English Language Arts Common Core Anchor Standards- 3 rd grade Below are the Common Core Anchor Standards for Kindergarten through grade 5. The Common Core Anchor Standard strands highlighted in blue are somewhat similar to Kansas Reading Standards assessed indicators for 3 rd grade. Common Core Anchor Standards that are in black font are not currently assessed in the 3 rd grade Kansas Reading Assessment. College and Career Readiness Anchor Standards for Reading (K-5) 1. 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. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. 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. 5. 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. 6. Assess how point of view or purpose shapes the content and style of a text. 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. 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. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. College and Career Readiness Anchor Standards for Writing (K-5) Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. 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. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. 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. College and Career Readiness Anchor Standards for Speaking and Listening (K-5) 1
Comprehension and Collaboration 1. 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. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. College and Career Readiness Anchor Standards for Language (K-5) Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. 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. Vocabulary Acquisition and Use 4. 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. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Kansas Reading Assessed Indicators and Common Core for 3 rd Grade This side-by-side graph of the Kansas Reading Assessed Indicators 2003 and the Kansas Common Core Reading Standards 2010 is intended to assist educators in recognizing the similarities and differences between Kansas Reading Assessed Indicators 2003 and the Kansas Common Core Reading Standards 2010. NOTE: Kansas State Department of Education is underscoring the fact that similar content is not the same as identical content. The Kansas Reading Assessed Indicators 2003 are exactly thatreading indicators. The Kansas Common Core Standards 2010 are written more broadly and encompass aspects of reading, writing, listening, speaking, language and literacy across content areas. The side-by-side graph on the proceeding pages show the Kansas Reading Assessed indicators in the left hand column. The middle column is Kansas Common Core Reading standards and strands for 6 th grade. The right hand column is left blank for your personal use. 2
Kansas Reading Assessed Standard, Benchmark, and Indicator Standard 1 - Reading: The student reads and comprehends text across the curriculum. Benchmark 3: The student expands vocabulary. R.3.1.3.2 Determines the meaning of unknown words or phrases using context clues (e.g., definitions, restatements, examples, descriptions) from sentences or paragraphs. (4 items) R.3.1.3.5 Determines meaning of words through knowledge of word structure (e.g., compound nouns, contractions, root words, prefixes, suffixes). Standard 1 - Reading: The student reads and comprehends text across the curriculum. Benchmark 4: The student comprehends a variety of texts (narrative, expository, technical, and persuasive). R.3.1.4.2 Understands the purpose of text features (e.g., title, graphs and charts, table of contents, pictures /illustrations, Common Core Grade Level Standard and Strand Language Standard Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. Language Standard Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. b. 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). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). 7. Explain how specific aspects Comments 3
boldface type, italics, glossary, index) and uses such features to locate information in and to gain meaning from appropriate level texts. (4 items) R.3.1.4.5 Uses information from the text to make inferences and draw conclusions. R.3.1.4.8 Compares and contrasts information (e.g., topics, characters) in a text. 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). 7. 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). Language Standards Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 9. 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). 4
R.3.1.4.9 Links causes and effects in appropriate level narrative and expository texts. R.3.1.4.10 Retells main ideas or events as well as supporting details in narrative and expository texts. (4 items) R.3.1.4.11 Identifies the topic, main idea(s), and supporting details in appropriate level texts. Standard 2 - : The student responds to a variety of text. Benchmark 1: The student uses literary concepts to interpret and respond to text. R.3.2.1.1 Identifies and describes characters' physical traits, basic personality traits, and actions. 9. Compare and contrast the most important points and key details presented in two texts on the same topic. 3. 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. 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 2. 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. 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 5
R.3.2.1.2 Identifies and describes the setting (e.g., environment, time of day or year, historical period, situation, place) of the story or literary text. 10 indicators Items = 54 7. 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). 6