Content Area
Standard
Language Arts
3.3 Grade 3
Strand
L. Language
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
ACSSSD
Objectives
Conventions of Standard English
3.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 pronounantecedent agreement.*
1. Identify nouns, pronouns, verbs,
adjectives, and adverbs in sentences.
2. Combine nouns, pronouns, verbs,
adjectives, and adverbs in a
grammatically correct order when
writing or speaking.
1. Identify a noun.
2. Classify nouns as singular or plural.
3. Form plural nouns when writing or
speaking.
1. Identify nouns.
2. Recognize that abstract nouns are
words associated with feelings (e.g.,
childhood).
1. Identify verbs.
2. Form regular and irregular verbs when
writing or speaking.
1. Identify verbs.
2. Classify sentences as past, present, or
future based on verb tense (e.g., I
walked; I walk; I will walk).
3. Form and use appropriate verb tense
when writing or speaking.
1. Identify words as subject, verb,
pronoun.
2. Form sentences that include
subject/verb agreement and pronouns
when writing or speaking.
g.
h.
i.
3.L.3.2
Form and use comparative and superlative
adjectives and adverbs, and choose
between them depending on what is to be
modified.
1. Identify adjectives.
2. Identify adverbs.
3. Form adverbs when writing and
speaking (e.g., add -ly to adjective:
quiet, quietly).
Use coordinating and subordinating
1. Classify coordinating (e.g., and, but,
conjunctions.
or, yet, so…) and subordinating (e.g.,
after, if, though, because…)
conjunctions.
2. Use coordinating and subordinating
conjunctions when writing or
speaking.
Produce simple, compound, and complex
1. Combine nouns, pronouns, verbs,
sentences.
adjectives, and adverbs in a
grammatically correct order when
writing or speaking to produce simple,
compound, and complex sentences.
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.
1. Locate capital letters in a name or
sentence.
2. Capitalize proper nouns when writing.
1. Identify commas.
2. Locate commas in addresses.
3. Use commas in approximate place.
1. Identify commas.
2. Identify quotation marks.
3. Identify dialogue in writing.
4. Approximate the use of commas and
quotation marks when writing.
1. Identify nouns.
2. Form possessive with nouns to show
belonging to, or ownership by adding
‘s.
e.
f.
g.
Use conventional spelling for highfrequency and other studied words and for
adding suffixes to base words (e.g., sitting,
smiled, cries, happiness).
Use spelling patterns and generalizations
(e.g., word families, position-based
spellings, syllable patterns, ending rules,
meaningful word parts) in writing words.
Consult reference materials, including
beginning dictionaries, as needed to check
and correct spellings.
1. Spell familiar words with letter-sound
matches.
1. Demonstrate ability to spell using
conventional spelling by segmenting
and sounding-out strategies.
2. Use specific spelling strategies when
writing (e.g., word wall, partner
sharing, dictionary).
1. Identify guide words and their purpose.
2. Find specific words in a dictionary
using the guide words.
3. Use a dictionary to look up word
spellings, or to define unfamiliar
words.
Knowledge of Language
3.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.
1. Use language to communicate an idea
when writing, speaking, reading or
listening.
2. Choose appropriate words and phrases
to convey an idea when writing or
speaking.
1. Understand formal and informal uses of
English (e.g., They are going to the storeformal; They’re going to the storeinformal).
Vocabulary Acquisition and Use
3.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.
b.
c.
d.
3.L.3.5
a.
b.
c.
3.L.3.6
Use sentence-level context as a clue to the
meaning of a word or phrase.
1. Using pictures or objects, match a
word to its definition.
2. Identify the relevant context clues for
the meaning of a word.
3. Given a word in a sentence or passage,
identify the correct meaning for the
word.
Determine the meaning of the new word
1. Identify root words.
formed when a known affix is added to a
2. Identify affixes.
known word (e.g., agreeable/disagreeable, 3. Identify the meanings of affixes (e.g.,
comfortable/uncomfortable, care/careless,
dis-,un-,pre-,-less).
heat/preheat).
4. Identify the meaning of words when a
known affix is added (e.g.,
care/careless).
Use a known root word as a clue to the
1. Identify root words.
meaning of an unknown word with the
2. Use acquired knowledge to determine
same root
the meaning of an unknown word
containing a familiar root word.
Use glossaries or beginning dictionaries,
1. Use glossaries to determine the
both print and digital, to determine or
meaning of unknown words.
clarify the precise meaning of key words
and phrases.
Demonstrate understanding of figurative language, word relationships and nuances in
word meanings.
Distinguish the literal and nonliteral
meanings of words and phrases in context
(e.g., take steps).
Identify real-life connections between
words and their use (e.g., describe people
who are friendly or helpful).
Distinguish shades of meaning among
related words that describe states of mind
or degrees of certainty (e.g., knew,
believed, suspected, heard, wondered).
Acquire and use accurately gradeappropriate conversational, general
academic, and domain-specific words and
1. Identify the meaning of simple
figurative language (e.g., similes and
metaphors).
1. Use common known words to make
real-life connections.
1. Identify figurative language.
1. Use words acquired through
conversation and domain specific
words when speaking or writing.
phrases, including those that signal spatial
and temporal relationships (e.g., After
dinner that night we went looking for
them).