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Aligned with the Common Core State Standards for Grade 3

English Language Arts &Literacy in History/Social Studies,Science, and Technical Subjects

For English Language LearnersGrade 3

Teacher’s Edition

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address a number of similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

Common Core State Standards 2 Treasure ChestEnglish Language Arts For English Language LearnersGrade 3 Grade 3

Reading Standards for Literature

COMMON CORE STATE STANDARDSTREASURE CHEST

TEACHER’S EDITION PAGES


1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Unit 1: 7, 11, 15, 19, 23, 29, 33, 41, 45, 51, 55, 59, 63, 67, 73, 77, 81, 85, 89, 95, 99, 103, 107, 111 Unit 2: 129, 133, 137, 141, 155, 159, 163, 167, 173, 177, 181, 185, 189, 195, 203, 207, 211, 217, 221, 225, 229 233 Unit 3: 251, 255, 259, 263, 267, 273, 277, 281, 285, 289, 295, 299, 303, 307, 311, 317, 321, 325, 329, 333, 339, 343, 347, 351, 355 Unit 4: 373, 377, 381, 385, 389, 395, 399, 403, 407, 411, 417, 421, 425, 429, 433, 439, 443, 447, 451, 461, 465, 469, 473, 477 Unit 5: 495, 499, 503, 507, 511, 517, 521, 525, 529, 533, 539, 543, 551, 561, 565, 569, 573, 577, 583, 587, 591, 595, 599 Unit 6: 617, 621, 625, 629, 633, 639, 643, 647, 651, 655, 661, 665, 669, 673, 677, 683, 687, 691, 695, 699, 705, 709, 713, 717, 721

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.

Unit 1: 29 Unit 3: 373, 377, 381, 383, 384, 385, 386, 395 Unit 6: 617, 661

3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

The following page references can be used in classroom discussion to meet this standard.

Unit 1: 7, 11, 15, 19 Unit 2: 129, 137 Unit 3: 268, 277, 281, 285 Unit 6: 705, 709, 713

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.


Unit 1: 76, 81, 154 Unit 2: 154, 159, 176, 181, 198, 203, 220, 225 Unit 3: 254, 259, 276, 281, 298, 303, 320, 325 Unit 5: 498, 503, 520, 525, 542, 547 Unit 6: 620, 625

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.

Unit 4: 439




6. Distinguish their own point of view from that of the narrator or those of the characters.

This standard can be met during teacher/class discussion.


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).

The following page references can be used in classroom discussion to meet this standard.Unit 1: 11, 15, 19 Unit 3: 273, 281, 285 Unit 5: 525, 529

8. (Not applicable to literature) (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).



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.

Unit 1: 9, 13, 17, 31, 35, 39, 53, 57, 61, 75, 79, 83, 97, 101, 105 Unit 2: 131, 135, 139, 153, 157, 161, 175, 179, 183, 197, 201, 205, 219, 223, 227 Unit 3: 253, 257, 261, 275, 279, 283, 297, 301, 305, 319, 323, 327, 341, 345, 349 Unit 4: 375, 379, 383, 397, 401, 405, 419, 423, 427, 441, 445, 449, 463, 467, 471 Unit 5: 497, 501, 505, 519, 523, 527, 541, 545, 549, 563, 567, 571, 585, 589, 593 Unit 6: 619, 623, 627, 641, 641, 649, 663, 667, 671, 685, 689, 693, 707, 711, 715


Reading Standards for Informational Text




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.

Unit 1: 51, 55, 59, 63 Unit 2: 173, 177, 181, 185 Unit 5: 495, 499, 503, 507

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.


Unit 1: 51-53, 54, 55, 57, 58, 59, 61, 63, 65, 66, 67 Unit 2: 151, 153, 155, 157, 159, 161, 163, 165, 167 Unit 3: 317, 319, 321, 323, 325, 327, 329, 331, 333 Unit 4: 461, 463, 465, 467, 469, 471, 473, 475 Unit 5: 583, 585, 587, 589, 591, 593, 595, 597, 599

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.

Unit 1: 6, 10, 14, 18, 22, 28, 32, 36, 40, 44, 50, 54, 58, 62, 66, 72, 76, 80, 84, 88, 94, 98, 102, 106, 110 Unit 2: 128, 132, 136, 144, 150, 154, 158, 162, 166, 172, 176, 180, 184, 188, 194, 198, 202, 206, 210, 216, 220, 224, 228, 232, 250 Unit 3: 254, 258, 262, 266, 272, 276, 280, 284, 288, 294, 298, 302, 306, 310, 316, 320, 324, 328, 332, 338, 342, 346, 350, 354 Unit 4: 372, 376, 380, 384, 388, 394, 398, 402, 406, 410, 416, 420, 424, 428, 432, 438, 442, 446, 450, 454, 460, 464, 468, 472, 476 Unit 5: 494, 498, 502, 506, 510, 516, 520, 524, 528, 532, 538, 542, 546, 550, 554, 560, 564, 568, 572, 576, 582, 586, 590, 594, 598 Unit 6: 616, 620, 624, 628, 632, 638, 642, 646, 650, 654, 660, 664, 668, 672, 676, 682, 686, 690, 694, 698, 704, 708, 712, 716




5. Use text features and search tools (e.g., key words, side bars, 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. The following page references can be used in classroom discussion to meet this standard.Unit 2: 211, 217, 218, 219, 220 Unit 3: 377, 381, 384, 385, 386


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).


Unit 1: 11, 15, 19 Unit 3: 273, 281, 285 Unit 5: 525, 529

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

Unit 1: 29, 33, 37, 41, 73, 77, 81, 85, 129, 133, 137, 141 Unit 3: 295, 299, 303, 307, 317, 321, 325, 329 Unit 4: 461, 465, 469, 473 Unit 5: 539, 543, 547, 551, 583, 587, 591, 595 Unit 6: 661, 665, 669, 673, 683, 687, 691, 695

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



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.


Unit 1: 51-53, 54, 55, 57, 58, 59, 61, 63, 65, 66, 67 Unit 2: 131, 135, 139, 143, 145, 151, 153, 155, 157, 159, 161, 163, 165, 167, 173, 175, 179, 183, 185, 187, 189, 197, 201, 205, 209, 211 Unit 3: 317, 319, 321, 323, 325, 327, 329, 331, 333 Unit 4: 461, 463, 465, 467, 469, 471, 473, 475 Unit 5: 583, 585, 587, 589, 591, 593, 595, 597, 599


Reading Standards: Foundational SkillsThere are no standards for Print Concepts (1) or Phonological Awareness (2) in Foundational Skills for Grade 3.



Phonics and Word Recognition

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

Unit 1: 8, 30, 52, 74, 96, 130 Unit 2: 152, 174, 196, 218 Unit 3: 252, 274, 296, 318, 340 Unit 4: 396, 418, 440, 462 Unit 5: 496, 518, 540, 562, 584 Unit 6: 618, 640, 662, 684, 706

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

Unit 3: 296 Unit 6: 618, 706

b. Decode words with common Latin suffixes. Unit 6: 706

c. Decode multisyllable words. The following page references can be used in classroom discussion to meet this standard.

Unit 3: 252, 274 Unit 5: 540, 584 Unit 6: 640, 662, 684

d. Read grade-appropriate irregularly spelled words. This standard can be met during teacher/class discussion.

Fluency

4. Read with sufficient accuracy and fluency to support comprehension. Unit 1: 9, 13, 17, 31, 35, 39, 53, 57, 61, 75, 79, 83, 97, 101, 105 Unit 2: 131, 135, 139, 153, 157, 161, 175, 179, 183, 197, 201, 205, 219, 223, 227 Unit 3: 253, 257, 261, 275, 279, 283, 297, 301, 305, 319, 323, 341, 345 Unit 4: 375, 419, 423, 427, 463 Unit 5: 471, 497, 501, 505, 519, 523, 527, 541, 545, 549, 563, 567, 571, 585, 589, 593 Unit 6: 619, 623, 627, 641, 645, 649, 663, 667, 671, 685, 689, 693, 707, 711, 715

a. Read on-level text with purpose and understanding. The following page references can be used in classroom discussion to meet this standard.

Unit 1: 9, 13, 17, 31, 35, 39, 53, 57, 61, 75, 79, 83, 97, 101, 105 Unit 2: 131, 135, 139, 153, 157, 161, 175, 179, 183, 197, 201, 205, 219, 223, 227 Unit 3: 253, 257, 261, 275, 279, 283, 297, 301, 305, 319, 323, 341, 345 Unit 4: 375, 419, 423, 427, 463 Unit 5: 471, 497, 501, 505, 519, 523, 527, 541, 545, 549, 563, 567, 571, 585, 589, 593 Unit 6: 619, 623, 627, 641, 645, 649, 663, 667, 671, 685, 689, 693, 707, 711, 715




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.

Unit 1: 76, 81 Unit 2: 176, 181, 198, 203, 220, 225 Unit 3: 254, 259, 298, 303, 320, 325 Unit 4: 376, 381, 498 Unit 5: 503, 520, 525, 542, 547 Unit 6: 620, 625, 642, 647

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate information while avoiding plagiarism.

9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

Range of Writing

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 tasks, purposes, and audiences.


Writing Standards



Text Types and Purposes

1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

Unit 6: 621, 626, 630, 643, 648, 652, 665, 670, 674, 687, 692, 696, 709, 714, 718

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.


Unit 6: 621, 626, 630, 643, 648, 652, 665, 670, 674, 687, 692, 696, 709, 714, 718

b. Provide reasons that support the opinion. The following page references can be used in classroom discussion to meet this standard.

Unit 6: 621, 626, 630, 643, 648, 652, 665, 670, 674, 687, 692, 696, 709, 714, 718

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.


Unit 4: 400

d. Provide a concluding statement or section. The following page references can be used in classroom discussion to meet this standard.

Unit 6: 621, 626, 630, 643, 648, 652, 665, 670, 674, 687, 692, 696, 709, 714, 718

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Unit 2: 133, 138, 142, 155, 160, 164, 177, 182, 186, 199, 204, 208, 221, 226, 230

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Unit 2: 133, 138, 142, 155, 160, 164, 177, 182, 186, 199, 204, 208, 221, 226, 230

b. Develop the topic with facts, definitions, and details. Unit 2: 133, 138, 142, 155, 160, 164, 177, 182, 186, 199, 204, 208, 221, 226, 230




c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

The following page references can be used in classroom discussion to meet this standard.Unit 4: 400

d. Provide a concluding statement or section. The following page references can be used in classroom discussion to meet this standard.

Unit 4: 400

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Unit 1: 11, 16, 20, 33, 38, 42, 55, 60, 64, 77, 82, 86, 99, 104, 108 Unit 4: 377, 382, 386, 399, 404, 408, 421, 426, 430, 443, 448, 452, 465, 470, 474

a.Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.


Unit 1: 11, 16, 20, 33, 38, 42, 55, 60, 64, 77, 82, 86, 99, 104, 108 Unit 4: 377, 382, 386, 399, 404, 408, 421, 426, 430, 443, 448, 452, 465, 470, 474

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

The following page references can be used in classroom discussion to meet this standard.Unit 1: 11, 16, 20, 33, 38, 42, 55, 60, 64, 77, 82, 86, 99, 104, 108 Unit 4: 377, 382, 386, 399, 404, 408, 421, 426, 430, 443, 448, 452, 465, 470, 474

c. Use temporal words and phrases to signal event order. The following page references can be used in classroom discussion to meet this standard.Unit 1: 11, 16, 20, 33, 38, 42, 55, 60, 64, 77, 82, 86, 99, 104, 108 Unit 4: 377, 382, 386, 399, 404, 408, 421, 426, 430, 443, 448, 452, 465, 470, 474

d. Provide a sense of closure. The following page references can be used in classroom discussion to meet this standard.

Unit 1: 11, 16, 20, 33, 38, 42, 55, 60, 64, 77, 82, 86, 99, 104, 108 Unit 4: 377, 382, 386, 399, 404, 408, 421, 426, 430, 443, 448, 452, 465, 470, 474




Production and Distribution of Writing

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.)

Unit 1: 11, 16, 20, 33, 38, 42, 55, 60, 64, 77, 82, 86, 99, 104, 108 Unit 2: 133, 138, 142, 155, 160, 164, 177, 182, 186, 199, 204, 208, 221, 226, 230 Unit 3: 255, 260, 264, 277, 282, 286, 299, 304, 308, 321, 326, 330, 343, 348, 352 Unit 4: 377, 382, 386, 399, 404, 408, 421, 426, 430, 443, 448, 452, 465, 470, 474 Unit 5: 499, 504, 508, 521, 526, 530, 543, 548, 553, 565, 570, 574, 587, 592, 596 Unit 6: 621, 630, 643, 648, 652, 665, 670, 674, 687, 692, 696, 709, 714, 718

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 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

7. Conduct short research projects that build knowledge about a topic. Unit 5: 499, 504, 508, 521, 526, 530, 543, 548, 552, 565, 570, 574, 587, 592, 596

8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Unit 5: 499, 504, 508, 521, 526, 530, 543, 548, 552, 565, 570, 574, 587, 592, 596

9. (Begins in grade 4.) (Begins in grade 4.)




Range of Writing

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.



College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


Speaking and Listening Standards



Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Unit 1: 6, 7, 11, 15, 19, 23, 28, 29, 33, 37, 41, 45, 50, 51, 55, 59, 63, 67, 72, 73, 77, 81, 85, 89, 95, 99, 103, 107, 111 Unit 2: 128, 129, 133, 137, 141, 145, 151, 150, 155, 159, 163, 167, 172, 173, 177, 181, 185, 189, 194, 195, 199, 203, 207, 211, 216, 217, 221, 225, 229, 233 Unit 3: 250, 251, 255, 259, 263, 267, 272, 273, 277, 281, 281, 289, 294, 295, 299, 303, 307, 311, 317, 321, 325, 329, 333, 339, 343, 347, 351, 355 Unit 4: 373, 377, 381, 385, 389, 395, 399, 403, 407, 411, 417, 421, 425, 429, 433, 438, 439, 443, 447, 451, 455, 460, 461, 465, 469, 473, 477 Unit 5: 494, 495, 499, 503, 507, 511, 516, 517, 521, 525, 529, 533, 538, 539, 543, 547, 551, 555, 560, 561, 565, 569, 573, 577, 582, 583, 587, 591, 595, 599 Unit 6: 616, 617, 621, 625, 629, 633, 638, 639, 643, 647, 651, 655, 660, 661, 665, 669, 673, 677, 682, 683, 687, 691, 695, 699, 704, 705, 709, 713, 717, 721

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.


b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).





c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.



d. Explain their own ideas and understanding in light of the discussion. The following page references can be used in classroom discussion to meet this standard.


2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Unit 1: 20, 51, 55, 59, 63 Unit 2: 173, 177, 181, 185 Unit 5: 495, 499, 503, 507




3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.



Presentation of Knowledge and Ideas

4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.


Unit 1: 15, 19, 20, 23, 37, 41, 42, 45, 59, 63, 64, 67, 81, 85, 86, 89, 103, 107, 108, 111 Unit 2: 137, 141, 142, 145, 159, 163, 164, 167, 181, 185, 186, 189, 203, 206, 207, 211, 225, 229, 230, 233 Unit 3: 259, 263, 264, 267, 281, 284, 285, 289, 303, 306, 307, 311, 325, 328, 329, 333, 347, 351, 352, 355 Unit 4: 381, 385, 386, 389, 403, 407, 408, 411, 425, 429, 430, 433, 447, 451, 452, 455, 469, 473, 474, 477 Unit 5: 503, 507, 508, 511, 525, 529, 530, 532, 533, 547, 551, 552, 555, 569, 573, 574, 577, 591, 595, 596, 599 Unit 6: 625, 629, 630, 633, 647, 651, 655, 652, 669, 673, 674, 677, 691, 695, 696, 699, 713, 717, 718, 721

5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.





6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 3 Language standards 1 and 3 for specific expectations.)


Unit 1: 7, 11, 15, 19, 23, 29, 33, 37, 41, 45, 55, 59, 63, 67, 73, 77, 81, 85, 89, 103, 107, 111 Unit 2: 129, 133, 137, 141, 145, 151, 159, 163, 167, 173, 177, 181, 185, 189, 195, 199, 203, 207, 211, 217, 221, 225, 229, 233 Unit 3: 251, 255, 259, 263, 267, 273, 281, 285, 289, 295, 299, 303, 307, 311, 317, 321, 325, 329, 333, 339, 343, 347, 351, 355 Unit 4: 373, 377, 381, 385, 389, 395, 403, 407, 411, 417, 421, 425, 429, 433, 439, 443, 447, 451, 455, 461, 469, 473, 477 Unit 5: 495, 499, 503, 507, 511, 517, 521, 525, 529, 533, 539, 543, 547, 551, 555, 561, 565, 569, 573, 577, 583, 587, 591, 595, 599 Unit 6: 617, 621, 625, 629, 633, 639, 643, 647, 651, 655, 661, 669, 673, 677, 683, 687, 691, 695, 699, 705, 709, 713, 717, 721

College and Career Readiness Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

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 and listening.

Vocabulary Acquisition and Use

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.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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.


Language StandardsBeginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).These Language Progressive Skills are reflected in charts

following the Language Standards in correlations for Grades 4-6.



Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


Unit 1: 12, 34, 56, 78, 100 Unit 2: 134, 156, 178, 200, 222, 256, 278 Unit 3: 300, 322 Unit 4: 378, 400, 422, 444, 466 Unit 5: 500, 522, 544, 566, 588 Unit 6: 622, 644, 666, 688, 710

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Unit 2: 134, 156, 178, 200 Unit 3: 256, 278, 300, 322 Unit 4: 378, 400, 422, 444, 466

b. Form and use regular and irregular plural nouns. Unit 2: 156, 178

c. Use abstract nouns (e.g., childhood). This standard can be met during teacher/class discussion.

d. Form and use regular and irregular verbs. The following page references can be used in classroom discussion to meet this standard.

Unit 3: 278, 300 Unit 4: 444, 466

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

Unit 3: 278, 300, 322

f. Ensure subject-verb and pronoun-antecedent agreement.* The following page references can be used in classroom discussion to meet this standard.

Unit 4: 444 Unit 5: 544

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

Unit 6: 644, 666

h. Use coordinating and subordinating conjunctions. This standard can be met during teacher/class discussion.

i. Produce simple, compound, and complex sentences. Unit 1: 12, 34, 56, 78, 100 Unit 2: 222 Unit 3: 344 Unit 6: 710




2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Unit 1: 12, 16, 20, 34, 38, 42, 60, 64, 82, 86, 104, 108 Unit 2: 134, 138, 142, 160, 164, 182, 186, 202, 206, 226, 230 Unit 3: 260, 264, 280, 284, 302, 306, 324, 328, 348, 352 Unit 4: 382, 386, 404, 408, 426, 430, 448, 452, 470, 474 Unit 5: 504, 508, 526, 530, 548, 552, 570, 574, 592, 596 Unit 6: 626, 630, 648, 652, 670, 674, 692, 696, 714, 718

a. Capitalize appropriate words in titles. Unit 2: 134

b. Use commas in addresses. This standard can be met during teacher/class discussion.

c. Use commas and quotation marks in dialogue. This standard can be met during teacher/class discussion.

d. Form and use possessives. Unit 5: 566

e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).


Unit 1: 16, 20, 38, 42, 60, 64, 82, 86, 104, 108 Unit 2: 138, 142, 160, 164, 182, 186, 202, 206, 226, 230 Unit 3: 260, 264, 280, 284, 302, 306, 324, 328, 348, 352 Unit 4: 382, 386, 404, 408, 426, 430, 448, 452, 470, 474 Unit 5: 504, 508, 526, 530, 548, 552, 570, 574, 592, 596 Unit 6: 626, 630, 648, 652, 670, 674, 692, 696, 714, 718

f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.


Unit 1: 16, 20, 38, 42, 60, 64, 82, 86, 104, 108 Unit 2: 138, 142, 160, 164, 182, 186, 202, 206, 226, 230 Unit 3: 260, 264, 280, 284, 302, 306, 324, 328, 348, 352 Unit 4: 382, 386, 404, 408, 426, 430, 448, 452, 470, 474 Unit 5: 504, 508, 526, 530, 548, 552, 570, 574, 592, 596 Unit 6: 626, 630, 648, 652, 670, 674, 692, 696, 714, 718

g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Unit 1: 32, 37, 54, 59 Unit 3: 342, 347 Unit 4: 398, 403, 464, 469 Unit 5: 586, 591




Knowledge of Language

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Unit 1: 12, 34 Unit 2: 134

a. Choose words and phrases for effect.* Unit 2: 160, 164, 182, 186, 204, 208, 226, 230 Unit 3: 348, 352, 470, 474 Unit 6: 714, 718

b. Recognize and observe differences between the conventions of spoken and written standard English.

Unit 1: 12, 34 Unit 2: 134

Vocabulary Acquisition and Use

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.

Unit 1: 10, 15, 32, 37, 54, 59, 76, 81, 98, 103 Unit 2: 132, 137, 154, 159, 176, 181, 198, 203, 220, 225 Unit 3: 254, 259, 276, 281, 298, 303, 325, 342, 347 Unit 4: 376, 381, 398, 403, 420, 425, 447, 464, 469 Unit 5: 498, 503, 520, 525, 542, 547, 564, 569, 586, 591 Unit 6: 620, 625, 642, 647, 664, 669, 686, 691, 708, 713

a. Use sentence-level context as a clue to the meaning of a word or phrase.

Unit 3: 276, 281, 320, 325

b. Determine the meaning of a new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

Unit 1: 10, 15, 98, 103 Unit 4: 420, 425, 442, 447, 564, 569 Unit 6: 664, 669

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion)


Unit 1: 10, 15 Unit 4: 442, 447, 564, 569 Unit 6: 664

d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases

Unit 1: 32, 37 Unit 3: 342, 347 Unit 4: 586, 591 Unit 6: 686, 691, 708, 713




5. Demonstrate understanding of word relationships and nuances in word meanings.


a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).


Unit 1: 76, 81, 154 Unit 2: 154, 159, 176, 181, 198, 203, 220, 225 Unit 3: 254, 259, 276, 281, 298, 303, 320, 325 Unit 5: 498, 503, 520, 525, 542, 547 Unit 6: 620, 625

a. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful.).


b. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).


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).

Unit 1: 6, 9, 10, 14, 16, 18, 20, 28, 31, 32, 36, 38, 40, 42, 50, 53, 54, 58, 60, 62, 64, 72, 75, 76, 80, 82, 84, 86, 94, 98, 102, 104, 106, 108 Unit 2: 128, 131, 132, 136, 138, 140, 142, 150, 153, 154, 158, 160, 162, 164, 172, 175, 176, 180, 182, 184, 186, 194, 197, 198, 202, 206, 216, 219, 220, 224, 226, 228, 230 Unit 3: 250, 253, 254, 258, 260, 262, 264, 272, 275, 276, 280, 284, 294, 297, 298, 302, 306, 316, 319, 320, 324, 328, 338, 341, 342, 346, 348, 350, 352 Unit 4: 372, 375, 376, 380, 382, 384, 386, 394, 397, 398, 402, 404, 406, 408, 416, 420, 424, 426, 428, 430, 438, 441, 442, 446, 448, 450, 452, 460, 463, 464, 468, 470, 472, 474 Unit 5: 494, 497, 498, 502, 504, 506, 508, 516, 519, 520, 524, 526, 528, 530, 538, 541, 542, 546, 548, 550, 552, 560, 563, 564, 568, 570, 572, 574, 582, 585, 586, 590, 592, 594, 596 Unit 6: 616, 619, 620, 624, 626, 628, 630, 638, 641, 642, 646, 648, 650, 652, 660, 664, 663, 668, 670, 672, 674, 682, 685, 686, 690, 692, 694, 696, 704, 705, 708, 712, 714, 716, 718


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