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.
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LAFS.3.L.1.2: | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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LAFS.3.L.2.3: | Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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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.
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LAFS.3.L.3.5: | Demonstrate understanding of word relationships and nuances in word meanings.
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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.
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LAFS.3.RF.4.4: | Read with sufficient accuracy and fluency to support comprehension.
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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.
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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.
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LAFS.3.W.1.2: | Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
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LAFS.3.W.1.3: | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
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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.
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HE.3.B.3.2: | Describe criteria for selecting health information, resources, products, and services.
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HE.3.B.4.1: | Identify effective verbal and nonverbal communication skills to enhance health.
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HE.3.B.4.2: | Demonstrate refusal skills that avoid or reduce health risks.
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HE.3.B.4.3: | Demonstrate nonviolent strategies to manage or resolve conflict.
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HE.3.B.4.4: | Explain ways to ask for assistance to enhance personal health.
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HE.3.B.5.1: | Recognize circumstances that can help or hinder healthy decision making.
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HE.3.C.1.3: | Describe ways a safe, healthy classroom can promote personal health.
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HE.3.C.2.5: | Discuss the positive and negative impacts media may have on health.
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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.
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General Course Information and Notes
VERSION DESCRIPTION
This course description defines what students should understand and be able to do by the end of Grade 3.GENERAL NOTES
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: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf
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:
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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 | ![]() |