Language Arts Literacy Standards
Building upon knowledge and skills gained in preceding grades,
by the end of Grade 3, students will:
Standard 3.1

(Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
Standard 3.1.3.A Concepts About Print/Text
Standard 3.1.3.A.1
Recognize that printed materials provide specific information.
Standard 3.1.3.A.2
 Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print.
Standard 3.1.3.A.3
 Use a glossary or index to locate information in a text.
Standard 3.1.3.B  Phonological Awareness (includes phonemic awareness)
Standard 3.1.3.B.1
Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes (e.g., blends, digraphs, dipthongs)
Standard 3.1.3.C Decoding and Word Recognition
Standard 3.1.3.C.1
Know sounds for a range of prefixes and suffixes (e.g., re-, ex-, -ment, -tion).
Standard 3.1.3.C.2
Use letter-sound knowledge and structural analysis to decode words.
Standard 3.1.3.C.3
Use context to accurately read words with more than one pronunciation.
Standard 3.1.3.D  Fluency
Standard 3.1.3.D.1
Recognize grade-level words accurately and with ease so that a text sounds like spoken language when read aloud.
Standard 3.1.3.D.2
Read longer text and chapter books independently and silently.
Standard 3.1.3.D.3
Read aloud with proper phrasing, inflection, and intonation.
Standard 3.1.3.E Reading Strategies (before, during, and after reading)
Standard 3.1.3.E.1
Set purpose for reading and check to verify or change predictions during/after reading.
Standard 3.1.3.E.2
Monitor comprehension and accuracy while reading in context and self-correct errors.
Standard 3.1.3.E.3
Use pictures and context clues to assist with decoding of new words.
Standard 3.1.3.E.4

Develop and use graphic organizers to build on experiences and extend learning.
Standard 3.1.3.F Vocabulary and Concept Development
Standard 3.1.3.F.1
Spell previously studied words and spelling patterns accurately.
Standard 3.1.3.F.2
Point to or clearly identify specific words or wording that are causing comprehension difficulties.
Standard 3.1.3.F.3
Infer word meanings from taught roots, prefixes, and suffixes.
Standard 3.1.3.F.4
Use a grade-appropriate dictionary with assistance from teacher.
Standard 3.1.3.F.5
Use pictures and context clues to assist with meaning of new words.
Standard 3.1.3.G Comprehension Skills and Response to Text
Standard 3.1.3.G.1
Recognize purpose of the text.
Standard 3.1.3.G.2
Distinguish cause/effect, fact/opinion, main idea/supporting details in interpreting texts.
Standard 3.1.3.G.3
Interpret information in graphs, charts, and diagrams.
Standard 3.1.3.G.4
Ask how, why, and what-if questions in interpreting nonfiction texts.
Standard 3.1.3.G.5
Recognize how authors use humor, sarcasm, and imagery to extend meaning.
Standard 3.1.3.G.6
Discuss underlying theme or message in interpreting fiction.
Standard 3.1.3.G.7
Summarize major points from fiction and nonfiction texts.
Standard 3.1.3.G.8
Draw conclusions and inferences from texts.
Standard 3.1.3.G.9
Recognize first-person "I" point of view.
Standard 3.1.3.G.10
Compare and contrast story plots, characters, settings, and themes.
Standard 3.1.3.G.11
Participate in creative responses to texts (e.g., dramatizations, oral presentations).
Standard 3.1.3.G.12
Read regularly in materials appropriate for their independent reading level.
Standard 3.1.3.G.13
Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.
Standard 3.1.3.G.14
Use information and reasoning to examine bases of hypotheses and opinions.
Standard 3.1.3.H Inquiry and Research
Standard 3.1.3.H.1
Use library classification systems, print or electronic, to locate information.
Standard 3.1.3.H.2
Draw conclusions from information and data gathered.
Standard 3.1.3.H.3
Read a variety of nonfiction and fiction books and produce evidence of understanding.
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