• Reading Standards for Literature 3: RL 

     

    Key Ideas and details

    1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.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.  Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
     
     Craft and structure
     4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
     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 onearlier sections.
    6. Distinguish their own point of view from that of the narrator or those of the characters.
     
    Integration of Knowledge and ideas
    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).

    8. (Not applicable to literature)

    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).

     
    Range of Reading and Level of Text Complexity 
    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.
     
    Reading Standards for Informational Text 3: RI
     
    Key Ideas and details
    1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

    2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

    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.

     
    Craft and structure
    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.

    5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

    6. Distinguish their own point of view from that of the author of a text.

     
    Integration of Knowledge and ideas

    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).

    8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

    9. Compare and contrast the most important points and key details presented in two texts on the same topic.

     
     Range of Reading and Level of Text Complexity

    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.

     
    Reading Standards for Foundational Skills 3: RF
     
    Phonics and word recognition 

    3. Know and apply grade-level phonics and word analysis skills in decoding words.

    a. Identify and know the meaning of the most common prefixes and derivational suffixes.

    b. Decode words with common Latin suffixes.

    c. Decode multi-syllable words.

    d. Read grade-appropriate irregularly spelled words.

     
    Fluency

    4.   Read with sufficient accuracy and fluency to support comprehension.

    a. Read on-level text with purpose and understanding.

    b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

    c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.