Minnesota 3rd Grade ELA Standards in Reading

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R Reading

• R1 Foundations of Reading: Demonstrate knowledge of oral language, phonological and phonemic awareness, phonics and morphology to read accurately and fluently.
  • 3.1.1.1 Know and apply grade-level phonics and word analysis skills in decoding words:
    • 3.1.1.1a Identify, know the meaning of, and read words with common prefixes and suffixes.
    • 3.1.1.1b Decode multi-syllabic words.
    • 3.1.1.1c Read grade-level irregularly spelled words, including high-frequency words, in and out of context, demonstrating both accuracy and automaticity.
  • 3.1.1.2 Read grade-level texts fluently, with sufficient accuracy, rate, and expression to support comprehension.
• R2 Read and comprehend independently, A) both self-selected and teacher-directed texts, B) complex literary and informational texts, and C) from multiple sources representing perspectives identities like and unlike their own from dominant, non-dominant, and marginalized social groups.
  • 3.1.2.1 Read independently and monitor understanding of grade-level text; self-correct as needed using strategies including, but not limited to, looking back at the text and reading ahead, building on strategies learned in previous grade levels.
  • 3.1.2.2 Select, read, and comprehend texts that address academic tasks, proficiently at grade 3 text complexity.
  • 3.1.2.3 Locate, select, and read texts on a topic of personal interest, demonstrating understanding of literary award lists and curated book lists that aid in making selections.
• R3 Read independently, both self-selected and teacher-directed complex literary and informational texts, representing perspectives of historical and contemporary Dakota and Anishinaabe people.
  • 3.1.3.1 Choose and read texts that address the purpose (e.g., personal interest, enjoyment, academic tasks), representing perspectives and identities of historical and contemporary Dakota and Anishinaabe people.
• R4 Read critically to comprehend, interpret, and analyze themes and central ideas in complex literary and informational texts.
  • 3.1.4.1 Ask and answer questions to demonstrate understanding of both literal and nonliteral language in a text referring explicitly to the texts as the basis for the answers; summarize the text.
  • 3.1.4.2 Identify the central idea or argument in fables, folktales, and myths, explain how it is supported by key details, and describe the connection between details.
  • 3.1.4.3 Describe how details about characters, setting, conflict, resolution, and events work together to develop the plot of a literary text.
  • 3.1.4.4 Describe the relationship between a series of events, concepts, or steps in a procedure, using language that pertains to time, sequence, and cause/effect, in informational text.
• R5 Apply knowledge of text structure to understand and evaluate a wide variety of complex literary and informational texts.
  • 3.1.5.1 Use literary text features (e.g., nonliteral language, narrative point of view, verse, rhythm, meter) to understand a variety of literary texts such as stories, dramas and poems.
  • 3.1.5.2 Use informational text features (e.g., captions, subheadings, glossaries, indexes, and interactive images) to understand information relevant to a given topic.
  • 3.1.5.3 Interpret the ideas/ information conveyed through illustrations, graphics, and other audiovisual elements in text.
• R6 Analyze influences on content, meaning, and style of text including fact and fiction, time period, and author perspective and identity, including Dakota and Anishinaabe perspective, in complex literary and informational texts.
  • 3.1.6.1 Compare and contrast the student’s personal perspective and identity from that of the author or story teller, including Dakota and Anishinaabe authors, of the text, based on what is possible to know about the story teller’s perspective and identity.
  • 3.1.6.2 Identify the time period of publication and/or posting of the text and when the time period of publication influences meaning, content, or style of the text. (e.g., era-specific vocabulary or illustrations).
  • 3.1.6.3 Identify if the text is informational or literary, and support with evidence.
• R7 Evaluate arguments and specific claims from complex informational texts.
  • 3.1.7.1 Identify an author’s argument and support with details from the text.
• R8 Examine the impact of vocabulary, including words and phrases, on content, style and meaning of complex literary and informational texts.
  • 3.1.8.1 Demonstrate understanding of figurative language as it is used in texts to express the style of specific genres.
  • 3.1.8.2 Determine the meaning of general academic and domain-specific vocabulary and phrases in informational text.
• R9 Media Literacy in Reading: Access and gather information from a variety of sources, representing diverse perspectives, and assessing validity and credibility of information.
  • 3.1.9.1 Collect information from two or more sources on a topic of personal interest or academic focus.
  • 3.1.9.2 Demonstrate understanding of relevance and credibility of sources.