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Mrs. Anderson

Mrs. Anderson

Lee Road Elementary School: (516) 434-7475

Mrs. Anderson : Common Core Learning Standards

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Common Core Learning Standards

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Common Core Learning Standards Grade 3 Reading English Language Arts Standards » Reading: Informational Text » Grade 3

Standards in this strand:

Key Ideas and Details
  • RI.3.1.Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • RI.3.2.Determine the main idea of a text; recount the key details and explain how they support the main idea.
  • RI.3.3.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

  • RI.3.4.Determine the meaning of general academic and domain-specific words and phrases in a text relevant to agrade 3 topic or subject area.
  • RI.3.5.Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
  • RI.3.6.Distinguish their own point of view from that of the author of a text.

Integration of Knowledge and Ideas

  • RI.3.7.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).
  • RI.3.8.Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
  • RI.3.9.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

  • RI.3.10.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


English Language Arts Standards » Reading: Literature » Grade 3

Key Ideas and Details

  • RL.3.1.Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • RL.3.2.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.
  • RL.3.3.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

  • RL.3.4.Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
  • RL.3.5.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 on earlier sections.
  • RL.3.6.Distinguish their own point of view from that of the narrator or those of the characters.

Integration of Knowledge and Ideas

  • RL.3.7.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).
  • RL.3.8.(Not applicable to literature)
  • RL.3.9.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 Complexity of Text

  • RL.3.10.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.

Common Core Writing Standards-Grade 3

Text Types and Purposes
  • W.3.1.Write opinion pieces on topics or texts, supporting a point of view with reasons.
    • Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
    • Provide reasons that support the opinion.
    • Use linking words and phrases (e.g.,because,therefore,since,forexample) to connect opinion and reasons.
    • Provide a concluding statement or section.
  • W.3.2.Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    • Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
    • Develop the topic with facts, definitions, and details.
    • Use linking words and phrases (e.g.,also,another,and,more,but) to connect ideas within categories of information.
    • Provide a concluding statement or section.
  • W.3.3.Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
    • Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
    • Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
    • Use temporal words and phrases to signal event order.
    • Provide a sense of closure.

Production and Distribution of Writing

  • W.3.4.With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
  • W.3.5.With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
  • W.3.6.With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Research to Build and Present Knowledge

  • W.3.7.Conduct short research projects that build knowledge about a topic.
  • W.3.8.Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • W.3.9.(Begins in grade 4)

Range of Writing

  • W.3.10.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.
 

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As a parent, you can help your child be a whiz at math, even if it wasn’t your best subject.  Here are Tips for Parents on how:

Be positive about math.  Express confidence in your child’s ability to do math.  Don’t stress either your own fear of math or how difficult math is or how much you admire anyone who can do math.  Remember, everyone can and does use math all the time.
Show your kids math at work in their world.  Get your kids used to math by thinking out loud when making calculations.  Then, let your children work out some real-life puzzles themselves.  For example:
  • Let them measure when you bake.
  • Ask them to figure out how long of a hose you need to reach from the faucet on the side of the house to the garden.
  • Let your child figure out how many miles you’ll be driving on your next trip by using the information on a map.
  • Sort silverware by knives, forks, and spoons.  Sort cards by suit or numbers.
Make math a game.  Math games are fun and inexpensive.  They are a wonderful way to get your kids to enjoy working with numbers, as well as improve their number skills.  Here are a few suggestions:
  • Many games that we take for granted are excellent math lessons.  “Go Fish” teaches counting and grouping in sets.  Games that use play money teach how to make change.  Board games that use dice teach addition and counting.  Backgammon teaches addition, subtraction, and strategy.
  • Beans, stones, or marbles can be used to play number games.  Let your child develop his or her own games by sorting beans into different sizes or types, setting up the rules for a counting game, or using different types of pasta to make a picture.
  • Give your children a geometry lesson by letting them create a collage of circles, squares, and triangles.  Challenge them to come up with as many different shapes as they can using only triangles.
  • Play store with the items in your cupboard.
  • A pan of water and some jars or cups of different sizes will amuse a child for hours while teaching capacity and volume.

Math Tips for Parents: Beyond 1, 2, 3, 4…

Encourage creative problem-solving.  Problem-solving is the basis of good mathematical thinking, and the problems don’t have to involve numbers. 
  • “How many different ways are there to walk to school?”
  • “What’s another way to arrange the furniture in this room?”
  • “How many different ways can I measure flour to get half a cup?”
Try to come up with more than one solution for everyday problems.
Choose gifts that develop problem-solving skills.  Blocks, building sets, geometric tile sets, puzzles, board games, weather stations, maps, puzzle books, calculators, strategy games,  scales, and origami are just a few of the gifts that will give your child pleasure and knowledge at the same time.


Many children have difficulty with short term memory (also called working memory). Below are some tips for helping your child improve their short term memory.
 
Play Memory Games
Remember the memory games we all played as kids? You have a series of cards all faced down. You turn two of them up and if they match, you leave them up. You keep going until you turn up two non matching cards. This teaches you to try and remember where certain cards are so that you can win the game. This is a great activity for increasing short term (working) memory and it's a lot of fun. So if you're wondering how to improve the short term memory in children, why not have them play the memory game? You can pick up the memory game at any children's or toy store, or you can make your own with a little bit of artistic ability and set of index cards. Once the kids are continuously selecting the right cards, you know they're picking up the lesson and increasing their short term memory.
Auditory Cues
If you're wondering how to improve the short term memory in children, you shouldn't forget about the auditory part of that short term memory. This is an easy game you can play with children. Simply repeat a list of items, such as a series of names, a series of animal names or whatever else you can think of. Have the children listen closely. At the end, have them write down the list as best as they can remember. As time goes on, increase the size of the list until they can repeat the list no problem. This is a great way to improve the short term memory in children and it's also a lot of fun. Try recording information such as math facts on a tape recorder.The child can listen to the tape each night and in time the facts can be memorized.