STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Reading Standards for Literature – Grade 3
CCR Anchor
Standards
Key Ideas and
Details
1.
2.
Grade-Specific Standard
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.
Missouri GLE Alignment
R1H.3.a-d,f-i
Apply post-reading skills to demonstrate
comprehension of text:
a. answer basic comprehension questions
b. identify and explain the relationship
between the main idea and supporting
details
c. make predictions
d. question to clarify
f. draw conclusions
g. analyze
h. paraphrase
i. summarize
R2C.3.a-h
Use details from text to
a. demonstrate comprehension skills
previously introduced
b. make inferences
c. compare and contrast
d. identify cause and effect
e. identify the narrator
f. identify events for the beginning, middle
and end
g. identify author’s purpose
h. identify settings, character traits, and
problems and solutions
R1H.2.d
Apply post-reading skills to respond to text:
d. retell
R1H.3.b
Apply post-reading skills to demonstrate
comprehension of text:
b. identify and explain the relationship
between the main idea and supporting
details
Explanation
R1H.3.a- d,f-i/R2C.3.a-h
Aligns to multiple GLEs
R1H.2.d/R1H.3.b
Partial alignment
(The CCR Anchor Standard is more specific
concerning the types of literature to be
included.)
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
1
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Reading Standards for Literature – Grade 3 -- Continued
CCR Anchor
Standards
Key Ideas and
Details
3.
Craft and
Structure
4.
5.
Grade-Specific Standard
Missouri GLE Alignment
Explanation
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.
R2C.3.h
Use details from text to
h. Identify settings, character traits, and
problems and solutions.
R2C.3.h
Partial alignment
(The CCR Anchor Standard requires description
while GLE requires identification. The CCR
Anchor Standard requires explanation of
character actions and how they contribute to
the sequence of events.)
RL.3.4
Determine the meaning of words and phrases
as they are used in a text, distinguishing literal
from nonliteral language.
R1E.3.a-e
Develop vocabulary through text, using
a. root words
b. synonyms and antonyms
c. context clues
d. glossary
e. dictionary, with assistance
R2B.3
Identify and/or explain examples of sensory
details, sound devices, and figurative language
in text along with basic literary techniques.
R1E.3.a-e
Direct alignment
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.
R2A.3.b
Use grade level text to
b. locate and recognize the text features of
fiction, poetry and drama.
R2B.3
Partial alignment
(The CCR Anchor Standard requires
distinguishing literal from nonliteral language
while the GLE requires explaining examples of
figurative language. The CCR Anchor Standard
does not specify the types of figurative
language or literary techniques that will be
taught/measured.)
R2A.3.b
Partial alignment
(The CCR Anchor Standard requires describing
how each successive part builds on earlier
sections.)
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
2
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Reading Standards for Literature – Grade 3 -- Continued
CCR Anchor
Standards
Craft and
Structure
6.
Integration of
Knowledge and
Ideas
7.
Grade-Specific Standard
Explanation
RL.3.6
Distinguish their own point of view from that of
the narrator or those of the characters
R1I.3.b
Identify and explain relevant connections
between
b. text to self (text ideas and own
experience)
R2C.3.g
Use details from text to
g. identify author’s purpose
R1I.3.b/R2C.3.g
Aligns to multiple GLEs
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).
R2A.2
Use details from text to locate and apply
information in title, pictures, and table of
contents.
R2A.2
Partial Alignment
(The CCR Anchor Standard is more specific
than the GLE about the aspects of text to
explain.)
8.
9.
Missouri GLE Alignment
(not applicable to literature)
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).
R1I.3.a
Identify and explain relevant connections
between
a. text to text (text ideas – information and
relationships in various fiction and nonfiction works – compare and contrast).
[R2C.7.b]
[Use details from text to
b. identify plot and sub-plot, mood,
flashback, theme and types of
conflict]
R1I.3.a
Partial alignment
(The CCR Anchor Standard specifies using
books in a series for the comparisons.)
[R2C.7.b]
No alignment
(The GLE first appears in grade 7)
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
3
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Reading Standards for Literature – Grade 3 -- Continued
CCR Anchor
Standards
Range of
Reading and
Level of Text
Complexity
10.
Grade-Specific Standard
Missouri GLE Alignment
RL.3.10
By the end of the year, read and comprehend
literature, including stories, dramas, and
poetry, at the high end of the grade 2-3 text
complexity band independently and proficiently.
R1D.3.a-b
Read grade-level instructional text
a. with fluency, accuracy and expression
b. adjusting reading rate to difficulty and type
of text
R1H.3.a
Apply post-reading skills to demonstrate
comprehension of text:
a. answer basic comprehension questions
Explanation
R1D.3.a-b/R1H.3.a
Aligns to multiple GLEs
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
4
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Reading Standards for Informational Text – Grade 3
CCR Anchor
Standards
Key Ideas and
Details
1.
2.
Grade-Specific Standard
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.
Missouri GLE Alignment
R1H.3.a-d,f-i
Apply post-reading skills to demonstrate
comprehension of text:
a. answer basic comprehension questions
b. identify and explain the relationship
between the main idea and supporting
details
c. make predictions
d. question to clarify
f. draw conclusions
g. analyze
h. paraphrase
i. summarize
R3C.3.a-j
Use details from text to
a. demonstrate comprehension skills
previously introduced
b. answer questions
c. explain main idea and supporting details
d. sequence events
e. identify simple cause and effect
f. draw conclusions
g. compare and contrast
h. make inferences
i. identify author’s purpose for writing text
j. identify problems and solutions
R1H.3.b
Apply post-reading skills to demonstrate
comprehension of text:
b. identify and explain the relationship
between the main idea and supporting
details
R1H.2.d
Apply post-reading skills to demonstrate
comprehension of text:
d. retell
Explanation
R1H.3.a-d,f-i/R3C.3.a-j
Aligns to multiple GLEs
R1H.3.b/R1H.2.d
Aligns to multiple GLEs
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
5
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Reading Standards for Informational Text – Grade 3 -- Continued
CCR Anchor
Standards
Key Ideas and
Details
3.
Craft and
Structure
4.
Grade-Specific Standard
Missouri GLE Alignment
Explanation
RI.3.3
Describe the relationship between a series of
historical events, scientific ideas or concepts, or
steps in technical procedure in a text, using
language that pertains to time, sequence, and
cause/effect.
R3C.3.d,g
Use details from text to
d. sequence
g. compare and contrast
R3C.3.d,g
Partial alignment
(The CCR Anchor Standard is more specific in
that it addresses ideas and relationships and
the connections among the ideas within a 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.
R1E.3.a-e
Develop vocabulary through text, using
a. root words
b. synonyms and antonyms
c. context clues
d. glossary
e. dictionary, with assistance
R3A.3
Locate and interpret key information in
illustrations, title, chapter headings, table of
contents, glossary, charts, diagrams, graphs,
captions and maps.
ICTL3A.3.b
Locate, with assistance, information sources,
using appropriate organizational tools based on
the information needed.
R1I.3.b
Identify and explain relevant connections
between
b. text to self (text ideas and own
experience)
R3C.3.g
Use details from text to
g. identify author’s purpose for writing text
R1E.3.a-e
Direct alignment
5.
RI.3.5
Use text features and search tools (e.g. key
words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently.
6.
RI.3.6
Distinguish their own point of view from that of
the author of the text.
R3A.3/ICTL3A.3.b
Aligns to multiple GLEs
R1I.3.b/R2C.3.g
Aligns to multiple GLEs
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
6
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Reading Standards for Informational Text – Grade 3 -- Continued
CCR Anchor
Standards
Integration of
Knowledge and
Ideas
7.
8.
Grade-Specific Standard
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).
Missouri GLE Alignment
R3A.3
Locate and interpret key information in
illustrations, title, chapter headings, table of
contents, glossary, charts, diagrams, graphs,
captions and maps
R3C.3.g
Use details from text to
g. compare and contrast
R3C.3.d
Use details from text to
d. sequence events
9.
RI.3.9
Compare and contrast the most important
points and key details presented in two texts
on the same topic.
R1H.3.b
Apply post-reading skills to demonstrate
comprehension of text:
b. identify and explain the relationship
between the main idea and supporting
details
R1I.3.a
Identify and explain relevant connections
between
a. text to text (text ideas – information and
relationships in various fiction and nonfiction works – compare and contrast)
Explanation
R3A.3
Direct alignment
R3C.3.g
Partial alignment
(The CCR Anchor Standard requires the
description of logical connections and
cause/effect.)
R3C.3.d
Partial alignment
(The CCR Anchor Standard requires the
description of logical connections and
cause/effect.)
R1H.3.b/R1I.3.a
Aligns to multiple GLEs
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
7
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Reading Standards for Informational Text – Grade 3 -- Continued
CCR Anchor
Standards
Range of
Reading and
Level of Text
Complexity
10.
Grade-Specific Standard
Missouri GLE Alignment
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.
R1D.3.a-b
Read grade-level instructional text
a. with fluency, accuracy and expression
b. adjusting reading rate to difficulty and type
of text
R1H.3.a
Apply post-reading skills to demonstrate
comprehension of text:
a. answer basic comprehension questions
Explanation
R1D.3.a-b/R1H.3.a
Aligns to multiple GLEs
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
8
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Reading Standards: Foundational Skills – Grade 3
CCR Anchor
Standards
Print Concepts
1.
Grade-Specific Standard
Explanation
(not applicable after grade 1)
Phonological
Awareness
2.
Phonics and
Word
Recognition
3.
Missouri GLE Alignment
(not applicable after grade 1)
RF.3.3.a-d
Know and apply grade-level phonics and word
analysis skills in decoding words.
a.
Identify and know the meaning of the most
common prefixes and derivational suffixes.
b.
Decode words with common Latin suffixes.
c.
Decode multisyllable words.
d.
Read grade-appropriate irregularily spelled
words.
R1C.3
Apply decoding strategies to independently
“problem-solve” unknown words when reading
when needed
[R1E.4.a]
[Develop vocabulary through text, using
a. roots and affixes]
[R1E.4.a]
[Develop vocabulary through text, using
a. roots and affixes]
R1C.3
Apply decoding strategies to independently
“problem-solve” unknown words when reading
when needed
R1C.3
Apply decoding strategies to independently
“problem-solve” unknown words when reading
when needed
R1C.3
Direct alignment
[R1E.4.a]
No alignment
(The GLE first appears in grade 4)
[R1E.4.a]
No alignment
(The GLE first appears in grade 4)
R1C.3
Direct alignment
R1C.3
Partial alignment
(The CCR Anchor Standard is more specific
than the GLE.)
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
9
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Reading Standards: Foundational Skills – Grade 3 -- Continued
CCR Anchor
Standards
Fluency
4.
Grade-Specific Standard
RF.3.4.a-c
Read with sufficient accuracy and fluency to
support comprehension.
a. Read on-level text with purpose and
understanding.
Missouri GLE Alignment
b.
Read on-level prose and poetry orally with
accuracy, appropriate rate, and expression
on successive readings.
R1D.3.b
Read grade-level instructional text
b. adjusting reading rate to difficulty and type
of text
R1F.3.d
Apply pre-reading strategies
d. set a purpose for reading
R1D.3.a
Read grade-level instructional text
a. with fluency, accuracy and expression
c.
Use context to confirm or self-correct word
recognition and understanding, rereading
as necessary.
R1G.3.b
During reading, utilize strategies to
b. self-monitor comprehension
Explanation
R1D.3.b/ R1F.3.d
Aligns to multiple GLEs
R1D.3.a
Partial alignment
(The CCR Anchor Standard focuses on these
skills in successive readings.)
R1G.3.b
Direct alignment
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
10
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Writing Standards – Grade 3
CCR Anchor
Standards
Text Types and
Purposes
1.
Grade-Specific Standard
W.3.1.a-d
Write opinion pieces on topics or texts,
supporting a point of view with reasons.
a.
Introduce the topic or text they are writing
about, state an opinion, and create an
organizational structure that lists reasons.
b.
Provide reasons that support the opinion.
c.
Use linking words and phrases (e.g.,
because, therefore, since, for example) to
connect opinion and reasons.
d.
Provide a concluding statement or section.
Missouri GLE Alignment
W3A.3.a
Compose
a. narrative, descriptive, expository, and/or
persuasive texts, using appropriate text
features.
W2A.3.a-b
Compose text
a. showing awareness of audience
b. in a format appropriate to audience and
purpose
W2C.3.a
Compose text with
a. a beginning, middle, and end
W2B.3.a-b
Compose text with
a. a clear controlling idea
b. relevant details/examples
[W2C.7.e]
[Compose text with
e. cohesive devices, especially
transitions]
W2C.3.a
Compose text with
a. a beginning, middle, and end
Explanation
W3A.3.a
Direct alignment
(The CCR Anchor Standard is more specific
than the GLE concerning the components of
persuasive text.)
W2A.3.a-b/W2C.3.a
Aligns to multiple GLEs
W2B.3.a-b
Direct alignment
[W2C.7.e]
No alignment
(The GLE first appears in grade 7)
W2C.3.a
Direct alignment
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
11
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Writing Standards – Grade 3 -- Continued
CCR Anchor
Standards
Text Types and
Purposes
2.
Grade-Specific Standard
Missouri GLE Alignment
W.3.2.a-c
Write informative/explanatory texts to examine
a topic and convey ideas and information
clearly.
W3A.3.a
Compose
a. narrative, descriptive, expository, and/or
persuasive texts, using appropriate text
features.
W2A.3.a-b
Compose text
a. showing awareness of audience
b. in a format appropriate to audience and
purpose
[W2C.4.b]
[Compose text with
b. a logical sequence of events]
W2D.3
Compose text using words that are related to
the topic, and some words that are specific and
accurate
[W2C.7.e]
[Compose text with
e. cohesive devices, especially
transitions]
a.
Introduce a topic and group related
information together; include illustrations
when useful to aiding comprehension.
b.
Develop the topic with facts, definitions,
and details.
c.
Use linking words and phrases (e.g., also,
another, and, more, but) to connect ideas
within categories of information.
Explanation
W3A.3
Direct alignment
(The CCR Anchor Standard is more specific
than the GLE concerning the components of
informative text.)
W2A.3.a-b
Direct alignment
[W2C.4.b]
No alignment
(The GLE first appears in grade 4)
W2D.3
Direct alignment
[W2C.7.e]
No alignment
(The GLE first appears in grade 7)
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
12
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Writing Standards – Grade 3 -- Continued
CCR Anchor
Standards
Text Types and
Purposes
3.
Grade-Specific Standard
W.3.3.a-d
Write narratives to develop real and imagined
experiences or events using effective
techniques, descriptive details, and clear event
sequences.
a. Establish a situation and introduce a
narrator and/or characters; organize an
event sequence that unfolds naturally.
b.
c.
d.
Production and
Distribution of
Writing
4.
Use dialogue and descriptions of actions,
thoughts, and feelings to develop
experiences and events or show the
response of characters to situations.
Use temporal words and phrases to signal
event order.
Provide a sense of closure.
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.)
Missouri GLE Alignment
Explanation
W3A.3.a
Compose
a. narrative, descriptive, expository, and/or
persuasive texts, using appropriate text
features.
W2A.3.a-b
Compose text
a. showing awareness of audience
b. in a format appropriate to audience and
purpose
W2C.3.a
Compose text with
a. a beginning, middle, and end
W2D.3
Compose text using words that are related to
the topic, and some words that are specific and
accurate
[W2C.7.e]
[Compose text with
e. cohesive devices, especially
transitions]
W2C.3.a
Compose text with
a. a beginning, middle, and end
W3A.3.a
Direct alignment
(The CCR Anchor Standard is more specific
than the GLE concerning the components of
narrative text.)
W2A.3.a-b/W2C.3.a
Aligns to multiple GLEs
(The CCR Anchor Standard is more specific
than the GLE.)
W2A.3.a-b
Compose text
a. showing awareness of audience
b. in a format appropriate to audience and
purpose
W2A.3.a-b
Direct alignment
W2D.3
Direct alignment
[W2C.7.e]
No alignment
(The GLE first appears in grade 7)
W2C.3.a
Direct alignment
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
13
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Writing Standards – Grade 3 -- Continued
CCR Anchor
Standards
Production and
Distribution of
Writing
5.
6.
Grade-Specific Standard
Missouri GLE Alignment
W.3.5
With 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 on pages 28-29.)
W1A.3.a-e
Follow a writing process to
a. independently use a simple pre-writing
strategy
b. generate a draft
c. reread and revise work for audience and
purpose, ideas and content, organization
and sentence structure, and word choice
(refer to W2A, W2B, W2C, W2D)
d. edit for conventions (refer to W2E)
e. share writing
ICTL1B.3
Contribute to the construction and exchange of
ideas through independent, cooperative, and/or
collaborative work.
ICTL5C.3.a-c
a. Recognize that there are a variety of ways
to share information
b. Select, with minimal assistance, the format
appropriate for the intended audience and
purpose
c. Effectively share information
W1A.3.a-e
Follow a writing process to
a. independently use a simple pre-writing
strategy
b. generate a draft
c. reread and revise work for audience and
purpose, ideas and content, organization
and sentence structure, and word choice
(refer to W2A, W2B, W2C, W2D)
d. edit for conventions (refer to W2E)
e. share writing
W.3.6
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.
Explanation
W1A.3.a-e
Partial alignment
(The CCR Anchor Standard is more specific
than the GLE in allowing guidance and
support.)
ICTL1B.3
Direct alignment
ICTL5C.3.a-c
Partial alignment
(The CCR Anchor Standard is more specific
than the GLE requiring a level of keyboarding
skills.)
W1A.3.a-e
Direct alignment
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
14
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Writing Standards – Grade 3 -- Continued
CCR Anchor
Standards
Research to
Build and
Present
Knowledge
7.
8.
9.
Grade-Specific Standard
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.
Missouri GLE Alignment
ICTL2B.3.a-c
a. Develop, with assistance, questions based
on prior knowledge.
b. Generate key words to investigate topics.
c. Revise or clarify, with assistance, focus
questions and/or key words as information
is gathered.
ICTL3A.3.a-b
a. Identify types of sources, including oral,
print and digital, appropriate for the
information needed.
b. Locate, with assistance, information
sources using appropriate organizational
tools based on the information needed.
ICTL4D.3.a-b
a. Analyze, with assistance, information
gathered for gaps.
b. Locate, with assistance, additional
information as needed.
W3A.3.a
Compose
a. narrative, descriptive, expository, and/or
persuasive texts, using appropriate text
features.
ICTL5A.3
Record relevant information using a variety of
note-taking or organizational strategies.
Explanation
ICTL2B.3.a-c/ICTL3A.3.a-b/
ICTL4D.3.a-b/W3A.3.a
Aligns to multiple GLEs
ICTL5A.3
Direct alignment
(Begins in grade 4)
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
15
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Writing Standards – Grade 3 -- Continued
CCR Anchor
Standards
Range of
Writing
10.
Grade-Specific Standard
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.
Missouri GLE Alignment
W1A.3.a-e
Follow a writing process to
a. independently use a simple pre-writing
strategy
b. generate a draft
c. reread and revise work for audience and
purpose, ideas and content, organization
and sentence structure, and word choice
(refer to W2A, W2B, W2C, W2D)
d. edit for conventions (refer to W2E)
e. share writing
W2A.3.a-b
Compose text
a. showing awareness of audience
b. in a format appropriate to audience and
purpose
W3A.3.a
Compose
a. narrative, descriptive, expository, and
persuasive texts, using appropriate text
features
Explanation
W1A.3.a-e
Partial alignment
(The CCR Anchor Standard focuses on writing
over long and short time frames while the GLE
focuses on the process without noting the
differences in how long a writing task would
take.)
W2A.3.a-b
Direct alignment
W3A.3.a
Partial alignment
(The CCR Anchor Standard specifies reflective
writing.)
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
16
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Speaking and Listening Standards – Grade 3
CCR Anchor
Standards
Comprehension
and
Collaboration
1.
Grade-Specific Standard
SL.3.1.a-d
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) and diverse partners on grade 3
topics and texts, building on others’ ideas and
expressing their own clearly.
a. 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.
b. 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.
c. Ask questions to check understanding of
information presented, stay on topic, and
link their comments to the remarks of
others.
Missouri GLE Alignment
Explanation
No alignment
LS1B.3
Demonstrate listening behaviors (e.g., prepares
to listen, listens without interruptions,
maintains eye contact)
LS1B.3
Partial alignment
(The CCR Anchor Standard is more specific.)
R1H.3.d
Apply post-reading skills to demonstrate
comprehension of text:
d. question to clarify
R1H.3.d
Partial alignment
(The CCR Anchor Standard is mainly in
reference to discussion while the GLE is in
reference to reading.)
LS2A.1
Partial alignment
(The CCR Anchor Standard is mainly in
reference to discussion while the GLE is in
reference to reading.)
LS2A.1
Speak clearly when sharing ideas and asking
questions in small and large groups.
d.
2.
Explain their own ideas and understanding
in light of the discussions.
SL.3.2
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
No alignment
R1H.3.b
Apply post-reading skills to demonstrate
comprehension of text:
b. identify and explain the relationship
between the main idea and supporting
details.
R1H.3.b
Partial alignment
(The CCR Anchor Standard is mainly in
reference to discussion while the GLE is in
reference to reading.)
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
17
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Speaking and Listening Standards – Grade 3 -- Continued
CCR Anchor
Standards
Comprehension
and
Collaboration
3.
Presentation of
Knowledge and
Ideas
4.
Grade-Specific Standard
SL.3.3
Ask and answer questions about information
from a speaker, offering appropriate
elaboration and detail.
SL.3.4
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.
5.
SL.3.5
Create 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.
6.
SL.3.6
Speak 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 on pages 28 and
29 for specific expectations.)
Missouri GLE Alignment
Explanation
No alignment
LS2A.3
Speak clearly, stay on topic, and use
appropriate volume and pace when sharing
ideas.
R1H.2.d
d. retell
ICTL5C.3.b
b. Select, with minimal assistance, the format
appropriate for the intended audience and
purpose
LS2A.3/ R1H.2.d
Partial alignment
(The CCR Anchor Standard is more specific
than the GLE in requiring the use of
appropriate facts in the discussion.)
ICTL5C.3.b
Partial alignment
(The CCR Anchor Standard focuses on adding
media to audio recordings while the GLE
focuses on selection of the appropriate format
for the entire presentation. The GLE allows
minimal assistance at this grade.)
No alignment
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
18
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Language Standards – Grade 3
CCR Anchor
Standards
Conventions of
Standard
English
1.
Grade-Specific Standard
L.3.1.a-i
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
a. Explain the function of nouns, pronouns,
verbs, adjectives and adverbs in general
and their functions in particular sentences.
b.
Form and use regular and irregular plural
nouns.
c.
Use abstract nouns (e.g., childhood)
d.
Form and use regular and irregular verbs.
e.
Form and use the simple (e.g., I walked; I
walk; I will walk) verb tenses
Missouri GLE Alignment
W2E.1.d
In written text,
d. use naming words (nouns) and action
words (verbs) correctly
W2E.3.d
In written text
d. correctly use verbs that agree with the
subject, and comparative and superlative
forms of adverbs and adjectives
W2E.1.d
In written text,
d. use naming words (nouns) and action
words (verbs) correctly
W2E.1.d
In written text,
d. use naming words (nouns) and action
words (verbs) correctly
W2E.3.d
In written text
d. correctly use verbs that agree with the
subject, and comparative and superlative
forms of adverbs and adjectives
W2E.3.d
In written text
d. correctly use verbs that agree with the
subject, and comparative and superlative
forms of adverbs and adjectives
Explanation
W2E.1.d/W2E.3.d
Aligns to multiple GLEs
(The CCR Anchor Standard is more specific in
requiring the explanation of the function of
these types of words rather than only using
them correctly.)
W2E.1.d
Direct alignment
W2E.1.d
Partial alignment
(The CCR Anchor Standard specifies using
abstract nouns.)
W2E.3.d
Partial alignment
(The CCR Anchor Standard specifies using
regular and irregular verbs with simple tenses.)
W2E.3.d
Partial alignment
(The CCR Anchor Standard specifies using
regular and irregular verbs with simple tenses.)
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
19
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Language Standards – Grade 3 -- Continued
CCR Anchor
Standards
Conventions of
Standard
English
1.
Grade-Specific Standard
f.
Ensure subject-verb and pronounantecedent agreement.*
g.
Form and use comparative and superlative
adjectives and adverbs, and choose
between them depending on what is to be
modified.
h.
Use coordinating and subordinating
conjunctions.
Produce simple, compound, and complex
sentences.
i.
Missouri GLE Alignment
Explanation
[W2E.7.c]
[In written text
c. use correct agreement of pronoun
and antecedent, and consistent verb
tense]
W2E.3.d
In written text
d. correctly use verbs that agree with the
subject, and comparative and superlative
forms of adverbs and adjectives
[W2E.7.c]
No alignment
(The GLE first appears in grade 7)
W2E.3.d
Direct alignment
No alignment
W2C.3.b
Compose text with
b. sentence variety (including imperative and
exclamatory)
[W2C.7.d]
[Compose text with
d. a variety of sentence structures,
including complex sentences]
W2C.3.b
Partial alignment on simple sentences
[W2C.7.d]
No alignment
(The GLE first appears in grade 7)
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
20
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Language Standards – Grade 3 -- Continued
CCR Anchor
Standards
Conventions of
Standard
English
2.
Grade-Specific Standard
L.3.2.a-g
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
a. Capitalize appropriate words in titles.
b.
Use commas in addresses.
c.
Use commas and quotation marks in
dialogue.
d.
Form and use possessives.
e.
Use conventional spelling for highfrequency and other studied words and for
adding suffixes to base words (e.g., sitting,
smiled, cries, happiness).
f.
Use spelling patterns and generalizations
(e.g., word families, position-based
spellings, syllable patterns, ending rules,
meaningful word parts) in writing words.
Missouri GLE Alignment
[W2E.5.a]
[In written text
a. capitalize titles and proper nouns]
[W2E.4.b]
[In written text
b. use commas in a series and between
city and state]
[W2E.7.c]
[In written text
c. use commas and quotation marks in
dialogue, and semicolon in compound
sentences.]
[W2E.4.c]
[In written text
c. use apostrophe in contractions and in
singular possessives, with assistance]
[W2E.6.c]
[In written test
c. use apostrophe in irregular and plural
possessives, quotations marks in
dialogue, with assistance]
W2E.3.e
In written text
e. correctly spell simple compounds,
homophones, contractions, and words with
affixes
W2E.2.e
In written text
e. spell words with simple patterns and highfrequency words correctly
Explanation
[W2E.5.a]
No alignment
(The GLE first appears in grade 5)
[W2E.4.b]
No alignment
(The GLE first appears in grade 4)
[W2E.7.c]
No alignment
(The GLE first appears in grade 7)
[W2E.4.c]
No alignment
(The GLE first appears in grade 4)
[W2E.6.c]
No alignment
(The GLE first appears in grade 6)
W2E.3.e
Direct alignment
W2E.2.e
Partial alignment
(The CCR Anchor Standard is more specific
than the GLE.)
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
21
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Language Standards – Grade 3 -- Continued
CCR Anchor
Standards
Conventions of
Standard
English
2.
Knowledge of
Language
3.
Grade-Specific Standard
g.
Consult reference materials including
beginning dictionaries, as needed to check
and correct spelling.
L.3.3.a-b
Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.*
b.
Recognize and observe differences
between the conventions of spoken and
written standard English.
Missouri GLE Alignment
Explanation
W2E.3.f
f. use standard spelling and classroom
resources, including dictionary, to edit for
correct spelling
W2E.3.f
Direct alignment
W2D.3
Compose text using words that are related to
the topic, and some words that are specific and
accurate.
W2D.3
Direct alignment
No alignment
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
22
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Language Standards – Grade 3 -- Continued
CCR Anchor
Standards
Vocabulary
Acquisition and
Use
4.
Grade-Specific Standard
L.3.4.a-d
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 3 reading and content, choosing
flexibly from a range of strategies.
a. Use sentence-level context as a clue to the
meaning of a word or phrase.
b.
d.
R1E.3.c
Develop vocabulary through text, using
c. context clues
Determine the meaning of the new word
formed when a known affix is added to a
known word (e.g., agreeable/disagreeable,
[R1E.4.a]
[Develop vocabulary through text using
a. root words and affixes]
Use a known root word as a clue to the
meaning of an unknown word with the
same root (e.g., company, companion)
Use glossaries or beginning dictionaries,
both print and digital, to determine or
clarify the precise meaning of key words
and phrases.
R1E.3.a
Develop vocabulary through text, using
a. root words
R1E.3.d-e
Develop vocabulary through text, using
d. glossary
e. dictionary, with assistance
comfortable/uncomfortable, care/careless,
heat/preheat)
c.
Missouri GLE Alignment
Explanation
R1E.3.c
Direct alignment
(The CCR Anchor Standard is more specific in
using sentence-level context.)
[R1E.4.a]
No alignment
(The GLE first appears in grade 4)
R1E.3.a
Direct alignment
R1E.3.d-e
Partial alignment
(The CCR Anchor Standard specifies consulting
digital format as well as print format to find
pronunciation and word meanings while the
GLE specifies the use of glossary and
dictionary.)
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
23
STANDARDS CROSSWALK FOR English Language Arts – Grade 3
DRAFT
Language Standards – Grade 3 -- Continued
CCR Anchor
Standards
Vocabulary
Acquisition and
Use
5.
6.
Grade-Specific Standard
L.3.5.a-c
Demonstrate understanding of word
relationships and nuances in word meanings.
a. Distinguish the literal and nonliteral
meanings of words and phrases in context
(e.g., take steps).
b. Identify real-life connections between
words and their use (e.g., describe people
who are friendly or helpful).
c. Distinguish shades or meaning among
related words that describe states of mind
or degrees of certainty (e.g., knew,
believed, suspected, heard, wondered).
L.3.6
Acquire and use accurately grade-appropriate
conversational, general academic, and domainspecific words and phrases, including those
that signal spatial and temporal relationships
(e.g., After dinner that night, we went looking
for them).
Missouri GLE Alignment
Explanation
No alignment
No alignment
No alignment
R1E.3.a-e
Develop vocabulary through text, using
a. root words
b. synonyms and antonyms
c. context clues
d. glossary
e. dictionary, with assistance
W2D.3
Compose text using words that are related to
the topic, and some words that are specific and
accurate.
R1E.3.a-e
Partial alignment
(The CCR Anchor Standard requires knowledge
of spatial and temporal relationships.)
W2D.3
Direct alignment
Common Core Standards Crosswalk to Missouri GLEs/CLEs for English Language Arts
24