📖 Grade 3 Reading & Writing

This path follows Georgia's K-12 English Language Arts Standards for Grade 3. Each level takes about 15 minutes. A level is passed with 4 of 5 right on its check (castles: 8 of 10). Progress is saved on this device. A grown-up can save it to their account from the grown-ups' page.

Georgia's K-12 English Language Arts Standards covered in Grade 3 Reading & Writing

• 3.F.F.1.a0/1

  Increase sight word vocabulary by reading regularly and irregularly spelled words in isolation and context with accuracy and automaticity.

• 3.F.F.1.b0/1

  Read a variety of unfamiliar grade-level texts with increasing accuracy.

• 3.F.F.1.c0/1

  Read a wide range of grade-level texts aloud with appropriate prosody (phrasing, expression, juncture/pause, and intonation) to aid comprehension.

• 3.F.F.1.d0/1

  Self-correct while reading grade-level text (silently or aloud) to aid comprehension and fluency, rereading as necessary.

• 3.F.H.3.a0/2

  Read phrases and sentences written in cursive.

• 3.F.H.4.a0/2

  Practice forming cursive letters and connectors in words.

• 3.F.H.4.b0/1

  Use appropriate spacing between cursive words in a sentence.

• 3.F.P.4.a0/3

  Decode and encode words with graphemes that represent multiple letter-sound correspondences.

• 3.F.P.4.b0/3

  Decode and encode single-syllable and multisyllabic words of all syllable types.

• 3.F.P.4.c0/5

  Decode and encode words with common prefixes and suffixes.

• 3.L.GC.1.180/1

  Mechanics: Use apostrophes to form contractions and singular possessive nouns. (Master)

• 3.L.GC.1.190/1

  Grammar: Form and use irregular plural nouns. (Master)

• 3.L.GC.1.200/1

  Grammar: Form and use the past tense of irregular verbs. (Master)

• 3.L.GC.1.210/1

  Grammar: Use coordinating conjunctions to join words, phrases, or clauses. (Master)

• 3.L.GC.1.230/1

  Grammar: Use collective and abstract nouns. (Master)

• 3.L.GC.1.240/1

  Grammar: Use reflexive pronouns. (Master)

• 3.L.GC.1.250/1

  Mechanics: Use commas with coordinating conjunctions to join independent clauses. (Master)

• 3.L.GC.1.260/2

  Mechanics: Use hyphens to divide words at line breaks. (Master)

• 3.L.GC.1.270/1

  Grammar: Form and use prepositional phrases. (Continue)

• 3.L.GC.1.280/1

  Grammar: Form and use comparative and superlative adjectives and adverbs. (Continue)

• 3.L.GC.1.290/1

  Usage: Ensure pronoun-antecedent agreement. (Continue)

• 3.L.GC.1.300/1

  Mechanics: Recognize and use conventional capitalization, quotation marks, and commas to indicate exact words and dialogue. (Continue)

• 3.L.GC.1.310/1

  Grammar: Use relative pronouns and relative adverbs. (Introduce)

• 3.L.GC.1.320/1

  Grammar: Use interjections. (Introduce)

• 3.L.GC.1.330/1

  Grammar: Use helping and linking verbs. (Introduce)

• 3.L.GC.1.340/1

  Usage: Correctly use frequently confused words (e.g., to/too/two; there/their/they’re; advice/advise). (Introduce)

• 3.L.GC.1.350/1

  Mechanics: Recognize and use conventional capitalization in abbreviations, proper adjectives, and formal titles. (Introduce)

• 3.L.GC.1.360/1

  Mechanics: Use commas to indicate direct address and to set off the words yes and no. (Introduce)

• 3.L.GC.1.370/1

  Mechanics: Use apostrophes to form plural possessive nouns. (Introduce)

• 3.L.GC.1.380/1

  Grammar: Use indefinite pronouns, ensuring correct agreement. (Introduce)

• 3.L.GC.1.390/1

  Grammar: Use subordinating conjunctions to join clauses. (Introduce)

• 3.L.GC.1.400/1

  Mechanics: Use commas after introductory phrases or clauses. (Introduce)

• 3.L.GC.1.410/1

  Mechanics: Use conventional capitalization and underlining, quotation marks, or italics to indicate titles of works. (Introduce)

• 3.L.GC.2.a0/1

  Distinguish between correctly structured simple, compound, and complex sentences. (I)

• 3.L.GC.2.b0/4

  Use a variety of simple, compound, and complex sentences to strengthen clarity and coherence, establishing consistent verb tense within and between sentences. (C)

• 3.L.GC.2.c0/1

  Use correct subject-verb agreement in a variety of sentences. (C)

• 3.L.GC.2.d0/2

  Elaborate on ideas and information, using adjectives and adverbs when incorporating details and descriptions to convey precise meaning. (C)

• 3.L.V.1.a0/1

  Acquire a range of general, academic, and specialized vocabulary words and phrases through grade-level texts and content. (I)

• 3.L.V.1.b0/1

  Use grade-level general, academic, and specialized vocabulary words and phrases to enhance communication in a variety of settings. (C)

• 3.L.V.2.a0/4

  Deconstruct words using common roots, root words, and affixes to determine meaning. (I)

• 3.L.V.2.b0/1

  Identify affixes associated with specific parts of speech (e.g., ly is commonly used with adverbs) to aid comprehension. (I)

• 3.L.V.2.c0/4

  Construct words using common roots, root words, and affixes. (C)

• 3.L.V.3.a0/3

  Use context (e.g., images and graphs) within and beyond a sentence to determine or clarify the meaning of unknown words and multiple-meaning words and phrases. (I)

• 3.L.V.3.b0/3

  Identify homophones and homographs and use the relationship between synonyms and antonyms to clarify word meanings. (I)

• 3.L.V.3.c0/1

  Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). (I)

• 3.L.V.3.d0/1

  Use glossaries or beginning dictionaries, both print and digital, to check spelling and to determine or clarify the precise meaning of words and phrases. (I)

• 3.L.V.3.e0/1

  Use knowledge of word relationships and learned vocabulary words and phrases to make precise word choices when speaking and writing. (C)

• 3.P.AC.1.a0/1

  Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)

• 3.P.AC.1.b0/1

  Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)

• 3.P.AC.2.d0/1

  Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)

• 3.P.AC.3.a0/1

  Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)

• 3.P.AC.3.d0/1

  Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)

• 3.P.EICC.3.b0/1

  Scan and skim the text, making note of structures and sections that might be most useful. (I)

• 3.P.EICC.3.d0/1

  Summarize and visualize sections of the text to maintain understanding. (I)

• 3.P.EICC.3.e0/1

  Make and track predictions about the events and information likely to come next. (I)

• 3.P.EICC.3.f0/2

  Make, track, and support inferences about different levels of meaning within the text. (I)

• 3.P.EICC.3.g0/1

  Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

• 3.P.EICC.40/3

  Writing Processes: Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts.

• 3.P.EICC.4.a0/1

  Establish a purpose and goals for writing and identify a target audience. (C)

• 3.P.EICC.4.b0/1

  Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

• 3.P.EICC.4.c0/1

  Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

• 3.P.EICC.4.d0/1

  Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

• 3.P.EICC.4.h0/1

  Edit the text, ensuring it adheres to the conventions of written language. (C)

• 3.P.ST.1.b0/1

  Consider how context impacts the purposes of the author and the audience. (I/C)

• 3.P.ST.2.a0/1

  Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)

• 3.P.ST.2.b0/1

  Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)

• 3.T.C.1.a0/1

  Determine the purpose (e.g., entertain, inform, persuade) and target audience of a text. (I)

• 3.T.C.1.b0/2

  Determine common text features of print, digital, auditory, spoken, and visual modes and describe how they contribute to the overall purpose and effect. (I)

• 3.T.C.1.c0/2

  Create multimodal texts, using features of pre-selected modes for a specific purpose and audience. (C)

• 3.T.C.2.a0/1

  Describe different perspectives of the narrator or speakers and distinguish them from their own. (I)

• 3.T.C.2.c0/1

  With adult support, identify the context in which a text is written (e.g., time period, individual, situational). (I)

• 3.T.RA.1.a0/1

  Generate questions about a self-selected topic of interest to be researched, formulating additional questions to clarify or deepen understanding. (I)

• 3.T.RA.1.b0/2

  Conduct research by locating, gathering, selecting, and organizing information from multiple credible sources, including print, digital, and personal communication, about a self-selected topic. (I)

• 3.T.RA.1.c0/1

  Summarize researched, relevant, and accurate information from at least two credible sources about a self-selected topic. (C)

• 3.T.RA.2.a0/1

  Refer to specific passages from a text to support an idea, answer, or opinion. (I)

• 3.T.RA.2.b0/1

  Determine what makes a source text credible and relevant and identify examples. (I)

• 3.T.SS.1.a0/4

  Describe how texts are arranged to represent information and ideas using text features (e.g., map, captions) and organizational structures (e.g., cause/effect), referring to parts of texts using terms such as chapter or section. (I)

• 3.T.SS.1.b0/2

  Design texts using a variety of text structures and features, according to purpose and audience. (C)

• 3.T.SS.1.c0/3

  Use conjunctions and transition words or phrases, such as although and since, to add cohesion and link ideas and information. (C)

• 3.T.SS.1.d0/1

  Craft related sentences into clear and cohesive paragraphs. (C)

• 3.T.SS.2.a0/1

  Identify and describe the use of figurative language, such as similes, metaphors, and idioms in a wide variety of texts. (I)

• 3.T.SS.2.b0/3

  Use figurative language, such as similes, metaphors, and idioms, to show relationships between ideas and information. (C)

• 3.T.T.1.a0/2

  Explain how narrative techniques are used to present ideas, design texts, and convey information about characters, setting, and plot. (I)

• 3.T.T.1.b0/1

  Explain how characters, setting, problem, and solution function in the plot. (I)

• 3.T.T.1.c0/2

  Describe characters’ traits, motivations, actions, thoughts, and feelings and explain their connection to the central message, lesson, or moral of the story. (I)

• 3.T.T.1.d0/1

  Compare and contrast two or more characters, settings, central messages, or events within texts across diverse cultures. (I)

• 3.T.T.1.e0/1

  Apply narrative techniques (e.g., character, setting, problem, resolution, dialogue) to develop a real or imagined experience using descriptive details, clear event sequences, and a sense of closure. (C)

• 3.T.T.2.a0/1

  Describe the techniques used to present and design expository texts, including facts and key details used to support the main idea. (I)

• 3.T.T.2.b0/1

  Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (I)

• 3.T.T.2.c0/2

  Integrate and explain information from two texts on the same topic in relationship to important points and key details. (I)

• 3.T.T.2.d0/1

  Apply expository techniques to introduce a topic, develop the topic with facts and other information (e.g., definitions, details, illustrations), and provide a concluding statement or section. (C)

• 3.T.T.3.a0/1

  Describe and discuss the techniques used to present and design opinion texts, including author’s opinion statement, supporting reasons, and evidence. (I)

• 3.T.T.3.c0/2

  Apply opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, supply reasons to support the opinion with linking words (e.g., because, therefore, since, for example) to connect the opinion and reasons, and provide a concluding statement or section. (C)

• 3.T.T.4.a0/1

  Discuss and explain techniques used to present and design poetry, including rhyme scheme. (I)

• 3.T.T.4.b0/1

  Apply poetic techniques to produce poetry and engage audiences that use rhyme in at least two stanzas to achieve an intended effect. (C)

🗺️ All 81 levels in Grade 3 Reading & Writing