grade 3 common core state standards comparison...

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AR.3.R.9.7 (R.9.3.7) Using questioning and monitoring to

make meaning: Ask questions and support answers by

connecting prior knowledge with literal and inferential

information found in the text

3AR.3.R.9.6 (R.9.3.6) Using questioning and monitoring to

make meaning: Question the author’s purpose

3main

idea


make meaning: Generate questions and check the text for

answers

3

AR.3.R.10.11 (R.10.3.11) Reading a variety of literature for

enjoyment and critical analysis: Read a variety of stories,

including tall tales and fables

3


enjoyment and critical analysis: Identify and compare the

story elements of tall tales and fables

3

AR.3.R.10.4 (R.10.3.4) Exhibit behaviors and habits of an

active reader: Respond to a wide variety of texts by

contributing to a reading journal which demonstrates

appropriate comprehension skills, including written

responses, reading log, interest list, and reading goals

Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts

CC.3.R.L.1 Key Ideas and Details:

Ask and answer questions to

demonstrate understanding of a

text, referring explicitly to the text

as the basis for the answers.

3

CC is higher level

because asks to

recount and AR

asks to read; CC

does not specify

writing of specific

genres. See

Appendix p.20

R.L

R.L


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.

2

*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);

3 = EXCELLENT (Excellent match between the two documents) 1

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AR.3.R.9.9 (R.9.3.9) Using inferences to make meaning: Draw

inferences, such as conclusions or generalizations, and

support them with text evidence and/or personal experiences

3AR.3.R.9.12 (R.9.3.12) Summarizing and synthesizing for

meaning: Summarize a story

3


enjoyment and critical analysis: Identify language and literary

devices, including mood

3

AR.3.R.10.16 (R.10.3.16) Reading a variety of poetry for

enjoyment and critical analysis: Discuss poetry to determine

meaning

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AR.3.R.11.1 (R.11.3.1) Meaning-based word recognition: Use

context clues to determine the precise meaning of new

words

3

CC is specific to

interpretation of

characters

R.L


Describe characters in a story

(e.g., their traits, motivations, or

feelings) and explain how their

actions contribute to the sequence

of events.

2

R.L

CC.3.R.L.4 Craft and Structure:

Determine the meaning of words

and phrases as they are used in a

text, distinguishing literal from

nonliteral language.



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enjoyment and critical analysis: Analyze poetry to identify

the characteristics of cinquains

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3AR.3.R.9.3 (R.9.3.3) Using connections to make meaning:

Make connections from text to world during reading



3AR.3.R.9.2 (R.9.3.2) Using prior knowledge to make meaning:

Use prior knowledge to determine a purpose for reading

3




3






3

R.L

CC.3.R.L.9 Integration of

Knowledge and Ideas: 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).

CC is comparing

and contrasting and

AR is just asked to

compare. CC

included several AR

standards.

AR does not label

each part of the

story. CC is more

specific; CC does

not specify different

types of forms.

R.L


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.


Distinguish their own point of view

from that of the narrator or those

of the characters.

R.L

Point of view is not

addressed until

grade 7

2

3


enjoyment and critical analysis: Read a variety of poetry,

including diamantes and cinquains

2



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active reader: Discuss authors, stories, and other texts and

make recommendations to classmates and teachers

3


active reader: Demonstrate knowledge of the content, style,

and theme of the works of a single author

R.L

CC.3.R.L.9 Integration of


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).

CC is comparing

and contrasting and

AR is just asked to

compare. CC

included several AR

standards.

2



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active reader: Demonstrate knowledge of the content, style,

and theme of the works of a single author

3 3


enjoyment and critical analysis: Create own tall tale and/or

fable

3 3




3


active reader: Use graphic organizers including character

webs and K-W-L charts to make meaning of the reading

selection

3






3




3


enjoyment and critical analysis: Discuss poetry to determine

meaning

3AR.3.R.11.10 (R.11.3.10) Accuracy of reading: Read grade

level texts with accuracy of 90% or above

R.L

CC.3.R.L.10 Range of Reading and

Complexity of Text: 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.

3



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AR.3.R.11.11 (R.11.3.11) Reading with fluency and

expression: Read grade level text fluently at a minimum of

110 words per minute

3


expression: Read familiar grade level texts using appropriate

rhythm, pace, phrasing, punctuation, and intonation

R.L

CC.3.R.L.10 Range of Reading and

Complexity of Text: 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


and proficiently.

3



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3main

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make meaning: Generate questions and check the text for

answers

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3AR.3.R.11.4 (R.11.3.4) Meaning-based word recognition:

Recognize and use transition words

3

AR.3.R.9.13 (R.9.3.13) Summarizing and synthesizing for

meaning: Summarize major points found in nonfiction

materials

R.I

R.I

R.I

CC.3.R.I.1 Key Ideas and Details:

Ask and answer questions to

demonstrate understanding of a

text, referring explicitly to the text

as the basis for the answers.


Determine the main idea of a text;

recount the key details and explain

how they support the main idea.

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.

2


make meaning: Question the author’s purpose

3

AR.3.R.10.8 (R.10.3.8) Reading a variety of informational

materials for enjoyment and critical analysis: Read a variety

of informational texts, including sequential formats

AR does not

include all

perfomance/expect

ations in the CCSS.

3

3

AR.3.R.9.12 (R.9.3.12) Summarizing and synthesizing for

meaning: Summarize a story

3



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3AR.3.R.9.14 (R.9.3.14) Summarizing and synthesizing for

meaning: Follow directions encountered in functional texts

3 3

AR.3.R.10.18 (R.10.3.18) Reading a variety of practical


of functional/practical texts, including menus, recipes, and

maps

3

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materials for enjoyment and critical analysis: Use functional

print, including recipes, menus, and maps, to accomplish

tasks

3



words

R.I

CC.3.R.I.4 Craft and Structure:

Determine the meaning of general

academic and domain-specific

words and phrases in a text

relevant to a grade 3 topic or

subject area.

3

AR.3.IR.12.3 (IR.12.3.3) Accessing information: Use text

features of nonfiction (e.g., heading, subheading, bold print,

italics, etc.) to locate information

3

R.I


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.

2

AR does not

include all

perfomance/expect

ations in the CCSS.



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3

CC.3.R.I.6 Craft and Structure:

Distinguish their own point of view

from that of the author of a text.

R.I

CC.3.R.I.5 Craft and Structure: Use

text features and search tools (e.g.,

key words, sidebars, hyperlinks) to

locate information relevant to a

given topic efficiently.

3

Major aspects of

CC not addressedR.I

AR.3.IR.12.5 (IR.12.3.5) Accessing information: Consult

multiple resources, including print (e.g., dictionaries,

encyclopedia, atlases, reference books, thesauri, etc.),

technology, and experts to address questions

3






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maps

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tasks


Recognize and use transition words

Major aspects of

CC missing from

AR(pictures and

charts)

R.I

CC.3.R.I.8 Integration of

Knowledge and Ideas: Describe

the logical connection between

particular sentences and

paragraphs in a text (e.g.,

comparison, cause/effect,

first/second/third in a sequence).

3

R.I


Knowledge and Ideas: 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).

2

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AR.3.R.9.4 (R.9.3.4) Using visualization to make meaning:

Form mental pictures to organize and visualize the content of

the text

3AR.3.R.9.10 (R.9.3.10) Determining importance to make

meaning: Organize information and events logically



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expression: Read familiar grade level texts using appropriate

rhythm, pace, phrasing, punctuation, and intonation

3






3


active reader: Self-select materials on independent reading

level based on personal interest, knowledge of authors, and

different types of texts

R.I

CC.3.R.I.10 Range of Reading and

Level of Text Complexity: 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


and proficiently.

2

R.I



and contrast the most important

points and key details presented in

two texts on the same topic.

2

R.I









and proficiently.

2

3

Nothing specific

toward fluency and

comprehension at

the end of the year;

does not address

the use of graphic

organizers; does

not specify types

of poetry

3




3AR.3.R.10.1 (R.10.3.1) Exhibit behaviors and habits of an

active reader: Read daily

Nothing specific

toward fluency and

comprehension at


does not address

the use of graphic

organizers; does

not specify types

of poetry

AR.3.IR.12.4 (IR.12.3.4) Accessing information: Access

information from globes and schedules



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materials for enjoyment and critical analysis: Describe in

own words new information gained from texts and relate it to

prior knowledge

3 3


active reader: Use graphic organizers including character

webs and K-W-L charts to make meaning of the reading

selection

3




maps

3AR.3.R.11.6 (R.11.3.6) Spelling-sound word recognition

(phonics): Decode words using variant vowel patterns

3


knowledge of irregular plurals, verb tenses, homonyms,

homographs, homophones, prefixes, and suffixes to read

with meaning

R.F

CC.3.R.F.3.a Phonics and Word

Recognition: Identify and know the

meaning of the most common

prefixes and derivational suffixes.

3 3

AR.3.R.11.8 (R.11.3.8) Sight word recognition: Continue to

develop sight word vocabulary, including reading words with

irregularly spelled suffixes (i.e. -ous, -ion, -ive)

3

R.I









and proficiently.

2

Nothing specific

toward fluency and

comprehension at


does not address

the use of graphic

organizers; does

not specify types

of poetry

R.F

CC.3.R.F.3 Phonics and Word

Recognition: Know and apply

grade-level phonics and word

analysis skills in decoding words.

3

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tasks



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CC.3.R.F.3.b Phonics and Word

Recognition: Decode words with

common Latin suffixes.

3

AR.3.R.11.7 (R.11.3.7) Spelling-sound word recognition

(phonics): Decode multi-syllabic words using simple syllable

patterns

2

R.F

CC.3.R.F.3.c Phonics and Word

Recognition: Decode multisyllable

words.

3

AR.3.R.11.8 (R.11.3.8) Sight word recognition: Continue to

develop sight word vocabulary, including reading words with

irregularly spelled suffixes (i.e. -ous, -ion, -ive)

3

3




with meaning



3


expression: Read grade level text fluently at a minimum of

110 words per minute





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AR.3.R.9.4 (R.9.3.4) Using visualization to make meaning:

Form mental pictures to organize and visualize the content of

the text

3AR.3.R.9.11 (R.9.3.11) Determining importance to make

meaning: Determine the purpose for reading

3

R.F

CC.3.R.F.4 Fluency: Read with

sufficient accuracy and fluency to

support comprehension.

R.F

CC.3.R.F.4.a Fluency: Read grade-

level text with purpose and

understanding.

1

R.F

CC.3.R.F.3.d Phonics and Word

Recognition: Read grade-

appropriate irregularly spelled

words.

2



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CC.3.R.F.4.a Fluency: Read grade-

level text with purpose and

understanding.

1





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enjoyment and critical analysis: Read a variety of stories,

including tall tales and fables

3




with meaning

3



words

3AR.3.IR.12.1 (IR.12.3.1) Accessing information: Generate

questions about important and interesting topics

3AR.3.IR.12.6 (IR.12.3.6) Interpreting information: Compile

information into various formats

3AR.3.W.4.1 (W.4.3.1) Prewriting: Use a variety of planning

strategies/organizers

3 AR.3.W.4.2 (W.4.3.2) Prewriting: Focus on a central idea

3 AR.3.W.4.3 (W.4.3.3) Prewriting: Identify the audience

R.F

CC.3.R.F.4.c Fluency: Use context

to confirm or self-correct word

recognition and understanding,

rereading as necessary.

3

AR is only

generating

questions and

compiling

information.

R.F

CC.3.R.F.4.b Fluency: Read grade-

level prose and poetry orally with

accuracy, appropriate rate, and

expression.

1

W

CC.3.W.1 Text Types and

Purposes: Write opinion pieces on

familiar topics or texts, supporting

a point of view with reasons.

2

3 AR.3.W.5.3 (W.5.3.3) Topics and Forms: Write daily

3


enjoyment and critical analysis: Read a variety of poetry,

including diamantes and cinquains



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AR.3.W.4.6 (W.4.3.6) Drafting: Develop drafts by sorting

information into categories and using the categories as

paragraphs

AR is only

generating

questions and

compiling

information.

W


Purposes: Write opinion pieces on

familiar topics or texts, supporting

a point of view with reasons.

2



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3 3AR.3.W.5.5 (W.5.3.5) Topics and Forms: Respond to literature

with specific reference to the text

W

CC.3.W.1.c Text Types and

Purposes: Use linking words and

phrases (e.g., because, therefore,

since, for example) to connect

opinion and reasons.

3AR.3.W.4.7 (W.4.3.7) Drafting: Create well-developed

introductory and concluding paragraphs2

Strong but not

exact.

W

CC.3.W.1.d Text Types and

Purposes: Provide a concluding

statement or section.

3 3AR.3.W.5.4 (W.5.3.4) Topics and Forms: Write informational

pieces with at least two paragraphs3

W

CC.3.W.1.a Text Types and

Purposes: Introduce the topic or

text they are writing about, state an

opinion, and create an

organizational structure that lists

reasons.

1

No opinion, no

point of view in

writing is only

mentioned in

reading AR

frameworks.

Persuasive element

is strong in CCW

CC.3.W.1.b Text Types and

Purposes: Provide reasons that

support the opinion.

23AR.3.W.7.4 (W.7.3.4) Purposefully shaping and controlling

language: Use transition words

3AR.3.W.5.2 (W.5.3.2) Purposes and Audiences: Write to

persuade, inform, entertain, and describe



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3AR.3.W.5.2 (W.5.3.2) Purposes and Audiences: Write to

persuade, inform, entertain, and describe

3AR.3.W.5.1 (W.5.3.1) Purposes and Audiences: Write for a

specific purpose and audience










3


materials for enjoyment and critical analysis: Recognize

expository text structures which are sequential

3



paragraphs

3AR.3.W.4.8 (W.4.3.8) Drafting: Include descriptive details that

elaborate the central idea

3

AR.3.W.4.13 (W.4.3.13) Publishing: Prepare pieces for

publication (i.e., illustrations, rewriting or typing/word

processing, page break, charts, and diagrams, etc.)

W


Purposes: Write

informative/explanatory texts to

examine a topic and convey ideas

and information clearly.

3

Related only

generallyW


Purposes: Introduce a topic and

group related information together;

include illustrations when useful to

aiding comprehension.

1



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AR.3.W.7.2 (W.7.3.2) Purposefully shaping and controlling

language: Include relevant information and elaboration on

the topic



W


Purposes: Use linking words and

phrases (e.g., also, another, and,

more, but) to connect ideas within

categories of information.








3AR.3.W.5.6 (W.5.3.6) Topics and Forms: Write descriptive

narratives

W


Purposes: Develop the topic with

facts, definitions, and details.

3

W


Purposes: Provide a concluding

statement or section.

3

Core does not

specify writing

process

W


Purposes: Write narratives to

develop real or imagined

experiences or events using

effective technique, descriptive

details, and clear event sequences.

3

3 3AR.3.IR.12.7 (IR.12.3.7) Interpreting information: Organize

information to draw a conclusion





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enjoyment and critical analysis: Create own tall tale and/or

fable

W


Purposes: Provide a sense of

closure.

3

AR.3.W.4.9 (W.4.3.9) Revising: Revise writing for

organization, precise vocabulary, and purposefully selected

information from peer responses and teacher conference

3

Core does not

specify writing

process

W


Purposes: Establish a situation

and introduce a narrator and/or

characters; organize an event

sequence that unfolds naturally.

1There are no plays

in AR standards.

W


Purposes: Write narratives to

develop real or imagined

experiences or events using

effective technique, descriptive

details, and clear event sequences.

3

There are no plays

in AR standards.

W


Purposes: Use temporal words and

phrases to signal event order.

3

W


Purposes: Use dialogue and

descriptions of actions, thoughts,

and feelings to develop

experiences and events or show

the response of characters to

situations.

2

3

W

CC.3.W.4 Production and

Distribution of Writing: 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.)

2

AR.3.W.5.7 (W.5.3.7) Topics and Forms: Write an original

fable and tall tale

3


language: Include relevant information and elaboration on

the topic


language: Arrange steps in a logical sequence



3AR.3.W.5.10 (W.5.3.10) Topics and Forms: Write on demand

to a specified prompt within a given time frame



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AR.3.W.4.9 (W.4.3.9) Revising: Revise writing for

organization, precise vocabulary, and purposefully selected

information from peer responses and teacher conference

W




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.)

2



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AR.3.W.4.11 (W.4.3.11) Editing: Edit for spelling of

appropriate words, usage, punctuation, capitalization, and

sentence structure

3

AR.3.W.4.14 (W.4.3.14) Publishing: Polish approximately ten

pieces throughout the year (i.e., letters, stories, poems, and

reports, etc.)

3AR.3.W.6.18 (W.6.3.18) Punctuation: Use sentence meaning

to determine correct ending punctuation

3AR.3.W.6.20 (W.6.3.20) Formatting: Indent to show

paragraphs

CC doesn't

specifically ask for

portfolios.

common core does

not mention

checklist.

W



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 page 29.)

AR.3.W.4.12 (W.4.3.12) Editing: Utilize available resources to

edit personal writing (i.e., editing checklist, thesaurus,

dictionary, available technology, etc.)

3

3



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language: Use organizational structure that is useful to the

reader

3


language: Apply new vocabulary and concepts from reading

to writing


language: Use a checklist to monitor expectations in writing

3


language: Respond to the writing of others by giving specific

feedback on the clarity, coherence, and logical order

3

AR.3.W.4.13 (W.4.3.13) Publishing: Prepare pieces for

publication (i.e., illustrations, rewriting or typing/word

processing, page break, charts, and diagrams, etc.)

W



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 page 29.)

3

CC doesn't

specifically ask for

portfolios.

common core does

not mention

checklist.

3


language: Examine written work to determine progress in

writing and work habits and explain personal changes over

time



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paragraphs

3AR.3.IR.12.7 (IR.12.3.7) Interpreting information: Organize

information to draw a conclusion

3AR.3.W.4.4 (W.4.3.4) Prewriting: Select appropriate resources

for personal and informational writing

W

CC.3.W.7 Research to Build and

Present Knowledge: Conduct short

research projects that build

knowledge about a topic.

W




use technology to produce and

publish writing (using keyboarding

skills) as well as to interact and

collaborate with others.

2

3

W


Present Knowledge: Recall

information from experiences or

gather information from print and

digital sources; take brief notes on

sources and sort evidence into

provided categories.

3

3AR.3.W.4.5 (W.4.3.5) Prewriting: Use available technology to

collect information for writing

AR.3.W.4.15 (W.4.3.15) Publishing: Use available technology

for publishing

AR.3.W.4.14 (W.4.3.14) Publishing: Polish approximately ten

pieces throughout the year (i.e., letters, stories, poems, and

reports, etc.)

3

Minor aspects of

CC missing.



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3


materials for enjoyment and critical analysis: Describe in

own words new information gained from texts and relate it to

prior knowledge

3AR.3.W.4.10 (W.4.3.10) Revising: Utilize a revision checklist

developed by the class to independently revise writing

3

AR.3.W.4.16 (W.4.3.16) Publishing: Select pieces for a writing

portfolio that demonstrate success in writing in a variety of

genres


Present Knowledge: 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

Some AR SLEs

grades K-2 can

match with this

CCSS standard,

which begins at

grade 3.

Contributing pieces

to a writing

protfolio at the

lower grades may

or may not address

different taskes,

purpose, and

audiences.

W

CC.3.W.10 Range of Writing: 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.

3

Some AR SLEs

grades K-2 can

match with this

CCSS standard,

which begins at

grade 3.

Contributing pieces

to a writing

protfolio at the

lower grades may

or may not address

different taskes,

purpose, and

audiences.

W









3

3AR.3.W.5.10 (W.5.3.10) Topics and Forms: Write on demand

to a specified prompt within a given time frame

3

AR.3.OV.1.13 (OV.1.3.13) Speaking for literary response and

expression: Participate in a variety of speaking activities,

including book talks



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3AR.3.OV.2.3 (OV.2.3.3) Listening for information and

understanding: Listen to acquire new vocabulary

3

AR.3.OV.2.6 (OV.2.3.6) Listening for critical analysis and

evaluation: Identify the purpose and content of verbal

communication and nonverbal cues

3

AR.3.OV.2.7 (OV.2.3.7) Listening for critical analysis and

evaluation: Evaluate a performance on the basis of a

predetermined criteria/rubric developed by the teacher

3AR.3.OV.1.4 (OV.1.3.4) Speaking behaviors: Focus on

audience (i.e., gestures and body language)

3AR.3.OV.1.5 (OV.1.3.5) Speaking behaviors: Respond

appropriately when being introduced

3

AR.3.OV.1.6 (OV.1.3.6) Speaking behaviors: Adapt spoken

language to the audience, purpose and occasion (i.e.,

volume, pitch, and rate)

3

AR.3.OV.1.11 (OV.1.3.11) Speaking to share understanding of

information: Provide supportive verbal and nonverbal cues

to participants in a discussion to encourage an exchange of

ideas and opinions

SL

CC.3.SL.1 Comprehension and

Collaboration: 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.

3

W









3

Some AR SLEs

grades K-2 can

match with this

CCSS standard,

which begins at

grade 3.

Contributing pieces

to a writing

protfolio at the

lower grades may

or may not address

different taskes,

purpose, and

audiences.

3




Does not specify

rubric use



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3


information: Support spoken ideas and opinions with

examples, evidence, and elaboration

SL


Collaboration: 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.

3Does not specify

rubric use



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3




ideas and opinions

3





understanding: Listen and summarize information

3

AR.3.OV.2.1 (OV.2.3.1) Listening for information and

understanding: Demonstrate active listening behaviors (i.e.,

appropriate feedback and contributions of relevant

information)


understanding: Follow oral directions and monitor for clarity

3

AR.3.OV.2.5 (OV.2.3.5) Listening and responding to literature:

Listen and respond to literature, including identifying the

craftsmanship of the author

SL

CC.3.SL.1.a Comprehension and

Collaboration: 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.

2Lacks cohesive

vocabulary

3

AR.3.OV.1.15 (OV.1.3.15) Speaking for critical analysis and

evaluation: Accept contributions of teacher or group to

establish goals to improve speaking performance



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3AR.3.OV.1.5 (OV.1.3.5) Speaking behaviors: Respond

appropriately when being introduced

3


information: Participate in formal and informal discussions

about a variety of topics including community events

3




ideas and opinions

3




3AR.3.OV.1.14 (OV.1.3.14) Speaking for critical analysis and

evaluation: Express opinions and solve problems

3




3

AR.3.OV.2.1 (OV.2.3.1) Listening for information and

understanding: Demonstrate active listening behaviors (i.e.,

appropriate feedback and contributions of relevant

information)



3AR.3.OV.1.14 (OV.1.3.14) Speaking for critical analysis and

evaluation: Express opinions and solve problems

SL

CC.3.SL.1.b Comprehension and

Collaboration: 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).

3

SL

CC.3.SL.1.c Comprehension and

Collaboration: Ask questions to

check understanding of

information presented, stay on

topic, and link their comments to

the remarks of others.

3

SL

CC.3.SL.1.d Comprehension and

Collaboration: Explain their own

ideas and understanding in light of

the discussion.

3

3


information: Give multiple step directions and explanation as

needed

CCSS does not

specify multiple

step directions and

explanations.



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SL

CC.3.SL.1.d Comprehension and

Collaboration: Explain their own

ideas and understanding in light of

the discussion.

3

3


information: Give multiple step directions and explanation as

needed

CCSS does not

specify multiple

step directions and

explanations.



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3

AR.3.OV.3.1 (OV.3.3.1) Utilizing media for information and

understanding: Gather and use information from various

types of media

3

AR.3.OV.3.2 (OV.3.3.2) Utilizing media for personal response

and expression: Respond to media in a variety of ways (i.e.,

art, writing, and plays)

3

AR.3.OV.3.3 (OV.3.3.3) Utilizing media for personal response

and expression: Compare and contrast literature from two

media sources presentations



SL


Collaboration: Ask and answer

questions about information from

a speaker, offering appropriate

elaboration and detail.

3


expression: Tell and retell stories in an informal storytelling

format using descriptive language, story elements, and voice

to create interest and mood

2

3




3




SL


Collaboration: 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.

3

SL

CC.3.SL.4 Presentation of

Knowledge and Ideas: 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.

3

SL








3

3

AR.3.OV.1.7 (OV.1.3.7) Speaking behaviors: Communicate

ideas sequentially or organized around major points of

information



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3




3




3

AR.3.W.4.11 (W.4.3.11) Editing: Edit for spelling of

appropriate words, usage, punctuation, capitalization, and

sentence structure

SL








3

3AR.3.OV.1.4 (OV.1.3.4) Speaking behaviors: Focus on

audience (i.e., gestures and body language)

SL


Knowledge and Ideas: 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

page 26 for specific expectations.)

3

SL


Knowledge and Ideas: 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.

2

3




L

CC.3.L.1 Conventions of Standard

English: Demonstrate command of

the conventions of standard

English grammar and usage when

writing or speaking.



3AR.3.OV.1.2 (OV.1.3.2) Speaking vocabulary: Clarify and

explain words and ideas orally

Vocabulary does

not match



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3AR.3.W.6.10 (W.6.3.10) Spelling: Use correct spelling for high

frequency words, including irregular plurals

L

CC.3.L.1.c Conventions of

Standard English: Use abstract

nouns (e.g., childhood).

L

CC.3.L.1.e Conventions of

Standard English: Form and use

the simple (e.g., I walked; I walk; I

will walk) verb tenses.

No rating on

teacher notes

L

CC.3.L.1.d Conventions of


regular and irregular verbs.

1

L

CC.3.L.1.a Conventions of

Standard English: Explain the

function of nouns, pronouns,

verbs, adjectives, and adverbs in

general and their functions in

particular sentences.

3

L

CC.3.L.1.b Conventions of


regular and irregular plural nouns.

3




with meaning

3




with meaning

3 AR.3.W.6.7 (W.6.3.7) Usage: Use past and present verb tense

3



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3AR.3.W.6.4 (W.6.3.4) Usage: Use subject and verb agreement

in compound sentencesCC does not specify

what kind of

sentence.

L

CC.3.L.1.g Conventions of


comparative and superlative

adjectives and adverbs, and

choose between them depending

on what is to be modified.

1

Does not speak of

comparative and

superlative

L

CC.3.L.1.f Conventions of Standard

English: Ensure subject-verb and

pronoun-antecedent agreement.*

3

3

AR.3.R.11.3 (R.11.3.3) Meaning-based word recognition:

Recognize the relationship between a pronoun and its

referent

3AR.3.W.6.1 (W.6.3.1) Sentence Formation: Use a variety of

simple and compound sentences



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AR only addresses

coordination and

subordination in

writing.

Subordination

begins at grade 4.

L 3

CC.3.L.1.h Conventions of

Standard English: Use

coordinating and subordinating

conjunctions.

3AR.3.W.6.3 (W.6.3.3) Sentence Formation: Create sentences

with compound subjects



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3AR.3.W.6.15 (W.6.3.15) Capitalization: Capitalize titles and

abbreviations

L

CC.3.L.2.b Conventions of

Standard English: Use commas in

addresses.

L

CC.3.L.2.c Conventions of

Standard English: Use commas

and quotation marks in dialogue.

L

CC.3.L.2.a Conventions of

Standard English: Capitalize

appropriate words in titles.

3

L

CC.3.L.1.i Conventions of Standard

English: Produce simple,

compound, and complex

sentences.

L

CC.3.L.2.d Conventions of


possessives.

2

L

CC.3.L.2 Conventions of Standard

English: Demonstrate command of

the conventions of standard

English capitalization, punctuation,

and spelling when writing.

3

3AR.3.W.6.13 (W.6.3.13) Spelling: Spell commonly used

homophones correctly in context

3AR.3.W.6.14 (W.6.3.14) Capitalization: Use capital letters for

emphasis

3 AR.3.W.6.8 (W.6.3.8) Usage: Use singular possessives CC does not specify

singular or plural.



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3

AR.3.W.4.12 (W.4.3.12) Editing: Utilize available resources to

edit personal writing (i.e., editing checklist, thesaurus,

dictionary, available technology, etc.)

L

CC.3.L.2.e Conventions of

Standard English: Use

conventional spelling for high-

frequency and other studied words

and for adding suffixes to base

words (e.g., sitting, smiled, cries,

happiness).

33AR.3.W.6.11 (W.6.3.11) Spelling: Use knowledge of suffixes to

correctly spell words

L

CC.3.L.2.g Conventions of

Standard English: Consult

reference materials, including

beginning dictionaries, as needed

to check and correct spellings.

3

L

CC.3.L.2.f Conventions of Standard

English: Use spelling patterns and

generalizations (e.g., word

families, position-based spellings,

syllable patterns, ending rules,

meaningful word parts) in writing

words.

2

3


materials for enjoyment and critical analysis: Use a

dictionary, index, thesaurus, encyclopedia, and online

reference materials to enhance reading

L

CC.3.L.3 Knowledge of Language:

Use knowledge of language and its

conventions when writing,

speaking, reading, or listening.

3AR.3.W.6.9 (W.6.3.9) Spelling: Use less common visual

patterns to spell unfamiliar words

3

AR.3.W.6.12 (W.6.3.12) Spelling: Use inflectional ending

patterns (i.e., consonant doubling, dropping e, changing y to

i )

6th and

kindergarten



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CC.3.L.3.a Knowledge of

Language: Choose words and

phrases for effect.*

3 3




3

3AR.3.W.6.10 (W.6.3.10) Spelling: Use correct spelling for high

frequency words, including irregular plurals

3AR.3.W.6.11 (W.6.3.11) Spelling: Use knowledge of suffixes to

correctly spell words

3

AR.3.W.6.12 (W.6.3.12) Spelling: Use inflectional ending

patterns (i.e., consonant doubling, dropping e, changing y to

i )

3AR.3.W.6.13 (W.6.3.13) Spelling: Spell commonly used

homophones correctly in context

3AR.3.W.6.14 (W.6.3.14) Capitalization: Use capital letters for

emphasis

3AR.3.W.6.15 (W.6.3.15) Capitalization: Capitalize titles and

abbreviations

3AR.3.W.6.16 (W.6.3.16) Punctuation: Use commas in a series

and greeting and closing of a letter

3AR.3.W.6.17 (W.6.3.17) Punctuation: Use simple

abbreviations

L

CC.3.L.3.b Knowledge of

Language: Recognize and observe

differences between the

conventions of spoken and written

standard English.

2

Using conventions

are addressed but

looking at

differences in

language use is not

in CCSS

Using conventions

are addressed but

looking at

differences in

language use is not

in CCSS

L





standard English.

2

3AR.3.W.6.1 (W.6.3.1) Sentence Formation: Use a variety of

simple and compound sentences



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3AR.3.W.6.18 (W.6.3.18) Punctuation: Use sentence meaning

to determine correct ending punctuation

3AR.3.W.6.2 (W.6.3.2) Sentence Formation: Eliminate

fragments

3AR.3.W.6.3 (W.6.3.3) Sentence Formation: Create sentences

with compound subjects

3AR.3.W.6.4 (W.6.3.4) Usage: Use subject and verb agreement

in compound sentences

3AR.3.W.6.6 (W.6.3.6) Usage: Use the pronouns I and me

correctly in sentences

3AR.3.W.6.5 (W.6.3.5) Usage: Use possessive pronouns

correctly

3 AR.3.W.6.7 (W.6.3.7) Usage: Use past and present verb tense

3 AR.3.W.6.8 (W.6.3.8) Usage: Use singular possessives

3AR.3.W.6.9 (W.6.3.9) Spelling: Use less common visual

patterns to spell unfamiliar words

3 AR.3.W.6.19 (W.6.3.19) Formatting: Write legibly in cursive

Using conventions

are addressed but

looking at

differences in

language use is not

in CCSS

L





standard English.

2

Using conventions

are addressed but

looking at

differences in

language use is not

in CCSS

L





standard English.

2

3AR.3.W.6.20 (W.6.3.20) Formatting: Indent to show

paragraphs



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3



words

L

CC.3.L.4 Vocabulary Acquisition

and Use: 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.

3

L

CC.3.L.4.a Vocabulary Acquisition

and Use: Use sentence-level

context as a clue to the meaning of

a word or phrase.

2

L

CC.3.L.4.b Vocabulary Acquisition

and Use: Determine the meaning of

the new word formed when a

known affix is added to a known

word (e.g., agreeable/disagreeable,

comfortable/uncomfortable,

care/careless, heat/preheat).

3

L

CC.3.L.4.c Vocabulary Acquisition

and Use: Use a known root word

as a clue to the meaning of an

unknown word with the same root

(e.g., company, companion).

3




with meaning


Recognize and use variations of print

3 3



words



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L


and Use: Use a known root word

as a clue to the meaning of an

unknown word with the same root

(e.g., company, companion).



Str

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Notes


CC clarify meaning,

AR enhance.

L


and Use: Demonstrate

understanding of word

relationships and nuances in word

meanings.

L

CC.3.L.4.d Vocabulary Acquisition

and Use: Use glossaries or

beginning dictionaries, both print

and digital, to determine or clarify

the precise meaning of key words

and phrases.

2

L

CC.3.L.5.a Vocabulary Acquisition

and Use: Distinguish the literal and

nonliteral meanings of words and

phrases in context (e.g., take

steps).

3


materials for enjoyment and critical analysis: Use a

dictionary, index, thesaurus, encyclopedia, and online

reference materials to enhance reading

3AR.3.IR.12.2 (IR.12.3.2) Accessing information: Use

alphabetical order to the third letter to access information

3

articl

e

detai

ls





2



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Notes


3AR.3.W.5.9 (W.5.3.9) Topics and Forms: Explain connections

between text and world

3

AR.3.R.11.9 (R.11.3.9) Word Study and vocabulary:

Categorize words as nouns, action verbs, synonyms, and

antonyms during discussions about words

L


and Use: Distinguish shades of

meaning among related words that

describe states of mind or degrees

of certainty (e.g., knew, believed,

suspected, heard, wondered).

2

These standards were not linked to

a Common Core Standard:OV.1.3.1 Use pronouns appropriately in speech.

OV.1.3.3 Use adjectives appropriately in speech.

W.5.3.8 Write cinquains and diamantes.

W.7.3.6 Make word choices to accurately convey the

message.

L

CC.3.L.5.b Vocabulary Acquisition

and Use: Identify real-life

connections between words and

their use (e.g., describe people

who are friendly or helpful).

2

L


and Use: 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).

2



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Notes


W.7.3.9 Identify the most effective features of a piece of

writing using criteria generated by the teacher (i.e., precise

verbs and adjectives, etc.)R.9.3.1 Activate prior knowledge by previewing and using

text structure.

R.9.3.8 Discuss why an author may have selected particular

words or phrases.

R.10.3.7 Utilize the appropriate areas fo the library/media

center to select reading materials.



grade 3 common core state standards comparison...

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