This is often the grade level where readers become less interested. As we fight technology for their attention, it is important to engage and immerse young readers into literature. The most important thing is to help them see value in reading, writing, and language in general.

• Grade 3 Games

Reading: Literature

Explaining Details and Drawing Inferences From Text – Students are now asked to master a higher level of explanation with this standard. [RL.4.1]

1. Roseanne Hiatt Harris, Language Arts Literacy Coordinator. Pages 3-25 provide the grade 3 samples of a narrative writing task and a narrative reading.
2. 3rd Grade Language Arts. Showing top 8 worksheets in the category - 3rd Grade Language Arts. Some of the worksheets displayed are Grade 3 english language arts practice test, English language arts reading comprehension grade 3, Summer 2017 language arts projects for students entering, Language arts florida standards, Third grade language arts, A look at, Grade 3 english language arts practice.

Finding the Theme of a Story – These are mostly short stories that we ask you to determine the theme of quickly. [RL.4.2]

1 ELA Curriculum Alignment Documents for Quarter 2, 2013 UNIT OF STUDY 3 GRADE 3 Reading/Language Arts Grade 3 Unit of Study Understanding Structure Unit Number Unit of Study 3; Correlates with Journeys Unit 3 Reading Level Expected Beginning of Unit Level: Expected End of Unit Level: Description of the Unit This unit focuses on asking questions to build understanding.

Inferences – Use facts to get your arguments set. [RL.4.2]

Settings and Events of Text – These worksheets will train you to look for keywords and lead your thoughts off of that. [RL.4.3]

Settings – Where does that story take place? [RL.4.3]

Context Word and Phrase Meanings – Use the words and phrases around words to help you determine their meaning. [RL.4.4]

Structural Elements of Poems and Dramas – Time to look at the anatomy of literature and where it stands in your world. [RL.4.5]

Contrasting the Point of View of Narrated Stories – You will find two or more narrators to compare. This section really opens students eyes as to how story tellers can frame a story for you. [RL.4.6]

Connecting Text to Visual or Oral Presentations – We worked on a number of different ways to hit this standard. Most it was creative thinking because their are zero references out there for this standard. [RL.4.7]

Similar Themes and Patterns of Events – You find a nice mix of characters, settings, events, and triggers in these worksheets. [RL.4.9]

Grade 4 Literature Comprehension Worksheets – By the end of the school year, these sheets should be easy for you. [RL.4.10]

Reading: Informational Text

Making Inferences From Text – We actually ask you to read into this a great deal. [RI.4.1]

Summarizing Informational Text – See if you can some up everything into just two sentences. [RI.4.2]

Finding the Main Idea – Where is that thing? [RI.4.2]

Explaining What You Read – As an adult, most people don't have this skill mastered. [RI.4.3]

Context Based Words and Phrases – Phrases are often easier to decipher. Words can go lots of different ways. [RI.4.4]

Text Structure – We look for similarities between format and placement. [RI.4.5]

Timelines – There are some for interpretation and others are here to be used as tools. [RI.4.5]

Comparing Firsthand and Secondhand Accounts of Events – This topic ties right into perspective work and point of view. [RI.4.6]

Contributions To Text – Which part of the text or visual came from which thought process. [RI.4.7]

Author's Use of Reasons and Evidence – You will find that authors at this level do not often give you concrete proof. [RI.4.8]

Pairing Information From Two Texts – Find the relationship from one to another and where it really builds you up. [RI.4.9]

Reading Comprehension of Informational Texts – It never ceases to amaze me how students have no problem with nonfiction work, but fiction work stumps them. [RI.4.10]

Reading Foundation

Unfamiliar Words – Students use letter-sounds and syllable patterns to understand words out of context. [RF.4.3.A]

Grade 4 Leveled Reading – We added some very familiar work in here for you. [RF.4.4.A]

Grade 4 Poetry – We tried to write and choose cheery poems for this section. [RF.4.4.B]

Using Context For Confirmation – These type of activities really help students begin to build profound confidence. [RF.4.4.C]

Printable Reading Logs – A great way to track your reading endurance. [RF.K-5]

Reading Fluency – How flawless is your rerading endurance? [RF.3-5]

Reading Sequencing – This is a huge skill for readers of all levels. [RF.3-5]

Language

Relative Pronouns and Adverbs – We focus on the most often used forms of these parts of speech. [L.4.1.A]

Adverbs – These particularly give students so trouble. Here is extra practice for you. [L.4.1.A]

Adverbs vs. Adjectives – Yeah, what is the difference after all? [L.4.1.A]

Determiners & Quantifiers – Add a ton more detail to your description. Make it come alive. [L.4.1.]

Independent and Dependent Clause – You can't have one clause without the other. [L.4.1]

Future Forms – What should that word be in a little while? [L.4.1.]

Double Negatives – I'm not, not going say anything about this topic. [L.4.1-L.5.1]

Progressive Verb Tense – This is a skill that kids will quickly grasp. [L.4.1.B]

Modal Auxiliaries – Beef up your sentences by providing more detail. [L.4.1.C]

Auxiliary Verbs – These are verbs that ellict a response of some kind. [L.4.1.C]

Ordering Adjectives – This more of a descriptive word soup, if you will. [4.1.D]

Prepositional Phrase – Students start to understand chunks of sentences now. [L.4.1.E]

Writing Appropriate Complete Sentences – Time to proper-FY your sentence structure and writing tasks. [L.4.1.F]

Run On Sentences – Look deeply at these sentences and pinpoint the problem. [L.4.1.F]

Sentence Fragment – Pieces and parts that need to be nailed together. [L.4.1.F]

Complete and Simple Subjects – Distinct signals in sentences that dictate a theme. [L.4.1.F]

Using Confusing Words Correctly – This for times when you ask yourself if your are looking for: won, one, or 1. [L.4.1.G]

Capitalization – Time to break out the Big Letters! [L.4.2.A]

Using Commas and Quotation Marks – The accurate use of these symbols is always a daunting task, even for adults. [L.4.2.B]

Using Commas with Coordinating Conjunctions – This is one of the more difficult activities. Just remember to say it aloud to allow you to hear it better. [L.4.2.C]

Grade 4 Spelling – Some of these words will stump middle schoolers. [L.4.2.D]

Conveying Ideas with Words and Phrases – This takes the concept of an adjective to whole new level. [L.4.3.A]

Using Punctuation for Effect – Make some amazing sentences! That will knock your socks off! [L.4.3.B]

Quotation Marks – We use this when someone is saying something aloud as to elucidate on written work too. [L.4.3]

Word Construction – Have you ever wondered where certain words have come from? [L.4.3.B]

Define Words and Phrases From Context Clues – Context is often overlooked by today's media. [L.4.4.A]

Using Greek and Latin Affixes and Roots – Learn 20 Latin roots and you will understand 2,000 words. [L.4.4.B]

Pronunciation and Meaning of Words With References – Learn to use reference tools to your advantage. [L.4.4.C]

Explaining Similes and Metaphors – Some metaphors are known only to certain generations. Amazing how technology changes that! [L.4.5.A]

Idioms, Adages, and Proverbs – Proverbs are something you should review often. The style of most Proverbs is difficult to pick up quickly. [L.4.5.B]

Antonyms and Synonyms – We start to compare vocabulary words and find similarities and differences. [L.4.5.C]

Using Action, Emotion, or States of Being Words – Up your game with words that move us! [L.4.6]

Writing

Writing Using Organizational Patterns – Always start with a brief outline of your work here. [W.4.1.A]

Topic Sentences – This is a fundamental part of the composition process. [W.4-6.1.A]

Writing Supporting Details – We actually ask students to begin the in depth inference process here. [W.4.1.B]

Using Transition Words – An awesome vocabulary linking activity section. [W.4.1.C]

Writing Concluding Statements For Opinions – Finish of the statement and make it reach the reader. [W.4.1.D]

Writing Introduction Paragraphs – Get a jump on the writing. [W.4.2.A]

Paragraph Writing – Put those statements to the end of the playing field. [W.4.2.A]

Writing Main Ideas – Look into the work and see what the takeaways are for you. [W.4.2.B]

Linking Ideas With Transition Words – We add some more moving vocabulary to our frame set. [W.4.2.C]

Explanatory Form Writing – The words really do matter here. [W.4.2.D]

Writing Explanatory and Informative Concluding Statements – It's all about finishing strong here. [W.4.2.E]

Writing Friendly Letters – When is the last time that you sent your friend a letter? [W.4.2]

Paragraph Corrections – We look for all types of errors via grammar, puncuation, and form. [W.4.2]

Writing Stories With A Narrator – Make your readers feel at home with a great narrator. [W.4.3.A]

Writing Dialogue – Let's see how characters of a story will interact. [W.4.3.B]

Writing Event Sequences – Manage these sequences of events. [W.4.3.C]

Descriptively Writing – Use concrete and sensory based words to really detail an event. [W.4.3.D]

Writing Narrative Conclusions – Narrator your expeience and tell us what happened. [W.4.3.E]

Descriptive Writing – Changing the way you put it together. [W.4.3]

Fourth Grade Creative Writing Prompts – Put your thinking cap on before you start to write. [W.4.3]

Grade 4 Writing – These are leveled writing activities. [W.4.4]

Writing Process – Mostly organizational and prompting pieces can be found here. [W.4.5]

Grade 4 Writing Assignment – What are they to do at this level? We'll show you here. [W.4.6]

Grade 4 Research Projects – Build knowledge and put the pieces together here. [W.4.7]

Experiential Writing – Give purpose and a record to a past experience. [W.4.8]

Story Analysis – Put it all together and describe your characters. [W.4.9.A]

Understanding Details and Evidence – Time to start being a Language Arts CSI Operative. [W.4.9.B]

Writing For Endurance – Expect a hand cramp or two on these. [W.4.10]

The third grade level is where students start to work on their reading stamina. It's good to remind them to take short breaks, when their minds wander.

Reading: Literature

Creating Inferences From What We Read – We ask you to read into these a bit more than usual. [RL.3.1]

Determining the Moral of Fables and Folklore – Some of these are classics and others you probably never heard of before. [RL.3.2]

Actions of Characters in a Story – We focus on where they fit into the story and why. [RL.3.3]

Literal versus Nonliteral Language – We look at metaphors, similes, personification, and figurative language. [RL.3.4]

Using Parts of A Story To Infer – The idea is get a general sense or tone of the work and take it to the next level. [RL.3.5]

Determining the Point of View of Narrators and Characters – Understanding the motivation for the passage is really what we are focused on here. [RL.3.6]

Explaining A Story From Illustrations – Some of these sheets can have many different correct answers. [RL.3.7]

Comparing Themes and Settings of Stories – You are given two short passages and you need to find the theme throughout both pieces. [RL.3.9]

Grade 3 Literature Comprehension Worksheets – We are working to master this skill by completing the other topics first. [RL.3.10]

Reading: Foundation

Prefixes and Suffixes – It's all about the starts and finishes here. [RF.3.3.A]

Decoding Latin Suffixes – The focus is on the most commonly used suffixes. [RF.3.3.B]

Decoding Multisyllable Words – This is great strategy that really helps strengthen reading skills. [RF.3.3.C]

Reading Grade 3 Irregularly Spelled Words – These words usually baffle kids, at first glance. [RF.3.3.D]

Reading Grade 3 Texts – We didn't couple these with set texts. Instead we made short burst activities. [RF.3.4.A]

Reading Grade 3 Poetry – Understanding poetry is a big deal for this level. [RF.3.4.B]

Confirming the Spelling of Words – There are no context clues here. [RF.3.4.C]

Printable Reading Logs – A great way to track your reading endurance. [RF.K-5]

Reading Fluency – Fluency usually indicates that you are a native reader or read with expression. [RF.3-5]

Reading Sequencing – We look at the natural order of things here. [RF.3-5]

Reading: Information

Explaining Informational Text – Reading it is easy! Now transfer that knowledge to someone else. [RI.3.1]

Main Idea of Informational Text – Grasp the main concepts and ambitions first. [RI.3.2]

Cause and Effect – The butterfly effect at work here. [RI.3.3]

Understanding Text Based Vocabulary – This is like context clues, but with a much larger focus. [RI.3.4]

Using Text and Search Features – Get everyone in together on this. [RI.3.5]

Reader vs. Author Point of View – Where is it coming from? [RI.3.6]

Using Text and Illustrations To Comprehend – Take in as much information as you can to understand. [RI.3.7]

Connecting Sentences To Paragraphs – Determining where something belongs is a difficult deal. [RI.3.8]

Compare and Contrast Key Details – What are the main ingredients into a good story? [RI.3.9]

Grade 3 Reading In The Content Area – Mostly history, but don't be surprised if we stir in a whole bunch of science there too! [RI.3.10]

Language

Identifying the Function of the Parts of Speech – This really turns up the heat for the grade level. [L.3.1.A]

Action Verbs – They function to step up the scene. [L.3.1.A]

Regular and Irregular Plural Nouns – You will find some really out of this world formats in this section. [L.3.1.B]

Using Abstract Nouns – This concept confuses kids pretty quick. 'That's a noun?' [L.3.1.C]

Nouns as a Direct and Indirect Objects – Is the noun the most important thing in the sentence? [L.3.1]

Forming and Using Verbs – This is section is usually a snap for good readers. [L.3.1.D]

Irregular Verbs – These aren't your everyday verbs. [L.3.1.D]

Verb Tense – Is it just me or did tenses make kids really tense? [L.3.1.E]

Present Continuous Tense – It just won't quit! [L.3.1.E]

Subject-Verb and Pronoun-Antecedent Agreement – English as a Second Language students find this to be very different than what is common in their language. [L.3.1.F]

Comparative / Superlative Adjectives and Adverbs – When it comes to superlatives the English language is endless. [L.3.1.G]

Adverbs and the Words They Modify – You will find many clear cut examples to help you understand. [L.3.1.G]

Coordinating and Subordinating Conjunction – And, but, for, nor, or, so, and yet are the most common forms of conjunction. [L.3.1.H]

Gap Filling – What is missing within the structure of things? [L.3.1.H]

Simple, Compound, and Complex Sentence – Time for us to span the level of difficulty when writing and understanding sentences. [L.3.1.I]

Simple Sentences with High Frequency Words – These words are so common that this is an easy go for most kids. [L.3.1.I]

Capitalizing Titles – This is a skill that even some adults have trouble with. Check your next staff memo. [L.3.2.A]

Use Commas in Addresses – Writing envelopes can be a fun activity to throw in here. [L.3.2.B]

Commas and Quotation Marks in Dialogue – Students quickly learn that one or two wrong symbols can completely change the meaning of a body of work. [L.3.2.C]

Using Possessives – Did you now that there over 40 different forms of commas in use of world languages today? I didn't know that.[L.3.2.D]

Possessive Nouns – You really need to take ownership of this topic.[L.3.2.D]

3rd Grade Spelling High-Frequency Words – You are sure to see these words on most assessments. [L.3.2.E]

Spelling Patterns and Generalizations – Patterns really can help you to understand the rules of spelling. [L.3.2.F]

Participle – Formed by verb, but it acts like an adjective. [L.3.2.F]

Using References To Check Spelling – Let's get all comfy and cozy with dictionaries, thesauruses, and glossaries. [L.3.2.G]

Forming Questions – Many times a good question is more useful than a good answer. [L.3.2]

Using Words and Phrases For Effect – It's amazing how a brilliant writer can scare you just from words. [L.3.3.A]

Grade 3 Games

Sentence-level Context Clue – Saying the sentences aloud is a trick to help students here. [3.4.A]

Defining Words with Known Affixes – Always remember to identify the root word first and foremost. [L.3.4.B]

Using Roots Words to Determine the Meaning of Words – Having a solid base vocabulary is the key to thrive with reading. [L.3.4.C]

Using Glossaries and Dictionaries to Define Words – Some teachers overlook this as skill and it is important to understand. [L.3.4.D]

Literal and Nonliteral Meanings of Word and Phrases – Understanding word use in the context of a passage is critical. [L.3.5.A]

Connections Between Words and Their Use – These are mostly free response which makes for wonderful creative activities. [L.3.5.B]

Shades of Word Meanings – This is an opportunity for students to learn how to tone down or turn the heat on words. [L.3.5.C]

Conversational Vocabulary Words – These worksheets are aged appropriately. We had them examined by two outside researchers. [L.3.6]

Writing

Writing Introductions For Opinion Pieces – We give you the middle and the ending. You do the rest. [W.3.1.A]

Writing Evidence To Support Your Opinion – These are early inference worksheets. [W.3.1.B]

Linking Opinions to Reasons With Words – This area includes expanded worksheets that require you to infer.[W.3.1.C]

Writing Conclusion Statements For Opinion Pieces – You did the starters, now it's time to learn how to finish it off. [W.3.1.D]

Writing Introductions To Informative/Explanatory Texts – We switch from editorial pieces to nonfiction. [W.3.2.A]

Writing To Develop Topics – Learn to build up interest with your writing. [W.3.2.B]

Linking Words and Phrases – Put the two together to make sentences, paragraphs, and whole bodies of work flow better. [W.3.2.C]

Writing Conclusion Sentences – These can be very tough for young writers. [W.3.2.D]

Writing Narrative Introductions – Bring a narrator intro the picture. [W.3.3.A]

Developing Events Through Writing Narratives – Sequence and order of topics is important here. [W.3.3.B]

Temporal Words and Phrases – All well written works include this concept throughout the work. [W.3.3.C]

Writing Concluding Sentences – Pull it all together and make it work out for you. [W.3.3.D]

Third Grade Creative Writing Prompts – Help those kids get all of their ducks in a row. [W.3.3]

Task Based Writing – This is where writing begins to show some purpose for reluctant young writers. [W.3.4]

Editing and Revising Your Writing – We also include peer revisions here. [W.3.5]

Using Technology With Your Writing – You will need a computer handy for these worksheets. [W.3.6]

Grade 3 Research Projects – At this level, students will need more help with the tools than the content involved. [W.3.7]

Sorting Evidence When Writing – This topic often gives rise to multiple choice questions that have several correct answers. [W.3.8]

Third Grade Writing – Let's see if students can put it all together when they write. [W.3.10]

Speaking & Listening

Reporting Speech and Statements – You basically are acting like a journalist here. [SL.3.4]