CCSS

National standards ss economics





**Literature** **Key Ideas and Details** **Craft and Structure** **Integration of Knowledge and Ideas** **Range of Reading and Level of Text Complexity** **Writing** **Text Types and Purposes** **Production and Distribution of Writing** **Research to Build and Present Knowledge** **Range of Writing**
 * [|CCSS.ELA-Literacy.RL.3.1] Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
 * [|CCSS.ELA-Literacy.RL.3.2] 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.
 * [|CCSS.ELA-Literacy.RL.3.3] Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
 * [|CCSS.ELA-Literacy.RL.3.4] Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
 * [|CCSS.ELA-Literacy.RL.3.5] Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
 * [|CCSS.ELA-Literacy.RL.3.6] Distinguish their own point of view from that of the narrator or those of the characters.
 * [|CCSS.ELA-Literacy.RL.3.7] 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)
 * [](RL.3.8 not applicable to literature)
 * [|CCSS.ELA-Literacy.RL.3.9] 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)
 * [|CCSS.ELA-Literacy.RL.3.10] By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
 * [|CCSS.ELA-Literacy.W.3.1] Write opinion pieces on topics or texts, supporting a point of view with reasons.
 * [|CCSS.ELA-Literacy.W.3.1a] Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
 * [|CCSS.ELA-Literacy.W.3.1b] Provide reasons that support the opinion.
 * [|CCSS.ELA-Literacy.W.3.1c] Use linking words and phrases (e.g., //because//, //therefore//, //since//, //for// //example//) to connect opinion and reasons.
 * [|CCSS.ELA-Literacy.W.3.1d] Provide a concluding statement or section.
 * [|CCSS.ELA-Literacy.W.3.2] Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * [|CCSS.ELA-Literacy.W.3.2a] Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
 * [|CCSS.ELA-Literacy.W.3.2b] Develop the topic with facts, definitions, and details.
 * [|CCSS.ELA-Literacy.W.3.2c] Use linking words and phrases (e.g., //also//, //another//, //and//, //more//, //but//) to connect ideas within categories of information.
 * [|CCSS.ELA-Literacy.W.3.2d] Provide a concluding statement or section.
 * [|CCSS.ELA-Literacy.W.3.3] Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
 * [|CCSS.ELA-Literacy.W.3.3a] Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
 * [|CCSS.ELA-Literacy.W.3.3b] Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
 * [|CCSS.ELA-Literacy.W.3.3c] Use temporal words and phrases to signal event order.
 * [|CCSS.ELA-Literacy.W.3.3d] Provide a sense of closure.
 * [|CCSS.ELA-Literacy.W.3.4] With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
 * [|CCSS.ELA-Literacy.W.3.5] With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 [|here].)
 * [|CCSS.ELA-Literacy.W.3.6] With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
 * [|CCSS.ELA-Literacy.W.3.7] Conduct short research projects that build knowledge about a topic.
 * [|CCSS.ELA-Literacy.W.3.8] Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
 * [](W.3.9 begins in grade 4)
 * [|CCSS.ELA-Literacy.W.3.10] 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 discipline-specific tasks, purposes, and audiences.

**Speaking & Listening** **Comprehension and Collaboration** **Presentation of Knowledge and Ideas**
 * [|CCSS.ELA-Literacy.SL.3.1] Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 3 topics and texts//, building on others’ ideas and expressing their own clearly.
 * [|CCSS.ELA-Literacy.SL.3.1a] Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
 * [|CCSS.ELA-Literacy.SL.3.1b] Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
 * [|CCSS.ELA-Literacy.SL.3.1c] Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
 * [|CCSS.ELA-Literacy.SL.3.1d] Explain their own ideas and understanding in light of the discussion.
 * [|CCSS.ELA-Literacy.SL.3.2] Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
 * [|CCSS.ELA-Literacy.SL.3.3] Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
 * [|CCSS.ELA-Literacy.SL.3.4] Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
 * [|CCSS.ELA-Literacy.SL.3.5] Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
 * [|CCSS.ELA-Literacy.SL.3.6] Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 [|here] for specific expectations.)

**Informational Text** **Key Ideas and Details** **Craft and Structure** **Integration of Knowledge and Ideas** **Range of Reading and Level of Text Complexity**
 * [|CCSS.ELA-Literacy.RI.3.1] Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
 * [|CCSS.ELA-Literacy.RI.3.2] Determine the main idea of a text; recount the key details and explain how they support the main idea.
 * [|CCSS.ELA-Literacy.RI.3.3] 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.
 * [|CCSS.ELA-Literacy.RI.3.4] Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a //grade 3 topic or subject area//.
 * [|CCSS.ELA-Literacy.RI.3.5] Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
 * [|CCSS.ELA-Literacy.RI.3.6] Distinguish their own point of view from that of the author of a text.
 * [|CCSS.ELA-Literacy.RI.3.7] 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).
 * [|CCSS.ELA-Literacy.RI.3.8] Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
 * [|CCSS.ELA-Literacy.RI.3.9] Compare and contrast the most important points and key details presented in two texts on the same topic.
 * [|CCSS.ELA-Literacy.RI.3.10] By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

= English Language Arts Standards » Standard 10: Range, Quality, & Complexity » Range of Text Types for K-5 = Students in K–5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.
 * Literature || Informational Text ||
 * ** Stories ** || ** Dramas ** || ** Poetry ** || ** Literary Nonfiction and Historical, Scientific, and Technical Texts ** ||
 * Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth || Includes staged dialogue and brief familiar scenes || Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem || Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics ||

Reading Literacy

grade 3 Literature

grade 3 Informational Text

grade 3 Foundational Skills

grade 3 Writing

grade 3 Speaking and Listening

grade 3 Language

grade 3 Operations and Algebraic Thinking

grade 3 Number & Operations in Base Ten

grade 3 Number & Operations Fractions

grade 3 Measurement & Data

grade 3 Geometry

Standards Framework for the Arts

Delaware Music Standards

Delaware Theater Standards

Visual Arts

Delaware Dance Standards