15.b L.3.4.A ELAGSE3L4a L.3.4.a L.3.4a L.3.4.a 3L4a 3.FL.VA.7a.i L.3.2.a 15.c 3.L.4.a L.3.4.B ELAGSE3L4b L.3.4.b L.3.4b L.3.4.b 3L4b L.3.4.b 3.FL.VA.7a.ii L.3.2.b 15.a 3.L.4.b L.3.4.C ELAGSE3L4c L.3.4.c L.3.4c L.3.4.c 3L4c L.3.4.c 3.FL.VA.7a.iii 3.L.5.a L.3.5.A ELAGSE3L5a L.3.5.a L.3.5a L.3.5.a 3L5a L.3.5.a 3.FL.VA.7b.i L.3.3.a 3.L.5.b L.3.5.B ELAGSE3L5b L.3.5.b L.3.5b 3L5b L.3.5.b 3.FL.VA.7b.ii L.3.3.c 3.L.5.c L.3.5.C ELAGSE3L5c L.3.5.c L.3.5c L.3.5.b 3L5c L.3.5.c 3.FL.VA.7b.iii L.3.3.b 13 3.L.6 L.3.6 ELAGSE3L6 L.3.6 L.3.6 3L6 L.3.6 3.FL.VA.7c L.3.4.a

Word relationships 3rd Grade

Alabama Course of Study Standards: 15.b
Apply knowledge of the changes in tense (- ed ), number (- s ), and degree (- er and - est ) signified by inflected endings to determine the meaning of a word.
Common Core State Standards: Literacy.L.3.4a Georgia Standards of Excellence (GSE): ELAGSE3L4a Kentucky Academic Standards (KAS): L.3.4.a Mississippi College- and Career-Readiness Standards: L.3.4a New York State Next Generation Learning Standards: 3L4a Tennessee Academic Standards: 3.FL.VA.7a.i Wisconsin Academic Standards: L.3.2.a
Use sentence-level context as a clue to the meaning of a word or phrase.
North Carolina - Standard Course of Study: L.3.4.a
context clues
Alabama Course of Study Standards: 15.c
Identify common and derivational prefixes and suffixes and use them as clues to a word’s meaning. Examples: pre-, re-, mis-; -ly, -less, -ful, -able, -ment
Arizona - K-12 Academic Standards: 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, care/careless, heat/preheat).
Common Core State Standards: Literacy.L.3.4b Georgia Standards of Excellence (GSE): ELAGSE3L4b Kentucky Academic Standards (KAS): L.3.4.b Mississippi College- and Career-Readiness Standards: L.3.4b New York State Next Generation Learning Standards: 3L4b
Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
North Carolina - Standard Course of Study: L.3.4.b
word relationships
Ohio's Learning Standards: L.3.4.b
Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
Tennessee Academic Standards: 3.FL.VA.7a.ii
Determine the meaning of the new word formed when a known affix is added to a known word.
Wisconsin Academic Standards: L.3.2.b
Determine the meaning of new words when a suffix or prefix is added.
Alabama Course of Study Standards: 15.a
Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unfamiliar words, including base words, roots, and frequently occurring affixes and inflections. Examples: affixes -less, -ful, pro-, trans - ; roots aqua, cent, port, form, ject, spect, dict, tend, fer
Arizona - K-12 Academic Standards: 3.L.4.b
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
Common Core State Standards: Literacy.L.3.4c Georgia Standards of Excellence (GSE): ELAGSE3L4c Kentucky Academic Standards (KAS): L.3.4.c Mississippi College- and Career-Readiness Standards: L.3.4c New York State Next Generation Learning Standards: 3L4c
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
North Carolina - Standard Course of Study: L.3.4.c
word parts
Ohio's Learning Standards: L.3.4.c
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
Tennessee Academic Standards: 3.FL.VA.7a.iii
Use a known root word as a clue to the meaning of an unknown word with the same root.
Arizona - K-12 Academic Standards: 3.L.5.a
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
Common Core State Standards: Literacy.L.3.5a Georgia Standards of Excellence (GSE): ELAGSE3L5a Kentucky Academic Standards (KAS): L.3.5.a Mississippi College- and Career-Readiness Standards: L.3.5a New York State Next Generation Learning Standards: 3L5a
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
North Carolina - Standard Course of Study: L.3.5.a Tennessee Academic Standards: 3.FL.VA.7b.i
Distinguish the literal and nonliteral meanings of words and phrases in context.
Ohio's Learning Standards: L.3.5.a
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
Wisconsin Academic Standards: L.3.3.a
Determine the meaning of words and phrases as they are used in a text, distinguishing between literal and non-literal language.
Arizona - K-12 Academic Standards: 3.L.5.b
Identify real-life connections between words and their uses (e.g., describe people who are friendly or helpful).
Common Core State Standards: Literacy.L.3.5b Georgia Standards of Excellence (GSE): ELAGSE3L5b Kentucky Academic Standards (KAS): L.3.5.b Mississippi College- and Career-Readiness Standards: L.3.5b
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
New York State Next Generation Learning Standards: 3L5b
Use words for identification and description, making connections between words and their use (e.g., describe people who are friendly or helpful).
Ohio's Learning Standards: L.3.5.b
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
Tennessee Academic Standards: 3.FL.VA.7b.ii
Identify real-life connections between words and their use.
Wisconsin Academic Standards: L.3.3.c
Make connections between words and how they are used in real life (i.e., help students build or add on to existing schema when encountering new words).
Arizona - K-12 Academic Standards: 3.L.5.c
Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, and wondered).
Common Core State Standards: Literacy.L.3.5c Georgia Standards of Excellence (GSE): ELAGSE3L5c Kentucky Academic Standards (KAS): L.3.5.c Mississippi College- and Career-Readiness Standards: L.3.5c New York State Next Generation Learning Standards: 3L5c
Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
North Carolina - Standard Course of Study: L.3.5.b Tennessee Academic Standards: 3.FL.VA.7b.iii
Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.
Ohio's Learning Standards: L.3.5.c
Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
Wisconsin Academic Standards: L.3.3.b
Distinguish shades of meaning among words describing degrees of certainty (e.g., knew, believed, suspected).
Alabama Course of Study Standards: 13
Utilize new academic, content-specific, grade-level vocabulary to make connections to previously learned words and relate new words to background knowledge. Make connections to a word’s structure using knowledge of phonology, morphology, and orthography of the word to aid learning.
Arizona - K-12 Academic Standards: 3.L.6
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night, we went looking for them).
Common Core State Standards: Literacy.L.3.6 Georgia Standards of Excellence (GSE): ELAGSE3L6
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Massachusetts Curriculum Frameworks: L.3.6
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases,⁸ including those that signal spatial and temporal relationships. (See grade 3 Reading Literature Standard 4 and Reading Informational Text Standard 4 on applying knowledge of vocabulary to reading; see grade 3 Writing Standard 5 and Speaking and Listening Standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.) For example, as third graders are introduced to fractions in math, they learn to apply general academic vocabulary (e.g., half, part, equal). They also learn domain-specific words and phrases (e.g., numerator, denominator, number line). They use both kinds of vocabulary to explain the reasoning behind their solutions to word problems.
North Carolina - Standard Course of Study: L.3.6
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
New York State Next Generation Learning Standards: 3L6
Acquire and accurately use conversational, general academic, and content-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Ohio's Learning Standards: L.3.6
Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night, we went looking for them).
Tennessee Academic Standards: 3.FL.VA.7c
Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and time relationships.
Wisconsin Academic Standards: L.3.4.a
Identify and use phrases that signal spatial and temporal relationships (e.g., after dinner that night, we went looking for them.).

Word relationships

Alabama Course of Study Standards: 15.b

Apply knowledge of the changes in tense (- ed ), number (- s ), and degree (- er and - est ) signified by inflected endings to determine the meaning of a word.

Common Core State Standards: Literacy.L.3.4a

Georgia Standards of Excellence (GSE): ELAGSE3L4a

Kentucky Academic Standards (KAS): L.3.4.a

Mississippi College- and Career-Readiness Standards: L.3.4a

New York State Next Generation Learning Standards: 3L4a

Tennessee Academic Standards: 3.FL.VA.7a.i

Wisconsin Academic Standards: L.3.2.a

Use sentence-level context as a clue to the meaning of a word or phrase.

North Carolina - Standard Course of Study: L.3.4.a

context clues

Alabama Course of Study Standards: 15.c

Identify common and derivational prefixes and suffixes and use them as clues to a word’s meaning.Examples: pre-, re-, mis-; -ly, -less, -ful, -able, -ment

Arizona - K-12 Academic Standards: 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, care/careless, heat/preheat).

Common Core State Standards: Literacy.L.3.4b

Georgia Standards of Excellence (GSE): ELAGSE3L4b

Kentucky Academic Standards (KAS): L.3.4.b

Mississippi College- and Career-Readiness Standards: L.3.4b

New York State Next Generation Learning Standards: 3L4b

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

North Carolina - Standard Course of Study: L.3.4.b

word relationships

Ohio's Learning Standards: L.3.4.b

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

Tennessee Academic Standards: 3.FL.VA.7a.ii

Determine the meaning of the new word formed when a known affix is added to a known word.

Wisconsin Academic Standards: L.3.2.b

Determine the meaning of new words when a suffix or prefix is added.

Alabama Course of Study Standards: 15.a

Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unfamiliar words, including base words, roots, and frequently occurring affixes and inflections.Examples: affixes -less, -ful, pro-, trans - ; roots aqua, cent, port, form, ject, spect, dict, tend, fer

Arizona - K-12 Academic Standards: 3.L.4.b

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Common Core State Standards: Literacy.L.3.4c

Georgia Standards of Excellence (GSE): ELAGSE3L4c

Kentucky Academic Standards (KAS): L.3.4.c

Mississippi College- and Career-Readiness Standards: L.3.4c

New York State Next Generation Learning Standards: 3L4c

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

North Carolina - Standard Course of Study: L.3.4.c

word parts

Ohio's Learning Standards: L.3.4.c

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Tennessee Academic Standards: 3.FL.VA.7a.iii

Use a known root word as a clue to the meaning of an unknown word with the same root.

Arizona - K-12 Academic Standards: 3.L.5.a

Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

Common Core State Standards: Literacy.L.3.5a

Georgia Standards of Excellence (GSE): ELAGSE3L5a

Kentucky Academic Standards (KAS): L.3.5.a

Mississippi College- and Career-Readiness Standards: L.3.5a

New York State Next Generation Learning Standards: 3L5a

Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

North Carolina - Standard Course of Study: L.3.5.a

Tennessee Academic Standards: 3.FL.VA.7b.i

Distinguish the literal and nonliteral meanings of words and phrases in context.

Ohio's Learning Standards: L.3.5.a

Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

Wisconsin Academic Standards: L.3.3.a

Determine the meaning of words and phrases as they are used in a text, distinguishing between literal and non-literal language.

Arizona - K-12 Academic Standards: 3.L.5.b

Identify real-life connections between words and their uses (e.g., describe people who are friendly or helpful).

Common Core State Standards: Literacy.L.3.5b

Georgia Standards of Excellence (GSE): ELAGSE3L5b

Kentucky Academic Standards (KAS): L.3.5.b

Mississippi College- and Career-Readiness Standards: L.3.5b

Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

New York State Next Generation Learning Standards: 3L5b

Use words for identification and description, making connections between words and their use (e.g., describe people who are friendly or helpful).

Ohio's Learning Standards: L.3.5.b

Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

Tennessee Academic Standards: 3.FL.VA.7b.ii

Identify real-life connections between words and their use.

Wisconsin Academic Standards: L.3.3.c

Make connections between words and how they are used in real life (i.e., help students build or add on to existing schema when encountering new words).

Arizona - K-12 Academic Standards: 3.L.5.c

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, and wondered).

Common Core State Standards: Literacy.L.3.5c

Identify common and derivational prefixes and suffixes and use them as clues to a word’s meaning.
Examples: pre-, re-, mis-; -ly, -less, -ful, -able, -ment

Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unfamiliar words, including base words, roots, and frequently occurring affixes and inflections.
Examples: affixes -less, -ful, pro-, trans - ; roots aqua, cent, port, form, ject, spect, dict, tend, fer

Utilize new academic, content-specific, grade-level vocabulary to make connections to previously learned words and relate new words to background knowledge.
Make connections to a word’s structure using knowledge of phonology, morphology, and orthography of the word to aid learning.