What's New: Worksheets and Study Guides

American Symbols & HolidaysMemorial Day
Write the word Kindergarten English Language Arts
Capital Letters Kindergarten English Language Arts
Write the word Kindergarten English Language Arts
Letter Sounds - Same & Different Kindergarten English Language Arts
Same & Different Sounds Kindergarten English Language Arts
Simple Sentences Kindergarten English Language Arts

Oklahoma Standards for Third Grade English Language Arts

Author's PurposeWorksheets: 4Study Guides: 1Author/Title of Well Known LiteratureWorksheets: 3Combining SentencesWorksheets: 3Complete & Incomplete SentencesWorksheets: 3Content VocabularyWorksheets: 3PhonicsWorksheets: 3PluralsWorksheets: 3Problem/SolutionWorksheets: 4Study Guides: 1R Controlled VowelsWorksheets: 4Study Guides: 1Rules for WritingWorksheets: 7Study Guides: 1Sequential OrderWorksheets: 4Study Guides: 1Subject and PredicateWorksheets: 3Study Guides: 1Syllable Patterns/Word FamiliesWorksheets: 3Topic SentenceWorksheets: 3Study Guides: 1Vowel DiphthongsWorksheets: 4Study Guides: 1

OK.3.R. Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

3.R.1: Phonics/Decoding - The student will apply sound-symbol relationships to decode words.

3.R.1:1. Phonetic Analysis - Apply knowledge of phonetic analysis to decode unknown words (e.g., common letter/sound relationships, consonants, blends, digraphs, vowels, and diphthongs).
3.R.1:2. Structural Analysis - Apply knowledge of structural analysis to decode unknown words (e.g., syllabication rules, affixes, root words, compound words, spelling patterns, contractions, final stable syllables).

3.R.2: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase vocabulary.

3.R.2:1. Words in Context - Use context clues (the meaning of the text around the word) to determine the meaning of grade-level appropriate words.
3.R.2:2. Affixes - Use prefixes (for example: un-, pre-, bi-, mis-, dis-, en-, in-, im-, ir-), suffixes (for example: -er, -est, -ful, -ness, -ing, -ish, -less), and roots to determine the meaning of words.
3.R.2:3. Synonyms, Antonyms, and Homonyms/Homophones - Determine the meanings of words using knowledge of synonyms, antonyms, homonyms/homophones, and multiple meaning words.
3.R.2:4. Using Resource Materials - Use word reference materials (glossary, dictionary, thesaurus) to determine the meaning and pronunciation of unknown words.

3.R.3: Fluency - The student will identify words rapidly so that attention is directed at the meaning of the text.

3.R.3:4. Accurately and fluently read 300-400 high frequency and/or irregularly spelled words in meaningful texts.
3.R.3:5. Use punctuation cues (e.g., final punctuation, commas, quotation marks) in text with appropriate phrasing as a guide to understanding meaning.

3.R.4: Comprehension/Critical Literacy - The student will interact with the words and concepts in a text to construct an appropriate meaning.

3.R.4:1. Literal Understanding
3.R.4:1.a. Read and comprehend poetry, fiction, and nonfiction that is appropriately designed for third grade.
3.R.4:1.b. Use prereading strategies independently to preview, activate prior knowledge, predict content of text, and establish a purpose for reading.
3.R.4:1.c. Recall major points in a text and revise predictions about what is read.
3.R.4:1.d. Show understanding by asking questions and supporting answers with literal information from the text.
3.R.4:2. Inferences and Interpretation
3.R.4:2.a. Make inferences by connecting prior knowledge and experience with information from the text.
3.R.4:2.b. Interpret text, including lessons or morals depicted in fairytales, fables, etc., and draw conclusions from evidence presented in the text.
3.R.4:3. Summary and Generalization
3.R.4:3.a. Summarize by recognizing main ideas, key concepts, key actions, and supporting details in fiction and nonfiction.
3.R.4:3.b. Make generalizations about a text (e.g., theme of a story or main idea of an informational text).
3.R.4:3.c. Produce summaries of fiction and nonfiction text, highlighting major points.
3.R.4:4. Analysis and Evaluation
3.R.4:4.a. Analyze characters including their traits, relationships, feelings, and changes in text.
3.R.4:4.b. Distinguish between fact and opinion in nonfiction text.
3.R.4:4.c. Analyze the causes, motivations, sequences, and results of events from a text.
3.R.4:5. Monitoring and Correction Strategies
3.R.4:5.b. Predict, monitor, and check for understanding using semantic, syntactic, and graphophonic cues.
3.R.4:5.c. Clarify meaning by rereading, questioning, and modifying predictions.

3.R.5: Literature - The student will read to construct meaning and respond to a wide variety of literary forms.

3.R.5:1. Literary Genres - Demonstrate knowledge of and appreciation for various forms (genres) of literature.
3.R.5:1.a. Recognize characteristics of literary genres and forms (e.g., contemporary realistic fiction, historical fiction, nonfiction, modern fantasy, poetry, drama, and traditional stories such as fairy tales and fables).
3.R.5:3. Figurative Language and Sound Devices - The student will identify figurative language and sound devices in writing and how they affect the development of a literary work.

3.R.6: Research and Information - The student will conduct research and organize information.

3.R.6:1. Accessing Information - The student will select the best source for a given purpose.
3.R.6:1.a. Alphabetize to the third letter.
3.R.6:1.b. Use guide words to locate words in dictionaries and topics in encyclopedias.
3.R.6:1.c. Access information from charts, maps, graph, schedules, directions, and diagrams.
3.R.6:1.d. Use the title page, table of contents, glossary, chapter headings, and index to locate information.
3.R.6:1.e. Use text formats as an aid in constructing meaning from nonfiction (expository) text (e.g., heading, subheading, bold print, and italics).

OK.3.V. Visual Literacy: The student will interpret, evaluate, and compose visual messages.

3.V.1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers, represent meaning.

3.V.1:1. Distinguish fact, opinion, and fiction in print and nonprint media in literature and advertising.
3.V.1:2. Interpret and describe important events and ideas gathered from maps, charts and graphics.

3.V.2: Evaluate Media - The student will evaluate visual and electronic media, such as film, as they compare with print messages.

3.V.2:2. Interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations.

OK.3.W. Writing/Grammar/Usage and Mechanics - The student will express ideas effectively in written modes for a variety of purposes and audiences.

3.W.1: Writing Process - The student will use the writing process to write coherently.

3.W.1:1. Use a variety of prewriting activities such as brainstorming, clustering, illustrating, using graphic organizers, and webbing.
3.W.1:2. Understand and demonstrate familiarity with the writing process and format of main idea.
3.W.1:3. Compose coherent first drafts with clear focus of beginning, middle, and ending.
3.W.1:5. Proofread/edit writing, using standard editing marks, with peers or teacher.

3.W.2: Modes and Forms of Writing. Communicate through a variety of written forms (modes), for various purposes, and to a specific audience or person.

3.W.2:1. Communicate through a variety of written modes for various audiences and purposes to inform, entertain, describe, persuade, and to reflect.
3.W.2:2. Write simple narrative, descriptive, persuasive, and creative paragraphs.
3.W.2:3. Write descriptive and creative stories and poems about people, places, things, or experiences that:
3.W.2:3.b. Use details to support the main idea.
3.W.2:5. Write personal, and formal letters, thank-you notes, and invitations including the date, greeting, body, closing, and signature.
3.W.2:7. Write narratives that:
3.W.2:7.c. Provide a clear beginning, middle, and end that includes details that develop around a central idea.
3.W.2:8. Use descriptive language such as action verbs, vivid adjectives, and adverbs to make writing interesting.

3.W.3: Grammar/Usage and Mechanics - The student will demonstrate appropriate practices in writing by applying standard English conventions to the revising and editing stages of writing.

3.W.3:1. Grammar/Usage: Students are expected to recognize and correctly use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, and contractions in their writing.
3.W.3:1.a. Singular, plural, and possessive forms of nouns
3.W.3:1.b. Common and proper nouns
3.W.3:1.d. Present, past, and future tense verbs
3.W.3:1.e. Regular, irregular, and helping (auxiliary) verbs
3.W.3:1.f. Past participle of verbs
3.W.3:1.g. Subject-verb agreement
3.W.3:1.h. Positive, comparative, and superlative adjectives
3.W.3:1.i. Time, place, and manner adverbs
3.W.3:2. Mechanics: Students are expected to demonstrate appropriate language mechanics in writing.
3.W.3:2.a. Correctly capitalize geographical names, holidays, dates, proper nouns, book titles, titles of respect, sentences, and quotations.
3.W.3:3. Punctuation: Students are expected to demonstrate appropriate punctuation in writing.
3.W.3:3.a. Periods in abbreviations and sentence endings (terminal punctuation)
3.W.3:3.b. Question and exclamation marks
3.W.3:3.d. Apostrophes in contractions and possessives
3.W.3:3.f. Quotation marks around direct quotations, the titles of individual poems, and short stories
3.W.3:4. Sentence Structure: The student will demonstrate appropriate sentence structure in writing.
3.W.3:4.a. Correctly write the four basic kinds of sentences (declarative, exclamatory, imperative, and interrogative) with terminal punctuation.
3.W.3:5. Spelling: Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.
3.W.3:5.a. Demonstrate recall of spelling patterns (e.g., grapheme or blend), consonant doubling (e.g., bat + ed = batted), changing the ending of a word from -y to -ies when forming the plural (e.g., carry = carries), and common homophones (e.g., hair/hare).
3.W.3:5.b. Spell phonetically regular multisyllabic words, contractions, and compounds.
3.W.3:5.c. Increase the number of high frequency words spelled correctly.
3.W.3:5.d. Spell words ending in -tion and -sion correctly.

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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