Common Core ELA Grade 3 Printables
Third grade ELA printables organized by Common Core standard.
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Reading: Literature
9 standards
RL.3.1Ask And Answer QuestionsAsk and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.See printables →RL.3.2Recount Stories And Central MessageRecount 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.See printables →RL.3.3Describe Characters In A StoryDescribe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of eventsSee printables →RL.3.4Determine Meaning Of WordsDetermine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.See printables →RL.3.5Refer To Parts Of StoriesRefer 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.See printables →RL.3.6Distinguish Point Of ViewDistinguish their own point of view from that of the narrator or those of the characters.See printables →RL.3.7Illustrations Contribute To MeaningExplain 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)See printables →RL.3.9Compare And Contrast StoriesCompare 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)See printables →RL.3.10Read And Comprehend LiteratureBy 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.See printables →
Reading: Informational Text
10 standards
RI.3.1Ask and Answer QuestionsAsk and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.See printables →RI.3.2Main Idea and Key DetailsDetermine the main idea of a text; recount the key details and explain how they support the main idea.See printables →RI.3.3Relationships Between Events and IdeasDescribe 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.See printables →RI.3.4Domain-Specific VocabularyDetermine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.See printables →RI.3.5Text Features and Search ToolsUse text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.See printables →RI.3.6Distinguish Author's Point of ViewDistinguish their own point of view from that of the author of a text.See printables →RI.3.7Use Illustrations and WordsUse 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).See printables →RI.3.8Logical Connections in TextDescribe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).See printables →RI.3.9Compare Two TextsCompare and contrast the most important points and key details presented in two texts on the same topic.See printables →RI.3.10Read and Comprehend Informational TextsBy 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.See printables →
Reading: Foundational Skills
9 standards
RF.3.3Phonics And Word AnalysisKnow and apply grade-level phonics and word analysis skills in decoding words.See printables →RF.3.3.aCommon Prefixes And SuffixesIdentify and know the meaning of the most common prefixes and derivational suffixes.See printables →RF.3.3.bDecode Latin SuffixesDecode words with common Latin suffixes.See printables →RF.3.3.cDecode Multisyllable WordsDecode multisyllable words.See printables →RF.3.3.dRead Irregularly Spelled WordsRead grade-appropriate irregularly spelled words.See printables →RF.3.4Read With Accuracy And FluencyRead with sufficient accuracy and fluency to support comprehension.See printables →RF.3.4.aRead With Purpose And UnderstandingRead grade-level text with purpose and understanding.See printables →RF.3.4.bRead Orally With ExpressionRead grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.See printables →RF.3.4.cUse Context To Self-CorrectUse context to confirm or self-correct word recognition and understanding, rereading as necessary.See printables →
Writing
21 standards
W.3.1Write Opinion PiecesWrite opinion pieces on topics or texts, supporting a point of view with reasons.See printables →W.3.1.aIntroduce Topic And OpinionIntroduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.See printables →W.3.1.bProvide Supporting ReasonsProvide reasons that support the opinion.See printables →W.3.1.cUse Linking WordsUse linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.See printables →W.3.1.dProvide Concluding StatementProvide a concluding statement or section.See printables →W.3.2Write Informative TextsWrite informative/explanatory texts to examine a topic and convey ideas and information clearly.See printables →W.3.2.aIntroduce Topic And Group InfoIntroduce a topic and group related information together; include illustrations when useful to aiding comprehension.See printables →W.3.2.bDevelop Topic With FactsDevelop the topic with facts, definitions, and details.See printables →W.3.2.cUse Linking WordsUse linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.See printables →W.3.2.dProvide Concluding StatementProvide a concluding statement or section.See printables →W.3.3Write NarrativesWrite narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.See printables →W.3.3.aEstablish Situation And CharactersEstablish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.See printables →W.3.3.bUse Dialogue And DescriptionsUse dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.See printables →W.3.3.cUse Temporal WordsUse temporal words and phrases to signal event order.See printables →W.3.3.dProvide Sense Of ClosureProvide a sense of closure.See printables →W.3.4Produce Appropriate WritingWith 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.)See printables →W.3.5Develop And Strengthen WritingWith 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 here.)See printables →W.3.6Use Technology To Produce WritingWith guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.See printables →W.3.7Conduct Short Research ProjectsConduct short research projects that build knowledge about a topic.See printables →W.3.8Recall And Gather InformationRecall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.See printables →W.3.10Write Routinely Over TimeWrite 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.See printables →
Speaking & Listening
10 standards
SL.3.1Engage in Collaborative DiscussionsEngage 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.See printables →SL.3.1.aCome to Discussions PreparedCome 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.See printables →SL.3.1.bFollow Discussion RulesFollow 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).See printables →SL.3.1.cAsk Questions and Link CommentsAsk questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.See printables →SL.3.1.dExplain Ideas From DiscussionExplain their own ideas and understanding in light of the discussion.See printables →SL.3.2Main Ideas From MediaDetermine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.See printables →SL.3.3Ask and Answer Speaker QuestionsAsk and answer questions about information from a speaker, offering appropriate elaboration and detail.See printables →SL.3.4Report With Facts and DetailsReport 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.See printables →SL.3.5Create Audio Recordings and DisplaysCreate 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.See printables →SL.3.6Speak in Complete SentencesSpeak 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 here for specific expectations.)See printables →
Language
31 standards
L.3.1Command Of Grammar ConventionsDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.See printables →L.3.1.aExplain Function Of WordsExplain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.See printables →L.3.1.bForm Plural NounsForm and use regular and irregular plural nouns.See printables →L.3.1.cUse Abstract NounsUse abstract nouns (e.g., childhood).See printables →L.3.1.dForm Regular And Irregular VerbsForm and use regular and irregular verbs.See printables →L.3.1.eForm Simple Verb TensesForm and use the simple (e.g., I walked; I walk; I will walk) verb tenses.See printables →L.3.1.fEnsure AgreementEnsure subject-verb and pronoun-antecedent agreement.See printables →L.3.1.gComparative And Superlative FormsForm and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.See printables →L.3.1.hUse ConjunctionsUse coordinating and subordinating conjunctions.See printables →L.3.1.iProduce Various SentencesProduce simple, compound, and complex sentences.See printables →L.3.2Command Of Capitalization And SpellingDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.See printables →L.3.2.aCapitalize Words In TitlesCapitalize appropriate words in titles.See printables →L.3.2.bUse Commas In AddressesUse commas in addresses.See printables →L.3.2.cUse Commas In DialogueUse commas and quotation marks in dialogue.See printables →L.3.2.dForm And Use PossessivesForm and use possessives.See printables →L.3.2.eConventional Spelling With SuffixesUse conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).See printables →L.3.2.fUse Spelling PatternsUse spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.See printables →L.3.2.gConsult Reference MaterialsConsult reference materials, including beginning dictionaries, as needed to check and correct spellings.See printables →L.3.3Use Knowledge Of LanguageUse knowledge of language and its conventions when writing, speaking, reading, or listening.See printables →L.3.3.aChoose Words For EffectChoose words and phrases for effect.See printables →L.3.3.bSpoken Versus Written EnglishRecognize and observe differences between the conventions of spoken and written standard English.See printables →L.3.4Determine Meaning Of Unknown WordsDetermine 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.See printables →L.3.4.aUse Sentence-Level ContextUse sentence-level context as a clue to the meaning of a word or phrase.See printables →L.3.4.bMeaning From Known AffixesDetermine 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).See printables →L.3.4.cUse Known Root WordsUse a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).See printables →L.3.4.dUse Glossaries And DictionariesUse glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.See printables →L.3.5Understand Figurative LanguageDemonstrate understanding of figurative language, word relationships and nuances in word meanings.See printables →L.3.5.aLiteral And Nonliteral MeaningsDistinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).See printables →L.3.5.bReal-Life ConnectionsIdentify real-life connections between words and their use (e.g., describe people who are friendly or helpful).See printables →L.3.5.cDistinguish Shades Of MeaningDistinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).See printables →L.3.6Acquire And Use VocabularyAcquire 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).See printables →
Third grade reading is really about thinking
The words come easily for most third graders now, so the focus moves to what’s underneath: why a character did something, what the main idea is, how a fact-filled article fits together. It’s a deeper, more thoughtful kind of reading — and it’s normal for it to take a while, even for a child who reads aloud flawlessly.
Third grade reading questions, answered
What should my third grader be able to do in reading by the end of the year?
By the end of third grade, the goal is reading longer texts and chapter books fluently and on their own, understanding them deeply — the main idea, the lesson, why characters act the way they do — across both stories and fact-based texts. In writing, kids put together organized paragraphs with real detail. It’s the year reading shifts from decoding to understanding.
My child reads fluently but doesn’t seem to understand what they read — what’s going on?
One of the most common third grade situations, and very workable. Reading the words and understanding them are different skills — and now that decoding is easy, comprehension is the new work. Slow down and talk about books: stop at a chapter’s end to ask “what just happened, and why?”, have them retell it, and pick books that aren’t too hard so their brain has room to think about meaning, not just words.
What does “reading to learn” mean, and why does third grade matter so much?
It’s the big shift that gives third grade its reputation. In the early grades kids are learning to read — sounding out words and getting smooth. Around third grade it flips: they read in order to learn, understand, and think. It matters because nearly every subject from here on leans on reading to understand, so this is when comprehension moves to center stage.
My child struggles with chapter books — how do I help?
Chapter books are a real leap: longer plots, more characters, no pictures to lean on. Make them manageable — pick shorter chapters, read one at a time, and chat before moving on (“who’s who again?”, “what’s the problem in the story?”). Re-reading a tricky part and reading some chapters aloud together both help. The goal is following the story, not finishing fast.
How can I help my third grader with reading and writing at home?
Keep reading a daily, low-pressure habit — alone or aloud, for fun — and talk about what they read. For writing, give real reasons: a book review, a letter, a story of their own, and focus on getting organized ideas down before worrying about polish. A few relaxed minutes and real conversation about books does the heavy lifting.