Oklahoma Standards 3rd Grade ELA Activities
Printable Third Grade English Language Arts Worksheets and Study Guides.
U.S. PresidentsU.S. Presidents Literal/Inferential/Evaluative Fourth Grade English Language Arts Capitalization/Punctuation Fourth Grade English Language Arts Alphabetizing First Grade English Language Arts Text Features Fifth Grade English Language Arts Poetic Devices Fourth Grade English Language Arts Alphabetizing First 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.
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