Rhode Island State Standards for Language Arts: Grade 3
RI.R-3-1. NECAP (Reading) - Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding strategies by:
R-3-1.1. Identifying multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (including prefixes, suffixes, or variant spellings for consonants or vowels, e.g., bought) (State)
R-3-1.2. Reading regularly spelled multi-syllabic words by using knowledge of sounds, syllable types, or word patterns (Local)
R-3-1.3. Reading grade-level appropriate words (in connected text) with automaticity (Local)
R-3-1.4. Reading grade- appropriate, high-frequency words (including irregularly spelled words) (Local)
R-3-1.5. No GLE at this grade level.
R-3-1.6. No GLE at this grade level.
RI.R-3-2. NECAP (Reading) - Grade Level Expectation: Vocabulary: Vocabulary Strategies: Students identify the meaning of unfamiliar vocabulary by:
R-3-2.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words, such as 'un-covered;' or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) (State)
RI.R-3-3. NECAP (Reading) - Grade Level Expectation: Vocabulary: Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by:
R-3-3.1. Identifying synonyms, antonyms, or homonyms/homophones; or categorizing words (State)
R-3-3.2. Selecting appropriate words to use in context, including content specific vocabulary (e.g., predator/prey), or words with multiple meanings) (State)
R-3-3.3. Subsumed under R-3-3.1.
RI.R-3-4. NECAP (Reading) - Grade Level Expectation: Literary Texts: Initial Understanding of literary Texts: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Demonstrate initial understanding of elements of literary texts by:
R-3-4.1. Identifying or describing character(s), setting, problem/solution, major events, or plot, as appropriate to text (State)
R-3-4.2. Paraphrasing or summarizing key ideas/plot, with events sequenced, as appropriate to text (State)
R-3-4.3. Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)
R-3-4.4. Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, tall tales, or realistic fiction) (Local)
R-3-4.5. Identifying literary devices as appropriate to genre: rhyme, alliteration, dialogue, or description (Local)
RI.R-3-5. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret elements of literary texts, citing evidence where appropriate by:
R-3-5.1. Making logical predictions (State)
R-3-5.2. Describing main characters' physical characteristics or personality traits; or providing examples of thoughts, words or actions that reveal characters' personality traits (State)
R-3-5.3. Making basic inferences about problem, conflict, or solution (e.g., cause-effect relationships) (State)
R-3-5.4. Identifying who is telling the story (Local)
R-3-5.5. Identifying the author's basic message (State)
R-3-5.6. Identifying possible motives of characters (Local)
R-3-5.7. Recognizing explicitly stated causes or effects (Local)
RI.R-3-6. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret author's craft, citing evidence where appropriate by:
R-3-6.1. Recognizing the use of literary elements and devices (i.e., imagery, exaggeration) to interpret intended meanings (Local)
RI.R-3-7. NECAP (Reading) - Grade Level Expectation: Informational Texts: Initial Understanding of Informational Text: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Demonstrate initial understanding of informational texts (expository and practical texts) by:
R-3-7.1. Obtaining information from text features (e.g., table of contents, glossary, basic transition words, bold or italicized text, headings, graphic organizers, charts, graphs, or illustrations) (State)
R-3-7.2. Using information from the text to answer questions related to explicitly stated main/central ideas or details (State)
R-3-7.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting or mapping) (State)
R-3-7.4. Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)
R-3-7.5. Identifying the characteristics of a variety of types of text (e.g., reference: dictionaries, glossaries, children's magazines, content trade books, textbooks, children's newspapers; and practical/functional texts: book orders, procedures, instructions, announcements, invitations) (Local)
RI.R-3-8. NECAP (Reading) - Grade Level Expectation: Informational Texts: Analysis and Interpretation of informational Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Analyze and interpret informational texts, citing evidence where appropriate by:
R-3-8.1. Connecting information within a text (State)
R-3-8.2. Recognizing generalizations about text (e.g., identifying appropriate titles, assertions, or controlling ideas) (State)
R-3-8.3. Making basic inferences, drawing basic conclusions, or forming judgments/opinions about central ideas that are relevant (State)
R-3-8.4. Distinguishing fact from opinion (State)
R-3-8.5. Making inferences about causes or effects (State)
RI.R-3-11. NECAP (Reading) - Grade Level Expectation: Reading Fluency and Accuracy: Reads grade-level appropriate material with:
R-3-11.1. Accuracy: reading material appropriate for grade 3 with at least 90-94 percent accuracy (Local)
R-3-11.2. Fluency: reading with oral fluency rates of at least 90- 120 words correct per minute (Local)
R-3-11.3. Fluency: reading familiar text with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue (Local)
RI.R-3-12. NECAP (Reading) - Grade Level Expectation: Reading Strategies: Strategies for Monitoring and Adjusting Reading: All students need ongoing opportunities to apply and practice reading strategies with many different types of texts. Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by:
R-3-12.1. Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure, semantics/meaning, or other context cues) (Local)
R-3-12.2. Subsumed under R-3-12.1.
RI.R-3-14. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Reading Widely and Extensively: Demonstrates the habit of reading widely and extensively by:
R-3-14.1. Reading with frequency, including in-school, out-of-school, and summer reading (Local)
R-3-14.2. Reading from a wide range of genres/kinds of text and a variety of authors (e.g., literary, informational, and practical texts) (Local)
R-3-14.3. Reading multiple texts for depth of understanding an author or genre (Local)
RI.R-3-15. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Reading for Research Across Content Areas: Research by reading multiple sources (including print and non-print texts) to report information by:
R-3-15.1. Using sources provided (Local)
R-3-15.2. Evaluating information presented in terms of relevance (Local)
R-3-15.3. Gathering information and using a given structure (e.g., chart, diagram. outline, etc.) to organize it (Local)
R-3-15.4. Using evidence to support conclusions (Local)
RI.R-3-16. NECAP (Reading) - Grade Level Expectation: Literary Texts: Generates a Personal Response: Generates a personal response to what is read through a variety of means by:
R-3-16.1. Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local)
R-3-16.2. Not assessed at this grade level.
RI.R-3-17. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Participating in a Literate Community: All students need ongoing opportunities to read many different types of texts. Demonstrates participation in a literate community by:
R-3-17.1. Self-selecting reading materials aligned with reading ability and personal interests (Local)
R-3-17.2. Participating in discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local)
RI.W-3-1. NECAP (Writing) - Grade Level Expectation: Structures of Language: Applying Understanding of Sentences, Paragraphs, Text Structures: Students demonstrate command of the structures of sentences, paragraphs, and text by:
W-3-1.1. Writing a variety of complete simple sentences (Local)
W-3-1.2. Recognizing indentations for new paragraphs (Local)
W-3-1.3. Not assessed at this grade level.
W-3-1.4. Not assessed at this grade level.
W-3-1.5. Recognizing complete sentences (Local)
W-3-1.6. Applying directionality as appropriate to text (Local)
RI.W-3-2. NECAP (Writing) - Grade Level Expectation: Reading-Writing Connection: Writing in Response to Literary or Informational Text- Showing Understanding of Ideas in Text In response to literary or informational text, students show understanding of plot/ideas/concepts by:
W-3-2.1. Selecting appropriate information to set context/background (Local)
W-3-2.2. Selecting ideas that support the development of a summary (Local)
W-3-2.3. Connecting what has been read (plot/ideas/concepts) to prior knowledge, which might include other texts (Local)
RI.W-3-3. NECAP (Writing) - Grade Level Expectation: Reading-Writing Connection: Writing in Response to Literary or Informational Text- Making Analytical Judgments about Text: In response to literary or informational text, students make and support analytical judgments about text by:
W-3-3.1. Stating a focus (purpose), when responding to a given question (Local)
W-3-3.2. Making inferences about content, events, characters, or setting (Local)
W-3-3.3. Using details or references to text to support focus (Note: support may include prior knowledge) (Local)
W-3-3.4. Organizing ideas, using basic transition words (e.g., first, next, then, finally) and having a concluding statement (Local)
RI.W-3-4. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narratives- Creating a Story Line: In written narratives, students organize and relate a story line/plot/series of events by:
W-3-4.1. Creating a clear, understandable story line with a beginning, middle, and end (Local)
W-3-4.2. Not assessed at this grade level.
W-3-4.3. Using basic transition words, when appropriate (Local)
RI.W-3-5. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narratives- Applying Narrative Strategies: Students demonstrate use of narrative strategies by:
W-3-5.1. Using details (Local)
W-3-5.2. Not assessed at this grade level.
W-3-5.3 Creating character(s) through description of physical attributes (Local)
W-3-5.4. Not assessed at this grade level.
W-3-5.5. Writing about observations and experiences (Local)
W-3-5.6. Extending and elaborating ideas with purpose (Local)
RI.W-3-6. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Organizing Information: In informational writing (reports or procedures), students organize ideas/concepts by:
W-3-6.1. Using a given organizational structure for grouping facts and ideas (e.g., template, frame, graphic organizer) (Local)
W-3-6.2. Selecting appropriate facts to set context/background (Local)
W-3-6.3a. Using basic transition words, when appropriate (Local)
W-3-6.3b. Using numbering or words to arrange the steps in a logical manner (Local)
W-3-6.4. Providing a concluding statement (Local)
W-3-6.5. Providing a list of resources (e.g. materials to be used in a task) (Local)
RI.W-3-7. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Conveying Information: In informational writing (reports or procedures only), students effectively convey purpose by:
W-3-7.1. Establishing a topic (Local)
W-3-7.2. Stating a focus/controlling idea on a topic (Local)
RI.W-3-8. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing- Using Elaboration Strategies: In informational writing (reports and procedures only), students demonstrate use of a range of elaboration strategies by:
W-3-8.1. Including details/information relevant to topic and/or focus (Local)
W-3-8.2. Including sufficient details for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (Local)
RI.W-3-9. NECAP (Writing) - Grade Level Expectation: Writing Conventions: Applying Rules of Grammar, Usage, and Mechanics: In independent writing, students demonstrate command of appropriate English conventions by:
W-3-9.1. Not assessed at this grade level.
W-3-9.2. Using capital letters for the beginning of sentences and names (Local)
W-3-9.3. Not assessed at this grade level.
W-3-9.4. Using end punctuation correctly in simple sentences (i.e., period, question mark, exclamation point) (Local)
W-3-9.5. Correctly spelling grade-appropriate, high-frequency words and using within-word patterns to correct spelling (Local)
RI.W-3-11. NECAP (Writing) - Grade Level Expectation: Habit of Writing: Writing Extensively: Demonstrates the habit of writing extensively by:
W-3-11.1. Writing with frequency, including in-school, out-of-school, and during the summer (Local)
W-3-11.2. Sharing thoughts, observations, or impressions (Local)
W-3-11.3. Generating topics for writing (Local)
W-3-11.4. Not assessed at this grade level.
RI.OC-3-1. NECAP (Writing) - Grade Level Expectation: Oral Communication Strategies: Interactive Listening: In oral communication, students demonstrate interactive listening by:
OC-3-1.1. Following multi-step verbal instructions and directions to answer questions, perform tasks, or solve problems (Local)
OC-2-1.2. Conversing, and asking questions about content (e.g., stories, songs, or poems) (Local)
OC-3-1.3. Not assessed at this grade level.
OC-3-1.4. Participating in large group discussions to show understanding of how other group members think (Local)
OC-3-1.5a. Understanding how alternative nonverbal actions reinforce a verbal message (e.g., use of gestures) (Local)
OC-3-1.5b. Attending to speaker and waiting for appropriate turn to speak (Local)
RI.OC-3-2. NECAP (Writing) - Grade Level Expectation: Oral Communication Strategies: Make Oral Presentations: In oral communication, students make oral presentations by:
OC-3-2.1. Using standards for good speaking in different kinds of small groups and cultural settings (Local)
OC-3-2.2. Using various linguistic elements and structures to convey meaning (Local)
OC-3-2.3. Telling stories, giving information using details and providing a conclusion (Local)
OC-3-2.4. Providing appropriate feedback to audience (Local)
OC-3-2.5. Using strategies to engage audience (e.g., eye-contact and adjustment of rate and volume) (Local)