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Common Core

Skills available for Common Core third-grade language arts standards

Click on the name of a skill to practice that skill.

 
 Show alignments for:
    Common Core State Standards: Language
    Common Core State Standards: Reading: Foundational skills
    Common Core State Standards: Reading: Informational Text
    Print Standards
 

3.CCRA.L Language


3. Conventions of Standard English

3.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • 3.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • 3.L.3.2.a Capitalize appropriate words in titles.
    • 3.L.3.2.b Use commas in addresses.
    • 3.L.3.2.c Use commas and quotation marks in dialogue.
    • 3.L.3.2.d Form and use possessives.
    • 3.L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
    • 3.L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
    • 3.L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

3 Knowledge of Language
  • 3.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
    • 3.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
      • 3.L.3.3.a Choose words and phrases for effect.
      • 3.L.3.3.b Recognize and observe differences between the conventions of spoken and written standard English.

3. Vocabulary Acquisition and Use
  • 3.CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
    • 3.L.3.4 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.
      • 3.L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
      • 3.L.3.4.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).
      • 3.L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
      • 3.L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

3.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • 3.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    • 3.L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
    • 3.L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
    • 3.L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

3.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
  • 3.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).
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