alignment of ccss with ckla - core knowledge foundation · distinguish literal language from...

Alignment of CCSS with CKLA: Reading Standards for Literature Grade 3

Alignment of CCSS with CKLA

Reading Standards for Literature: Grade 3

Key Ideas and Details

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

CKLA GOAL(S)

LL Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details of a fiction read-aloud

LL Ask and answer questions, orally or in writing, that require making interpretations, judgments, or giving opinions about what is heard in a fiction read-aloud, including asking and answering why questions that require recognizing or inferring cause/effect relationships

SK Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details of a fiction text read independently by explicitly referring to the text

SK Ask and answer questions, orally or in writing, that require making interpretations, judgments, or giving opinions about what is read independently in a fiction text, by explicitly referring to the text, including asking and answering why questions that require recognizing or inferring cause/effect relationships

STD 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.

CKLA GOAL(S)

LL Recount fiction read-alouds from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text

SK Recount stories read independently, 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

STD 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.

CKLA GOAL(S)

LL Describe characters in a fiction read-aloud (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

LL Identify and express mental states and emotions of self and others, including the narrator and/or characters of a fiction read-aloud

SK Describe characters in a fiction text read independently (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events


Craft and Structure

STD RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

CKLA GOAL(S)

LLDistinguish literal language from figurative language as used in a fiction read-aloud

LL Determine the literal and nonliteral meanings of and appropriately use common sayings and phrases

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

STD 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.

CKLA GOAL(S)

LL Refer to parts of fiction read-alouds and poems when writing or speaking about a text, using terms such as introduction, conclusion, chapter, and stanza; describe how each successive part builds on earlier sections

SK Refer to parts of stories and dramas that are read independently, when writing or speaking about a text, using terms such as introduction, conclusion, chapter, and scene; describe how each successive part builds on earlier sections

STD RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

CKLA GOAL(S)

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

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


Integration of Knowledge and Ideas

STD 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).

CKLA GOAL(S)

LL Describe images, orally or in writing, and how they contribute to what is conveyed by the words in a fiction read-aloud (e.g., create mood, emphasize aspects of a character or setting)

LL Use images (e.g., maps, photographs) accompanying a fiction read-aloud to check and support understanding

LL Sequence four to six pictures or sentences illustrating/describing events in a fiction read-aloud

SK Explain how specific aspects of an independently read fiction 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)

STD RL.3.8 (Not applicable to literature)

STD 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).

CKLA GOAL(S)

LL Compare and contrast the characters, themes, settings, and plots of chapters read aloud within a single novel

SK Compare and contrast the characters, themes, settings, and plots of stories, read independently, from different chapters of the same reader


Range of Reading and Level of Text Complexity

STD 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.

CKLA GOAL(S)

SK By the end of the year, read and comprehend literature, including stories and dramas, at the high end of the Grades 2–3 text complexity band independently and proficiently

Additional CKLA Goals

LL Listen to and understand a variety of texts, including fictional stories and poems

LL Distinguish the following forms of literature: various fictional genres and poetry

LL Change some story events and provide a different story ending (orally or in writing)

LL Evaluate and select read-alouds, books, or poems on the basis of personal choice for rereading

SK Change some story events and provide a different story ending (orally or in writing)

Alignment of CCSS with CKLA: Reading Standards for Informational Text Grade 3


Reading Standards for Informational Text: Grade 3


STD RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CKLA GOAL(S)

LL Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational read-aloud

LL Ask and answer questions, orally or in writing, that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including asking and answering why questions that require recognizing or inferring cause/effect relationships

SK Ask and answer questions to demonstrate understanding of a nonfiction/informational text read independently, referring explicitly to the text as the basis for the answers

SK Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details a of a nonfiction/informational text read independently by explicitly referring to the text

SK Ask and answer questions, orally or in writing, that require making interpretations, judgments, or giving opinions about what is read independently in a nonfiction/informational text, by explicitly referring to the text, including asking and answering why questions that require recognizing or inferring cause/effect relationships

STD RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

CKLA GOAL(S)

LL Determine the main idea of a nonfiction/informational read-aloud; recount the key details and explain how they support the main idea

SK Determine the main idea of a nonfiction/informational text read independently; recount the key details and explain how they support the main idea



STD 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.

CKLA GOAL(S)

LL With assistance, create and/or interpret timelines and lifelines related to content in a nonfiction/informational read-aloud

LL Sequence four to six pictures or sentences illustrating/describing events from a nonfiction/informational read-aloud

LL Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a nonfiction/informational read-aloud, using language that pertains to time, sequence, and cause/effect

LL Distinguish nonfiction/informational read-alouds that describe events that happened long ago from those that describe contemporary or current events

SK Describe the relationship between a series of historical events or scientific ideas or concepts, or steps in technical procedures in a text read independently, using language that pertains to time, sequence, and cause/effect


Craft and Structure

STD RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 topic or subject area.

CKLA GOAL(S)


LL Determine the meaning of general academic and domain-specific words and phrases in a nonfiction/informational read-aloud relevant to a Grade 3 topic or subject area

SK Determine the meaning of general academic and domain-specific words and phrases in a nonfiction/informational text read independently relevant to a Grade 3 topic or subject area

STD RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

CKLA GOAL(S)

SK Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently

STD RI.3.6 Distinguish their own point of view from that of the author of a text.

CKLA GOAL(S)

LL Distinguish their own point of view from that of the author of a text

SK Distinguish their own point of view from that of the author of a text


Integration of Knowledge and Ideas

STD 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).

CKLA GOAL(S)

LL Describe images, orally or in writing, and how they contribute to what is conveyed by the words in a nonfiction/informational read-aloud (e.g., where, when, why, and how key events occur)

LL Use images (e.g., maps, photographs) accompanying a nonfiction/informational read-aloud to check and support understanding

LL Interpret information from diagrams, charts, graphs, and/or graphic organizers

SK Describe images, orally or in writing, and how they contribute to what is conveyed by the words in a nonfiction/informational text read independently (e.g., where, when, why, and how key events occur)

SK Use images (e.g., maps, photographs) accompanying a nonfiction/informational text read independently to check and support understanding

SK Interpret information from diagrams, charts, graphs, and/or graphic organizers

STD 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).

CKLA GOAL(S)

LL Describe the logical connection between particular sentences and paragraphs in a nonfiction/informational read-aloud (e.g., comparison, cause/effect, first/second/third in a sequence)

LL Sequence four to six pictures or sentences illustrating/describing events or processes from a nonfiction/informational read-aloud

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

STD RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

CKLA GOAL(S)

LL Compare and contrast the most important points and key details presented in two nonfiction/informational read-alouds on the same topic

SK Compare and contrast the most important points and key details presented in two nonfiction/informational texts read independently on the same topic


Range of Reading and Level of Text Complexity

STD 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.

CKLA GOAL(S)

SK By the end of the year, read and comprehend nonfiction/informational texts, including history/social studies and science, at the high end of the Grades 2–3 text complexity band independently and proficiently

Additional CKLA Goals LL Listen to and understand a variety of texts, including historical narratives and

informational texts

Alignment of CCSS with CKLA: Reading Standards for Foundational Skills Grade 3


Reading Standards for Foundational Skills: Grade 3

Phonics and Word Recognition

STD RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

STD RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.

CKLA GOAL(S)

SK Identify and use the meaning of the most common prefixes and derivational suffixes

STD RF.3.3b Decode words with common Latin suffixes.

CKLA GOAL(S)

SK Decode words with common Latin suffixes, e.g. –er, –ist, –ian, –y, –al, –ous, –ive, –able, –ible, –tion

STD RF.3.3c Decode multisyllable words.

CKLA GOAL(S)

SK Decode multisyllable words

STD RF.3.3d Read grade-appropriate irregularly spelled words.

CKLA GOAL(S)

SK Independently read grade-appropriate irregularly spelled words


Fluency

STD RF.3.4 Read with sufficient accuracy and fluency to support comprehension.

STD RF.3.4a Read on-level text with purpose and understanding.

CKLA GOAL(S)

SK Independently read on-level text with purpose and understanding

STD RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

CKLA GOAL(S)

SK Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

STD RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

CKLA GOAL(S)

SK Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Alignment of CCSS with CKLA: Writing Standards Grade 3


Writing Standards: Grade 3

Text Types and Purposes: Opinion

STD W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

STD W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

CKLA GOAL(S)

LL Identify and use parts of a paragraph, including a topic sentence, supporting details, and a concluding statement, in an opinion piece

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

SK Identify and use parts of a paragraph, including a topic sentence, supporting details, and a concluding statement, in an opinion piece

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

STD W.3.1b Provide reasons that support the opinion.

CKLA GOAL(S)

LL Provide examples and reasons that support an opinion

SK Provide examples and reasons that support an opinion

STD W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

CKLA GOAL(S)

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

SK Use linking words and phrases (e.g., for example, in conclusion, in contrast, in the same way) to connect reasons

STD W.3.1d Provide a concluding statement or section.

CKLA GOAL(S)

LL Provide a concluding statement or section for an opinion piece

SK Provide a concluding statement or section for an opinion piece


Text Types and Purposes: Informative/Explanatory

STD W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

STD W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

CKLA GOAL(S)

LL Identify and use parts of a paragraph, including a topic sentence, supporting details, and a concluding statement, in an informative/explanatory piece

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

SK Identify and use parts of a paragraph, including a topic sentence, supporting details, and a concluding statement, in an informative/explanatory piece

STD W.3.2b Develop the topic with facts, definitions, and details.

CKLA GOAL(S)

LL Develop an informative/explanatory topic with clearly presented ideas, facts, and details

SK Develop an informative/explanatory topic with clearly presented ideas, facts, and details

STD W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

CKLA GOAL(S)

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

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

STD W.3.2d Provide a concluding statement or section.

CKLA GOAL(S)

LL Provide a concluding statement or section for an informative/explanatory piece

SK Provide a concluding statement or section for an informative/explanatory piece


Text Types and Purposes: Narrative

STD W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

STD W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

CKLA GOAL(S)

LL Identify and use parts of a paragraph, including a topic sentence, supporting details and a concluding statement, in a narrative piece

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

SK Identify and use parts of a paragraph, including a topic sentence, supporting details and a concluding statement, in a narrative piece

STD W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

CKLA GOAL(S)

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

STD W.3.3c Use temporal words and phrases to signal event order.

CKLA GOAL(S)

LL Use temporal words and phrases to signal event order in a narrative piece

SK Use temporal words and phrases to signal event order in a narrative piece

STD W.3.3d Provide a sense of closure.

CKLA GOAL(S)

LL Provide a sense of closure in a narrative piece

SK Provide a sense of closure in a narrative piece


Production and Distribution of Writing

STD 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.)

CKLA GOAL(S)

LL With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose, i.e., ideas and paragraphs presented clearly and in a logical order

SK With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose i.e., ideas and paragraphs presently clearly and in a logical order

STD W.3.5 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 on pages 28 and 29.)

CKLA GOAL(S)

LL With guidance and support from peers and adults, use the writing process of plan, draft, edit, and publish to develop and strengthen writing

SK With guidance and support from peers and adults, use the writing process of plan, draft, edit, and publish to develop and strengthen writing

STD 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.

CKLA GOAL(S)

LL Share writing with others

LL 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

SK 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

STD W.3.7 Conduct short research projects that build knowledge about a topic.

CKLA GOAL(S)

LL Conduct short research projects that build knowledge about a topic

SK Conduct short research projects that build knowledge about a topic

STD 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.

CKLA GOAL(S)

LL Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud, and/or make connections among several read-alouds

LL Gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories

LL Categorize and organize facts and information within a given domain

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

STD W.3.9 (Begins in Grade 4.)

STD 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.

CKLA GOAL(S)

LL

Write responses to fiction and nonfiction/informational read-alouds that demonstrate understanding of the text and/or express/support opinion, using examples from a text and distinguishing own point of view from that of the author, narrator, or characters (short time frame)

LL With guidance and support from peers and adults, use the writing process of plan, draft, edit, and publish to develop and strengthen writing (extended time frame)

LL Write sentences to represent the main idea and details from a fiction or nonfiction/informational read-aloud (short time frame)

SK With guidance and support from peers and adults, use the writing process of plan, draft, edit, and publish to develop and strengthen writing (extended time frame)


Additional CKLA Goals LL Change some story events and provide a different story ending (orally or in writing)

LL Draw illustrations, diagrams, charts, and/or graphic organizers to represent the main idea and/or details from a fiction or nonfiction/informational read-aloud, to depict a vocabulary word, or to enhance a piece of writing

SK Change some story events and provide a different story ending (orally or in writing)



Speaking and Listening Standards: Grade 3

Comprehension and Collaboration

STD SL.3.1 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.

STD SL.3.1a 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.

CKLA GOAL(S)

LL Carry on and participate in a conversation with an adult or peer for at least six turns, staying on topic, building on others' ideas, and expressing their own ideas clearly

LL Demonstrate preparedness for a discussion, having read or studied required material, explicitly drawing on preparation and other information known about the topic to explore content under discussion

LL Prior to listening to a read-aloud, identify (orally or in writing) what they know and have learned that may be related to the specific read-aloud or topic

LL Make predictions (orally or in writing) prior to and during a read-aloud, based on the title, images, and/or text heard thus far, and then compare the actual outcomes to predictions

SK Demonstrate preparedness for a discussion, having read or studied required material, explicitly drawing on preparation and other information known about the topic to explore content under discussion

SK Prior to independently reading a text, identify (orally or in writing) what they know and have learned that may be related to the specific read-aloud or topic

SK Make predictions (orally or in writing) prior to and while reading a text independently, based on the title, images, and/or text heard thus far, and then compare the actual outcomes to predictions

STD SL.3.1b 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).

CKLA GOAL(S)

LL Use agreed-upon rules for group discussions, i.e., look at and listen to the speaker, raise hand to speak, take turns, say “excuse me” or “please,” etc.


Comprehension and Collaboration

STD SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

CKLA GOAL(S)

LL Interpret information presented, and then ask questions to clarify information or the topic in a fiction or nonfiction/informational read-aloud

SK Interpret information presented, and then ask questions to clarify information or the topic in a fiction or nonfiction/informational text read independently

SK Summarize (orally or in writing)text read independently content

STD SL.3.1d Explain their own ideas and understanding in light of the discussion.

CKLA GOAL(S)

LL During a discussion, explain ideas and understanding in relation to the topic

SK During a discussion, explain ideas and understanding in relation to the topic

STD SL.3.2 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.

CKLA GOAL(S)

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

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

STD SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

CKLA GOAL(S)

LL Ask and answer questions to clarify directions, exercises, and/or classroom routines and/or what a speaker says about a topic to gather additional information or deepen understanding of a topic or issue


Presentation of Knowledge and Ideas

STD SL.3.4 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.

CKLA GOAL(S)

LL Give oral presentations with appropriate facts and relevant descriptive details (using visual displays when appropriate), speaking fluently about personal experiences, topics of interest, and/or stories using appropriate volume and clear enunciation at an understandable pace

LL Summarize (orally or in writing) read-aloud content and/or oral information presented by others

LL Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud

SK Summarize (orally or in writing) independently read text content and/or oral information presented by others

SK Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational text read independently

STD SL.3.5 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.

CKLA GOAL(S)

SK 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

STD SL.3.6 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 on pages 28 and 29 for specific expectations.)

CKLA GOAL(S)

LL Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification

SK Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification

Alignment of CCSS with CKLA: Language Standards Grade 3


Language Standards: Grade 3

Conventions of Standard English

STD L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

STD L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

CKLA GOAL(S)

SK Use nouns, verbs, and adjectives and explain their functions in sentences

SK Use pronouns and explain their function in sentences

SK Use adverbs and explain their function in sentences

STD L.3.1b Form and use regular and irregular plural nouns.

CKLA GOAL(S)

SK Correctly spell regular and irregular plural nouns

STD L.3.1c Use abstract nouns (e.g., childhood).

CKLA GOAL(S)

SK Use abstract nouns (e.g., love, hate, anger, education, honesty)

STD L.3.1d Form and use regular and irregular verbs.

CKLA GOAL(S)

SK Form and use regular and irregular verbs

STD L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

CKLA GOAL(S)

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



STD L.3.1f Ensure subject-verb and pronoun-antecedent agreement.*

CKLA GOAL(S)

SK Determine agreement between subjects and verbs and between pronouns and antecedents

STD L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

CKLA GOAL(S)

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

STD L.3.1h Use coordinating and subordinating conjunctions.

CKLA GOAL(S)

SK Use coordinating and subordinating conjunctions (e.g., and, but, or, so, because)

STD L.3.1i Produce simple, compound, and complex sentences.

CKLA GOAL(S)

SK Produce simple sentences

SK Produce compound sentences

SK Produce complex sentences

STD L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

STD L.3.2a Capitalize appropriate words in titles.

CKLA GOAL(S)

SK Capitalize appropriate words in titles

STD L.3.2b Use commas in addresses.

CKLA GOAL(S)

SK Use commas between city and state and in dates between day and year



STD L.3.2c Use commas and quotation marks in dialogue.

CKLA GOAL(S)

SK Use commas and quotation marks in dialogue

STD L.3.2d Form and use possessives.

CKLA GOAL(S)

SK Form, and use singular possessive nouns

SK Form, and use plural possessive nouns

SK Form, and use possessive pronouns

STD L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

CKLA GOAL(S)

SK Use conventional spelling for adding suffixes to base words (e.g., sitting, smiled, cries, happiness)

STD L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

CKLA GOAL(S)

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

STD L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

CKLA GOAL(S)

SK Consult reference materials, including beginning dictionaries, as needed to check correct spellings


Knowledge of Language

STD L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

STD L.3.3a Choose words and phrases for effect.*

CKLA GOAL(S)

LL Choose words and phrases for effect

STD L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.

CKLA GOAL(S)

SK Distinguish the differences between the conventions of spoken and written standard English, such as the use of complete and incomplete sentences


Vocabulary Acquisition and Use

STD 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.

STD L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.

CKLA GOAL(S)

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

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

STD L.3.4b 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).

CKLA GOAL(S)

LL 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)

SK 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)

STD L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

CKLA GOAL(S)

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

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

STD L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

CKLA GOAL(S)

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


Vocabulary Acquisition and Use

STD L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.

STD L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context

CKLA GOAL(S)


LL Distinguish literal language from figurative language as used in a fiction or nonfiction/informational read-aloud

SK Distinguish the literal and nonliteral meanings of words and phrases in context

STD L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

CKLA GOAL(S)

LL Provide and/or use synonyms and antonyms

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

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

STD L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

CKLA GOAL(S)

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

STD 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).

CKLA GOAL(S)

LL Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships

SK Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships


Additional CKLA Goals

SK Form subjects and predicates in sentences

SK Expand sentence fragments into complete sentences

SK Form, and use subject and object pronoun antecedents

Key for *: Skills marked with an asterisk (*) in Language Standards 1–3, are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

alignment of ccss with ckla - core knowledge foundation · distinguish literal language from...

Documents