New Jersey Standards
New Jersey 3rd Grade ELA Standards
All 35 New Jersey English language arts standards for 3rd grade, each explained in plain English. The official wording is one click away under each one.
35 standards
Foundational Skills: Reading Language
2 standardsL.RF.3.3
Use phonics to read and spell longer words, knowing common prefixes and suffixes, decoding Latin endings like -able, and reading irregular words like though.
Official wording
Know and apply grade-level phonics and word analysis skills in decoding and encoding words.AIdentify and know the meaning of the most common prefixes and derivational suffixes.BDecode words with common Latin suffixes.CDecode multisyllable words.DRead grade-appropriate irregularly spelled words.EAnalyze the parts of high-frequency words that are regular and the parts that are irregular.
L.RF.3.4
Read 1st-grade books aloud smoothly and accurately with expression, understand them, and reread when a word or sentence does not make sense.
Official wording
Read with sufficient accuracy and fluency to support comprehension.ARead grade-level text with purpose and understanding.BRead grade-level text orally with accuracy, appropriate rate, and expression.CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
Foundational Skills: Writing Language
2 standardsL.WF.3.2
Spell tricky patterns like ough and -old, plural possessives, words where y turns to i, and longer words with prefixes and suffixes, checking a dictionary when unsure.
Official wording
Demonstrate command of the conventions of encoding and spelling.ASpell single syllable words with less common and complex graphemes (ough, augh; -old, -ind, -ost, -ild families).BUse digital or print tools such as a dictionary or thesaurus to check spellings of unknown words.CIdentify language of word origin, as noted in dictionaries.DSpell singular and plural possessives (teacher’s; teachers’)EChange y to i (cried) in words with suffixes, when required.FSpell regular two- and three-syllable words that:F.iCombine all basic syllable types: closed, VCe, open, vowel team, vowel –r, Consonant-le.F.iiInclude common, transparent, prefixes and suffixes (e.g., re-, pre-, sub-, un-, dis-, mis-; -able, -ness, -ful) and suffix -tion.GSpell common words in English, including regular and irregular forms.
L.WF.3.3
Write organized paragraphs using strong verbs, precise nouns, steady tenses, clear pronouns, punctuated dialogue and compound sentences joined with and, but or so.
Official wording
Demonstrate command of the conventions of writing including those listed under grade two foundational skills.AImprove communication of meaning by replacing weak verbs with stronger ones, and common nouns with precise nouns.BCapitalize appropriate words in titles.CChoose and maintain consistency of tense, writing nouns and verbs that agree in tense.DUse common regular and irregular plural forms, writing nouns and verbs that agree in number.EUse appropriate pronouns with clear referents.FUse periods, question marks, exclamation points, commas, apostrophes, and quotation marks appropriately. (e.g., commas and quotation marks in dialogue, and commas in addresses).GCombine simple sentences into compound sentences, using conjunctions and, but, or, yet, and so.HParaphrase a main idea or event in order to vary sentence structure and word use.IOrganize ideas into paragraphs with main ideas and supporting details.
Language Domain
3 standardsL.KL.3.1
Notice the difference between formal and casual English, like Good morning, Mrs. Lee versus Hey, and choose which fits the moment.
Official wording
Use knowledge of language and its conventions when writing, speaking, reading, or listening.AAcquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases.BChoose words and phrases for effect.CRecognize and observe differences between the conventions of spoken and written English.
L.VL.3.2
Work out new or multiple-meaning words using sentence clues, word parts like un- or -less, shared roots and a dictionary or glossary.
Official wording
Determine or clarify the meaning of unknown and multiple-meaning academic and domain-specific words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.AUse sentence-level context as a clue to the meaning of a word or phrase.BDetermine 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).CUse a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).DUse glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and
L.VI.3.3
Explain a nonliteral phrase like take steps, name someone who is friendly to link a word to real life, and rank knew, believed and suspected by how sure they are.
Official wording
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.ADistinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).BIdentify real-life connections between words and their use (e.g., describe people who are friendly or helpful).CDistinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
Reading Domain
15 standardsRL.CR.3.1
Ask and answer questions about a story and connect it to other ideas, pointing to words in the text to support each answer.
Official wording
Ask and answer questions and make relevant connections to demonstrate understanding of a literary text, referring explicitly to textual evidence as the basis for the answers.
RI.CR.3.1
Ask and answer questions about a nonfiction text and make connections to it, using evidence from the text to back each answer.
Official wording
Ask and answer questions and make relevant connections to demonstrate understanding of an informational text, referring explicitly to textual evidence as the basis for the answers.
RL.CI.3.2
Retell key details from a fable, folktale or myth out loud and in writing, and explain how they show the story's lesson or theme.
Official wording
Recount in oral and written form key details from a text and explain how they support the theme (in literary texts, e.g., fables, folktales, and myths from diverse cultures).
RI.CI.3.2
Retell the key details of a nonfiction text of several paragraphs out loud and in writing, and explain how they back up its main idea.
Official wording
Recount in oral and written form the key details from a multi-paragraph informational text and explain how they support the main idea.
RL.IT.3.3
Describe how a character's traits, goals or feelings develop and explain how what they do moves the plot forward.
Official wording
Describe the development of individual character’s traits, motivations, or feelings and explain how their actions contribute to the plot within a text.
RI.IT.3.3
Explain how events, ideas or steps in a nonfiction text connect, using words like first, next, because and as a result.
Official wording
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.
RL.TS.3.4
Talk and write about stories, plays and poems using words like chapter, scene and stanza, and explain how each part builds on the parts before it.
Official wording
Utilize and reference features of a text when writing or speaking about a text, referring to parts of stories, dramas, and poems, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RI.TS.3.4
Use headings, captions, keywords, sidebars and links to quickly find and combine information on a topic, naming these features when discussing a text.
Official wording
Utilize and reference features of a text when writing or speaking about a text, using text features (e.g., graphics, images, captions, headings) and search tools (e.g., key words, sidebars, hyperlinks) to locate and integrate information relevant to a given topic efficiently. '
RL.PP.3.5
Separate their own view from the narrator’s or a character’s, like saying the wolf thinks he is right but I do not.
Official wording
Distinguish their own point of view from that of the narrator or those of the characters.
RI.PP.3.5
Tell their own opinion apart from the author’s, like noticing that a writer thinks zoos are good while they are not sure.
Official wording
Distinguish their own point of view from that of the author of a text.
RL.MF.3.6
Explain what a story’s pictures add to its words, such as making a scene feel scary or showing how small a character is.
Official wording
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RI.MF.3.6
Use maps, photos and other text features along with the words to show understanding of where, when, why and how key events happen.
Official wording
Use information gained from text features (e.g., illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI.AA.3.7
Describe how sentences and paragraphs connect, like cause and effect, comparison or first, second, third, to support the author's points.
Official wording
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text.
RL.CT.3.8
Tell how the themes, settings and plots are alike and different across stories one author wrote about the same characters, like books in a series.
Official wording
Compare and contrast the elements (theme, settings, and plots) of literary texts written by the same author about similar characters (e.g., in books from a series).
RI.CT.3.8
Tell how two nonfiction texts on the same topic are alike and different in their most important points and key details.
Official wording
Compare and contrast the elements of informational texts regarding the most important points and key details presented in two texts on the same topic.
Writing Domain
7 standardsW.AW.3.1
Write an opinion piece that states the opinion clearly, supports it with reasons and evidence, links ideas with words like because, and ends with a conclusion.
Official wording
Write opinion texts to present an idea with reasons and information.AIntroduce an opinion clearly.BSupport the opinion with facts, definitions, reasons text evidence, or other information and examples related to the topic.CLink ideas within sections of information using transition words and phrases (e.g., then, because, also, therefore, since, for example) to connect opinion and reasons.DProvide a conclusion related to the opinion presented.
W.IW.3.2
Write an informative piece that introduces a topic, groups related facts and definitions, links them with words like also, and closes with a final sentence.
Official wording
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.AIntroduce a topic clearly.BDevelop the topic with facts, definitions, and concrete details, text evidence, or other information and examples related to the topic.CInclude text features (e.g.: illustrations, diagrams, captions) when useful to support comprehension.DLink ideas within sections of information using transition words and phrases (e.g., then, because, also, another, therefore).EProvide a conclusion related to the information or explanation presented.
W.NW.3.3
Write a real or made-up story that introduces a narrator or characters, uses dialogue, sensory details and time words like later, and ends with a clear closing.
Official wording
Write narratives to develop real or imagined experiences or events with basic story elements.AOrient the reader by establishing a situation and introduce a narrator and/or characters; clearly organize an event sequence.BUse dialogue and description to develop experiences and events or show the responses of characters to situations.CUse transitional words and phrases to manage the sequence of events.DUse concrete words and phrases and sensory details to convey experiences and events.EProvide a conclusion or sense of closure that follows the narrated experiences or events.
W.WP.3.4
With help from classmates and adults, plan, revise and edit writing, deciding audience, purpose and length first and using a dictionary or spell checker to improve words.
Official wording
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.AIdentify audience, purpose, and intended length of composition before writing.BConsider writing as a process, including self-evaluation, revision and editing.CWith adult and peer feedback, and digital or print tools such as a dictionary, thesaurus, and/or spell checker, find and correct errors and improve word choice.
W.WR.3.5
Come up with questions about a topic and find answers on your own in at least two reference sources, like a print book and a website.
Official wording
Generate questions about a topic and independently locate related information from at least two reference sources (print and non-print) to obtain information on that topic.
W.SE.3.6
Gather ideas from talks, books or media, outline them, and choose which information matters most before writing about a topic.
Official wording
Use discussion, books, or media resources to gather ideas, outline them, and prioritize the information to include while planning to write about a topic.
W.RW.3.7
Write often on your own and for assignments, in both quick sessions and longer projects.
Official wording
Engage in independent and task-based writing for both short and extended periods of time, producing written work routinely.
Speaking and Listening Domain
6 standardsSL.PE.3.1
Join discussions on grade 3 topics prepared, follow the group’s rules, ask questions to check understanding, stay on topic and build on others’ ideas.
Official wording
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.AExplicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.BFollow agreed-upon norms 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).CAsk questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.DExplain their own ideas and understanding in light of the discussion.
SL.II.3.2
Tell the main idea and key details of a read-aloud, a video, a chart or a talk.
Official wording
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.
SL.ES.3.3
Ask a speaker questions about what they said and answer questions about it with enough detail to be clear.
Official wording
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL.PI.3.4
Give a short talk about a topic, book or experience with facts and descriptive details, speaking clearly and not too fast.
Official wording
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.
SL.UM.3.5
Use audio, video or slides to show smooth reading at an easy-to-follow pace, adding visuals that highlight key facts or details.
Official wording
Use multimedia to demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
SL.AS.3.6
Speak in whole sentences in class discussions and presentations, giving more detail or explaining further when a listener asks for it.
Official wording
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
The official New Jersey documents
- New Jersey Student Learning Standards for English Language Arts, 2023 · adopted October 2023 · since 2024-25
New Jersey Student Learning Standards for English Language Arts, New Jersey Department of Education.
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.