A - Reading Literary Text

• refer to details in a text when explaining what the text says explicitly and when drawing inferences from the text
• recount stories by explaining key details in sequential order; determine central messages, lessons, or themes and explain how they are conveyed through key details
• describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
• determine the meaning of words and phrases as they are used in a text, distinguishing literal from figurative language
• refer to detailed parts of a story, drama, or poem using terms such as chapter, scene, and stanza and describe how each successive part builds on earlier sections
• compare and contrast the reader's, narrator's, and/or characters' points of view explaining what makes the points of view different or similar
• 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)
• compare and contrast central messages, themes, settings, and plots written by the same author about the same or similar characters (e.g., in books from a series), using key details to explain ideas
• read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 2-3 text complexity band independently and proficiently by the end of grade 3

B - Reading Informational Text

• refer to details in a text when explaining what the text says explicitly and when drawing inferences from the text
• identify the main idea/central message of a text and explain how key ideas support the main idea/central message, referring to the text; provide a brief summary of the text
• describe and analyze relationships between a series of historical events, scientific ideas, or steps in technical procedures in a text, using specific language that pertains to time, sequence, and cause/effect
• determine the meaning of general academic and domain-specific words and phrases as used in texts relevant to a grade 3 topic/subject area
• use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate and analyze information relevant to a given topic efficiently
• distinguish reader's points of view from points of view of authors and explain what makes these points of view different or similar
• use information presented visually, orally, or quantitatively (e.g., infographics, charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) to expand the overall understanding of the text
• describe how an author uses reasons and evidence to support particular points in a text providing evidence from the text; describe how an author connects reasons and evidence between particular sentences and paragraphs in texts (e.g., comparison, cause/effect, first/second/third) providing evidence from the text
• compare and contrast the most important points and key details presented in two texts on the same topic and provide evidence from texts to support the comparisons
• read and comprehend informational texts at the high end of the grades 2-3 text complexity band independently and proficiently by the end of grade 3

C - Reading Foundation

• know and apply grade-level phonics and word analysis skills in decoding words
• read with sufficient accuracy and fluency to support comprehension

D - Writing

• write opinion pieces on topics or texts, supporting a point of view with reasons
• write informative/explanatory texts to examine a topic and convey ideas and information clearly
• write narratives to develop real or imagined experiences or events, using effective technique, descriptive details, and clear event sequences
• organize writing appropriate to the type of writing
• develop and strengthen writing as needed by planning, drafting, revising, and editing, with guidance and support from peers and adults
• use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others, with guidance and support from adults
• conduct short research projects that build knowledge about a topic
• recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories
• 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
• expand and elaborate writing appropriate to the type of writing
• produce writing that reflects the author's voice and perspective

E - Speaking and Listening

• engage effectively in a range of collaborative discussions (e.g., 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
• 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
• ask and answer questions about information from a speaker, offering appropriate elaboration and detail
• 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
• 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
• speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification

F - Language

• demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
• use knowledge of language and its conventions when writing, speaking, reading, or listening
• determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies
• demonstrate understanding of figurative language, word relationships and nuances in word meanings, with guidance and support from adults
• acquire and use accurately grade-appropriate conversational, general academic, and domain-specific vocabulary, including words and phrases that signal spatial and temporal relationships (e.g., after dinner that night we went looking for them)