Grade 3 - Teacher Created
Grade 3Common Core StateStandards Checklist
Reading: LiteratureKey Ideas and RL.3.1Ask and answer questions todemonstrate understanding of a text,referring explicitly to the text as thebasis for the answers.ELA-Literacy.RL.3.2Recount stories, including fables,folktales, and myths from diversecultures; determine the centralmessage, lesson, or moral andexplain how it is conveyed throughkey details in the text.ELA-Literacy.RL.3.3Describe characters in a story (e.g.,their traits, motivations, or feelings)and explain how their actionscontribute to the sequence of events.Craft and dELA-Literacy.RL.3.4Determine the meaning of words andphrases as they are used in a text,distinguishing literal from nonliterallanguage.CCSS Checklist—Grade 3 Literature1Teacher Created Resources
Craft and dDateReassessedNotesELA-Literacy.RL.3.5Refer to parts of stories, dramas, andpoems when writing or speakingabout a text, using terms such aschapter, scene, and stanza; describehow each successive part builds onearlier sections.ELA-Literacy.RL.3.6Distinguish their own point of viewfrom that of the narrator or those ofthe characters.Integration of Knowledge and eReassessedNotesELA-Literacy.RL.3.7Explain how specific aspects of atext’s illustrations contribute to whatis conveyed by the words in a story(e.g., create mood, emphasize aspectsof a character or setting).ELA-Literacy.RL.3.9Compare and contrast the themes,settings, and plots of stories writtenby the same author about the sameor similar characters (e.g., in booksfrom a series).CCSS Checklist—Grade 3 Literature2Teacher Created Resources
Range of Reading and Level of Text edDateReassessedNotesELA-Literacy.RL.3.10By the end of the year, read andcomprehend literature, includingstories, dramas, and poetry, at thehigh end of the grades 2–3 textcomplexity band independently andproficiently.CCSS Checklist—Grade 3 Literature3Teacher Created Resources
Reading: Informational TextKey Ideas and RI.3.1Ask and answer questions todemonstrate understanding of a text,referring explicitly to the text as thebasis for the answers.ELA-Literacy.RI.3.2Determine the main idea of a text;recount the key details and explainhow they support the main idea.ELA-Literacy.RI.3.3Describe the relationship between aseries of historical events, scientificideas or concepts, or steps intechnical procedures in a text, usinglanguage that pertains to time,sequence, and cause/effect.Craft and dELA-Literacy.RI.3.4Determine the meaning of generalacademic and domain-specific wordsand phrases in a text relevant to agrade 3 topic or subject area.CCSS Checklist—Grade 3 Informational Text1Teacher Created Resources
Craft and dDateReassessedNotesELA-Literacy.RI.3.5Use text features and search tools(e.g., key words, sidebars, hyperlinks)to locate information relevant to agiven topic efficiently.ELA-Literacy.RI.3.6Distinguish their own point of viewfrom that of the author of a text.Integration of Knowledge and eReassessedNotesELA-Literacy.RI.3.7Use information gained fromillustrations (e.g., maps,photographs) and the words in a textto demonstrate understanding of thetext (e.g., where, when, why, andhow key events occur).ELA-Literacy.RI.3.8Describe the logical connectionbetween particular sentences andparagraphs in a text (e.g.,comparison, cause/effect, first/second/third in a sequence).ELA-Literacy.RI.3.9Compare and contrast the mostimportant points and key detailspresented in two texts on the sametopic.CCSS Checklist—Grade 3 Informational Text2Teacher Created Resources
Range of Reading and Level of Text edDateReassessedNotesELA-Literacy.RI.3.10By the end of the year, read andcomprehend informational texts,including history/social studies,science, and technical texts, at thehigh end of the grades 2–3 textcomplexity band independently andproficiently.CCSS Checklist—Grade 3 Informational Text3Teacher Created Resources
Reading: Foundational SkillsPhonics and Word acy.RF.3.3Know and apply grade-level phonicsand word analysis skills in decodingwords.ELA-Literacy.RF.3.3aIdentify and know the meaning of themost common prefixes andderivational suffixes.ELA-Literacy.RF.3.3bDecode words with common Latinsuffixes.ELA-Literacy.RF.3.3cDecode multisyllable words.ELA-Literacy.RF.3.3dRead grade-appropriate irregularlyspelled essedELA-Literacy.RF.3.4Read with sufficient accuracy andfluency to support comprehension.ELA-Literacy.RF.3.4aRead grade-level text with purposeand understanding.CCSS Checklist—Grade 3 Foundational Skills1Teacher Created Resources
ateReassessedNotesELA-Literacy.RF.3.4bRead grade-level prose and poetryorally with accuracy, appropriaterate, and expression on successivereadings.ELA-Literacy.RF.3.4cUse context to confirm or self-correctword recognition and understanding,rereading as necessary.CCSS Checklist—Grade 3 Foundational Skills2Teacher Created Resources
WritingText Types and DateReassessedNotesELA-Literacy.W.3.1Write opinion pieces on topics ortexts, supporting a point of view withreasons.ELA-Literacy.W.3.1aIntroduce the topic or text they arewriting about, state an opinion, andcreate an organizational structurethat lists reasons.ELA-Literacy.W.3.1bProvide reasons that support theopinion.ELA-Literacy.W.3.1cUse linking words and phrases (e.g.,because, therefore, since, forexample) to connect opinion andreasons.ELA-Literacy.W.3.1dProvide a concluding statement orsection.ELA-Literacy.W.3.2Write informative/explanatory textsto examine a topic and convey ideasand information clearly.CCSS Checklist—Grade 3 Writing1Teacher Created Resources
Text Types and DateReassessedNotesELA-Literacy.W.3.2aIntroduce a topic and group relatedinformation together; includeillustrations when useful to aidingcomprehension.ELA-Literacy.W.3.2bDevelop the topic with facts,definitions, and details.ELA-Literacy.W.3.2cUse linking words and phrases (e.g.,also, another, and, more, but) toconnect ideas within categories ofinformation.ELA-Literacy.W.3.2dProvide a concluding statement orsection.ELA-Literacy.W.3.3Write narratives to develop real orimagined experiences or events usingeffective technique, descriptive details,and clear event sequences.ELA-Literacy.W.3.3aEstablish a situation and introduce anarrator and/or characters; organizean event sequence that unfoldsnaturally.CCSS Checklist—Grade 3 Writing2Teacher Created Resources
Text Types and DateReassessedNotesELA-Literacy.W.3.3bUse dialogue and descriptions ofactions, thoughts, and feelings todevelop experiences and events orshow the response of characters tosituations.ELA-Literacy.W.3.3cUse temporal words and phrases tosignal event order.ELA-Literacy.W.3.3dProvide a sense of closure.Production and Distribution of ateReassessedNotesELA-Literacy.W.3.4With guidance and support fromadults, produce writing in which thedevelopment and organization areappropriate to task and purpose.(Grade-specific expectations forwriting types are defined in standards1–3 above.)CCSS Checklist—Grade 3 Writing3Teacher Created Resources
Production and Distribution of ateReassessedNotesELA-Literacy.W.3.5With guidance and support frompeers and adults, develop andstrengthen writing as needed byplanning, revising, and editing.(Editing for conventions shoulddemonstrate command of Languagestandards 1-3 up to and includinggrade 3 here.)ELA-Literacy.W.3.6With guidance and support fromadults, use technology to produceand publish writing (usingkeyboarding skills) as well as tointeract and collaborate with others.Research to Build and Present dDateReassessedNotesELA-Literacy.W.3.7Conduct short research projects thatbuild knowledge about a topic.ELA-Literacy.W.3.8Recall information from experiencesor gather information from print anddigital sources; take brief notes onsources and sort evidence intoprovided categories.CCSS Checklist—Grade 3 Writing4Teacher Created Resources
Range of ateReassessedNotesELA-Literacy.W.3.10Write routinely over extended timeframes (time for research, reflection,and revision) and shorter time frames(a single sitting or a day or two) fora range of discipline-specific tasks,purposes, and audiences.CCSS Checklist—Grade 3 Writing5Teacher Created Resources
Speaking & ListeningComprehension and essedDateReassessedNotesELA-Literacy.SL.3.1Engage effectively in a range ofcollaborative discussions (one-on-one,in groups, and teacher-led) withdiverse partners on grade 3 topicsand texts, building on others’ ideasand expressing their own clearly.ELA-Literacy.SL.3.1aCome to discussions prepared, havingread or studied required material;explicitly draw on that preparationand other information known aboutthe topic to explore ideas underdiscussion.ELA-Literacy.SL.3.1bFollow agreed-upon rules fordiscussions (e.g., gaining the floor inrespectful ways, listening to otherswith care, speaking one at a timeabout the topics and texts underdiscussion).ELA-Literacy.SL.3.1cAsk questions to check understandingof information presented, stay ontopic, and link their comments to theremarks of others.CCSS Checklist—Grade 3 Speaking & Listening1Teacher Created Resources
Comprehension and n their own ideas andunderstanding in light of thediscussion.ELA-Literacy.SL.3.2Determine the main ideas andsupporting details of a text readaloud or information presented indiverse media and formats, includingvisually, quantitatively, and orally.ELA-Literacy.SL.3.3Ask and answer questions aboutinformation from a speaker, offeringappropriate elaboration and detail.Presentation of Knowledge and eReassessedNotesELA-Literacy.SL.3.4Report on a topic or text, tell a story,or recount an experience withappropriate facts and relevant,descriptive details, speaking clearly atan understandable pace.CCSS Checklist—Grade 3 Speaking & Listening2Teacher Created Resources
Presentation of Knowledge and eReassessedNotesELA-Literacy.SL.3.5Create engaging audio recordings ofstories or poems that demonstratefluid reading at an understandablepace; add visual displays whenappropriate to emphasize or enhancecertain facts or details.ELA-Literacy.SL.3.6Speak in complete sentences whenappropriate to task and situation inorder to provide requested detail orclarification. (See grade 3 Languagestandards 1 and 3 here for specificexpectations.)CCSS Checklist—Grade 3 Speaking & Listening3Teacher Created Resources
LanguageConventions of Standard ateReassessedNotesELA-Literacy.L.3Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.ELA-Literacy.L.3.1aExplain the function of nouns,pronouns, verbs, adjectives, andadverbs in general and their functionsin particular sentences.ELA-Literacy.L.3.1bForm and use regular and irregularplural nouns.ELA-Literacy.L.3.1cUse abstract nouns (e.g., childhood).ELA-Literacy.L.3.1dForm and use regular and irregularverbs.ELA-Literacy.L.3.1eForm and use the simple (e.g., Iwalked; I walk; I will walk) verbtenses.ELA-Literacy.L.3.1fEnsure subject-verb and pronounantecedent agreement.CCSS Checklist—Grade 3 Language1Teacher Created Resources
Conventions of Standard ateReassessedNotesELA-Literacy.L.3.1gForm and use comparative andsuperlative adjectives and adverbs,and choose between them dependingon what is to be modified.ELA-Literacy.L.3.1hUse coordinating and ce simple, compound, andcomplex sentences.ELA-Literacy.L.3.2Demonstrate command of theconventions of standard Englishcapitalization, punctuation, andspelling when writing.ELA-Literacy.L.3.2aCapitalize appropriate words in titles.ELA-Literacy.L.3.2bUse commas in addresses.ELA-Literacy.L.3.2cUse commas and quotation marks indialogue.ELA-Literacy.L.3.2dForm and use possessives.CCSS Checklist—Grade 3 Language2Teacher Created Resources
Conventions of Standard L.3.2eUse conventional spelling for highfrequency and other studied wordsand for adding suffixes to base words(e.g., sitting, smiled, cries,happiness).ELA-Literacy.L.3.2fUse spelling patterns andgeneralizations (e.g., word families,position-based spellings, syllablepatterns, ending rules, meaningfulword parts) in writing words.ELA-Literacy.L.3.2gConsult reference materials, includingbeginning dictionaries, as needed tocheck and correct spellings.Knowledge of ELA-Literacy.L.3.3Use knowledge of language and itsconventions when writing, speaking,reading, or listening.ELA-Literacy.L.3.3aChoose words and phrases for effect.ELA-Literacy.L.3.3bRecognize and observe differencesbetween the conventions of spokenand written standard English.CCSS Checklist—Grade 3 Language3Teacher Created Resources
Vocabulary Acquisition and eassessedNotesELA-Literacy.L.3.4Determine or clarify the meaning ofunknown and multiple-meaning wordand phrases based on grade 3reading and content, choosingflexibly from a range of strategies.ELA-Literacy.L.3.4aUse sentence-level context as a clueto the meaning of a word or phrase.ELA-Literacy.L.3.4bDetermine the meaning of the newword formed when a known affix isadded to a known word (e.g.,agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).ELA-Literacy.L.3.4cUse a known root word as a clue tothe meaning of an unknown wordwith the same root (e.g., company,companion).ELA-Literacy.L.3.4dUse glossaries or beginningdictionaries, both print and digital, todetermine or clarify the precisemeaning of key words and phrases.CCSS Checklist—Grade 3 Language4Teacher Created Resources
Vocabulary Acquisition and eassessedNotesELA-Literacy.L.3.5Demonstrate understanding offigurative language, wordrelationships and nuances in wordmeanings.ELA-Literacy.L.3.5aDistinguish the literal and nonliteralmeanings of words and phrases incontext (e.g., take steps).ELA-Literacy.L.3.5bIdentify real-life connections betweenwords and their use (e.g., describepeople who are friendly or helpful).ELA-Literacy.L.3.5cDistinguish shades of meaning amongrelated words that describe states ofmind or degrees of certainty (e.g.,knew, believed, suspected, heard,wondered).ELA-Literacy.L.3.6Acquire and use accurately gradeappropriate conversational, generalacademic, and domain-specific wordsand phrases, including those thatsignal spatial and temporalrelationships (e.g., After dinner thatnight we went looking for them).CCSS Checklist—Grade 3 Language5Teacher Created Resources
Operations & Algebraic ThinkingRepresent and solve problems involving multiplication and dDateReassessedNotesMath.Content.3.OA.A.1Interpret products of whole numbers,e.g., interpret 5 7 as the totalnumber of objects in 5 groups of 7objects each. For example, describe acontext in which a total number ofobjects can be expressed as 5 7.Math.Content.3.OA.A.2Interpret whole-number quotients ofwhole numbers, e.g., interpret 56 8as the number of objects in eachshare when 56 objects are partitionedequally into 8 shares, or as a numberof shares when 56 objects arepartitioned into equal shares of 8objects each. For example, describe acontext in which a number of sharesor a number of groups can beexpressed as 56 8.Math.Content.3.OA.A.3Use multiplication and division within100 to solve word problems insituations involving equal groups,arrays, and measurement quantities,e.g., by using drawings andequations with a symbol for theunknown number to represent theproblem.CCSS Checklist—Grade 3 Math1Teacher Created Resources
Represent and solve problems involving multiplication and dDateReassessedNotesMath.Content.3.OA.A.4Determine the unknown wholenumber in a multiplication or divisionequation relating three wholenumbers. For example, determine theunknown number that makes theequation true in each of theequations 8 ? 48, 5 3, 6 6 ?Understand properties of multiplication and the relationship between multiplication and dDateReassessedNotesMath.Content.3.OA.B.5Apply properties of operations asstrategies to multiply and divide.Examples: If 6 4 24 is known,then 4 6 24 is also known.(Commutative property ofmultiplication.) 3 5 2 can befound by 3 5 15, then 15 2 30, or by 5 2 10, then 3 10 30. (Associative property ofmultiplication.) Knowing that 8 5 40 and 8 2 16, one can find 8 7 as 8 (5 2) (8 5) (8 2) 40 16 56. (Distributive property.)CCSS Checklist—Grade 3 Math2Teacher Created Resources
Understand properties of multiplication and the relationship between multiplication and d division as an unknownfactor problem. For example, find 32 8 by finding the number thatmakes 32 when multiplied by 8.Multiply and divide within ReassessedNotesMath.Content.3.OA.C.7Fluently multiply and divide within100, using strategies such as therelationship between multiplicationand division (e.g., knowing that 8 5 40, one knows 40 5 8) orproperties of operations. By the endof Grade 3, know from memory allproducts of two one-digit numbers.Solve problems involving the four operations, and identify and explain patterns in sedDateReassessedNotesMath.Content.3.OA.D.8Solve two-step word problems usingthe four operations. Represent theseproblems using equations with aletter standing for the unknownquantity. Assess the reasonablenessof answers using mental computationand estimation strategies includingrounding.CCSS Checklist—Grade 3 Math3Teacher Created Resources
Solve problems involving the four operations, and identify and explain patterns in y arithmetic patterns (includingpatterns in the addition table ormultiplication table), and explainthem using properties of operations.For example, observe that 4 times anumber is always even, and explainwhy 4 times a number can bedecomposed into two equal addends.CCSS Checklist—Grade 3 Math4Teacher Created Resources
Number & Operations in Base TenUse place value understanding and properties of operations to perform multi-digit arithmetic.StandardDateTaughtDateRetaughtDateAs
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. ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. ELA-Literacy.RI.3.3 Describe the relationship between a
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
7 Grade 1 13 Grade 2 18 Grade 3 23 Grade 4 28 Grade 5 33 Grade 6 38 Elementary Spanish. 29 Secondary. 39 Grade 7 43 Grade 8 46 Grade 9 49 Grade 10 53 Grade 11 57 Grade 12 62 Electives. Contents. Textbook used with Online Textbook used with DVD. Teacher Edition & Student Books. Color Key
Grade C Grade A Level C1 Cambridge English Scale *IELTS is mapped to, but will not be reported on the Cambridge English Scale C2 C1 B1 A2 A1 Below A1 Independent user Pr oficient user Basic user Grade A Grade B Grade C Level B2 Grade B Grade C Grade A Grade B Grade C Grade A Level B1 Level A2 B1 Preliminary B2 First C1 Advanced Grade A Grade B .
ICCSD SS Reading 2014 ICCSD SS Reading 2015 Natl SS Reading. ICCSD Academic Achievement Report April 2016 6 0 50 100 150 200 250 300 350 3rd grade 4th grade 5th grade 6th grade 7th grade 8th grade 9th grade 10th . 7th grade 8th grade 9th grade 10th grade 11th grade e Grade ICCSD and Natio
skip grade 4 math and take grade 5 math while still in grade 4 Student A, now in grade 4, qualifies for SSA and enrolls in the accelerated course, which is grade 5 math Student A, after completing grade 5 math while in grade 4, takes the grade 4 End‐of‐Grade test Grade‐Level Grade 3 Grade 4 Grade 4
C. Divisions of Competition – All divisions will be Grade Based as of October 1, 2018. (2nd grade, 3rd grade, 4th grade, 5th grade, 6th grade, 7th grade, 8th grade, 9th grade, 10th grade, 11th grade and 12th grade). D. Tournament Days – The National Championship
