Az State Standards for Third Grade Reading

Skills bachelor for Arizona tertiary-course language arts standards

IXL's third-grade skills will be aligned to the Arizona English Language Arts Standards soon! Until and then, you can view a complete list of tertiary-grade standards below.

Standards are in black and IXL language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the proper noun of a skill to practice that skill.

3.Fifty Language Standards

• Conventions of Standard English

  • 3.L.i Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

    • 3.L.1.a Explain the office of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in item sentences.

      • Which discussion is a noun? ( 3-PP.1 )
      • Identify nouns ( 3-PP.two )
      • Place nouns – with abstract nouns ( 3-PP.3 )
      • Identify common and proper nouns ( 3-PP.4 )
      • Identify personal pronouns ( 3-QQ.ane )
      • Place possessive pronouns ( 3-QQ.5 )
      • Identify action verbs ( three-RR.2 )
      • Place principal verbs and helping verbs ( 3-RR.3 )
      • Does the adjective tell you what kind or how many? ( 3-VV.1 )
      • Identify the describing word that describes the noun ( 3-VV.two )
      • Identify adjectives ( three-VV.3 )
      • Does the adverb tell y'all how, when, or where? ( 3-VV.4 )
      • Identify adverbs ( 3-VV.5 )

    • 3.L.1.b Form and utilize regular and irregular plural nouns.

      • Form regular plurals with -s, -es, and -ies ( iii-PP.v )
      • Apply regular plurals with -due south, -es, and -ies ( 3-PP.6 )
      • Form and utilise irregular plurals ( 3-PP.8 )

    • 3.L.1.c Utilize abstruse nouns (due east.m., babyhood).

      • Identify nouns – with abstract nouns ( 3-PP.iii )

    • 3.L.1.d Course and utilize regular and irregular verbs.

      • Utilize activeness verbs ( three-RR.1 )
      • Form and use the irregular past tense: set 1 ( three-TT.vi )
      • Grade and apply the irregular past tense: ready two ( 3-TT.7 )
      • Grade and use the irregular past tense: gear up 3 ( iii-TT.viii )
      • Form and use the irregular past tense: set 4 ( 3-TT.9 )
      • Grade and use the irregular past tense: set 5 ( 3-TT.10 )
      • To be: use the correct form ( iii-TT.eleven )
      • To have: utilize the correct class ( 3-TT.12 )

    • three.Fifty.ane.eastward Form and use the uncomplicated verb tenses (due east.g., I walked; I walk; I will walk).

      • Course and utilize the regular past tense ( 3-TT.three )
      • Is the sentence in the past, present, or futurity tense? ( 3-TT.13 )
      • Change the sentence to time to come tense ( 3-TT.14 )

    • three.Fifty.1.f Ensure subject-verb and pronoun-antecedent agreement.

      • Replace the substantive with a personal pronoun ( 3-QQ.3 )
      • Is the discipline singular or plural? ( 3-SS.1 )
      • Utilise the correct subject or verb ( 3-SS.2 )
      • Pronoun-verb agreement ( iii-SS.three )

    • iii.50.i.g Form and use comparative and tiptop adjectives and adverbs, and choose between them depending on what is to be modified.

      • Cull between adjectives and adverbs ( 3-VV.half-dozen )
      • Use adjectives to compare ( 3-VV.8 )
      • Spell adjectives that compare ( iii-VV.9 )
      • Use adverbs to compare ( iii-VV.10 )

    • three.Fifty.one.h Use coordinating and subordinating conjunctions.

      • Use coordinating conjunctions ( three-Y.3 )
      • Apply subordinating conjunctions ( 3-Y.4 )
      • Place coordinating conjunctions ( three-Twenty.1 )
      • Identify subordinating conjunctions ( iii-XX.2 )

    • three.L.i.i Produce unproblematic, chemical compound, and complex sentences.

      • Create varied sentences based on models ( 3-BB.3 )
      • Identify the complete bailiwick of a judgement ( three-OO.ii )
      • Identify the complete predicate of a sentence ( three-OO.3 )
      • Is it a complete sentence or a fragment? ( 3-OO.5 )
      • Is information technology a complete sentence or a run-on? ( three-OO.6 )
      • Is it a complete judgement, a fragment, or a run-on? ( 3-OO.7 )
      • Create compound sentences ( three-OO.ix )
      • Order the words to create a judgement ( three-OO.10 )

    • iii.L.ane.j Write one or more paragraphs that explicate a primary idea within a topic and support it with details and conclusions/closure.

      • Apply primal details to make up one's mind the master idea ( 3-F.1 )
      • Put the sentences in order ( 3-V.ane )
      • Organize information past main thought ( 3-5.3 )
      • Select the item that does not support the topic sentence ( 3-W.ane )
      • Choose topic sentences for narrative paragraphs ( 3-W.ii )
      • Choose topic sentences for expository paragraphs ( three-W.3 )
      • Identify time-gild words ( 3-Y.1 )
      • Use time-order words ( 3-Y.2 )
      • Use analogous conjunctions ( 3-Y.iii )
      • Utilise subordinating conjunctions ( 3-Y.4 )
      • Choose the all-time transition ( three-Y.5 )
      • Use linking words to consummate a passage ( 3-Y.6 )
      • Cull reasons to support an opinion ( 3-Z.3 )
      • Complete the stance passage with an example ( 3-Z.four )
      • Complete the stance passage with a reason ( 3-Z.5 )
      • Complete the opinion-reason-case tabular array ( three-Z.6 )
      • Choose the best concluding sentence ( iii )

  • 3.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

    • iii.L.ii.a Capitalize appropriate words in titles.

      • Capitalizing titles ( 3-CCC.3 )

    • iii.50.2.b Apply commas in addresses.

      • Commas with the names of places ( 3-ZZ.3 )

    • iii.L.2.c Apply commas and quotation marks in dialogue.

      • Punctuating dialogue ( 3-CCC.six )

    • 3.L.2.d Form and use possessives.

      • Form the singular or plural possessive ( iii-PP.10 )

• Knowledge of Language

  • 3.50.three Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    • 3.L.3.a Choose words and phrases for effect.

      • Sort sensory details ( 3-J.1 )
      • Show character emotions and traits ( 3-AA.2 )
      • Choose the synonym ( 3-HH.1 )
      • Cull the antonym ( iii-HH.4 )
      • Shades of meaning with pictures ( 3-KK.i )
      • Describe the difference between related words ( three-KK.2 )
      • Positive and negative connotation ( 3-KK.3 )

    • 3.L.3.b Recognize and find differences betwixt the conventions of spoken and written Standard English.

• Vocabulary Acquisition and Apply

  • 3.L.4 Make up one's mind or clarify the significant of unknown and multiple-significant word and phrases based on class 3 reading and content, choosing flexibly from a range of strategies.

    • 3.L.4.a Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, intendance/careless, heat/preheat).

      • Determine the significant of a discussion with pre-, re-, or mis- ( 3-DD.2 )
      • Employ the prefixes pre-, re-, and mis- ( three-DD.3 )
      • Determine the meaning of a word with -ful or -less ( 3-DD.4 )
      • Make up one's mind the meaning of a word with -ly or -ness ( 3-DD.5 )
      • Determine the meaning of a word with -able or -ment ( 3-DD.half dozen )
      • Decide the significant of a word with a suffix: review ( 3-DD.7 )
      • Determine the meanings of words with prefixes and suffixes: review ( three-DD.8 )
      • Sort words with shared prefixes and suffixes by meaning ( 3-DD.9 )

    • three.L.iv.b Use a known root word equally a inkling to the meaning of an unknown word with the same root (e.g., company, companion).

      • Apply Greek and Latin roots as clues to the meanings of words ( 3-EE.i )
      • Determine the meanings of Greek and Latin roots ( 3-EE.2 )
      • Make up one's mind the meanings of words with Greek and Latin roots ( 3-EE.3 )

    • 3.L.4.c Employ sentence-level context equally a clue to the meaning of a word or phrases.

      • Similes with pictures ( 3-1000.1 )
      • Make up one's mind the meanings of similes ( three-K.2 )
      • Read well-nigh animals ( iii-T.1 )
      • Read most nutrient ( 3-T.2 )
      • Read about art, music, and traditions ( 3-T.3 )
      • Read nearly sports and hobbies ( three-T.4 )
      • Find synonyms in context ( 3-HH.three )
      • Find antonyms in context ( 3-HH.6 )
      • Which definition matches the judgement? ( three-JJ.2 )
      • Which sentence matches the definition? ( 3-JJ.3 )
      • Cull the picture that matches the idiomatic expression ( three-LL.one )
      • Determine the meaning of words using synonyms in context ( 3-MM.1 )
      • Use context to place the meaning of a give-and-take ( iii-MM.2 )
      • Use academic vocabulary in context ( 3-MM.3 )

    • 3.L.4.d Use glossaries or outset dictionaries, both print and digital, to make up one's mind or clarify the precise significant of key words and phrases.

      • Employ guide words ( 3-NN.v )
      • Use dictionary entries ( 3-NN.half-dozen )
      • Use dictionary definitions ( 3-NN.vii )

  • three.Fifty.v Demonstrate understanding of word relationships and nuances in give-and-take meanings.

    • 3.L.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (due east.m., have steps).

      • Similes with pictures ( 3-K.1 )
      • Determine the meanings of similes ( 3-Grand.2 )
      • Read poesy ( 3-S.4 )
      • Cull the picture that matches the idiomatic expression ( 3-LL.i )

    • three.L.5.b Place real-life connections between words and their uses (e.k., describe people who are friendly or helpful).

      • Use deportment and dialogue to empathise characters ( iii-K.2 )
      • Show graphic symbol emotions and traits ( three-AA.ii )
      • Shades of significant with pictures ( 3-KK.ane )
      • Describe the deviation between related words ( 3-KK.two )
      • Use academic vocabulary in context ( 3-MM.3 )
      • Use activeness verbs ( 3-RR.1 )
      • Does the adjective tell you what kind or how many? ( three-VV.1 )

    • iii.Fifty.5.c Distinguish shades of meaning among related words that depict states of mind or degrees of certainty (e.grand., knew, believed, suspected, heard, and wondered).

      • Shades of meaning with pictures ( 3-KK.1 )
      • Describe the difference between related words ( 3-KK.2 )
      • Positive and negative connotation ( 3-KK.iii )

  • 3.Fifty.6 Acquire and apply accurately grade-appropriate conversational, full general bookish, and domain-specific words and phrases, including those that signal spatial and temporal relationships (eastward.chiliad., After dinner that night, nosotros went looking for them).

    • Sort sensory details ( 3-J.ane )
    • Identify time-order words ( iii-Y.1 )
    • Employ subordinating conjunctions ( 3-Y.iv )
    • Shades of pregnant with pictures ( 3-KK.ane )
    • Positive and negative connotation ( 3-KK.iii )
    • Decide the meaning of words using synonyms in context ( 3-MM.1 )
    • Use context to place the significant of a give-and-take ( 3-MM.2 )
    • Use academic vocabulary in context ( 3-MM.3 )
    • Identify prepositions ( 3-WW.1 )

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Source: https://www.ixl.com/standards/arizona/ela/grade-3

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