National Reading Standards Compared to Michigan Reading Standards

Skills available for Michigan tertiary-grade language arts standards

IXL'south 3rd-form skills volition exist aligned to the Mutual Core State Standards soon! Until then, you can view a complete list of third-class standards beneath.

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

L.3 Language

• Conventions of Standard English language

  • L.iii.i Demonstrate command of the conventions of standard English language grammer and usage when writing or speaking.

    • 50.iii.1.a Explain the office of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

      • Which discussion is a substantive? ( iii-PP.1 )
      • Identify nouns ( 3-PP.ii )
      • Identify nouns – with abstruse nouns ( three-PP.3 )
      • Identify mutual and proper nouns ( 3-PP.iv )
      • Identify personal pronouns ( iii-QQ.1 )
      • Identify possessive pronouns ( iii-QQ.5 )
      • Place action verbs ( 3-RR.two )
      • Identify main verbs and helping verbs ( 3-RR.iii )
      • Does the adjective tell you what kind or how many? ( 3-VV.1 )
      • Identify the adjective that describes the noun ( 3-VV.2 )
      • Identify adjectives ( 3-VV.three )
      • Does the adverb tell you how, when, or where? ( 3-VV.four )
      • Place adverbs ( 3-VV.5 )

    • L.3.1.b Grade and employ regular and irregular plural nouns.

      • Form regular plurals with -due south, -es, and -ies ( 3-PP.five )
      • Use regular plurals with -s, -es, and -ies ( 3-PP.6 )
      • Course and use irregular plurals ( 3-PP.viii )

    • L.three.1.c Use abstract nouns (east.g., childhood).

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

    • 50.3.1.d Form and apply regular and irregular verbs.

      • Use action verbs ( 3-RR.1 )
      • Form and apply the irregular past tense: set 1 ( 3-TT.half dozen )
      • Form and utilize the irregular past tense: set 2 ( iii-TT.seven )
      • Form and use the irregular past tense: set iii ( 3-TT.8 )
      • Form and utilize the irregular past tense: prepare iv ( three-TT.nine )
      • Course and use the irregular past tense: ready 5 ( three-TT.ten )
      • To be: utilize the correct form ( iii-TT.eleven )
      • To accept: apply the correct form ( three-TT.12 )

    • L.three.ane.due east Form and use the simple (e.g., I walked; I walk; I volition walk) verb tenses.

      • Grade and utilise the regular past tense ( 3-TT.3 )
      • Is the judgement in the past, present, or future tense? ( 3-TT.13 )
      • Modify the sentence to future tense ( 3-TT.14 )

    • L.iii.1.f Ensure subject field-verb and pronoun-antecedent agreement.

      • Supplant the noun with a personal pronoun ( 3-QQ.3 )
      • Is the subject singular or plural? ( 3-SS.1 )
      • Use the correct subject or verb ( 3-SS.2 )
      • Pronoun-verb agreement ( three-SS.3 )

    • L.3.1.g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

      • Cull betwixt adjectives and adverbs ( 3-VV.half-dozen )
      • Use adjectives to compare ( three-VV.8 )
      • Spell adjectives that compare ( 3-VV.ix )
      • Use adverbs to compare ( iii-VV.ten )

    • L.3.1.h Apply coordinating and subordinating conjunctions.

      • Use coordinating conjunctions ( 3-Y.iii )
      • Use subordinating conjunctions ( three-Y.4 )
      • Identify coordinating conjunctions ( 3-Xx.one )
      • Identify subordinating conjunctions ( 3-XX.two )

    • 50.3.1.i Produce simple, compound, and complex sentences.

      • Create varied sentences based on models ( three-BB.3 )
      • Identify the complete field of study of a sentence ( 3-OO.2 )
      • Identify the complete predicate of a judgement ( 3-OO.3 )
      • Is it a consummate sentence or a fragment? ( 3-OO.five )
      • Is information technology a complete sentence or a run-on? ( iii-OO.6 )
      • Is it a complete sentence, a fragment, or a run-on? ( three-OO.7 )
      • Create compound sentences ( iii-OO.ix )
      • Order the words to create a sentence ( iii-OO.10 )

  • L.3.2 Demonstrate command of the conventions of standard English language capitalization, punctuation, and spelling when writing.

    • L.3.2.a Capitalize appropriate words in titles.

      • Capitalizing titles ( iii-CCC.3 )

    • L.3.2.b Use commas in addresses.

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

    • Fifty.iii.2.c Use commas and quotation marks in dialogue.

      • Punctuating dialogue ( iii-CCC.6 )

    • L.iii.2.d Grade and use possessives.

      • Form the singular or plural possessive ( 3-PP.10 )

    • L.3.2.e Use conventional spelling for loftier-frequency and other studied words and for adding suffixes to base words (e.chiliad., sitting, smiled, cries, happiness).

      • Discussion pattern analogies ( three-DD.eleven )
      • Word pattern sentences ( 3-DD.12 )
      • Homophones with pictures ( 3-2.1 )
      • Employ the correct homophone ( 3-Two.3 )
      • Form regular plurals with -s, -es, and -ies ( 3-PP.5 )
      • Use regular plurals with -s, -es, and -ies ( 3-PP.six )
      • Form and utilise irregular plurals ( three-PP.8 )
      • Form and use the regular by tense ( 3-TT.3 )
      • Form and apply the irregular by tense: set 1 ( iii-TT.vi )
      • Class and utilise the irregular past tense: set ii ( iii-TT.7 )
      • Form and use the irregular past tense: gear up three ( 3-TT.8 )
      • Form and use the irregular past tense: set 4 ( 3-TT.nine )
      • Form and use the irregular past tense: gear up 5 ( 3-TT.10 )
      • Spell adjectives that compare ( 3-VV.ix )
      • Pronoun-verb contractions ( 3-YY.1 )
      • Contractions with "not" ( 3-YY.two )

    • Fifty.3.2.f Use spelling patterns and generalizations (e.thou., word families, position-based spellings, syllable patterns, catastrophe rules, meaningful give-and-take parts) in writing words.

      • Give-and-take pattern analogies ( 3-DD.11 )
      • Word design sentences ( 3-DD.12 )
      • Class regular plurals with -s, -es, and -ies ( 3-PP.5 )
      • Use regular plurals with -due south, -es, and -ies ( three-PP.6 )
      • Course and use the regular past tense ( three-TT.iii )
      • Spell adjectives that compare ( 3-VV.9 )
      • Pronoun-verb contractions ( 3-YY.ane )
      • Contractions with "not" ( 3-YY.2 )

    • 50.3.2.g Consult reference materials, including get-go dictionaries, as needed to check and correct spellings.

      • Use guide words ( 3-NN.v )

• Knowledge of Language

  • L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    • 50.three.iii.a Choose words and phrases for upshot.

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

    • Fifty.iii.3.b Recognize and observe differences between the conventions of spoken and written standard English.

• Vocabulary Acquisition and Utilise

  • L.3.4 Determine or clarify the meaning of unknown and multiple-meaning give-and-take and phrases based on course 3 reading and content, choosing flexibly from a range of strategies.

    • L.three.4.a Use sentence-level context as a clue to the meaning of a give-and-take or phrase.

      • Similes with pictures ( 3-Chiliad.1 )
      • Determine the meanings of similes ( 3-Chiliad.2 )
      • Read about animals ( 3-T.i )
      • Read nearly food ( 3-T.ii )
      • Read nearly art, music, and traditions ( three-T.iii )
      • Read about sports and hobbies ( 3-T.four )
      • Observe synonyms in context ( 3-HH.three )
      • Observe antonyms in context ( three-HH.6 )
      • Which definition matches the sentence? ( iii-JJ.2 )
      • Which sentence matches the definition? ( 3-JJ.iii )
      • Choose the picture that matches the idiomatic expression ( 3-LL.1 )
      • Make up one's mind the meaning of words using synonyms in context ( 3-MM.one )
      • Utilise context to identify the meaning of a word ( 3-MM.2 )
      • Use academic vocabulary in context ( 3-MM.3 )

    • Fifty.3.4.b Decide the meaning of the new word formed when a known affix is added to a known word (eastward.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

      • Decide the meaning of a discussion with pre-, re-, or mis- ( 3-DD.ii )
      • Use the prefixes pre-, re-, and mis- ( 3-DD.3 )
      • Determine the meaning of a word with -ful or -less ( 3-DD.4 )
      • Determine the meaning of a word with -ly or -ness ( 3-DD.5 )
      • Determine the meaning of a word with -able or -ment ( 3-DD.6 )
      • Determine the meaning of a give-and-take with a suffix: review ( 3-DD.vii )
      • Determine the meanings of words with prefixes and suffixes: review ( 3-DD.8 )
      • Sort words with shared prefixes and suffixes by meaning ( iii-DD.9 )

    • L.3.4.c Apply a known root give-and-take as a clue to the meaning of an unknown word with the aforementioned root (e.g., visitor, companion).

      • Use Greek and Latin roots equally clues to the meanings of words ( three-EE.1 )
      • Decide the meanings of Greek and Latin roots ( 3-EE.2 )
      • Make up one's mind the meanings of words with Greek and Latin roots ( iii-EE.3 )

    • L.3.iv.d Use glossaries or beginning dictionaries, both impress and digital, to determine or analyze the precise significant of key words and phrases.

      • Use guide words ( three-NN.v )
      • Utilize dictionary entries ( 3-NN.6 )
      • Use dictionary definitions ( three-NN.7 )

  • L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.

    • L.iii.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.1000., take steps).

      • Similes with pictures ( three-K.1 )
      • Determine the meanings of similes ( 3-K.two )
      • Read verse ( 3-S.4 )
      • Cull the picture that matches the idiomatic expression ( 3-LL.ane )

    • L.3.5.b Place real-life connections betwixt words and their use (e.g., draw people who are friendly or helpful).

      • Use actions and dialogue to understand characters ( 3-M.two )
      • Show character emotions and traits ( three-AA.ii )
      • Shades of pregnant with pictures ( three-KK.1 )
      • Depict the difference between related words ( three-KK.2 )
      • Use academic vocabulary in context ( 3-MM.3 )
      • Use action verbs ( 3-RR.1 )
      • Does the adjective tell you what kind or how many? ( 3-VV.1 )

    • L.3.v.c Distinguish shades of meaning amidst related words that describe states of listen or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

      • Shades of pregnant with pictures ( 3-KK.1 )
      • Draw the difference betwixt related words ( 3-KK.2 )
      • Positive and negative connotation ( 3-KK.3 )

  • Fifty.3.6 Acquire and apply accurately grade-appropriate conversational, general bookish, and domain-specific words and phrases, including those that signal spatial and temporal relationships (due east.one thousand., After dinner that night nosotros went looking for them).

    • Sort sensory details ( 3-J.1 )
    • Identify time-order words ( three-Y.i )
    • Use subordinating conjunctions ( iii-Y.four )
    • Shades of meaning with pictures ( 3-KK.i )
    • Positive and negative connotation ( 3-KK.three )
    • Determine the significant of words using synonyms in context ( 3-MM.i )
    • Use context to identify the pregnant of a discussion ( three-MM.2 )
    • Use academic vocabulary in context ( 3-MM.3 )
    • Identify prepositions ( 3-WW.1 )

Mutual Cadre State Standards © Copyright 2010. National Governors Association Centre for Best Practices and Council of Master Land School Officers. All rights reserved.

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