Grade 3 Common Core State Standards Comparison...
Transcript of Grade 3 Common Core State Standards Comparison...
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AR.3.R.9.7 (R.9.3.7) Using questioning and monitoring to
make meaning: Ask questions and support answers by
connecting prior knowledge with literal and inferential
information found in the text
3AR.3.R.9.6 (R.9.3.6) Using questioning and monitoring to
make meaning: Question the author’s purpose
3main
idea
AR.3.R.9.5 (R.9.3.5) Using questioning and monitoring to
make meaning: Generate questions and check the text for
answers
3
AR.3.R.10.11 (R.10.3.11) Reading a variety of literature for
enjoyment and critical analysis: Read a variety of stories,
including tall tales and fables
3
AR.3.R.10.12 (R.10.3.12) Reading a variety of literature for
enjoyment and critical analysis: Identify and compare the
story elements of tall tales and fables
3
AR.3.R.10.4 (R.10.3.4) Exhibit behaviors and habits of an
active reader: Respond to a wide variety of texts by
contributing to a reading journal which demonstrates
appropriate comprehension skills, including written
responses, reading log, interest list, and reading goals
Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
CC.3.R.L.1 Key Ideas and Details:
Ask and answer questions to
demonstrate understanding of a
text, referring explicitly to the text
as the basis for the answers.
3
CC is higher level
because asks to
recount and AR
asks to read; CC
does not specify
writing of specific
genres. See
Appendix p.20
R.L
R.L
CC.3.R.L.2 Key Ideas and Details:
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.
2
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 1
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AR.3.R.9.9 (R.9.3.9) Using inferences to make meaning: Draw
inferences, such as conclusions or generalizations, and
support them with text evidence and/or personal experiences
3AR.3.R.9.12 (R.9.3.12) Summarizing and synthesizing for
meaning: Summarize a story
3
AR.3.R.10.14 (R.10.3.14) Reading a variety of literature for
enjoyment and critical analysis: Identify language and literary
devices, including mood
3
AR.3.R.10.16 (R.10.3.16) Reading a variety of poetry for
enjoyment and critical analysis: Discuss poetry to determine
meaning
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AR.3.R.9.7 (R.9.3.7) Using questioning and monitoring to
make meaning: Ask questions and support answers by
connecting prior knowledge with literal and inferential
information found in the text
3
AR.3.R.11.1 (R.11.3.1) Meaning-based word recognition: Use
context clues to determine the precise meaning of new
words
3
CC is specific to
interpretation of
characters
R.L
CC.3.R.L.3 Key Ideas and Details:
Describe characters in a story
(e.g., their traits, motivations, or
feelings) and explain how their
actions contribute to the sequence
of events.
2
R.L
CC.3.R.L.4 Craft and Structure:
Determine the meaning of words
and phrases as they are used in a
text, distinguishing literal from
nonliteral language.
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 2
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
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AR.3.R.10.17 (R.10.3.17) Reading a variety of poetry for
enjoyment and critical analysis: Analyze poetry to identify
the characteristics of cinquains
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AR.3.R.9.9 (R.9.3.9) Using inferences to make meaning: Draw
inferences, such as conclusions or generalizations, and
support them with text evidence and/or personal experiences
3AR.3.R.9.3 (R.9.3.3) Using connections to make meaning:
Make connections from text to world during reading
3AR.3.R.9.3 (R.9.3.3) Using connections to make meaning:
Make connections from text to world during reading
3AR.3.R.9.2 (R.9.3.2) Using prior knowledge to make meaning:
Use prior knowledge to determine a purpose for reading
3
AR.3.R.10.14 (R.10.3.14) Reading a variety of literature for
enjoyment and critical analysis: Identify language and literary
devices, including mood
3
AR.3.R.10.4 (R.10.3.4) Exhibit behaviors and habits of an
active reader: Respond to a wide variety of texts by
contributing to a reading journal which demonstrates
appropriate comprehension skills, including written
responses, reading log, interest list, and reading goals
3
R.L
CC.3.R.L.9 Integration of
Knowledge and Ideas: 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).
CC is comparing
and contrasting and
AR is just asked to
compare. CC
included several AR
standards.
AR does not label
each part of the
story. CC is more
specific; CC does
not specify different
types of forms.
R.L
CC.3.R.L.5 Craft and Structure:
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.
CC.3.R.L.6 Craft and Structure:
Distinguish their own point of view
from that of the narrator or those
of the characters.
R.L
Point of view is not
addressed until
grade 7
2
3
AR.3.R.10.15 (R.10.3.15) Reading a variety of poetry for
enjoyment and critical analysis: Read a variety of poetry,
including diamantes and cinquains
2
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 3
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AR.3.R.10.3 (R.10.3.3) Exhibit behaviors and habits of an
active reader: Discuss authors, stories, and other texts and
make recommendations to classmates and teachers
3
AR.3.R.10.2 (R.10.3.2) Exhibit behaviors and habits of an
active reader: Demonstrate knowledge of the content, style,
and theme of the works of a single author
R.L
CC.3.R.L.9 Integration of
Knowledge and Ideas: 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).
CC is comparing
and contrasting and
AR is just asked to
compare. CC
included several AR
standards.
2
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 4
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3 3
AR.3.R.10.2 (R.10.3.2) Exhibit behaviors and habits of an
active reader: Demonstrate knowledge of the content, style,
and theme of the works of a single author
3 3
AR.3.R.10.13 (R.10.3.13) Reading a variety of literature for
enjoyment and critical analysis: Create own tall tale and/or
fable
3 3
AR.3.R.10.14 (R.10.3.14) Reading a variety of literature for
enjoyment and critical analysis: Identify language and literary
devices, including mood
3
AR.3.R.10.6 (R.10.3.6) Exhibit behaviors and habits of an
active reader: Use graphic organizers including character
webs and K-W-L charts to make meaning of the reading
selection
3
AR.3.R.10.4 (R.10.3.4) Exhibit behaviors and habits of an
active reader: Respond to a wide variety of texts by
contributing to a reading journal which demonstrates
appropriate comprehension skills, including written
responses, reading log, interest list, and reading goals
3
AR.3.R.10.3 (R.10.3.3) Exhibit behaviors and habits of an
active reader: Discuss authors, stories, and other texts and
make recommendations to classmates and teachers
3
AR.3.R.10.16 (R.10.3.16) Reading a variety of poetry for
enjoyment and critical analysis: Discuss poetry to determine
meaning
3AR.3.R.11.10 (R.11.3.10) Accuracy of reading: Read grade
level texts with accuracy of 90% or above
R.L
CC.3.R.L.10 Range of Reading and
Complexity of Text: 10. By the end
of the year, read and comprehend
literature, including stories,
dramas, and poetry, at the high
end of the grades 2–3 text
complexity band independently
and proficiently.
3
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 5
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
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AR.3.R.11.11 (R.11.3.11) Reading with fluency and
expression: Read grade level text fluently at a minimum of
110 words per minute
3
AR.3.R.11.12 (R.11.3.12) Reading with fluency and
expression: Read familiar grade level texts using appropriate
rhythm, pace, phrasing, punctuation, and intonation
R.L
CC.3.R.L.10 Range of Reading and
Complexity of Text: 10. By the end
of the year, read and comprehend
literature, including stories,
dramas, and poetry, at the high
end of the grades 2–3 text
complexity band independently
and proficiently.
3
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 6
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3main
idea
AR.3.R.9.5 (R.9.3.5) Using questioning and monitoring to
make meaning: Generate questions and check the text for
answers
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AR.3.R.9.7 (R.9.3.7) Using questioning and monitoring to
make meaning: Ask questions and support answers by
connecting prior knowledge with literal and inferential
information found in the text
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AR.3.R.9.9 (R.9.3.9) Using inferences to make meaning: Draw
inferences, such as conclusions or generalizations, and
support them with text evidence and/or personal experiences
3AR.3.R.11.4 (R.11.3.4) Meaning-based word recognition:
Recognize and use transition words
3
AR.3.R.9.13 (R.9.3.13) Summarizing and synthesizing for
meaning: Summarize major points found in nonfiction
materials
R.I
R.I
R.I
CC.3.R.I.1 Key Ideas and Details:
Ask and answer questions to
demonstrate understanding of a
text, referring explicitly to the text
as the basis for the answers.
CC.3.R.I.2 Key Ideas and Details:
Determine the main idea of a text;
recount the key details and explain
how they support the main idea.
3
CC.3.R.I.3 Key Ideas and Details:
Describe the relationship between
a series of historical events,
scientific ideas or concepts, or
steps in technical procedures in a
text, using language that pertains
to time, sequence, and
cause/effect.
2
AR.3.R.9.6 (R.9.3.6) Using questioning and monitoring to
make meaning: Question the author’s purpose
3
AR.3.R.10.8 (R.10.3.8) Reading a variety of informational
materials for enjoyment and critical analysis: Read a variety
of informational texts, including sequential formats
AR does not
include all
perfomance/expect
ations in the CCSS.
3
3
AR.3.R.9.12 (R.9.3.12) Summarizing and synthesizing for
meaning: Summarize a story
3
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 7
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3AR.3.R.9.14 (R.9.3.14) Summarizing and synthesizing for
meaning: Follow directions encountered in functional texts
3 3
AR.3.R.10.18 (R.10.3.18) Reading a variety of practical
materials for enjoyment and critical analysis: Read a variety
of functional/practical texts, including menus, recipes, and
maps
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AR.3.R.10.19 (R.10.3.19) Reading a variety of practical
materials for enjoyment and critical analysis: Use functional
print, including recipes, menus, and maps, to accomplish
tasks
3
AR.3.R.11.1 (R.11.3.1) Meaning-based word recognition: Use
context clues to determine the precise meaning of new
words
R.I
CC.3.R.I.4 Craft and Structure:
Determine the meaning of general
academic and domain-specific
words and phrases in a text
relevant to a grade 3 topic or
subject area.
3
AR.3.IR.12.3 (IR.12.3.3) Accessing information: Use text
features of nonfiction (e.g., heading, subheading, bold print,
italics, etc.) to locate information
3
R.I
CC.3.R.I.3 Key Ideas and Details:
Describe the relationship between
a series of historical events,
scientific ideas or concepts, or
steps in technical procedures in a
text, using language that pertains
to time, sequence, and
cause/effect.
2
AR does not
include all
perfomance/expect
ations in the CCSS.
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 8
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3AR.3.R.9.3 (R.9.3.3) Using connections to make meaning:
Make connections from text to world during reading
1
3
CC.3.R.I.6 Craft and Structure:
Distinguish their own point of view
from that of the author of a text.
R.I
CC.3.R.I.5 Craft and Structure: Use
text features and search tools (e.g.,
key words, sidebars, hyperlinks) to
locate information relevant to a
given topic efficiently.
3
Major aspects of
CC not addressedR.I
AR.3.IR.12.5 (IR.12.3.5) Accessing information: Consult
multiple resources, including print (e.g., dictionaries,
encyclopedia, atlases, reference books, thesauri, etc.),
technology, and experts to address questions
3
AR.3.R.10.3 (R.10.3.3) Exhibit behaviors and habits of an
active reader: Discuss authors, stories, and other texts and
make recommendations to classmates and teachers
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 9
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
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AR.3.R.10.18 (R.10.3.18) Reading a variety of practical
materials for enjoyment and critical analysis: Read a variety
of functional/practical texts, including menus, recipes, and
maps
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AR.3.R.10.19 (R.10.3.19) Reading a variety of practical
materials for enjoyment and critical analysis: Use functional
print, including recipes, menus, and maps, to accomplish
tasks
3AR.3.R.11.4 (R.11.3.4) Meaning-based word recognition:
Recognize and use transition words
Major aspects of
CC missing from
AR(pictures and
charts)
R.I
CC.3.R.I.8 Integration of
Knowledge and Ideas: Describe
the logical connection between
particular sentences and
paragraphs in a text (e.g.,
comparison, cause/effect,
first/second/third in a sequence).
3
R.I
CC.3.R.I.7 Integration of
Knowledge and Ideas: 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).
2
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AR.3.R.9.4 (R.9.3.4) Using visualization to make meaning:
Form mental pictures to organize and visualize the content of
the text
3AR.3.R.9.10 (R.9.3.10) Determining importance to make
meaning: Organize information and events logically
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 10
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3
AR.3.R.10.3 (R.10.3.3) Exhibit behaviors and habits of an
active reader: Discuss authors, stories, and other texts and
make recommendations to classmates and teachers
3
AR.3.R.11.12 (R.11.3.12) Reading with fluency and
expression: Read familiar grade level texts using appropriate
rhythm, pace, phrasing, punctuation, and intonation
3
AR.3.R.10.4 (R.10.3.4) Exhibit behaviors and habits of an
active reader: Respond to a wide variety of texts by
contributing to a reading journal which demonstrates
appropriate comprehension skills, including written
responses, reading log, interest list, and reading goals
3
AR.3.R.10.5 (R.10.3.5) Exhibit behaviors and habits of an
active reader: Self-select materials on independent reading
level based on personal interest, knowledge of authors, and
different types of texts
R.I
CC.3.R.I.10 Range of Reading and
Level of Text Complexity: 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.
2
R.I
CC.3.R.I.9 Integration of
Knowledge and Ideas: Compare
and contrast the most important
points and key details presented in
two texts on the same topic.
2
R.I
CC.3.R.I.10 Range of Reading and
Level of Text Complexity: 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.
2
3
Nothing specific
toward fluency and
comprehension at
the end of the year;
does not address
the use of graphic
organizers; does
not specify types
of poetry
3
AR.3.R.10.3 (R.10.3.3) Exhibit behaviors and habits of an
active reader: Discuss authors, stories, and other texts and
make recommendations to classmates and teachers
3AR.3.R.10.1 (R.10.3.1) Exhibit behaviors and habits of an
active reader: Read daily
Nothing specific
toward fluency and
comprehension at
the end of the year;
does not address
the use of graphic
organizers; does
not specify types
of poetry
AR.3.IR.12.4 (IR.12.3.4) Accessing information: Access
information from globes and schedules
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 11
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3 3
AR.3.R.10.10 (R.10.3.10) Reading a variety of informational
materials for enjoyment and critical analysis: Describe in
own words new information gained from texts and relate it to
prior knowledge
3 3
AR.3.R.10.6 (R.10.3.6) Exhibit behaviors and habits of an
active reader: Use graphic organizers including character
webs and K-W-L charts to make meaning of the reading
selection
3
AR.3.R.10.18 (R.10.3.18) Reading a variety of practical
materials for enjoyment and critical analysis: Read a variety
of functional/practical texts, including menus, recipes, and
maps
3AR.3.R.11.6 (R.11.3.6) Spelling-sound word recognition
(phonics): Decode words using variant vowel patterns
3
AR.3.R.11.2 (R.11.3.2) Meaning-based word recognition: Use
knowledge of irregular plurals, verb tenses, homonyms,
homographs, homophones, prefixes, and suffixes to read
with meaning
R.F
CC.3.R.F.3.a Phonics and Word
Recognition: Identify and know the
meaning of the most common
prefixes and derivational suffixes.
3 3
AR.3.R.11.8 (R.11.3.8) Sight word recognition: Continue to
develop sight word vocabulary, including reading words with
irregularly spelled suffixes (i.e. -ous, -ion, -ive)
3
R.I
CC.3.R.I.10 Range of Reading and
Level of Text Complexity: 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.
2
Nothing specific
toward fluency and
comprehension at
the end of the year;
does not address
the use of graphic
organizers; does
not specify types
of poetry
R.F
CC.3.R.F.3 Phonics and Word
Recognition: Know and apply
grade-level phonics and word
analysis skills in decoding words.
3
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AR.3.R.10.19 (R.10.3.19) Reading a variety of practical
materials for enjoyment and critical analysis: Use functional
print, including recipes, menus, and maps, to accomplish
tasks
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 12
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
R.F
CC.3.R.F.3.b Phonics and Word
Recognition: Decode words with
common Latin suffixes.
3
AR.3.R.11.7 (R.11.3.7) Spelling-sound word recognition
(phonics): Decode multi-syllabic words using simple syllable
patterns
2
R.F
CC.3.R.F.3.c Phonics and Word
Recognition: Decode multisyllable
words.
3
AR.3.R.11.8 (R.11.3.8) Sight word recognition: Continue to
develop sight word vocabulary, including reading words with
irregularly spelled suffixes (i.e. -ous, -ion, -ive)
3
3
AR.3.R.11.2 (R.11.3.2) Meaning-based word recognition: Use
knowledge of irregular plurals, verb tenses, homonyms,
homographs, homophones, prefixes, and suffixes to read
with meaning
3AR.3.R.11.10 (R.11.3.10) Accuracy of reading: Read grade
level texts with accuracy of 90% or above
3
AR.3.R.11.11 (R.11.3.11) Reading with fluency and
expression: Read grade level text fluently at a minimum of
110 words per minute
3AR.3.R.9.2 (R.9.3.2) Using prior knowledge to make meaning:
Use prior knowledge to determine a purpose for reading
3AR.3.R.9.3 (R.9.3.3) Using connections to make meaning:
Make connections from text to world during reading
3
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AR.3.R.9.4 (R.9.3.4) Using visualization to make meaning:
Form mental pictures to organize and visualize the content of
the text
3AR.3.R.9.11 (R.9.3.11) Determining importance to make
meaning: Determine the purpose for reading
3
R.F
CC.3.R.F.4 Fluency: Read with
sufficient accuracy and fluency to
support comprehension.
R.F
CC.3.R.F.4.a Fluency: Read grade-
level text with purpose and
understanding.
1
R.F
CC.3.R.F.3.d Phonics and Word
Recognition: Read grade-
appropriate irregularly spelled
words.
2
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 13
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
R.F
CC.3.R.F.4.a Fluency: Read grade-
level text with purpose and
understanding.
1
3AR.3.R.11.10 (R.11.3.10) Accuracy of reading: Read grade
level texts with accuracy of 90% or above
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 14
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3
AR.3.R.10.11 (R.10.3.11) Reading a variety of literature for
enjoyment and critical analysis: Read a variety of stories,
including tall tales and fables
3
AR.3.R.11.2 (R.11.3.2) Meaning-based word recognition: Use
knowledge of irregular plurals, verb tenses, homonyms,
homographs, homophones, prefixes, and suffixes to read
with meaning
3
AR.3.R.11.1 (R.11.3.1) Meaning-based word recognition: Use
context clues to determine the precise meaning of new
words
3AR.3.IR.12.1 (IR.12.3.1) Accessing information: Generate
questions about important and interesting topics
3AR.3.IR.12.6 (IR.12.3.6) Interpreting information: Compile
information into various formats
3AR.3.W.4.1 (W.4.3.1) Prewriting: Use a variety of planning
strategies/organizers
3 AR.3.W.4.2 (W.4.3.2) Prewriting: Focus on a central idea
3 AR.3.W.4.3 (W.4.3.3) Prewriting: Identify the audience
R.F
CC.3.R.F.4.c Fluency: Use context
to confirm or self-correct word
recognition and understanding,
rereading as necessary.
3
AR is only
generating
questions and
compiling
information.
R.F
CC.3.R.F.4.b Fluency: Read grade-
level prose and poetry orally with
accuracy, appropriate rate, and
expression.
1
W
CC.3.W.1 Text Types and
Purposes: Write opinion pieces on
familiar topics or texts, supporting
a point of view with reasons.
2
3 AR.3.W.5.3 (W.5.3.3) Topics and Forms: Write daily
3
AR.3.R.10.15 (R.10.3.15) Reading a variety of poetry for
enjoyment and critical analysis: Read a variety of poetry,
including diamantes and cinquains
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 15
Str
an
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Notes
Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3 3
AR.3.W.4.6 (W.4.3.6) Drafting: Develop drafts by sorting
information into categories and using the categories as
paragraphs
AR is only
generating
questions and
compiling
information.
W
CC.3.W.1 Text Types and
Purposes: Write opinion pieces on
familiar topics or texts, supporting
a point of view with reasons.
2
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 16
Str
an
d
Standard
Gra
de
Matc
hed
Gra
de
Matched Standard
Matc
h*
Notes
Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3 3AR.3.W.5.5 (W.5.3.5) Topics and Forms: Respond to literature
with specific reference to the text
W
CC.3.W.1.c Text Types and
Purposes: Use linking words and
phrases (e.g., because, therefore,
since, for example) to connect
opinion and reasons.
3AR.3.W.4.7 (W.4.3.7) Drafting: Create well-developed
introductory and concluding paragraphs2
Strong but not
exact.
W
CC.3.W.1.d Text Types and
Purposes: Provide a concluding
statement or section.
3 3AR.3.W.5.4 (W.5.3.4) Topics and Forms: Write informational
pieces with at least two paragraphs3
W
CC.3.W.1.a Text Types and
Purposes: Introduce the topic or
text they are writing about, state an
opinion, and create an
organizational structure that lists
reasons.
1
No opinion, no
point of view in
writing is only
mentioned in
reading AR
frameworks.
Persuasive element
is strong in CCW
CC.3.W.1.b Text Types and
Purposes: Provide reasons that
support the opinion.
23AR.3.W.7.4 (W.7.3.4) Purposefully shaping and controlling
language: Use transition words
3AR.3.W.5.2 (W.5.3.2) Purposes and Audiences: Write to
persuade, inform, entertain, and describe
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 17
Str
an
d
Standard
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Notes
Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3AR.3.W.5.2 (W.5.3.2) Purposes and Audiences: Write to
persuade, inform, entertain, and describe
3AR.3.W.5.1 (W.5.3.1) Purposes and Audiences: Write for a
specific purpose and audience
3AR.3.IR.12.1 (IR.12.3.1) Accessing information: Generate
questions about important and interesting topics
3AR.3.IR.12.6 (IR.12.3.6) Interpreting information: Compile
information into various formats
3AR.3.W.4.1 (W.4.3.1) Prewriting: Use a variety of planning
strategies/organizers
3 AR.3.W.4.2 (W.4.3.2) Prewriting: Focus on a central idea
3 AR.3.W.4.3 (W.4.3.3) Prewriting: Identify the audience
3 AR.3.W.5.3 (W.5.3.3) Topics and Forms: Write daily
3
AR.3.R.10.9 (R.10.3.9) Reading a variety of informational
materials for enjoyment and critical analysis: Recognize
expository text structures which are sequential
3
AR.3.W.4.6 (W.4.3.6) Drafting: Develop drafts by sorting
information into categories and using the categories as
paragraphs
3AR.3.W.4.8 (W.4.3.8) Drafting: Include descriptive details that
elaborate the central idea
3
AR.3.W.4.13 (W.4.3.13) Publishing: Prepare pieces for
publication (i.e., illustrations, rewriting or typing/word
processing, page break, charts, and diagrams, etc.)
W
CC.3.W.2 Text Types and
Purposes: Write
informative/explanatory texts to
examine a topic and convey ideas
and information clearly.
3
Related only
generallyW
CC.3.W.2.a Text Types and
Purposes: Introduce a topic and
group related information together;
include illustrations when useful to
aiding comprehension.
1
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 18
Str
an
d
Standard
Gra
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Gra
de
Matched Standard
Matc
h*
Notes
Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3
AR.3.W.7.2 (W.7.3.2) Purposefully shaping and controlling
language: Include relevant information and elaboration on
the topic
3AR.3.W.7.4 (W.7.3.4) Purposefully shaping and controlling
language: Use transition words
W
CC.3.W.2.c Text Types and
Purposes: Use linking words and
phrases (e.g., also, another, and,
more, but) to connect ideas within
categories of information.
3AR.3.IR.12.1 (IR.12.3.1) Accessing information: Generate
questions about important and interesting topics
3AR.3.W.4.1 (W.4.3.1) Prewriting: Use a variety of planning
strategies/organizers
3 AR.3.W.4.2 (W.4.3.2) Prewriting: Focus on a central idea
3 AR.3.W.4.3 (W.4.3.3) Prewriting: Identify the audience
3 AR.3.W.5.3 (W.5.3.3) Topics and Forms: Write daily
3AR.3.W.5.6 (W.5.3.6) Topics and Forms: Write descriptive
narratives
W
CC.3.W.2.b Text Types and
Purposes: Develop the topic with
facts, definitions, and details.
3
W
CC.3.W.2.d Text Types and
Purposes: Provide a concluding
statement or section.
3
Core does not
specify writing
process
W
CC.3.W.3 Text Types and
Purposes: Write narratives to
develop real or imagined
experiences or events using
effective technique, descriptive
details, and clear event sequences.
3
3 3AR.3.IR.12.7 (IR.12.3.7) Interpreting information: Organize
information to draw a conclusion
3AR.3.IR.12.6 (IR.12.3.6) Interpreting information: Compile
information into various formats
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 19
Str
an
d
Standard
Gra
de
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Gra
de
Matched Standard
Matc
h*
Notes
Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3
AR.3.R.10.13 (R.10.3.13) Reading a variety of literature for
enjoyment and critical analysis: Create own tall tale and/or
fable
W
CC.3.W.3.d Text Types and
Purposes: Provide a sense of
closure.
3
AR.3.W.4.9 (W.4.3.9) Revising: Revise writing for
organization, precise vocabulary, and purposefully selected
information from peer responses and teacher conference
3
Core does not
specify writing
process
W
CC.3.W.3.a Text Types and
Purposes: Establish a situation
and introduce a narrator and/or
characters; organize an event
sequence that unfolds naturally.
1There are no plays
in AR standards.
W
CC.3.W.3 Text Types and
Purposes: Write narratives to
develop real or imagined
experiences or events using
effective technique, descriptive
details, and clear event sequences.
3
There are no plays
in AR standards.
W
CC.3.W.3.c Text Types and
Purposes: Use temporal words and
phrases to signal event order.
3
W
CC.3.W.3.b Text Types and
Purposes: Use dialogue and
descriptions of actions, thoughts,
and feelings to develop
experiences and events or show
the response of characters to
situations.
2
3
W
CC.3.W.4 Production and
Distribution of Writing: 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.)
2
AR.3.W.5.7 (W.5.3.7) Topics and Forms: Write an original
fable and tall tale
3
AR.3.W.7.2 (W.7.3.2) Purposefully shaping and controlling
language: Include relevant information and elaboration on
the topic
3AR.3.W.7.3 (W.7.3.3) Purposefully shaping and controlling
language: Arrange steps in a logical sequence
3AR.3.W.7.4 (W.7.3.4) Purposefully shaping and controlling
language: Use transition words
3AR.3.W.5.10 (W.5.3.10) Topics and Forms: Write on demand
to a specified prompt within a given time frame
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 20
Str
an
d
Standard
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de
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Gra
de
Matched Standard
Matc
h*
Notes
Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3
AR.3.W.4.9 (W.4.3.9) Revising: Revise writing for
organization, precise vocabulary, and purposefully selected
information from peer responses and teacher conference
W
CC.3.W.4 Production and
Distribution of Writing: 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.)
2
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 21
Str
an
d
Standard
Gra
de
Matc
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Gra
de
Matched Standard
Matc
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Notes
Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3
AR.3.W.4.11 (W.4.3.11) Editing: Edit for spelling of
appropriate words, usage, punctuation, capitalization, and
sentence structure
3
AR.3.W.4.14 (W.4.3.14) Publishing: Polish approximately ten
pieces throughout the year (i.e., letters, stories, poems, and
reports, etc.)
3AR.3.W.6.18 (W.6.3.18) Punctuation: Use sentence meaning
to determine correct ending punctuation
3AR.3.W.6.20 (W.6.3.20) Formatting: Indent to show
paragraphs
CC doesn't
specifically ask for
portfolios.
common core does
not mention
checklist.
W
CC.3.W.5 Production and
Distribution of Writing: 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 page 29.)
AR.3.W.4.12 (W.4.3.12) Editing: Utilize available resources to
edit personal writing (i.e., editing checklist, thesaurus,
dictionary, available technology, etc.)
3
3
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 22
Str
an
d
Standard
Gra
de
Matc
hed
Gra
de
Matched Standard
Matc
h*
Notes
Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3
AR.3.W.7.1 (W.7.3.1) Purposefully shaping and controlling
language: Use organizational structure that is useful to the
reader
3
AR.3.W.7.6 (W.7.3.6) Purposefully shaping and controlling
language: Apply new vocabulary and concepts from reading
to writing
3AR.3.W.7.7 (W.7.3.7) Purposefully shaping and controlling
language: Use a checklist to monitor expectations in writing
3
AR.3.W.7.8 (W.7.3.8) Purposefully shaping and controlling
language: Respond to the writing of others by giving specific
feedback on the clarity, coherence, and logical order
3
AR.3.W.4.13 (W.4.3.13) Publishing: Prepare pieces for
publication (i.e., illustrations, rewriting or typing/word
processing, page break, charts, and diagrams, etc.)
W
CC.3.W.5 Production and
Distribution of Writing: 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 page 29.)
3
CC doesn't
specifically ask for
portfolios.
common core does
not mention
checklist.
3
AR.3.W.7.10 (W.7.3.10) Purposefully shaping and controlling
language: Examine written work to determine progress in
writing and work habits and explain personal changes over
time
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 23
Str
an
d
Standard
Gra
de
Matc
hed
Gra
de
Matched Standard
Matc
h*
Notes
Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3
AR.3.W.4.6 (W.4.3.6) Drafting: Develop drafts by sorting
information into categories and using the categories as
paragraphs
3AR.3.IR.12.7 (IR.12.3.7) Interpreting information: Organize
information to draw a conclusion
3AR.3.W.4.4 (W.4.3.4) Prewriting: Select appropriate resources
for personal and informational writing
W
CC.3.W.7 Research to Build and
Present Knowledge: Conduct short
research projects that build
knowledge about a topic.
W
CC.3.W.6 Production and
Distribution of Writing: 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.
2
3
W
CC.3.W.8 Research to Build and
Present Knowledge: Recall
information from experiences or
gather information from print and
digital sources; take brief notes on
sources and sort evidence into
provided categories.
3
3AR.3.W.4.5 (W.4.3.5) Prewriting: Use available technology to
collect information for writing
AR.3.W.4.15 (W.4.3.15) Publishing: Use available technology
for publishing
AR.3.W.4.14 (W.4.3.14) Publishing: Polish approximately ten
pieces throughout the year (i.e., letters, stories, poems, and
reports, etc.)
3
Minor aspects of
CC missing.
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 24
Str
an
d
Standard
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de
Matc
hed
Gra
de
Matched Standard
Matc
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Notes
Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3AR.3.R.9.2 (R.9.3.2) Using prior knowledge to make meaning:
Use prior knowledge to determine a purpose for reading
3
AR.3.R.10.10 (R.10.3.10) Reading a variety of informational
materials for enjoyment and critical analysis: Describe in
own words new information gained from texts and relate it to
prior knowledge
3AR.3.W.4.10 (W.4.3.10) Revising: Utilize a revision checklist
developed by the class to independently revise writing
3
AR.3.W.4.16 (W.4.3.16) Publishing: Select pieces for a writing
portfolio that demonstrate success in writing in a variety of
genres
CC.3.W.8 Research to Build and
Present Knowledge: Recall
information from experiences or
gather information from print and
digital sources; take brief notes on
sources and sort evidence into
provided categories.
W 3
Some AR SLEs
grades K-2 can
match with this
CCSS standard,
which begins at
grade 3.
Contributing pieces
to a writing
protfolio at the
lower grades may
or may not address
different taskes,
purpose, and
audiences.
W
CC.3.W.10 Range of Writing: 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.
3
Some AR SLEs
grades K-2 can
match with this
CCSS standard,
which begins at
grade 3.
Contributing pieces
to a writing
protfolio at the
lower grades may
or may not address
different taskes,
purpose, and
audiences.
W
CC.3.W.10 Range of Writing: 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.
3
3AR.3.W.5.10 (W.5.3.10) Topics and Forms: Write on demand
to a specified prompt within a given time frame
3
AR.3.OV.1.13 (OV.1.3.13) Speaking for literary response and
expression: Participate in a variety of speaking activities,
including book talks
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 25
Str
an
d
Standard
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de
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Gra
de
Matched Standard
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Notes
Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3AR.3.OV.2.3 (OV.2.3.3) Listening for information and
understanding: Listen to acquire new vocabulary
3
AR.3.OV.2.6 (OV.2.3.6) Listening for critical analysis and
evaluation: Identify the purpose and content of verbal
communication and nonverbal cues
3
AR.3.OV.2.7 (OV.2.3.7) Listening for critical analysis and
evaluation: Evaluate a performance on the basis of a
predetermined criteria/rubric developed by the teacher
3AR.3.OV.1.4 (OV.1.3.4) Speaking behaviors: Focus on
audience (i.e., gestures and body language)
3AR.3.OV.1.5 (OV.1.3.5) Speaking behaviors: Respond
appropriately when being introduced
3
AR.3.OV.1.6 (OV.1.3.6) Speaking behaviors: Adapt spoken
language to the audience, purpose and occasion (i.e.,
volume, pitch, and rate)
3
AR.3.OV.1.11 (OV.1.3.11) Speaking to share understanding of
information: Provide supportive verbal and nonverbal cues
to participants in a discussion to encourage an exchange of
ideas and opinions
SL
CC.3.SL.1 Comprehension and
Collaboration: Engage effectively
in a range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grade 3 topics
and texts, building on others’ ideas
and expressing their own clearly.
3
W
CC.3.W.10 Range of Writing: 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.
3
Some AR SLEs
grades K-2 can
match with this
CCSS standard,
which begins at
grade 3.
Contributing pieces
to a writing
protfolio at the
lower grades may
or may not address
different taskes,
purpose, and
audiences.
3
AR.3.OV.1.13 (OV.1.3.13) Speaking for literary response and
expression: Participate in a variety of speaking activities,
including book talks
Does not specify
rubric use
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 26
Str
an
d
Standard
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de
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Gra
de
Matched Standard
Matc
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Notes
Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3
AR.3.OV.1.8 (OV.1.3.8) Speaking to share understanding of
information: Support spoken ideas and opinions with
examples, evidence, and elaboration
SL
CC.3.SL.1 Comprehension and
Collaboration: Engage effectively
in a range of collaborative
discussions (one-on-one, in
groups, and teacher-led) with
diverse partners on grade 3 topics
and texts, building on others’ ideas
and expressing their own clearly.
3Does not specify
rubric use
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 27
Str
an
d
Standard
Gra
de
Matc
hed
Gra
de
Matched Standard
Matc
h*
Notes
Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3
AR.3.OV.1.11 (OV.1.3.11) Speaking to share understanding of
information: Provide supportive verbal and nonverbal cues
to participants in a discussion to encourage an exchange of
ideas and opinions
3
AR.3.OV.1.13 (OV.1.3.13) Speaking for literary response and
expression: Participate in a variety of speaking activities,
including book talks
3AR.3.OV.2.2 (OV.2.3.2) Listening for information and
understanding: Listen and summarize information
3
AR.3.OV.2.1 (OV.2.3.1) Listening for information and
understanding: Demonstrate active listening behaviors (i.e.,
appropriate feedback and contributions of relevant
information)
3AR.3.OV.2.4 (OV.2.3.4) Listening for information and
understanding: Follow oral directions and monitor for clarity
3
AR.3.OV.2.5 (OV.2.3.5) Listening and responding to literature:
Listen and respond to literature, including identifying the
craftsmanship of the author
SL
CC.3.SL.1.a Comprehension and
Collaboration: 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.
2Lacks cohesive
vocabulary
3
AR.3.OV.1.15 (OV.1.3.15) Speaking for critical analysis and
evaluation: Accept contributions of teacher or group to
establish goals to improve speaking performance
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 28
Str
an
d
Standard
Gra
de
Matc
hed
Gra
de
Matched Standard
Matc
h*
Notes
Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3AR.3.OV.1.5 (OV.1.3.5) Speaking behaviors: Respond
appropriately when being introduced
3
AR.3.OV.1.10 (OV.1.3.10) Speaking to share understanding of
information: Participate in formal and informal discussions
about a variety of topics including community events
3
AR.3.OV.1.11 (OV.1.3.11) Speaking to share understanding of
information: Provide supportive verbal and nonverbal cues
to participants in a discussion to encourage an exchange of
ideas and opinions
3
AR.3.OV.1.13 (OV.1.3.13) Speaking for literary response and
expression: Participate in a variety of speaking activities,
including book talks
3AR.3.OV.1.14 (OV.1.3.14) Speaking for critical analysis and
evaluation: Express opinions and solve problems
3
AR.3.OV.1.10 (OV.1.3.10) Speaking to share understanding of
information: Participate in formal and informal discussions
about a variety of topics including community events
3
AR.3.OV.2.1 (OV.2.3.1) Listening for information and
understanding: Demonstrate active listening behaviors (i.e.,
appropriate feedback and contributions of relevant
information)
3AR.3.OV.2.2 (OV.2.3.2) Listening for information and
understanding: Listen and summarize information
3AR.3.OV.1.14 (OV.1.3.14) Speaking for critical analysis and
evaluation: Express opinions and solve problems
SL
CC.3.SL.1.b Comprehension and
Collaboration: 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).
3
SL
CC.3.SL.1.c Comprehension and
Collaboration: Ask questions to
check understanding of
information presented, stay on
topic, and link their comments to
the remarks of others.
3
SL
CC.3.SL.1.d Comprehension and
Collaboration: Explain their own
ideas and understanding in light of
the discussion.
3
3
AR.3.OV.1.9 (OV.1.3.9) Speaking to share understanding of
information: Give multiple step directions and explanation as
needed
CCSS does not
specify multiple
step directions and
explanations.
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 29
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
SL
CC.3.SL.1.d Comprehension and
Collaboration: Explain their own
ideas and understanding in light of
the discussion.
3
3
AR.3.OV.1.9 (OV.1.3.9) Speaking to share understanding of
information: Give multiple step directions and explanation as
needed
CCSS does not
specify multiple
step directions and
explanations.
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 30
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3
AR.3.OV.3.1 (OV.3.3.1) Utilizing media for information and
understanding: Gather and use information from various
types of media
3
AR.3.OV.3.2 (OV.3.3.2) Utilizing media for personal response
and expression: Respond to media in a variety of ways (i.e.,
art, writing, and plays)
3
AR.3.OV.3.3 (OV.3.3.3) Utilizing media for personal response
and expression: Compare and contrast literature from two
media sources presentations
3AR.3.OV.2.2 (OV.2.3.2) Listening for information and
understanding: Listen and summarize information
SL
CC.3.SL.3 Comprehension and
Collaboration: Ask and answer
questions about information from
a speaker, offering appropriate
elaboration and detail.
3
AR.3.OV.1.12 (OV.1.3.12) Speaking for literary response and
expression: Tell and retell stories in an informal storytelling
format using descriptive language, story elements, and voice
to create interest and mood
2
3
AR.3.OV.1.6 (OV.1.3.6) Speaking behaviors: Adapt spoken
language to the audience, purpose and occasion (i.e.,
volume, pitch, and rate)
3
AR.3.OV.1.10 (OV.1.3.10) Speaking to share understanding of
information: Participate in formal and informal discussions
about a variety of topics including community events
SL
CC.3.SL.2 Comprehension and
Collaboration: 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.
3
SL
CC.3.SL.4 Presentation of
Knowledge and Ideas: 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.
3
SL
CC.3.SL.4 Presentation of
Knowledge and Ideas: 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.
3
3
AR.3.OV.1.7 (OV.1.3.7) Speaking behaviors: Communicate
ideas sequentially or organized around major points of
information
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 31
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3
AR.3.OV.1.8 (OV.1.3.8) Speaking to share understanding of
information: Support spoken ideas and opinions with
examples, evidence, and elaboration
3
AR.3.OV.1.8 (OV.1.3.8) Speaking to share understanding of
information: Support spoken ideas and opinions with
examples, evidence, and elaboration
3
AR.3.W.4.11 (W.4.3.11) Editing: Edit for spelling of
appropriate words, usage, punctuation, capitalization, and
sentence structure
SL
CC.3.SL.4 Presentation of
Knowledge and Ideas: 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.
3
3AR.3.OV.1.4 (OV.1.3.4) Speaking behaviors: Focus on
audience (i.e., gestures and body language)
SL
CC.3.SL.6 Presentation of
Knowledge and Ideas: 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
page 26 for specific expectations.)
3
SL
CC.3.SL.5 Presentation of
Knowledge and Ideas: 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.
2
3
AR.3.OV.1.6 (OV.1.3.6) Speaking behaviors: Adapt spoken
language to the audience, purpose and occasion (i.e.,
volume, pitch, and rate)
L
CC.3.L.1 Conventions of Standard
English: Demonstrate command of
the conventions of standard
English grammar and usage when
writing or speaking.
3AR.3.IR.12.6 (IR.12.3.6) Interpreting information: Compile
information into various formats
3AR.3.OV.1.2 (OV.1.3.2) Speaking vocabulary: Clarify and
explain words and ideas orally
Vocabulary does
not match
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 32
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3AR.3.W.6.10 (W.6.3.10) Spelling: Use correct spelling for high
frequency words, including irregular plurals
L
CC.3.L.1.c Conventions of
Standard English: Use abstract
nouns (e.g., childhood).
L
CC.3.L.1.e Conventions of
Standard English: Form and use
the simple (e.g., I walked; I walk; I
will walk) verb tenses.
No rating on
teacher notes
L
CC.3.L.1.d Conventions of
Standard English: Form and use
regular and irregular verbs.
1
L
CC.3.L.1.a Conventions of
Standard English: Explain the
function of nouns, pronouns,
verbs, adjectives, and adverbs in
general and their functions in
particular sentences.
3
L
CC.3.L.1.b Conventions of
Standard English: Form and use
regular and irregular plural nouns.
3
AR.3.R.11.2 (R.11.3.2) Meaning-based word recognition: Use
knowledge of irregular plurals, verb tenses, homonyms,
homographs, homophones, prefixes, and suffixes to read
with meaning
3
AR.3.R.11.2 (R.11.3.2) Meaning-based word recognition: Use
knowledge of irregular plurals, verb tenses, homonyms,
homographs, homophones, prefixes, and suffixes to read
with meaning
3 AR.3.W.6.7 (W.6.3.7) Usage: Use past and present verb tense
3
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 33
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3AR.3.W.6.4 (W.6.3.4) Usage: Use subject and verb agreement
in compound sentencesCC does not specify
what kind of
sentence.
L
CC.3.L.1.g Conventions of
Standard English: Form and use
comparative and superlative
adjectives and adverbs, and
choose between them depending
on what is to be modified.
1
Does not speak of
comparative and
superlative
L
CC.3.L.1.f Conventions of Standard
English: Ensure subject-verb and
pronoun-antecedent agreement.*
3
3
AR.3.R.11.3 (R.11.3.3) Meaning-based word recognition:
Recognize the relationship between a pronoun and its
referent
3AR.3.W.6.1 (W.6.3.1) Sentence Formation: Use a variety of
simple and compound sentences
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 34
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
AR only addresses
coordination and
subordination in
writing.
Subordination
begins at grade 4.
L 3
CC.3.L.1.h Conventions of
Standard English: Use
coordinating and subordinating
conjunctions.
3AR.3.W.6.3 (W.6.3.3) Sentence Formation: Create sentences
with compound subjects
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 35
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3AR.3.W.6.15 (W.6.3.15) Capitalization: Capitalize titles and
abbreviations
L
CC.3.L.2.b Conventions of
Standard English: Use commas in
addresses.
L
CC.3.L.2.c Conventions of
Standard English: Use commas
and quotation marks in dialogue.
L
CC.3.L.2.a Conventions of
Standard English: Capitalize
appropriate words in titles.
3
L
CC.3.L.1.i Conventions of Standard
English: Produce simple,
compound, and complex
sentences.
L
CC.3.L.2.d Conventions of
Standard English: Form and use
possessives.
2
L
CC.3.L.2 Conventions of Standard
English: Demonstrate command of
the conventions of standard
English capitalization, punctuation,
and spelling when writing.
3
3AR.3.W.6.13 (W.6.3.13) Spelling: Spell commonly used
homophones correctly in context
3AR.3.W.6.14 (W.6.3.14) Capitalization: Use capital letters for
emphasis
3 AR.3.W.6.8 (W.6.3.8) Usage: Use singular possessives CC does not specify
singular or plural.
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 36
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3
AR.3.W.4.12 (W.4.3.12) Editing: Utilize available resources to
edit personal writing (i.e., editing checklist, thesaurus,
dictionary, available technology, etc.)
L
CC.3.L.2.e Conventions of
Standard English: Use
conventional spelling for high-
frequency and other studied words
and for adding suffixes to base
words (e.g., sitting, smiled, cries,
happiness).
33AR.3.W.6.11 (W.6.3.11) Spelling: Use knowledge of suffixes to
correctly spell words
L
CC.3.L.2.g Conventions of
Standard English: Consult
reference materials, including
beginning dictionaries, as needed
to check and correct spellings.
3
L
CC.3.L.2.f Conventions of Standard
English: Use spelling patterns and
generalizations (e.g., word
families, position-based spellings,
syllable patterns, ending rules,
meaningful word parts) in writing
words.
2
3
AR.3.R.10.20 (R.10.3.20) Reading a variety of practical
materials for enjoyment and critical analysis: Use a
dictionary, index, thesaurus, encyclopedia, and online
reference materials to enhance reading
L
CC.3.L.3 Knowledge of Language:
Use knowledge of language and its
conventions when writing,
speaking, reading, or listening.
3AR.3.W.6.9 (W.6.3.9) Spelling: Use less common visual
patterns to spell unfamiliar words
3
AR.3.W.6.12 (W.6.3.12) Spelling: Use inflectional ending
patterns (i.e., consonant doubling, dropping e, changing y to
i )
6th and
kindergarten
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 37
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
L
CC.3.L.3.a Knowledge of
Language: Choose words and
phrases for effect.*
3 3
AR.3.OV.1.6 (OV.1.3.6) Speaking behaviors: Adapt spoken
language to the audience, purpose and occasion (i.e.,
volume, pitch, and rate)
3
3AR.3.W.6.10 (W.6.3.10) Spelling: Use correct spelling for high
frequency words, including irregular plurals
3AR.3.W.6.11 (W.6.3.11) Spelling: Use knowledge of suffixes to
correctly spell words
3
AR.3.W.6.12 (W.6.3.12) Spelling: Use inflectional ending
patterns (i.e., consonant doubling, dropping e, changing y to
i )
3AR.3.W.6.13 (W.6.3.13) Spelling: Spell commonly used
homophones correctly in context
3AR.3.W.6.14 (W.6.3.14) Capitalization: Use capital letters for
emphasis
3AR.3.W.6.15 (W.6.3.15) Capitalization: Capitalize titles and
abbreviations
3AR.3.W.6.16 (W.6.3.16) Punctuation: Use commas in a series
and greeting and closing of a letter
3AR.3.W.6.17 (W.6.3.17) Punctuation: Use simple
abbreviations
L
CC.3.L.3.b Knowledge of
Language: Recognize and observe
differences between the
conventions of spoken and written
standard English.
2
Using conventions
are addressed but
looking at
differences in
language use is not
in CCSS
Using conventions
are addressed but
looking at
differences in
language use is not
in CCSS
L
CC.3.L.3.b Knowledge of
Language: Recognize and observe
differences between the
conventions of spoken and written
standard English.
2
3AR.3.W.6.1 (W.6.3.1) Sentence Formation: Use a variety of
simple and compound sentences
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 38
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3AR.3.W.6.18 (W.6.3.18) Punctuation: Use sentence meaning
to determine correct ending punctuation
3AR.3.W.6.2 (W.6.3.2) Sentence Formation: Eliminate
fragments
3AR.3.W.6.3 (W.6.3.3) Sentence Formation: Create sentences
with compound subjects
3AR.3.W.6.4 (W.6.3.4) Usage: Use subject and verb agreement
in compound sentences
3AR.3.W.6.6 (W.6.3.6) Usage: Use the pronouns I and me
correctly in sentences
3AR.3.W.6.5 (W.6.3.5) Usage: Use possessive pronouns
correctly
3 AR.3.W.6.7 (W.6.3.7) Usage: Use past and present verb tense
3 AR.3.W.6.8 (W.6.3.8) Usage: Use singular possessives
3AR.3.W.6.9 (W.6.3.9) Spelling: Use less common visual
patterns to spell unfamiliar words
3 AR.3.W.6.19 (W.6.3.19) Formatting: Write legibly in cursive
Using conventions
are addressed but
looking at
differences in
language use is not
in CCSS
L
CC.3.L.3.b Knowledge of
Language: Recognize and observe
differences between the
conventions of spoken and written
standard English.
2
Using conventions
are addressed but
looking at
differences in
language use is not
in CCSS
L
CC.3.L.3.b Knowledge of
Language: Recognize and observe
differences between the
conventions of spoken and written
standard English.
2
3AR.3.W.6.20 (W.6.3.20) Formatting: Indent to show
paragraphs
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 39
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3
AR.3.R.11.1 (R.11.3.1) Meaning-based word recognition: Use
context clues to determine the precise meaning of new
words
L
CC.3.L.4 Vocabulary Acquisition
and Use: Determine or clarify the
meaning of unknown and multiple-
meaning word and phrases based
on grade 3 reading and content,
choosing flexibly from a range of
strategies.
3
L
CC.3.L.4.a Vocabulary Acquisition
and Use: Use sentence-level
context as a clue to the meaning of
a word or phrase.
2
L
CC.3.L.4.b Vocabulary Acquisition
and Use: 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).
3
L
CC.3.L.4.c Vocabulary Acquisition
and Use: Use a known root word
as a clue to the meaning of an
unknown word with the same root
(e.g., company, companion).
3
AR.3.R.11.2 (R.11.3.2) Meaning-based word recognition: Use
knowledge of irregular plurals, verb tenses, homonyms,
homographs, homophones, prefixes, and suffixes to read
with meaning
3AR.3.R.11.5 (R.11.3.5) Meaning-based word recognition:
Recognize and use variations of print
3 3
AR.3.R.11.1 (R.11.3.1) Meaning-based word recognition: Use
context clues to determine the precise meaning of new
words
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 40
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
L
CC.3.L.4.c Vocabulary Acquisition
and Use: Use a known root word
as a clue to the meaning of an
unknown word with the same root
(e.g., company, companion).
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 41
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
CC clarify meaning,
AR enhance.
L
CC.3.L.5 Vocabulary Acquisition
and Use: Demonstrate
understanding of word
relationships and nuances in word
meanings.
L
CC.3.L.4.d Vocabulary Acquisition
and Use: Use glossaries or
beginning dictionaries, both print
and digital, to determine or clarify
the precise meaning of key words
and phrases.
2
L
CC.3.L.5.a Vocabulary Acquisition
and Use: Distinguish the literal and
nonliteral meanings of words and
phrases in context (e.g., take
steps).
3
AR.3.R.10.20 (R.10.3.20) Reading a variety of practical
materials for enjoyment and critical analysis: Use a
dictionary, index, thesaurus, encyclopedia, and online
reference materials to enhance reading
3AR.3.IR.12.2 (IR.12.3.2) Accessing information: Use
alphabetical order to the third letter to access information
3
articl
e
detai
ls
AR.3.R.9.7 (R.9.3.7) Using questioning and monitoring to
make meaning: Ask questions and support answers by
connecting prior knowledge with literal and inferential
information found in the text
2
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 42
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
3AR.3.W.5.9 (W.5.3.9) Topics and Forms: Explain connections
between text and world
3
AR.3.R.11.9 (R.11.3.9) Word Study and vocabulary:
Categorize words as nouns, action verbs, synonyms, and
antonyms during discussions about words
L
CC.3.L.5.c Vocabulary Acquisition
and Use: Distinguish shades of
meaning among related words that
describe states of mind or degrees
of certainty (e.g., knew, believed,
suspected, heard, wondered).
2
These standards were not linked to
a Common Core Standard:OV.1.3.1 Use pronouns appropriately in speech.
OV.1.3.3 Use adjectives appropriately in speech.
W.5.3.8 Write cinquains and diamantes.
W.7.3.6 Make word choices to accurately convey the
message.
L
CC.3.L.5.b Vocabulary Acquisition
and Use: Identify real-life
connections between words and
their use (e.g., describe people
who are friendly or helpful).
2
L
CC.3.L.6 Vocabulary Acquisition
and Use: 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).
2
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 43
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Grade 3 Common Core State Standards Comparison with Arkansas Student Learning Expectations for English Language Arts
W.7.3.9 Identify the most effective features of a piece of
writing using criteria generated by the teacher (i.e., precise
verbs and adjectives, etc.)R.9.3.1 Activate prior knowledge by previewing and using
text structure.
R.9.3.8 Discuss why an author may have selected particular
words or phrases.
R.10.3.7 Utilize the appropriate areas fo the library/media
center to select reading materials.
*Degree of Match: 1=WEAK (major aspect of the CC not addressed in AR standards); 2 = GOOD (minor aspect of the CC not addressed in AR standards);
3 = EXCELLENT (Excellent match between the two documents) 44