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

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Alphabetizing First Grade English Language Arts
Alphabetizing First Grade English Language Arts
Spelling Fourth Grade English Language Arts
Plot Features Fifth Grade English Language Arts
Fact/Opinion Fifth Grade English Language Arts
Text Features Fourth Grade English Language Arts

Rhode Island Standards for Third Grade English Language Arts

RI.R-3-1. NECAP (Reading) - Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding strategies by:

R-3-1.1. Identifying multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (including prefixes, suffixes, or variant spellings for consonants or vowels, e.g., bought) (State)

R-3-1.2. Reading regularly spelled multi-syllabic words by using knowledge of sounds, syllable types, or word patterns (Local)

R-3-1.4. Reading grade- appropriate, high-frequency words (including irregularly spelled words) (Local)

RI.R-3-11. NECAP (Reading) - Grade Level Expectation: Reading Fluency and Accuracy: Reads grade-level appropriate material with:

R-3-11.3. Fluency: reading familiar text with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue (Local)

RI.R-3-12. NECAP (Reading) - Grade Level Expectation: Reading Strategies: Strategies for Monitoring and Adjusting Reading: All students need ongoing opportunities to apply and practice reading strategies with many different types of texts. Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by:

R-3-12.1. Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure, semantics/meaning, or other context cues) (Local)

RI.R-3-15. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Reading for Research Across Content Areas: Research by reading multiple sources (including print and non-print texts) to report information by:

R-3-15.4. Using evidence to support conclusions (Local)

RI.R-3-2. NECAP (Reading) - Grade Level Expectation: Vocabulary: Vocabulary Strategies: Students identify the meaning of unfamiliar vocabulary by:

R-3-2.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words, such as 'un-covered;' or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) (State)

RI.R-3-3. NECAP (Reading) - Grade Level Expectation: Vocabulary: Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by:

R-3-3.1. Identifying synonyms, antonyms, or homonyms/homophones; or categorizing words (State)

R-3-3.2. Selecting appropriate words to use in context, including content specific vocabulary (e.g., predator/prey), or words with multiple meanings) (State)

RI.R-3-4. NECAP (Reading) - Grade Level Expectation: Literary Texts: Initial Understanding of literary Texts: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Demonstrate initial understanding of elements of literary texts by:

R-3-4.1. Identifying or describing character(s), setting, problem/solution, major events, or plot, as appropriate to text (State)

R-3-4.2. Paraphrasing or summarizing key ideas/plot, with events sequenced, as appropriate to text (State)

R-3-4.4. Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, tall tales, or realistic fiction) (Local)

R-3-4.5. Identifying literary devices as appropriate to genre: rhyme, alliteration, dialogue, or description (Local)

RI.R-3-5. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret elements of literary texts, citing evidence where appropriate by:

R-3-5.1. Making logical predictions (State)

R-3-5.2. Describing main characters' physical characteristics or personality traits; or providing examples of thoughts, words or actions that reveal characters' personality traits (State)

R-3-5.3. Making basic inferences about problem, conflict, or solution (e.g., cause-effect relationships) (State)

R-3-5.5. Identifying the author's basic message (State)

R-3-5.6. Identifying possible motives of characters (Local)

R-3-5.7. Recognizing explicitly stated causes or effects (Local)

RI.R-3-7. NECAP (Reading) - Grade Level Expectation: Informational Texts: Initial Understanding of Informational Text: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Demonstrate initial understanding of informational texts (expository and practical texts) by:

R-3-7.1. Obtaining information from text features (e.g., table of contents, glossary, basic transition words, bold or italicized text, headings, graphic organizers, charts, graphs, or illustrations) (State)

R-3-7.2. Using information from the text to answer questions related to explicitly stated main/central ideas or details (State)

R-3-7.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting or mapping) (State)

R-3-7.5. Identifying the characteristics of a variety of types of text (e.g., reference: dictionaries, glossaries, children's magazines, content trade books, textbooks, children's newspapers; and practical/functional texts: book orders, procedures, instructions, announcements, invitations) (Local)

RI.R-3-8. NECAP (Reading) - Grade Level Expectation: Informational Texts: Analysis and Interpretation of informational Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret informational texts, citing evidence where appropriate by:

R-3-8.2. Recognizing generalizations about text (e.g., identifying appropriate titles, assertions, or controlling ideas) (State)

R-3-8.3. Making basic inferences, drawing basic conclusions, or forming judgments/opinions about central ideas that are relevant (State)

R-3-8.4. Distinguishing fact from opinion (State)

R-3-8.5. Making inferences about causes or effects (State)

RI.W-3-11. NECAP (Writing) - Grade Level Expectation: Habit of Writing: Writing Extensively: Demonstrates the habit of writing extensively by:

W-3-11.3. Generating topics for writing (Local)

RI.W-3-2. NECAP (Writing) - Grade Level Expectation: Reading-Writing Connection: Writing in Response to Literary or Informational Text- Showing Understanding of Ideas in Text In response to literary or informational text, students show understanding of plot/ideas/concepts by:

W-3-2.2. Selecting ideas that support the development of a summary (Local)

RI.W-3-3. NECAP (Writing) - Grade Level Expectation: Reading-Writing Connection: Writing in Response to Literary or Informational Text- Making Analytical Judgments about Text: In response to literary or informational text, students make and support analytical judgments about text by:

W-3-3.2. Making inferences about content, events, characters, or setting (Local)

W-3-3.3. Using details or references to text to support focus (Note: support may include prior knowledge) (Local)

W-3-3.4. Organizing ideas, using basic transition words (e.g., first, next, then, finally) and having a concluding statement (Local)

RI.W-3-4. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narratives- Creating a Story Line: In written narratives, students organize and relate a story line/plot/series of events by:

W-3-4.3. Using basic transition words, when appropriate (Local)

RI.W-3-5. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narratives- Applying Narrative Strategies: Students demonstrate use of narrative strategies by:

W-3-5.1. Using details (Local)

RI.W-3-6. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Organizing Information: In informational writing (reports or procedures), students organize ideas/concepts by:

W-3-6.2. Selecting appropriate facts to set context/background (Local)

W-3-6.3a. Using basic transition words, when appropriate (Local)

RI.W-3-8. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Using Elaboration Strategies: In informational writing (reports and procedures only), students demonstrate use of a range of elaboration strategies by:

W-3-8.1. Including details/information relevant to topic and/or focus (Local)

W-3-8.2. Including sufficient details for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (Local)

RI.W-3-9. NECAP (Writing) - Grade Level Expectation: Writing Conventions: Applying Rules of Grammar, Usage, and Mechanics: In independent writing, students demonstrate command of appropriate English conventions by:

W-3-9.2. Using capital letters for the beginning of sentences and names (Local)

W-3-9.4. Using end punctuation correctly in simple sentences (i.e., period, question mark, exclamation point) (Local)

W-3-9.5. Correctly spelling grade-appropriate, high-frequency words and using within-word patterns to correct spelling (Local)

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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