Standards Scope and Sequence, Grade 3

Quarter: 1
Unit 1 Unit 2
Reading: Literature
3.RL.1: Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
3.RL.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
3.RL.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events.
3.RL.4: Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
3.RL7: Explain how specific aspects of a texts illustrations contribute to what is conveyed
by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Reading: Informational Text
3.RI.1: Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
3.RI.2: Determine the main idea of a text; recount the key details and explain how they
support the main idea.
3.RI.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.
3.RI.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.
3.RI. 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).
Writing: Narrative
3.W.3: Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
Provide a sense of closure.
3.W.4: With guidance and support from adults, produce writing in which the development
and organization are appropriate to task and purpose.
3.W.5: With guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, and editing.

Writing: Narrative
3.W.3: Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
Provide a sense of closure.
3.W.4: With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
3.W.5: With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
3.W.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.

Language
3.L.1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking
3.L.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
3.L.5: Demonstrate understanding of word relationships and nuances in word meanings.
3.L.6: Acquire and use accurately grade-appropriate conversational, general academic, and
domain-specific words and phrases, including those that signal spatial and temporal
relationships (e.g., After dinner that night we went looking for them).
Language
3.L.1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking
3.L.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
3.L.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.
3.L.6: Acquire and use accurately grade-appropriate conversational, general academic,
and domain-specific words and phrases, including those that signal spatial and temporal
relationships (e.g., After dinner that night we went looking for them).


Standards Scope and Sequence, Grade 3
Quarter: 2
Unit 3 Unit 4
Reading: Literature
3.RL.1: Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
3.RL.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
3.RL.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.
3.RL7: Explain how specific aspects of a texts illustrations contribute to what is conveyed
by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
3.RL.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).
Reading: Informational Text
3.RI.1: Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
3.RI.2: Determine the main idea of a text; recount the key details and explain how they
support the main idea.
3.RI.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to
locate information relevant to a given topic efficiently.
3.RI. 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).
3.RI.9: Compare and contrast the most important points and key details presented in
two texts on the same topic.
Writing: Information/Expository
3.W.2: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
Provide a concluding statement or section.
3.W.4: With guidance and support from adults, produce writing in which the development
and organization are appropriate to task and purpose.
3.W.5: With guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, and editing.
3.W. 7: Conduct short research projects that build knowledge about a topic.
3.W.8: Recall information from experiences or gather information from print and digital
sources; take brief notes on sources and sort evidence into provided categories.
Writing: Information/Expository
3.W.2: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
Provide a concluding statement or section.
3.W.4: With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
3.W.5: With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
3.W.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.
3.W. 7: Conduct short research projects that build knowledge about a topic.
3.W.8: Recall information from experiences or gather information from print and digital
sources; take brief notes on sources and sort evidence into provided categories.
Language
3.L.1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking
3.L.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
3.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
3.L.5: Demonstrate understanding of word relationships and nuances in word meanings.
3.L.6: Acquire and use accurately grade-appropriate conversational, general academic, and
domain-specific words and phrases, including those that signal spatial and temporal
relationships (e.g., After dinner that night we went looking for them).
Language
3.L.1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking
3.L.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
3.L.3: Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
3.L.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.
3.L.6: Acquire and use accurately grade-appropriate conversational, general academic,
and domain-specific words and phrases, including those that signal spatial and temporal
relationships (e.g., After dinner that night we went looking for them). (e.g., When other
kids are happy that makes me happy).





Standards Scope and Sequence, Grade 3
Quarter: 3
Unit 5 Unit 6
Reading: Literature
3.RL.1: Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
3.RL.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
3.RL.6: Distinguish their own point of view from that of the narra With prompting and
support, describe the relationship between illustrations and the text in which they appear
(e.g., what person, place, thing, or idea in the text an illustration depicts).tor or those of the
characters.
3.RL7: Explain how specific aspects of a texts illustrations contribute to what is conveyed
by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Reading: Literature
3.RI.1: Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
3.RI.2: Determine the main idea of a text; recount the key details and explain how they
support the main idea.
3.RI.6: Distinguish their own point of view from that of the author of a text.
3.RI. 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).
3.RI.8: Describe the logical connection between particular sentences and paragraphs in
a text (e.g., comparison, cause/effect, first/second/third in a sequence).
Writing: Opinion
3..W.1:Write opinion pieces on topics or texts, supporting a point of view with reasons.
3.W.4: With guidance and support from adults, produce writing in which the development
and organization are appropriate to task and purpose.
3.W.5: With guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, and editing.
3.W.8: Recall information from experiences or gather information from print and digital
sources; take brief notes on sources and sort evidence into provided categories
Writing: Opinion
3..W.1:Write opinion pieces on topics or texts, supporting a point of view with reasons.
3.W.4: With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
3.W.5: With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
3.W.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.
3.W.8: Recall information from experiences or gather information from print and digital
sources; take brief notes on sources and sort evidence into provided categories
Language
3.L.1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking
3.L.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
3.L.5: Demonstrate understanding of word relationships and nuances in word meanings.
3.L.6: Acquire and use accurately grade-appropriate conversational, general academic, and
domain-specific words and phrases, including those that signal spatial and temporal
relationships (e.g., After dinner that night we went looking for them).
Language
3.L.1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking
3.L.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
3.L.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.
3.L.6: Acquire and use accurately grade-appropriate conversational, general academic,
and domain-specific words and phrases, including those that signal spatial and temporal
relationships (e.g., After dinner that night we went looking for them).






Standards Scope and Sequence, Grade 3
Quarter: 4
Unit 7 Unit 8
Reading: Literature
3.RL.1: Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
3.RL.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events.
3.RL.4: Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
3.RL.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.
Reading: Informational Text
3.RI.1: Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
3.RI.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.
3.RI.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.
3.RI.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to
locate information relevant to a given topic efficiently.

Writing: Narrative
3.W.3: Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
3.W.4: With guidance and support from adults, produce writing in which the development
and organization are appropriate to task and purpose.
3.W.5: With guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, and editing.

Writing: Narrative
3.W.3: Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
3.W.4: With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
3.W.5: With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
3.W.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.


Language
3.L.1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking
3.L.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
3.L.5: Demonstrate understanding of word relationships and nuances in word meanings.
3.L.6: Acquire and use accurately grade-appropriate conversational, general academic, and
domain-specific words and phrases, including those that signal spatial and temporal
relationships (e.g., After dinner that night we went looking for them).
Language
3.L.1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking
3.L.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
3.L.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.
3.L.6: Acquire and use accurately grade-appropriate conversational, general academic,
and domain-specific words and phrases, including those that signal spatial and temporal
relationships (e.g., After dinner that night we went looking for them).












Taught Year Round
Language Speaking and Listening
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their
functions in particular sentences.
b. Form and use regular and irregular plural nouns.
c. Use abstract nouns (e.g., childhood).
d. Form and use regular and irregular verbs.
e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
f. Ensure subject-verb and pronoun-antecedent agreement.
g. Form and use comparative and superlative adjectives and adverbs, and choose between them
depending on what is to be modified.
h. Use coordinating and subordinating conjunctions.
i. Produce simple, compound, and complex sentences.

L.3.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
e. Use conventional spelling for high-frequency and other studied words and for adding suffixes
to base words (e.g., sitting, smiled, cries, happiness)
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable
patterns, ending rules, meaningful word parts) in writing words.
g. Consult reference materials, including beginning dictionaries, as needed to check and correct
spellings.

L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
a. Choose words and phrases for effect.
b. Recognize and observe differences between the conventions of spoken and written standard
English.

L.3.4 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.
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).
d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the
precise meaning of key words and phrases.

L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in
word meanings.
a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take
SL.1.3 Engage effectively in a range of collaborative discussions (one on one, in groups, and
teacher lead) with diverse partners on grade 3 topics and texts, building on others ideas and
expressing their own clearly.
a. Come to discussions prepared
steps).
b. Identify real-life connections between words and their use (e.g., describe people who are
friendly or helpful).
c. Distinguish shades of meaning among related words that describe states of mind or degrees of
certainty (e.g., knew, believed, suspected, heard, wondered).

L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and
domain- specific words and phrases, including those that signal spatial and temporal
relationships (e.g., After dinner that night we went looking for them).