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The document establishes grade-specific end-of-year goals with cumulative progression, emphasizing continuous skill development from prior grades. It presents Anchor Standards for Reading across key ideas, craft and structure, and integration of knowledge and ideas, then details Grade 3 progress indicators for Reading Literature and Reading Informational Text.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/2016njsls-ela_grade3/486163/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/2016njsls-ela_grade3/486163.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the overall goals for students in Grade 3 reading?","Question",{"text":112,"@type":113},"Students are expected to meet grade-specific standards each year, retain and build on skills from earlier grades, and work toward general expectations for college and career readiness by the end of high school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What do the Anchor Standards for Reading require students to do?",{"text":117,"@type":113},"Students focus on citing textual evidence, determining central ideas and themes, analyzing development and interactions in texts, interpreting word choices and structure, and integrating knowledge across media while evaluating claims and arguments.",{"name":119,"@type":110,"acceptedAnswer":120},"How do Grade 3 standards differ for Reading Literature versus Reading Informational Text?",{"text":121,"@type":113},"Reading Literature standards emphasize understanding stories, characters, illustrations, and comparing themes or morals across texts, while Reading Informational Text standards emphasize main ideas, text features for efficient research, and explaining relationships such as cause/effect and logical connections between sentences and paragraphs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},486163,1791244019,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","Grade 3  \nThe standards define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. The K–12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school.  \nStudents advancing through the grades are expected to meet each year’s grade-specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by the standards.  \nAnchor Standards for Reading  \nKey Ideas and Details  \nNJSLSA.R1 . Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.  \nNJSLSA.R2 . Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.  \nNJSLSA.R3 . Analyze how and why individuals, events, and ideas develop and interact over the course of a text.  \nCraft and Structure  \nNJSLSA.R4 . Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.  \nNJSLSA.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.  \nNJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text.  \nIntegration of Knowledge and Ideas  \nNJSLSA.R7 . Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.  \nNJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.  \nNJSLSA.R9 . Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.  \nNJSLSA.R10 . Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.  \nGrade 3  \nProgress Indicators for Reading Literature  \nKey Ideas and Details  \nRL.3.1 . Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.  \nRL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text.  \nRL.3.3. Describe the characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.  \nCraft and Structure  \nRL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.  \nRL.3.5. 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.  \nRL.3.6. Distinguish their own point of view from that of the narrator or those of the characters.  \nIntegration of Knowledge and Ideas  \nRL.3.7. 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) .  \nRL.3.8 . (Not applicable to literature)  \nRL.3.9 . Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the central message/theme, lesson, and/ or moral, settings, and plots of stories written by the same author about the same or similar characters (e.g., in ","cbCaigev8bULan1k","https://ap.wps.com/l/cbCaigev8bULan1k","pdf",80646,12,"English","# Anchor Standards for Reading\n## Key Ideas and Details\n## Craft and Structure\n## Integration of Knowledge and Ideas\n## Grade 3 Progress Indicators for Reading Literature\n## Key Ideas and Details\n## Craft and Structure\n## Integration of Knowledge and Ideas\n## Range of Reading and Complexity of Text\n## Grade 3 Progress Indicators for Reading Informational Text\n## Key Ideas and Details\n## Craft and Structure\n## Integration of Knowledge and Ideas\n## Range of Reading and Complexity of Text","[{\"question\":\"What are the overall goals for students in Grade 3 reading?\",\"answer\":\"Students are expected to meet grade-specific standards each year, retain and build on skills from earlier grades, and work toward general expectations for college and career readiness by the end of high school.\"},{\"question\":\"What do the Anchor Standards for Reading require students to do?\",\"answer\":\"Students focus on citing textual evidence, determining central ideas and themes, analyzing development and interactions in texts, interpreting word choices and structure, and integrating knowledge across media while evaluating claims and arguments.\"},{\"question\":\"How do Grade 3 standards differ for Reading Literature versus Reading Informational Text?\",\"answer\":\"Reading Literature standards emphasize understanding stories, characters, illustrations, and comparing themes or morals across texts, while Reading Informational Text standards emphasize main ideas, text features for efficient research, and explaining relationships such as cause/effect and logical connections between sentences and paragraphs.\"}]","2016NJSLS-ELA_Grade3 | PDF",1790805838]