Updated June 2014
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LearnZillion: 3rd Grade ELA

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Explore 3rd grade skills with these detailed videos and activities

Subjects & skills
Subjects
  • English Language Arts
Skills
  • Communication & Collaboration
  • Critical Thinking
Grades This grade range is a recommendation by Common Sense Education and not the developer/publisher.
3
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The 3rd Grade ELA topics cover a range of Common Core standards.
An example lesson -- part of a larger learning theme on evidence-based opinion writing.
Foundational reading skills include considering punctuation when reading out loud.
Here's an example of a lesson on evidence-based informational writing.

How Can I Teach with This Tool?

Like much of LearnZillion's offerings, the 3rd grade ELA module has short, step-by-step video lessons directly linked to a number of Common Core standards. Through the texts and writing prompts, kids learn reading and writing skills in six categories: reading literature; reading informational text; foundational reading skills; as well as opinion-based, informational, and narrative writing.

There's a lot more information here than in the Grade 2 section, including an in-depth exploration of foundational reading skills, like segmenting phonemes in multisyllabic words. Teachers may want to use these videos to further develop all of their students' reading skills, or just with kids who need extra help. Otherwise, the videos here are similar to those in other grades -- they can be used in similar ways: to introduce, supplement, or review reading and writing topics in class; for flipped-class learning with previews (or practice) at home; in small groups; or as individualized learning tools. Teachers will need to supplement the videos with assignments -- you can borrow directly from the videos or create on your own. You'll also want to set up some assessments to help evaluate how well kids understand the material.

Full Disclosure: LearnZillion and Common Sense Education share funders; however, those relationships do not impact Common Sense Education's editorial independence and this learning rating.

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Standards:

Key Standards Supported

Language

  • L.3.1a

    Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

  • L.3.1b

    Form and use regular and irregular plural nouns.

  • L.3.1c

    Use abstract nouns (e.g., childhood).

  • L.3.1d

    Form and use regular and irregular verbs.

  • L.3.3a

    Choose words and phrases for effect.*

  • 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.

  • L.3.5

    Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

Reading Foundational Skills

  • RF.3.4

    Read with sufficient accuracy and fluency to support comprehension.

  • RF.3.4b

    Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

  • RF.3.3c

    Decode multisyllable words.

  • RF.3.3d

    Read grade-appropriate irregularly spelled words.

Reading Informational Text

  • RI.3.4

    Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

  • RI.3.5

    Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

  • RI.3.6

    Distinguish their own point of view from that of the author of a text.

  • 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).

  • 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).

  • RI.3.1

    Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

  • RI.3.2

    Determine the main idea of a text; recount the key details and explain how they support the main idea.

  • RI.3.3

    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.

  • RI.3.10

    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.

Reading Literature

  • RL.3.4

    Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

  • RL.3.5

    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.

  • RL.3.6

    Distinguish their own point of view from that of the narrator or those of the characters.

  • 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).

  • RL.3.1

    Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

  • RL.3.2

    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.

  • RL.3.3

    Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

  • RL.3.10

    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.

Speaking & Listening

  • SL.3.6

    Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Writing

  • W.3.4

    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.)

  • W.3.5

    With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

  • W.3.10

    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.

  • W.3.7

    Conduct short research projects that build knowledge about a topic.

  • 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.

  • W.3.1c

    Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

  • W.3.2a

    Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

  • W.3.2b

    Develop the topic with facts, definitions, and details.

  • W.3.2c

    Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

  • W.3.2d

    Provide a concluding statement or section.

  • W.3.3a

    Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

  • W.3.3b

    Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

  • W.3.3c

    Use temporal words and phrases to signal event order.

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