.c.2. Use context clues, sentence structure, and visual clues to guide self-correction.
Vocabulary
What are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
Context Clues
Identify the meaning of unknown words by text surrounding word. Read more...iWorksheets :3
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Context Clues
Context cluesare hints found in a text that may help to figure out the meaning of a difficult word. A context clue might be in the same sentence, the sentence before, or the sentence after the difficult word. Read more...iWorksheets :6Study Guides :1
Context Clues
What are Context Clues? When you are reading, you will come to words you do not know. You can learn the meaning of those words by looking for the clues in the sentence around that word. The clues will help you understand the meaning of the new word even if you cannot pronounce it. Read more...iWorksheets :3Study Guides :1
Finding Information
How do Charts and Illustrations Help You? Charts and illustrations are special tools to help you find information easily. They are arranged in a way that puts all the information together so that it is clear and easy to read. Read more...iWorksheets :3Study Guides :1
Main Idea
What is a Main Idea in a Visual Message? Pictures and actions send messages without words. Here are some you should know. Read more...iWorksheets :3Study Guides :1

MD.W. Standards for Writing (W)

Text Types and Purposes

W1.CCR. Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
3.W1-b. Write opinion pieces on topics or texts, supporting a point of view with reasons – Provide reasons that support the opinion.
3.W1-b.3. 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).
Capitalization/Punctuation
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Read more...iWorksheets :7Study Guides :1
Coherent Paragraphs
A paragraph is a group of sentences about one topic. The sentences are related to each other, and they make sense. Read more...iWorksheets :3Study Guides :1
Extraneous Details
Extraneous details are details that are not necessary to include in a particular paragraph. They are details that are NOT related to the theme of a paragraph. Read more...iWorksheets :3Study Guides :1
Vivid Language in Writing
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
Unnecessary Information
What is unnecessary information? When you write a paragraph, story, or report you must include all important information. Sometimes writers put in too much information. It is important to know what to include ad what to leave out. The unnecessary information is any part that does not belong. Read more...iWorksheets :3Study Guides :1
W2.CCR. 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.
3.W2-a. 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.
3.W2-a.1. 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).
Coherent Paragraphs
A paragraph is a group of sentences about one topic. The sentences are related to each other, and they make sense. Read more...iWorksheets :3Study Guides :1
Extraneous Details
Extraneous details are details that are not necessary to include in a particular paragraph. They are details that are NOT related to the theme of a paragraph. Read more...iWorksheets :3Study Guides :1
Vivid Language in Writing
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
Unnecessary Information
What is unnecessary information? When you write a paragraph, story, or report you must include all important information. Sometimes writers put in too much information. It is important to know what to include ad what to leave out. The unnecessary information is any part that does not belong. Read more...iWorksheets :3Study Guides :1
3.W2-a.2. 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).
Coherent Paragraphs
A paragraph is a group of sentences about one topic. The sentences are related to each other, and they make sense. Read more...iWorksheets :3Study Guides :1
Extraneous Details
Extraneous details are details that are not necessary to include in a particular paragraph. They are details that are NOT related to the theme of a paragraph. Read more...iWorksheets :3Study Guides :1
Vivid Language in Writing
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
Unnecessary Information
What is unnecessary information? When you write a paragraph, story, or report you must include all important information. Sometimes writers put in too much information. It is important to know what to include ad what to leave out. The unnecessary information is any part that does not belong. Read more...iWorksheets :3Study Guides :1
3.W2-b. Write informative/explanatory texts to examine a topic and convey ideas and information clearly – Develop the topic with facts, definitions, and details.
3.W2-b.1. Differentiate between a fact and an opinion.
Vivid Language in Writing
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
3.W2-b.3. Draft the body to examine a topic with well-organized facts, definitions, and details (See CCSS W.3.4, W.3.6): Use coordinating and subordinating conjunctions (CCSS L.3.1h); Produce simple, compound, and complex sentences (CCSS L.3.1i); Recognize and observe differences between the conventions of spoken and written standard English (CCSS L.3.3b).
Vivid Language in Writing
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
3.W2-c. Write informative/explanatory texts to examine a topic and convey ideas and information clearly – Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
3.W2-c.1. Organize information by categories and correctly link ideas within each category.
Vivid Language in Writing
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
3.W2-d. Write informative/explanatory texts to examine a topic and convey ideas and information clearly – Provide a concluding statement or section.
3.W2-d.1. Draft a conclusion that draws inferences or conclusions from the information presented (See CCSS W.3.4, W.3.6).
Vivid Language in Writing
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
3.W2-d.2. Apply the revision and editing stages of the writing process (See CCSS W.3.5, W.3.6) – Revise to: ensure a clear statement of the topic and clearly conveyed ideas and information, choose words and phrases for effect (CCSS L.4.3a); Edit to correct errors in: the use of linking words and phrases (See CCSS W.3.1c), regular and irregular plural nouns and regular and irregular verbs (See CCSS L.3.1b, d), subject-verb and pronoun-antecedent agreement (See CCSS L.3.1f), conventional spelling of high-frequency words (See CCSS L.3.2e).
Vivid Language in Writing
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
W3.CCR. Anchor Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
3.W3-b. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences – Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
3.W3-b.1. Draft the body using a plausible sequence of events and effective descriptions of characters (See CCSS W.3.4, W.3.6): Apply knowledge of characterization (See CCSS RL.3.3); Apply knowledge of story structure (e.g., problem and solution, rise and fall of action, etc.) (See CCSS RL.3.5); Form and use the simple verb tenses (See CCSS L.3.1e); Form and use comparative and superlative adjectives and adverbs (See CCSS L.3.1g); Use commas and quotation marks in dialogue (CCSS L.3.2c); Form and use possessives (CCSS L.3.2d).
Nouns
Noun is a word that refers to a person, place, thing, event, substance, or quality Read more...iWorksheets :3
Grammar
Grammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1
Spelling Words
Why is Spelling Important? It is important to spell words correctly when writing. There are some words that are difficult to learn and to remember how to spell correctly. Homonyms, plurals, and possessive words are often difficult to remember how to spell correctly. Read more...iWorksheets :4Study Guides :1
Nouns
A noun is a word used to identify any of a class of people, places, or things, or to name a particular one of these. Read more...iWorksheets :3
3.W3-d. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences – Provide a sense of closure.
3.W3-d.1. Draft a conclusion that provides an ending to the narrative (See CCSS W.3.4, W.3.6).
Vivid Language in Writing
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
3.W3-d.2. Apply the revision and editing stages of the writing process to the narrative piece (See CCSS W.3.4, W.3.6) – Revise to: ensure that characters and events are clearly described (See CCSS RL.3.3), ensure that the narrative is organized chronologically and has a clear beginning, middle, and end (See CCSS RL.3.5), choose words and phrases for effect and for precision (See CCSS L.3.1c, L.3.3a, L.3.5c); Edit to correct errors in: temporal words and phrases (See CCSS W.3.3c), formation and use of simple verb tenses (See CCSS L.3.1e), subject-verb and pronoun-antecedent agreement (See CCSS L.3.1f), punctuation of dialogue (See CCSS L.3.2c), formation and use possessives (CCSS L.3.2d), conventional spelling of high-frequency words (See CCSS L.3.2e); Consult reference materials and spelling patterns and generalizations to check and correct spellings (See CCSS L.3.2f, g).
Vivid Language in Writing
A topic sentence supports or develops the theme or main idea of a paragraph. Read more...iWorksheets :6Study Guides :1
Writing Process
Prewrite, draft, revise, proofread, and edit. Read more...iWorksheets :3

Production and Distribution of Writing

W5.CCR. Anchor Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
3.W5. 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 on pages 28 and 29.)
3.W5.1. See CCSS W.3.1, W.3.2, W.3.3, W.3.7; SL.3.1, 4, and 5 of CCSC Framework for specific application.
Writing Process
Prewrite, draft, revise, proofread, and edit. Read more...iWorksheets :3

Range of Writing

W10.CCR. Anchor Standard: 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 tasks, purposes, and audiences.
3.W10. 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.
3.W10.1. Adjust the writing process as appropriate for different writing tasks, purposes, and audiences and time frames.
Writing Process
Prewrite, draft, revise, proofread, and edit. Read more...iWorksheets :3

MD.SL. Standards for Speaking and Listening (SL)

Comprehension and Collaboration

SL1.CCR. Anchor Standard: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
3.SL1-a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
3.SL1-a.2. Collect information using a variety of multi-media resources, e.g., books, interviews, and technology (See MD TL 3 5A1.f as needed).
Literary Genres
Literary genre is the grownup way of saying different kinds of writing. The word genre is pronounced zhan rah. Read more...iWorksheets :3Study Guides :1
Genre
A literary genre is a category of literary composition. Genres may be determined by literary technique, tone, content. The five major genres in literature are: Poetry, Drama, Prose, Fiction, Non-Fiction. Genres are often divided into subgenres. Read more...iWorksheets :3

MD.L. Standards for Language (L)

Conventions of Standard English

L1.CCR. Anchor Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
3.L1-a. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
3.L1-a.1. Recognize and name parts of speech in text presented in a variety of formats.
Grammar
Grammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1
3.L1-a.2. Identify and explain the differences between parts of speech and their functions.
Grammar
Grammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1
3.L1-a.3. Demonstrate correct use of parts of speech in oral and written language.
Grammar
Grammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1
3.L1-a.4. Analyze writing models for correct use of parts of speech.
Grammar
Grammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1
3.L1-b. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Form and use regular and irregular plural nouns.
3.L1-b.1. Identify and define regular and irregular plural nouns in text presented in a variety of formats.
Nouns
Noun is a word that refers to a person, place, thing, event, substance, or quality Read more...iWorksheets :3
Verb Endings
Verbs may change their spelling according to which tense is being used. Read more...iWorksheets :3
Grammar
Grammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1
Plurals
Regular and irregular plural nouns. Read more...iWorksheets :3
Spelling Words
Why is Spelling Important? It is important to spell words correctly when writing. There are some words that are difficult to learn and to remember how to spell correctly. Homonyms, plurals, and possessive words are often difficult to remember how to spell correctly. Read more...iWorksheets :4Study Guides :1
Plurals
Plurals is the grammatical category in nouns, pronouns, and verbs that refers to more than one thing. Read more...iWorksheets :3
Plural Ending -es
Plural endings adding -es for words ending in sh, ch, x, and z. Read more...iWorksheets :3Study Guides :1
3.L1-b.2. Distinguish between regular and irregular plural nouns.
Nouns
Noun is a word that refers to a person, place, thing, event, substance, or quality Read more...iWorksheets :3
Verb Endings
Verbs may change their spelling according to which tense is being used. Read more...iWorksheets :3
Grammar
Grammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1
Plurals
Regular and irregular plural nouns. Read more...iWorksheets :3
Spelling Words
Why is Spelling Important? It is important to spell words correctly when writing. There are some words that are difficult to learn and to remember how to spell correctly. Homonyms, plurals, and possessive words are often difficult to remember how to spell correctly. Read more...iWorksheets :4Study Guides :1
Plurals
Plurals is the grammatical category in nouns, pronouns, and verbs that refers to more than one thing. Read more...iWorksheets :3
Plural Ending -es
Plural endings adding -es for words ending in sh, ch, x, and z. Read more...iWorksheets :3Study Guides :1
3.L1-b.3. Apply the correct form and use of regular and irregular plural nouns in oral and written language.
Nouns
Noun is a word that refers to a person, place, thing, event, substance, or quality Read more...iWorksheets :3
Verb Endings
Verbs may change their spelling according to which tense is being used. Read more...iWorksheets :3
Grammar
Grammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1
Plurals
Regular and irregular plural nouns. Read more...iWorksheets :3
Spelling Words
Why is Spelling Important? It is important to spell words correctly when writing. There are some words that are difficult to learn and to remember how to spell correctly. Homonyms, plurals, and possessive words are often difficult to remember how to spell correctly. Read more...iWorksheets :4Study Guides :1
Plurals
Plurals is the grammatical category in nouns, pronouns, and verbs that refers to more than one thing. Read more...iWorksheets :3
Plural Ending -es
Plural endings adding -es for words ending in sh, ch, x, and z. Read more...iWorksheets :3Study Guides :1
3.L1-b.4. Analyze writing models for correct use of regular and irregular plural nouns.
Nouns
Noun is a word that refers to a person, place, thing, event, substance, or quality Read more...iWorksheets :3
Verb Endings
Verbs may change their spelling according to which tense is being used. Read more...iWorksheets :3
Grammar
Grammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1
Plurals
Regular and irregular plural nouns. Read more...iWorksheets :3
Spelling Words
Why is Spelling Important? It is important to spell words correctly when writing. There are some words that are difficult to learn and to remember how to spell correctly. Homonyms, plurals, and possessive words are often difficult to remember how to spell correctly. Read more...iWorksheets :4Study Guides :1
Plurals
Plurals is the grammatical category in nouns, pronouns, and verbs that refers to more than one thing. Read more...iWorksheets :3
Plural Ending -es
Plural endings adding -es for words ending in sh, ch, x, and z. Read more...iWorksheets :3Study Guides :1
3.L1-d. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Form and use regular and irregular verbs.
3.L1-d.1. Identify and define regular and irregular verbs in text presented in a variety of formats.
Grammar
Grammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1
Verbs
A verb is a word that shows action or state of being. Read more...iWorksheets :4Study Guides :1
3.L1-d.2. Demonstrate consistent and appropriate use of verb tenses, such as past, present, and future in oral and written language.
Verb Endings
Verbs may change their spelling according to which tense is being used. Read more...iWorksheets :3
Past Tense (-ed)
Past tense means something happened in the past. It could be many years ago, yesterday, or just a few minutes ago. Verbs change in special ways to show past tense. Read more...iWorksheets :3Study Guides :1
3.L1-e. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
3.L1-e.1. Identify and define verb tenses in text presented in a variety of formats.
Verb Endings
Verbs may change their spelling according to which tense is being used. Read more...iWorksheets :3
Past Tense (-ed)
Past tense means something happened in the past. It could be many years ago, yesterday, or just a few minutes ago. Verbs change in special ways to show past tense. Read more...iWorksheets :3Study Guides :1
3.L1-e.2. Apply the correct use of past, present, and future tenses of verbs in speaking and writing.
Verb Endings
Verbs may change their spelling according to which tense is being used. Read more...iWorksheets :3
Past Tense (-ed)
Past tense means something happened in the past. It could be many years ago, yesterday, or just a few minutes ago. Verbs change in special ways to show past tense. Read more...iWorksheets :3Study Guides :1
3.L1-f. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Ensure subject-verb and pronoun-antecedent agreement.
3.L1-f.1. Identify subjects and verbs in sentences.
Subject and Predicate
The subject of a sentence is who or what the sentence is about. Read more...iWorksheets :3Study Guides :1
Grammar
Grammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1
Verbs
A verb is a word that shows action or state of being. Read more...iWorksheets :4Study Guides :1
3.L1-f.2. Recognize connection between subjects/verbs, i.e., singular subjects with singular verbs and plural subjects with plural verbs.
Grammar Skills
Subject-verb and pronoun-antecedent agreement. Read more...iWorksheets :3
Subject/Verb Agreement
Subject/verb agreement and prepositional phrases. Read more...iWorksheets :3
3.L1-f.4. Apply correct subject-verb and pronoun-antecedent agreement in speaking and writing.
Grammar Skills
Subject-verb and pronoun-antecedent agreement. Read more...iWorksheets :3
Subject/Verb Agreement
Subject/verb agreement and prepositional phrases. Read more...iWorksheets :3
3.L1-f.5. Analyze writing models for correct subject-verb and pronoun-antecedent agreement.
Grammar Skills
Subject-verb and pronoun-antecedent agreement. Read more...iWorksheets :3
Subject/Verb Agreement
Subject/verb agreement and prepositional phrases. Read more...iWorksheets :3
3.L1-h. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking – Use coordinating and subordinating conjunctions.
3.L1-h.3. Strengthen writing by revising to combine sentences correctly when appropriate.
Rules for Writing
Combining two simple sentences. Read more...iWorksheets :7Study Guides :1
L2.CCR. Anchor Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
3.L2-b. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Use commas in addresses.
3.L2-b.1. Identify and demonstrate rules for placement of commas in addresses.
Capitalization/Punctuation
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Read more...iWorksheets :7Study Guides :1
3.L2-b.2. Analyze and edit writing for the correct use of commas.
Capitalization/Punctuation
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Read more...iWorksheets :7Study Guides :1
3.L2-c. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Use commas and quotation marks in dialogue.
3.L2-c.3. Demonstrate correct placement of commas and quotation marks in dialogue.
Grammar
Grammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1
3.L2-d. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Form and use possessives.
3.L2-d.1. Recognize and distinguish between contractions and possessives.
Nouns
Noun is a word that refers to a person, place, thing, event, substance, or quality Read more...iWorksheets :3
Grammar
Grammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1
Spelling Words
Why is Spelling Important? It is important to spell words correctly when writing. There are some words that are difficult to learn and to remember how to spell correctly. Homonyms, plurals, and possessive words are often difficult to remember how to spell correctly. Read more...iWorksheets :4Study Guides :1
Nouns
A noun is a word used to identify any of a class of people, places, or things, or to name a particular one of these. Read more...iWorksheets :3
Contractions
What are Contractions? A contraction is a special word made by putting together a verb and another word. Every contraction has an apostrophe to show where letters are missing from the original two words. Read more...iWorksheets :3Study Guides :1
Contractions
What is a Contraction? A contraction is really two words squeezed together to make a new word. Some of the letters from one or both of the words go away and a special mark called an apostrophe goes in their place. Read more...iWorksheets :4Study Guides :1
3.L2-d.2. Strengthen writing by revising to include appropriate use of possessives.
Nouns
Noun is a word that refers to a person, place, thing, event, substance, or quality Read more...iWorksheets :3
Grammar
Grammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1
Spelling Words
Why is Spelling Important? It is important to spell words correctly when writing. There are some words that are difficult to learn and to remember how to spell correctly. Homonyms, plurals, and possessive words are often difficult to remember how to spell correctly. Read more...iWorksheets :4Study Guides :1
Nouns
A noun is a word used to identify any of a class of people, places, or things, or to name a particular one of these. Read more...iWorksheets :3
3.L2-e. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
3.L2-e.1. Identify the correct spellings for grade-level frequently occurring irregular words.
Frequently Misspelled Words
Words that are often misspelled and some hints to help you spell them. Read more...iWorksheets :3Study Guides :1
3.L2-e.2. Modify spelling of base words as needed when adding inflectional endings and suffixes.
Word Meaning with Prefixes/Suffixes
Prefixes are letters placed before a root word which change the meaning of the root word. Suffixes are letters placed after the root word which change the meaning of the root word. Read more...iWorksheets :3Study Guides :1
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Syllables/Spelling Patterns
Words can be divided into syllables Read more...iWorksheets :3Study Guides :1
Suffixes
A suffix is a letter or group of letters added to the end of a word to change its meaning. Read more...iWorksheets :4Study Guides :1
Continuous Action (-ing)
How do you add the ING suffix to verbs? We add -ing to many verbs. But to spell them correctly, you need to remember the rules. Read more...iWorksheets :3Study Guides :1
Roots/Prefixes/Suffixes
What are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :7Study Guides :1
3.L2-e.4. Analyze writing models for correct spelling of high-frequency words.
Syllables/Spelling Patterns
Words can be divided into syllables Read more...iWorksheets :3Study Guides :1
3.L2-f. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing – Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
3.L2-f.1. Apply previously learned spelling patterns and generalizations to spell grade-appropriate words correctly.
Syllables/Spelling Patterns
Words can be divided into syllables Read more...iWorksheets :3Study Guides :1
3.L2-f.2. Apply knowledge of syllable types to spell multisyllabic words.
Syllables/Spelling Patterns
Words can be divided into syllables Read more...iWorksheets :3Study Guides :1
3.L2-f.4. Analyze writing models for correct spelling.
Syllables/Spelling Patterns
Words can be divided into syllables Read more...iWorksheets :3Study Guides :1

Knowledge of Language

L3.CCR. Anchor Standard: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
3.L3-a. Use knowledge of language and its conventions when writing, speaking, reading, or listening – Choose words and phrases for effect.
3.L3-a.1. Recognize and use figurative language.
Literary Devices
Literary Devices refers to the typical structures used by writers in their works to convey his or her messages in a simple manner to the readers. Literary Devices are Metaphor, Simile, Hyperbole, Personification, Analogy, Euphemism, Allegory etc... Read more...iWorksheets :3
3.L3-b. Use knowledge of language and its conventions when writing, speaking, reading, or listening – Recognize and observe differences between the conventions of spoken and written standard English.
3.L3-b.2. Demonstrate conventions of spoken and written English in conversations and writing.
Capitalization/Punctuation
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Read more...iWorksheets :7Study Guides :1
Grammar
Grammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1
Syllables/Spelling Patterns
Words can be divided into syllables Read more...iWorksheets :3Study Guides :1

Vocabulary Acquisition and Use

L4.CCR. Anchor Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
3.L4-a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content – Use sentence-level context as a clue to the meaning of a word or phrase.
3.L4-a.1. Identify clues within a sentence that help determine or clarify the meaning of a word or phrase.
Vocabulary
What are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
Context Clues
Identify the meaning of unknown words by text surrounding word. Read more...iWorksheets :3
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Context Clues
Context cluesare hints found in a text that may help to figure out the meaning of a difficult word. A context clue might be in the same sentence, the sentence before, or the sentence after the difficult word. Read more...iWorksheets :6Study Guides :1
Context Clues
What are Context Clues? When you are reading, you will come to words you do not know. You can learn the meaning of those words by looking for the clues in the sentence around that word. The clues will help you understand the meaning of the new word even if you cannot pronounce it. Read more...iWorksheets :3Study Guides :1
3.L4-a.2. Access and connect prior knowledge and experiences to determine the meaning of words and phrases.
Content Vocabulary
Spelling in content areas including Math, Social Studies, Science, Technology, Art, and Music. Read more...iWorksheets :3
Content Area Vocabulary
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3
3.L4-a.3. Discuss words and word meanings daily as they are encountered in text, instruction, and conversation.
Content Vocabulary
Spelling in content areas including Math, Social Studies, Science, Technology, Art, and Music. Read more...iWorksheets :3
Content Area Vocabulary
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to grade 4 topic or subject area. Read more...iWorksheets :3
3.L4-b. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content – 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).
3.L4-b.1. Identify the root word in multisyllabic words.
Root Words/Prefixes/Suffixes
When the ending, or inflection, is taken away from a word, the word that remains is called the root word or base word. Read more...iWorksheets :6Study Guides :1
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Multiple Meaning
Words with multiple meanings are words with more than one meaning. Read more...iWorksheets :3Study Guides :1
Root Words
What are Root Words? Root words are sometimes called base words. A root word is the smallest form of a word before it has anything added to it. Read more...iWorksheets :3Study Guides :1
Roots/Prefixes/Suffixes
What are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :7Study Guides :1
3.L4-b.2. Identify meaning of common prefixes and suffixes.
Word Meaning with Prefixes/Suffixes
Prefixes are letters placed before a root word which change the meaning of the root word. Suffixes are letters placed after the root word which change the meaning of the root word. Read more...iWorksheets :3Study Guides :1
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Suffixes
A suffix is a letter or group of letters added to the end of a word to change its meaning. Read more...iWorksheets :4Study Guides :1
Prefixes
A prefix is any letter or group of letters Read more...iWorksheets :4Study Guides :1
Roots/Prefixes/Suffixes
What are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :7Study Guides :1
3.L4-b.3. Use meaning of prefixes and suffixes to explain the meaning of new words.
Word Meaning with Prefixes/Suffixes
Prefixes are letters placed before a root word which change the meaning of the root word. Suffixes are letters placed after the root word which change the meaning of the root word. Read more...iWorksheets :3Study Guides :1
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Suffixes
A suffix is a letter or group of letters added to the end of a word to change its meaning. Read more...iWorksheets :4Study Guides :1
Prefixes
A prefix is any letter or group of letters Read more...iWorksheets :4Study Guides :1
Roots/Prefixes/Suffixes
What are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :7Study Guides :1
3.L4-b.4. Identify relationships between and among words with the same prefixes and suffixes.
Word Meaning with Prefixes/Suffixes
Prefixes are letters placed before a root word which change the meaning of the root word. Suffixes are letters placed after the root word which change the meaning of the root word. Read more...iWorksheets :3Study Guides :1
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Suffixes
A suffix is a letter or group of letters added to the end of a word to change its meaning. Read more...iWorksheets :4Study Guides :1
Prefixes
A prefix is any letter or group of letters Read more...iWorksheets :4Study Guides :1
Roots/Prefixes/Suffixes
What are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :7Study Guides :1
3.L4-c. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content – Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
3.L4-c.1. Identify and define the root word in unknown words.
Root Words/Prefixes/Suffixes
When the ending, or inflection, is taken away from a word, the word that remains is called the root word or base word. Read more...iWorksheets :6Study Guides :1
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Multiple Meaning
Words with multiple meanings are words with more than one meaning. Read more...iWorksheets :3Study Guides :1
Root Words
What are Root Words? Root words are sometimes called base words. A root word is the smallest form of a word before it has anything added to it. Read more...iWorksheets :3Study Guides :1
Roots/Prefixes/Suffixes
What are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :7Study Guides :1
3.L4-c.2. Use meaning of prefixes and suffixes to explain the meaning of words with known roots.
Root Words/Prefixes/Suffixes
When the ending, or inflection, is taken away from a word, the word that remains is called the root word or base word. Read more...iWorksheets :6Study Guides :1
Word Meaning with Prefixes/Suffixes
Prefixes are letters placed before a root word which change the meaning of the root word. Suffixes are letters placed after the root word which change the meaning of the root word. Read more...iWorksheets :3Study Guides :1
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Multiple Meaning
Words with multiple meanings are words with more than one meaning. Read more...iWorksheets :3Study Guides :1
Suffixes
A suffix is a letter or group of letters added to the end of a word to change its meaning. Read more...iWorksheets :4Study Guides :1
Prefixes
A prefix is any letter or group of letters Read more...iWorksheets :4Study Guides :1
Root Words
What are Root Words? Root words are sometimes called base words. A root word is the smallest form of a word before it has anything added to it. Read more...iWorksheets :3Study Guides :1
Roots/Prefixes/Suffixes
What are Root Words, Prefixes, and Suffixes? A root word is a word with no prefixes or suffixes added to it. A root word is the basic element, the base, of a word. A prefix is added to the beginning of a root word to form a new word. A suffix is added to the ending of a root word to form a new word. Adding a prefix or suffix to a root word can change the meaning of that root word. Read more...iWorksheets :7Study Guides :1
3.L4-d. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content – Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
3.L4-d.1. Identify and explain purpose of glossaries and beginning dictionaries, both print and digital.
Parts of a Book
Books have special parts to help you find information easily. Read more...iWorksheets :3Study Guides :1
Dictionary/Thesaurus/Parts of a Book
Alphabetical order, table of contents, title, author, index, glossary. Read more...iWorksheets :3
Dictionary/Thesaurus
Alphabetical order, table of contents, title, author, index, glossary Read more...iWorksheets :3
Parts of a Book
FreeA book often has several parts that make finding information easier for readers. Read more...iWorksheets :8Study Guides :1
3.L4-d.2. Use key words and text features to help find information within a specific source (See MD SLM 2-3 3 A1.a).
Text Features
The title of an article is called a headline. A headline usually tells the main idea of what the article is about. Headlines often grab your attention and make you want to read the article. Read more...iWorksheets :7Study Guides :1
3.L4-d.4. Use the context in which words are used to choose among possible meanings.
Vocabulary
What are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
Context Clues
Identify the meaning of unknown words by text surrounding word. Read more...iWorksheets :3
Decoding Strategies
Decoding means to convert (a coded message) into intelligible language. Read more...iWorksheets :3
Context Clues
Context cluesare hints found in a text that may help to figure out the meaning of a difficult word. A context clue might be in the same sentence, the sentence before, or the sentence after the difficult word. Read more...iWorksheets :6Study Guides :1
Context Clues
What are Context Clues? When you are reading, you will come to words you do not know. You can learn the meaning of those words by looking for the clues in the sentence around that word. The clues will help you understand the meaning of the new word even if you cannot pronounce it. Read more...iWorksheets :3Study Guides :1
L5.CCR. Anchor Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
3.L5-c. Demonstrate understanding of word relationships and nuances in word meanings – Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
3.L5-c.1. Access prior knowledge, as well as reference materials both print and digital to identify synonyms for given words.
Grammar
Grammar is the subject which tells how to speak and write correctly. It is a set of rules that define the structure of a language. Here are some grammar rules you should know. Read more...iWorksheets :3Study Guides :1
Vocabulary
What are Adjectives, Adverbs, Antonyms, Synonyms, and Homographs? An adjective describes a noun or a pronoun. An adverb can tell you how, where, or when something is done. Antonyms are words that mean the opposite of each other. Synonyms are words that have almost the same meaning. Homographs are words that have more than one definition. Read more...iWorksheets :3Study Guides :1
Synonyms/Antonyms
An antonym is a word that means the opposite of another word. For example "up" is an antonym of "down". Synonyms are words with the same or similar meaning. Synonyms for "Intelligent" are "smart" and "clever". Read more...iWorksheets :3
Synonyms
What are synonyms? Synonyms are words that mean the same, or nearly the same, as other words. Read more...iWorksheets :4Study Guides :1
Standards

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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