Language Arts - Grade Three (#5010044) 

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Course Standards

Additional Requirements:
The following Florida State Standards for the Mathematical Practices (MP) are applicable to all content areas.
  • Make sense of problems and persevere in solving them. (MP 1)
  • Construct viable arguments and critique the reasoning of others. (MP 3)
  • Attend to precision. (MP 6)

Name Description
LAFS.3.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  1. Demonstrate beginning cursive writing skills.
  2. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
  3. Form and use regular and irregular plural nouns.
  4. Use abstract nouns (e.g., childhood, friendship, courage).
  5. Form and use regular and irregular verbs.
  6. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
  7. Ensure subject-verb and pronoun-antecedent agreement.
  8. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
  9. Use coordinating and subordinating conjunctions.
  10. Produce simple, compound, and complex sentences.
LAFS.3.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  1. Capitalize appropriate words in titles.
  2. Use commas in addresses.
  3. Use commas and quotation marks in dialogue.
  4. Form and use possessives.
  5. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
  6. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
  7. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
LAFS.3.L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  1. Choose words and phrases for effect.
  2. Recognize and observe differences between the conventions of spoken and written standard English.
LAFS.3.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
  1. Use sentence-level context as a clue to the meaning of a word or phrase.
  2. 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. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
  4. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
LAFS.3.L.3.5: Demonstrate understanding of word relationships and nuances in word meanings.
  1. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
  2. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
  3. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
LAFS.3.L.3.6: Acquire and use accurately conversational, general academic, and domain specific words and phrases as found in grade appropriate texts, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
LAFS.3.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words.
  1. Identify and know the meaning of the most common prefixes and derivational suffixes.
  2. Decode words with common Latin suffixes.
  3. Decode multisyllable words.
  4. Read grade-appropriate irregularly spelled words.
LAFS.3.RF.4.4: Read with sufficient accuracy and fluency to support comprehension.
  1. Read on-level text with purpose and understanding.
  2. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
  3. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
LAFS.3.RI.1.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
LAFS.3.RI.1.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
LAFS.3.RI.1.3: 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.
LAFS.3.RI.2.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
LAFS.3.RI.2.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
LAFS.3.RI.2.6: Distinguish their own point of view from that of the author of a text.
LAFS.3.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).
LAFS.3.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).
LAFS.3.RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.
LAFS.3.RI.4.10: 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.
LAFS.3.RL.1.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
LAFS.3.RL.1.2: 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.
LAFS.3.RL.1.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
LAFS.3.RL.2.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
LAFS.3.RL.2.5: 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.
LAFS.3.RL.2.6: Distinguish their own point of view from that of the narrator or those of the characters.
LAFS.3.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).
LAFS.3.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).
LAFS.3.RL.4.10: 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.
LAFS.3.SL.1.1: 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.
  1. 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.
  2. 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. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
  4. Explain their own ideas and understanding in light of the discussion.
LAFS.3.SL.1.2: 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.
LAFS.3.SL.1.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
LAFS.3.SL.2.4: 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.
LAFS.3.SL.2.5: Demonstrate fluid reading at an understandable pace, adding visual displays and engaging audio recordings when appropriate to emphasize or enhance certain facts or details.
LAFS.3.SL.2.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
LAFS.3.W.1.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
  1. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
  2. Provide reasons that support the opinion.
  3. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
  4. Provide a concluding statement or section.
LAFS.3.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  1. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
  2. Develop the topic with facts, definitions, and details.
  3. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
  4. Provide a concluding statement or section.
LAFS.3.W.1.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  1. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
  2. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
  3. Use temporal words and phrases to signal event order.
  4. Provide a sense of closure.
LAFS.3.W.2.4: 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.)
LAFS.3.W.2.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
LAFS.3.W.2.6: 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.
LAFS.3.W.3.7: Conduct short research projects that build knowledge about a topic.
LAFS.3.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.
LAFS.3.W.4.10: 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.
HE.3.B.3.1: Locate resources from home, school, and community that provide valid health information.
Internet, media, television, radio, brochures, books, professional interviews, hospital, and Department of Health.
HE.3.B.3.2: Describe criteria for selecting health information, resources, products, and services.
Directions on packaging and, consumer safety, television, radio, telephone, and reputable websites.
HE.3.B.4.1: Identify effective verbal and nonverbal communication skills to enhance health.
Listing the effects of facial expressions, body language, verbal cues, sign language, braille, and asking questions seeking further clarification/understanding.
HE.3.B.4.2: Demonstrate refusal skills that avoid or reduce health risks.
Making clear statements, expressing feelings, asking for help, and learning how to say "no."
HE.3.B.4.3: Demonstrate nonviolent strategies to manage or resolve conflict.
Role playing, age-appropriate skills for conflict resolution, mediation, and assertive-communication skills.
HE.3.B.4.4: Explain ways to ask for assistance to enhance personal health.
Group discussions, ask orally, and ask in writing.
HE.3.B.5.1: Recognize circumstances that can help or hinder healthy decision making.
Media health messages, practices of family and peers, and knowledge of topic.
HE.3.C.1.3: Describe ways a safe, healthy classroom can promote personal health.
Frequent hand washing, access to water fountains, area clear of clutter and organized, proper use and disposal of tissues, proper use of hand sanitizers, no sharing of food, and respect for others.
HE.3.C.2.5: Discuss the positive and negative impacts media may have on health.
Positives: choosing healthy foods, exercising, being physically active and not using drugs, acceptance of cultural diversity. Negatives: unhealthy fast foods, "couch potato" inactivity, media messages about body shape and size, violence in the media, violent video/computer games, and too much screen time.
SC.3.N.1.3: Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
SC.3.N.1.4: Recognize the importance of communication among scientists.
SC.3.N.1.5: Recognize that scientists question, discuss, and check each other's evidence and explanations.
SC.3.N.1.6: Infer based on observation.
ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
SS.3.C.1.2: Describe how government gains its power from the people.
SS.3.C.2.1: Identify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic virtues.
Examples are food drives, book drives, community, clean-up, voting.

General Course Information and Notes


This course description defines what students should understand and be able to do by the end of Grade 3.


Special Notes:

Instructional Practices

Teaching from well-written, grade-level instructional materials enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:

1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
2. Making close reading and rereading of texts central to lessons.
3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
4. Requiring students to support answers with evidence from the text.
5. Providing extensive text-based research and writing opportunities (claims and evidence).

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link:

General Information

Course Number: 5010044 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: English/Language Arts > SubSubject: General >
Abbreviated Title: LANG ARTS GRADE 3
Course Attributes:
  • Class Size Core Required
  • Highly Qualified Teacher (HQT) Required
  • Florida Standards Course
Course Type: Core Academic Course Course Level: 2
Course Status: Course Approved
Grade Level(s): K,1,2,3,4,5

Educator Certifications

Elementary Education (Elementary Grades 1-6)
Primary Education (K-3)
English (Elementary Grades 1-6)
Prekindergarten/Primary Education (Age 3 through Grade 3)
Elementary Education (Grades K-6)

State Adopted Instructional Materials

Amplify CKLA Florida Edition, Grade 3
Amplify/CKF - Amplify Education, Inc. - 1 - 2021
Florida Benchmark Advance (c)2022
Peter Afflerbach, Ph.D.; Wiley Blevins, Ed.M.; René Boyer, Ed.D.; Allison Briceño, Ed.D.; Silvia Dorta-Duque de Reyes, M.A.; Linda Hoyt, M.A.; Adria Klein, Ph.D.; Jeff Zwiers, Ed.D.; Patty McGee, M.Ed. - Benchmark Education Co. - Florida Edition - 2022
Florida myView Literacy Grade 3
Serafini,et al - Savvas Learning Company LLC, formerly known as Pearson K12 Learning LLC. - 1 - 2022
Florida Wonders Grade 3
Dr. Douglas Fisher, Dr. Timothy Shanahan, Dr. Diane August, Kathy Bumgardner, Dr. Vicky Gibson, Dr. Josefina Tinajero, Dr. Donald R. Bear, Dr. Jana Echevarria, Dr. Jan Hasbrouck - McGraw Hill LLC - 1 - 2022
HMH Florida Into Reading
Ada, et al - Houghton Mifflin Harcourt - First - 2022
Wit & Wisdom Florida Edition with Fundations - Grade 3
Great Minds PBC; Wilson Language Training - Great Minds PBC - 1st - 2020

There are more than 523 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: