grammar and creative writing 3rd standard

Reading & Math for K-5

• Kindergarten
• Learning numbers
• Comparing numbers
• Place Value
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• Proportions
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• Leveled Stories
• Context clues
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• Fact vs. fiction
• Fact vs. opinion
• Main idea & details
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• Simple math
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• Dolch sight words
• Fry sight words
• Multiple meaning words
• Prefixes & suffixes
• Vocabulary cards
• Other parts of speech

Punctuation

Capitalization

Narrative writing

Opinion writing

Informative writing

• Cursive alphabet
• Cursive letters
• Cursive letter joins
• Cursive words
• Cursive sentences
• Cursive passages
• Grammar & Writing

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Grade 3 Grammar & Writing Worksheets

Third grade language arts.

Our grade 3 grammar and writing worksheets focus on the parts of speech, the construction and punctuation of sentences and writing paragraphs and short pieces in a structured manner.

Other parts of speech  

Other writing topics

Grade 3 Grammar Worksheet

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Common Core

IXL's third-grade skills will be aligned to the Common Core State Standards soon! Until then, you can view a complete list of third-grade standards below.

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

Show alignments for:

• Common Core State Standards: Language Common Core State Standards: Language
• Common Core State Standards: Reading: Foundational Skills Common Core State Standards: Reading: Foundational Skills
• Common Core State Standards: Reading: Informational Text Common Core State Standards: Reading: Informational Text
• Common Core State Standards: Reading: Literature Common Core State Standards: Reading: Literature
• Common Core State Standards: Writing Common Core State Standards: Writing
• Print standards

L.3 Language

Conventions of standard english, l.3.1 demonstrate command of the conventions of standard english grammar and usage when writing or speaking., l.3.1.a explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences..

• Which word is a noun? ( 3-PP.1 )
• Identify nouns ( 3-PP.2 )
• Identify nouns – with abstract nouns ( 3-PP.3 )
• Identify common and proper nouns ( 3-PP.4 )
• Identify personal pronouns ( 3-QQ.1 )
• Identify possessive pronouns ( 3-QQ.5 )
• Identify action verbs ( 3-RR.2 )
• Identify main verbs and helping verbs ( 3-RR.3 )
• Does the adjective tell you what kind or how many? ( 3-VV.1 )
• Identify the adjective that describes the noun ( 3-VV.2 )
• Identify adjectives ( 3-VV.3 )
• Does the adverb tell you how, when, or where? ( 3-VV.4 )
• Identify adverbs ( 3-VV.5 )

L.3.1.b Form and use regular and irregular plural nouns.

• Form regular plurals with -s, -es, and -ies ( 3-PP.5 )
• Use regular plurals with -s, -es, and -ies ( 3-PP.6 )
• Form and use irregular plurals ( 3-PP.8 )

L.3.1.c Use abstract nouns (e.g., childhood).

L.3.1.d form and use regular and irregular verbs..

• Use action verbs ( 3-RR.1 )
• Form and use the irregular past tense: set 1 ( 3-TT.6 )
• Form and use the irregular past tense: set 2 ( 3-TT.7 )
• Form and use the irregular past tense: set 3 ( 3-TT.8 )
• Form and use the irregular past tense: set 4 ( 3-TT.9 )
• Form and use the irregular past tense: set 5 ( 3-TT.10 )
• To be: use the correct form ( 3-TT.11 )
• To have: use the correct form ( 3-TT.12 )

L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

• Form and use the regular past tense ( 3-TT.3 )
• Is the sentence in the past, present, or future tense? ( 3-TT.13 )
• Change the sentence to future tense ( 3-TT.14 )

L.3.1.f Ensure subject-verb and pronoun-antecedent agreement.

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

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

• Choose between adjectives and adverbs ( 3-VV.6 )
• Use adjectives to compare ( 3-VV.8 )
• Spell adjectives that compare ( 3-VV.9 )
• Use adverbs to compare ( 3-VV.10 )

L.3.1.h Use coordinating and subordinating conjunctions.

• Use coordinating conjunctions ( 3-Y.3 )
• Use subordinating conjunctions ( 3-Y.4 )
• Identify coordinating conjunctions ( 3-XX.1 )
• Identify subordinating conjunctions ( 3-XX.2 )

L.3.1.i Produce simple, compound, and complex sentences.

• Create varied sentences based on models ( 3-BB.3 )
• Identify the complete subject of a sentence ( 3-OO.2 )
• Identify the complete predicate of a sentence ( 3-OO.3 )
• Is it a complete sentence or a fragment? ( 3-OO.5 )
• Is it a complete sentence or a run-on? ( 3-OO.6 )
• Is it a complete sentence, a fragment, or a run-on? ( 3-OO.7 )
• Create compound sentences ( 3-OO.9 )
• Order the words to create a sentence ( 3-OO.10 )

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

L.3.2.a capitalize appropriate words in titles..

• Capitalizing titles ( 3-CCC.3 )

L.3.2.b Use commas in addresses.

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

L.3.2.c Use commas and quotation marks in dialogue.

• Punctuating dialogue ( 3-CCC.6 )

L.3.2.d Form and use possessives.

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

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

• Word pattern analogies ( 3-DD.11 )
• Word pattern sentences ( 3-DD.12 )
• Homophones with pictures ( 3-II.1 )
• Use the correct homophone ( 3-II.3 )
• Pronoun-verb contractions ( 3-YY.1 )
• Contractions with "not" ( 3-YY.2 )

L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

• Spell the long a word: silent e, ai, ay, ea, ey, eigh ( 3-A.3 )
• Spell the long e word: silent e, ee, ea, ie ( 3-A.4 )
• Spell the long i word: silent e, ie, y, igh, ind, ild ( 3-A.5 )
• Spell the long o word: silent e, oa, ow, old, ost, olt ( 3-A.6 )
• Spell the long u word: silent e, ue, oo, ew, ui ( 3-A.7 )
• Spell the digraph word: ch, sh, th, ph, wh ( 3-B.2 )
• Spell the digraph or trigraph word: mb, kn, dge, tch ( 3-B.3 )
• Spell words with final consonant patterns: ng, nk ( 3-B.4 )
• Spell words with qu and x ( 3-B. )
• Spell words with blends and digraphs: review ( 3-B. )
• Identify syllable types ( 3-C.1 )
• Read multisyllabic words ( 3-C.2 )
• Spell multisyllabic words ( 3-C.5 )
• Spell words with r vowel patterns ( 3-D.1 )
• Spell words with vowel diphthong patterns ( 3-D.2 )
• Spell words with variant vowels: oo, ou, ow, ea ( 3-D.3 )

L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

• Use guide words ( 3-NN.5 )

Knowledge of Language

L.3.3 use knowledge of language and its conventions when writing, speaking, reading, or listening., l.3.3.a choose words and phrases for effect..

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

L.3.3.b Recognize and observe differences between the conventions of spoken and written standard English.

Vocabulary acquisition and use, l.3.4 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., l.3.4.a use sentence-level context as a clue to the meaning of a word or phrase..

• Similes with pictures ( 3-K.1 )
• Determine the meanings of similes ( 3-K.2 )
• Read about animals ( 3-T.1 )
• Read about food ( 3-T.2 )
• Read about art, music, and traditions ( 3-T.3 )
• Read about sports and hobbies ( 3-T.4 )
• Find synonyms in context ( 3-HH.3 )
• Find antonyms in context ( 3-HH.6 )
• Which definition matches the sentence? ( 3-JJ.2 )
• Which sentence matches the definition? ( 3-JJ.3 )
• Choose the picture that matches the idiomatic expression ( 3-LL.1 )
• Determine the meaning of words using synonyms in context ( 3-MM.1 )
• Use context to identify the meaning of a word ( 3-MM.2 )
• Use academic vocabulary in context ( 3-MM.3 )

L.3.4.b 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).

• Determine the meaning of a word with pre-, re-, or mis- ( 3-DD.2 )
• Use the prefixes pre-, re-, and mis- ( 3-DD.3 )
• Determine the meaning of a word with -ful or -less ( 3-DD.4 )
• Determine the meaning of a word with -ly or -ness ( 3-DD.5 )
• Determine the meaning of a word with -able or -ment ( 3-DD.6 )
• Determine the meaning of a word with a suffix: review ( 3-DD.7 )
• Determine the meanings of words with prefixes and suffixes: review ( 3-DD.8 )
• Sort words with shared prefixes and suffixes by meaning ( 3-DD.9 )

L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

• Use Greek and Latin roots as clues to the meanings of words ( 3-EE.1 )
• Determine the meanings of Greek and Latin roots ( 3-EE.2 )
• Determine the meanings of words with Greek and Latin roots ( 3-EE.3 )

L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

• Use dictionary entries ( 3-NN.6 )
• Use dictionary definitions ( 3-NN.7 )

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

L.3.5.a distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps)..

• Read poetry ( 3-S.4 )

L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

• Use actions and dialogue to understand characters ( 3-M.2 )

L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

L.3.6 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)..

• Identify time-order words ( 3-Y.1 )
• Identify prepositions ( 3-WW.1 )

Reading Worksheets, Spelling, Grammar, Comprehension, Lesson Plans

3rd Grade CCSS: Writing

For third graders, this Common Core area helps students gain mastery of writing skills by working collaboratively and producing written texts, understanding syntax and vocabulary, and organizing their ideas. Among the complete standards for this grade, third graders will be asked to: write opinion pieces, explanatory texts, narratives, use linking words, be able to write conclusions, properly use illustrations to enhance a text, use dialogue, and descriptions of emotions and thoughts to develop understanding of characters, use appropriate technology to publish writing, understand writing for specific audiences, go through the process of writing, editing and revision for their written work.

Mother’s Day Acrostic Poem

A fun Mother’s Day acrostic poems for students!

Acrostic Poetry Worksheet Activity: Write It!

Here’s a great prompt for writing acrostic poetry.

Autumn: Five Senses and Adjectives

Practice describing Autumn with your five senses by using this fun classroom activity! Describe what you see, smell, hear, taste, and feel!

Christmas Acrostic Poem Activity

See what your students come up with when you hand out this worksheet and have them write an acrostic poem about Christmas.

Fourth of July Acrostic Poem

Bring some fun into the classroom with this Acrostic Poem activity for the Fourth of July!

Introducing a Topic: Giving Information

How do you name a pet or describe a good book at the library? In this activity, students introduce different topics based on prompts.

Introducing a Topic: Opinion Writing

Students, especially beginning writers, sometimes have trouble getting started. This activity helps them learn how to introduce topics.

Introducing a Topic: Telling a Story

This activity helps students learn how to clearly introduce a topic in a story they are telling. In this activity, students will write the setting of the story.

Spring Acrostic Poem

Students practice their creativity with this fun acrostic poem using the word “SPRING”.

Thanksgiving Acrostic Poem

T is for thankful. H is for helping. Print out this free worksheet for your students! Have them write their own acrostic poem using the word THANKS.

Write an Acrostic Poem

This acrostic poem worksheet will introduce your youngster to poetry!

Autumn Acrostic Poem

This fun activity helps your elementary school aged students practice their writing skills by creating an acrostic poem about Autumn!

Autumn: The Scarecrow’s Surprise Writing Prompt

Students will further develop their creative writing skills with this Autumn writing prompt activity. This is a great worksheet to keep your students’ creativity flowing!

Back to School Acrostic Poem

Welcome your students back to the classroom with a creative, educational acrostic poem activity.

Classroom Reporter: Interview with a Classmate

“Classroom Reporter: Interview with a Classmate” is the perfect way to introduce students to their classmates and learn more about one another.

Father’s Day Acrostic Poem

Use this Acrostic Poem worksheet to keep your students engaged and learning in the classroom for Father’s Day.

Father’s Day Writing Prompt: He’s the Best

Your students will have fun writing about their father in this “He’s the Best” writing activity.

Fourth of July Writing Prompt: What Freedom Means to Me

Teach your students about freedom in America with this fun Fourth of July Writing Prompt printable worksheet.

Haiku: Write Your Own!

This worksheet features the Japanese poetry style haiku.

Halloween Acrostic Poem Activity

Help your students develop their writing skills with our festive GHOST acrostic poem!

• 3rd Grade , ELA

All About 3rd Grade Grammar: What To Teach, Worksheets, Games, and Interactive Lessons!

Are you wondering what grammar skills should be taught in third grade? Here’s an overview of the third grade grammar standards, plus activity ideas for how to teach them! Each of the grammar units includes worksheets, posters, interactive notebooks, centers, and more!

3rd Grade Grammar Standards

What grammar is taught in third grade, spoken vs. written language.

• Capitalization
• Real-Life Connections

Commas in Addresses

Context clues.

• Affixes & Roots
• Spelling Patterns

Reference Materials

• Parts of Speech
• Plural Nouns

Possessives

Abstract nouns.

• Irregular Verbs

Verb Tenses

• Subject-Verb Agreement
• Superlatives
• Non Literal Language

Shades of Meaning

Conjunctions, word choice.

• Producing Sentences

Spatial and Temporal Relationships

If you’re looking for resources to help you teach all of these third-grade grammar skills, check out these units!

Unit 1 : Spoken vs. Written Language, Real Life Connections, Commas in Address, Capitalization in Titles

Third grade students begin to learn the difference between informal and formal language. Spoken language is not usually grammatically correct, uses slang, and is how they would talk to friends and family. Written language is formal, professional, used for writing reports, and should be grammatically correct.

Real Life Connections

Students learn to use words to describe things in real life. Ex: A firefighter can be described as strong, brave, and courageous. Who else in the community is brave?

Capitalization in Titles

Students will learn that the first and last word in a title should always be capitalized as well as other important words. Less important and small words (such as and, the, of, a, an, in, on, to) do not need to be capitalized.

This is such an important skill for students to learn! Not only will students learn to put the comma in between the city and state, they can also be taught how to write out addresses on envelopes. (If you can get someone to donate stamps to your class, it would be fun for students to get to address and envelope and mail themselves something!)

Unit 2: Context Clues, Root Words and Affixes, and Spelling Patterns

This is a big, six-week-long unit!

Students will learn to use the clues in nearby text to find the meaning of unknown words or phrases.

You can teach your students to use synonyms, antonyms, examples, and definitions found in the text. This picture is a poster found in the unit that gives examples of different types of context clues.

Root Words and Prefixes

Teaching students common Greek and Latin roots will help them understand the meaning of more complex words.

Suffixes and Ending Rules

Just like students are taught the meaning of common prefixes and how they can add meaning to a base word, they will also learn about suffixes and the rules for adding them at the end of base words.

Word Families

Learning common spelling patterns within word families can help students know how to spell other words that follow the same patterns. This unit goes over various long a, e, i, o, and u word families.

Position-Based Spelling

In this unit, students will learn a variety of position-based spelling rules such as:

• CK, K, and IC
• GE, and DGE
• Doubling F, L, or S
• R-Controlled Vowels

For all of the spelling rules taught within this unit there are spelling word lists provided! You can use these lists to have spelling tests throughout the year and continue to practice all of these spelling rules that you’ve taught.

Syllable Patterns

Students will learn six types of syllable patterns: closed syllable, open syllable, vowel consonant E, vowel teams and diphthongs, consonant +LE, and R-Controlled vowels.

Unit 3: Reference Materials, Parts of Speech, Plural Nouns

Students will learn how to use dictionaries and the skill of using guide words. They’ll also learn how to use glossaries in a nonfiction text. With this standard, it’s important to give your students some practice with putting words in alphabetical order.

Nouns and Regular Plural Nouns

In unit three, students will learn about nouns and making them plural. First they’ll learn that nouns are people, places, and things. Then they will learn how to make the nouns plural based on the ending of the base word.

Most nouns will simply receive and S. Nouns that end in a consonant +y will drop the Y and add IES. Nouns that end in -s, -ch, -sh, -x, -z, or -ss will get an ES.

Irregular Plural Nouns and Pronouns

Irregular plural nouns are nouns that do not become plural in the regular way, meaning they don’t follow the rules taught above. Irregular plural nouns need to be taught since there are no special rules.

Here are some examples of nouns and their irregular plural nouns:

• goose/geese
• tooth/teeth
• wolf/wolves
• leaf/leaves
• child/children
• person/people
• knife/knives

Next students will learn about pronouns which are words that take the place of nouns. It’s important to teach students that using pronouns in their writing will help them not sound so repetitive. Students will learn about singular and plural pronouns.

Adjectives and Verbs

Now that students have learned about nouns and plural nouns, they are ready to learn about adjectives, which modify nouns.

Adjectives tell more about a noun. How many, what size, what shape, how something feels or behaves, how something tastes, smells, or what something looks like are some of the ways an adjective tells us more about then noun.

Verbs are action words that tell what is happening. Do you remember the commercial from a long time ago? VERB: IT’S WHAT YOU DO!

Learning a variety of verbs can help students become better writers.

Adverbs are words that describe a verb or an adjective. They sometimes end in -ly, but don’t have to.

The poster below shows different types of adverbs and how they are used in sentences.

Unit 4: Dialogue, Possessives, Abstract Nouns

Abstract nouns are nouns that you cannot physically see, smell, taste, here, or touch. These types of nouns include ideas and feelings.

Some examples of abstract nouns are:

• intelligence

Possessives seem to even give adults some trouble don’t they? Possessives are how we show ownership and they include an apostrophe.

• singular noun, add ‘S (boy’s bike)
• plural noun, add ‘ (students’ teacher)
• irregular plural noun add ‘s (children’s seat)
• names that end in S, either way is considered correct (James’ airplane, James’s airplane)

Adding dialogue to writing can help students become better story tellers! It’s important to teach them the rules of using dialogue. Having this poster in their grammar notebook is a great reference tool.

Unit 5: Comparative and Superlatives, Verb Tenses, Regular and Irregular Verbs, Subject-Verb Agreement, Pronoun-Antecedent Agreement

Comparative and superlatives.

Students will learn that comparatives compare only two things, while superlatives compare three or more things.

Here are some examples of comparatives and superlatives:

• one syllable: long: longer, longest
• 2 syllables, ends in y: happy: happier, happiest
• 2 syllables, does not end in y: helpful: more helpful, most helpful
• 3 or more syllables: comfortable: more comfortable, most comfortable

There are of course irregular comparatives and superlatives. (What would the English language be without exceptions to the rules?)

• good/better/best
• little/less/least
• much or many/more/most
• bad/worse/worst
• far (distance)/farther/farthest
• far (extent)/further/furthest

Students will learn to use different tenses of a verb depending on WHEN the action took place (past, present, or future).

Regular and Irregular Verbs

Students will learn to change the tense of regular and irregular verbs.

Subject-Verb and Pronoun-Antecedent Agreement

The subject of a sentence is who or what the sentence is about. The verb is the action in the sentence. The subject and verb tense must agree with each other.

Students will learn that the verb changes if the subject is singular or plural:

• My friend hikes in the woods.
• My friends hike in the woods.

Pronouns are words that take the place of nouns and the antecedent tells us who or what the pronoun is referring to. They must agree with each other.

A singular antecedent must have a singular pronoun:

• Miracle read her book. (Miracle: singular, her: singular)

A plural antecedent must have a plural pronoun:

• The kids read their book. (Kids: plural, their: plural)

Unit 6: Literal and Nonliteral Language, Shades of Meaning, and Conjunctions

Literal and nonliteral language.

Nonliteral language is one of my favorite topics to teach. (GET FIGURATIVE LANGUAGE LESSON IDEAS HERE!)

Students will learn that literal language means exactly what is said and nonliteral language (also known as figurative language) uses words and expressions that aren’t meant to be taken literally.

Types of nonliteral language:

• personification
• onomatopoeia

Shades of meaning is all about using precise word choice when writing. Students will learn that there can be small differences in the meanings of similar words.

Examples of shades of meaning words:

• cool, cold, freezing
• sprinkling, pouring, storming

Conjunction-junction, what’s your function? I love that School House Rock song from back in the day!

Conjunctions are words that are used to connect or join words, sentences, phrases, or clauses together.

Unit 7: Word Choice, Simple Sentences, Compound Sentences, Complex Sentences

Students will learn to choose words that give an effect when they are used. As they learned with shades of meaning lessons, specific words can give a strong or weak effect. Using strong words helps the reader better understand what is happening and makes writing more interesting.

Simple Sentences

Simple sentences are sentences that have one complete thought. They have one subject and one verb. The flower bloomed. The little boy dropped his ice cream cone.

This is where you teach students what a “complete” sentence is. Does it have a subject and a verb?

Compound Sentences

Compound sentences have two complete thoughts. They contain two independent clauses that are joined by a comma and a coordinating conjunction (as taught in the previous unit).

Josh had fun at the party, but it wasn’t fun to clean up the mess the next day.

Independent clause 1: Josh had fun at the party, Coordinating conjunction: but Independent clause 2: it wasn’t fun to clean up the mess the next day.

Complex Sentences

As shown in the poster above, complex sentences contain one independent clause and one dependent clause (which tells more about the independent clause). The subordinating conjunctions does not have to go in the middle but it must stay with the dependent clause.

Complex sentences example:

• The boy cried because he dropped his ice cream cone.
• Because he dropped his ice cream cone, the boy cried.

Unit 8: Spatial and Temporal Words and Phrases

Spatial words and phrases signal location and tell where an object is located in space. Temporal words and phrases signal time and tell when something happened.

Get these 3rd Grade Grammar units today!

You can get all eight of the units shown above, plus the end-of-year review unit, when you purchase the 3rd Grade Grammar bundle.

It includes everything you need to teach grammar in just a few minutes each day!

The interactive PowerPoint lessons mean you don’t even have to prepare your whole group lesson! The half-sheet worksheets make great homework, and the puzzles, interactive notebooks, and other centers will help your students practice grammar all year!

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Third Grade Language Standards

Third Grade Standards, Third Grade Reading Standards, Third Grade Language Standards, Third Grade Skills, Standards Third Grade

Third Grade Language  Standards

Conventions of Standard English

• Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
• Form and use regular and irregular plural nouns.
• Use abstract nouns (e.g., childhood).
• Form and use regular and irregular verbs.
• Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
• Ensure subject-verb and pronoun-antecedent agreement.*
• Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
• Use coordinating and subordinating conjunctions.
• Produce simple, compound, and complex sentences.
• Capitalize appropriate words in titles.
• Use commas in addresses.
• Use commas and quotation marks in dialogue.
• Form and use possessives.
• Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
• Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
• Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Knowledge of Language

• Choose words and phrases for effect.*
• Recognize and observe differences between the conventions of spoken and written standard English.

Vocabulary Acquisition and Use

• Use sentence-level context as a clue to the meaning of a word or phrase.
• 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).
• Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
• Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
• Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
• Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
• Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
• L.3.6 . 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).

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English Language Arts Standards » Writing » Grade 3 » 3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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Third Grade Writing Standards

Writing standards for third grade define the knowledge and skills needed for writing proficiency at this grade level. By understanding 3rd grade writing standards, parents can be more effective in helping their children meet grade level expectations.

What is 3rd Grade Writing? In third grade, writing becomes a key component of school curriculum. Third grade students write more independently than in any previous grade and spend significant blocks of time engaged in writing on their own, as well as in assigned projects. Students hone their paragraph writing skills and write multi-paragraph compositions. As specified by writing standards, 3rd grade writing activities include learning to organize work using a beginning, middle, and end, focusing on sequence of events. Students are also taught to use descriptive detail and literary devices, such as dialogue, point of view, and figurative language (metaphors and similes). Third-graders continue to expand their knowledge of grammar, spelling, and mechanics, as well as how to evaluate writing and conduct research.

The following writing standards represent what states* typically specify as third grade benchmarks in writing proficiency:

Grade 3: Writing Strategies Third grade writing standards focus on the writing process as the primary tool to help children become independent writers. In Grade 3, students are taught to use each phase of the process as follows:

• Prewriting:  Students generate ideas for writing by using prewriting techniques, such as drawing and listing key thoughts. Students determine purpose and intended audience and make a plan for writing that includes a main idea.
• Drafting:  In third grade, students write several drafts to produce a final product. Drafts should be appropriate to the topic, audience and purpose, and show development of main idea with supporting details. In drafting, students strive to organize information into a logical sequence through the use of time-order words (e.g., “meanwhile,” “immediately”) and cause/effect transitions (e.g., “therefore,” “as a result”).
• Revising:  Students revise their writing to improve coherence, logical organization, voice (formal or informal), and effectiveness. Students also work to achieve a sense of audience, and use precise word choices, vivid  supporting details , sentence variety, and literary devices to create interest.
• Editing:  Students edit and correct the draft for appropriate grammar, spelling, punctuation, capitalization, and other features of polished writing.
• Publishing:  Students produce, illustrate, and share a variety of compositions, including using appropriate computer technology to compose and publish work.

Use of technology:  Third grade students will use available technology to compose text.

Grade 3: Writing Purposes In Grade 3, students write in different forms for different purposes, and communicate with different audiences. Students write compositions that describe and explain familiar objects, events, and experiences. Specifically, third grade writing standards stipulate that students write in the following forms:

• Narrative:  Students provide a context for the action; include well-chosen details to develop the plot; and offer insight into why the incident is memorable.
• Descriptive:  Students use concrete sensory details to present and support unified impressions of people, places, things, or experiences.
• Informational/Expository : Students write summaries, rules, procedures, recipes, notes/messages, labels, and lists.
• Persuasive:  Students write persuasive text (e.g., advertisement, paragraph) that attempts to influence the reader.
• Personal and formal letters, thank-you notes, and invitations:  Students show an awareness of the audience and establish a purpose and context.
• Creative (e.g., short stories, poetry, skits, lyrics):  Students may employ figurative language (e.g., simile, onomatopoeia), rhythm, dialogue, characterization, plot, and appropriate format.

Grade 3: Writing Evaluation Third grade students learn to respond constructively to others’ writing and determine if their own writing achieves its purposes. In Grade 3, students also identify the most effective features of a piece of writing using criteria generated by the teacher and class. Writing standards recommend that each student keep and review a collection of his/her own written work to monitor growth as a writer.

Grade 3: Written English Language Conventions Students in 3rd grade are expected to write with more complex sentences, capitalization, and punctuation. In particular, third grade writing standards specify these key markers of proficiency:

Sentence Structure

• Write longer and more elaborate sentences and organize their writing into larger units of text.
• Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences.
• Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in simple and compound sentences.
• Identify and use past, present, and future verb tenses properly.
• Identify and use subjects and verbs correctly in speaking and writing simple sentences.

Punctuation

• Punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives.
• Punctuate dates, city and state, and titles of books correctly.
• Use commas in dates, locations, and addresses and for items in a series.

Capitalization

• Capitalize all proper nouns correctly.  These will include holidays, product names, titles used with someone’s name, initials, geographic locations, historical periods, and special events .
• Master regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope).
• Write with more proficient spelling of one-syllable words that have blends, contractions, compounds, spelling patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare).
• Spell words ending in  -tion  and  -sion  such as  station  and  procession.
• Arrange words in alphabetic order. Uses a dictionary or other resources as necessary.
• Students write legibly in cursive writing, allowing for margins and correct spacing between letters in a word and words in a sentence.

Grade 3: Research and Inquiry Third grade students learn how to gather information systematically and use writing as a tool for research and inquiry in the following ways:

• Understand the use, structure, and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).
• Determine information needed for a search by narrowing or broadening a topic and identifying key words.
• Write questions for investigating and take simple notes from relevant sources, such as classroom guests, books, and media sources.
• Select appropriate facts and compile notes into outlines, reports, summaries, or other written efforts using available technology.
• Record basic bibliographic data and recognize intellectual property rights (e.g., cites sources of ideas).

3rd Grade Writing Tests In some states, standardized writing assessment begins in the third grade. Students will be given questions about grammar and mechanics, as well as a timed writing exercise, in which they must write a response to a writing prompt. In addition, third-graders are evaluated by their writing portfolios and classroom-based writing tests.

Most state writing assessments are correlated to state writing standards. These standards-based tests measure what students know in relation to what they’ve been taught. Educators consider standards-based tests to be the most useful as these tests show how individual students are meeting grade-level expectations. Teachers use the assessments to pinpoint where each student needs improvement. State departments of education often include information on writing standards and writing assessments on their websites, including sample questions.

Writing Test Preparation The best writing test preparation in third grade is simply encouraging your child to write, raising awareness of the written word, and offering guidance on writing homework. For example, you can talk about the different purposes of writing as you encounter them, such as those of letters, recipes, grocery lists, instructions, and menus. Encourage your students to practice responses to specific cues such as third grade writing prompts. By becoming familiar with third grade writing standards, parents can offer more constructive homework support. Remember, the best writing help for kids is not to correct their essays, but offer positive feedback that prompts them use the strategies of the writing process to revise their own work.

Let’s Write English Online Writing Courses Support 3rd Grade Writing Standards Let’s Write English is an excellent complement to third grade writing curriculum. Developed by classroom teachers, Let’s Write English targets the fundamentals of writing. Students build writing skills and deepen their understanding of the writing process by working on standards-based, grade-appropriate writing tasks under the individual guidance of a certified teacher.

Writing on a computer inspires many students, even reluctant writers. Learn more about  Let’s Read English online courses for third grade.

For more information about general learning objectives for third grade students including math and language arts, please visit LetsReadEnglish.com.

*K-12 writing standards are defined by each state. Let’s Write English relies on a representative sampling of state writing standards, notably from Florida, Texas, and California, as well as on the standards published by nationally recognized education organizations, such as the National Council of Teachers of English and the International Reading Association.

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Parent’s Point of View #122: Writing Skills Under the Common Core Standards for Third Graders – What should a parent know?

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Third grade is a great learning level for your child! It is a place of beautiful discoveries and soul-shaping challenges.  It is also a time when your child is most adventurous as they learn to love and embrace new experiences.   It is incredible how optimistic most third graders are, making learning fun and more accommodating.  These traits make the writing experiences of third-graders great. Their expressive, curious, and creative characters help them to formulate great ideas when writing. With the help of teachers and parents, a third-grader can write a simple essay with a thesis statement, supporting details, and a simple conclusion.

Did you know?

• That third graders are very interactive and equally curious
• They have high thinking levels. Hence they can make  great writers
• They remember things more than 2 nd graders, making it easy for them to write stuff about the past
• Third graders are pretty interested in differentiating right from wrong, making it easy to rectify them when practicing writing.
• They are overly sensitive and can quickly feel inadequate.

Note: -Always use positive feedback, discipline, and encouragement to guide your third grader.

Parents should understand 3rd grader’s writing standards to help them meet their grade-level expectations effectively. This article analyzes some of the frequently asked questions concerning third-grade common core standards in writing.

What is 3rd-grade writing?

Writing at the third-grade level is a significant part of the school curriculum. It is a time when students gain more writing independence than in the former grades. Third-graders spend more time writing than ever before. Some of the significant activities of their writing are to organize a paper with an introduction, middle, and conclusion. Students further learn to use literary devices and descriptive detail such as figurative language, point of view, or dialogue. They further expand their knowledge of assembling, mechanics and grammar.

What does a third-grader do as a writer?

A third-grader should write with a purpose. For example, 3rd Graders can write about their favorite person or why they love their teacher. They should also successfully maintain focus on the topic and story. A third-grader should further write grammatically correct sentences with only a few spelling mistakes. Finally, they should successfully formulate simple paragraphs and use details to express a point.

What are the third-grader writing proficiency benchmarks as per the States Common Core Standards?

WRITING STRATEGIES The third-grader writing process begins with prewriting. This writing process involves creating a list of thoughts based on the main idea and audience. The second step is creating a draft. Students can create several drafts as they try to organize their thoughts logically. The third step is revising to improve their voice, organization, and coherence. After the revision, students edit their work to correct grammar, punctuation, spelling, and capitalization, among other features. Lastly, the result is published.

WRITING PURPOSE Third graders write for a different purpose. They write narratives to provide a reason behind an action and why the incident is memorable. They write descriptive text to give details about people, things, experiences, and places. They also write expository content when summarizing text, writing rules, procedures, lists, and labels. Persuasive text such as advertisements is written to influence the reader’s decision. Creative text at the third-grade level may include rhyme, characterization, dialogue, and appropriate format to pass a message to the reader. Finally, third graders write letters to establish context and show interest in the audience.

EVALUATION OF WRITING Third graders learn how to respond to other student’s writing and review their work to determine if it meets its goal. They further identify some of the crucial parts of writing by following their teacher’s guidelines. According to the common core standards, third graders should effectively collect and store their writing work to track their progress.

WRITTEN ENGLISH LANGUAGE RULES Third graders should write complex sentences with proper punctuation and capitalization. Their sentences should be longer and well organized into larger text units. They should effectively use past, present, and future tenses. Fourth graders should also properly use spacing between words and between sentences.

What skills should third graders have in research and inquiry?

Third graders should know how to gather information systematically during research and inquiry. They should also learn how to navigate through varying research materials and record references as a way of recognizing intellectual property rights.

PARTING SHOT:

As a parent, you have a role to play in improving your third grader’s writing abilities. You can help them understand the concept of sentences for better comprehension and encourage them to practice reading aloud to improve their awareness and fluency. You can also teach them simple grammar, like learning how to put a full stop at the end of a sentence and a capital letter at the begging of the sentence. You could also teach your child to add more details to their writing to make it more interesting.

At Kids on the yard , we develop confident writers through our unique programs.  You can trust our teachers with your child since they lead engaging tutoring sessions personalized for your child. Kindly check out some of our tutoring writing programs fit for your third grader:  https://kidsontheyard.com/subject/writing/?

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3rd Grade Writing Standards: A Simple Overview

In this article, we will explore the 3rd grade writing standards as listed in the Common Core State Standards (CCSS). Whether you are a parent, educator, or simply curious about the expectations for young writers, this guide will provide you with a comprehensive overview.

The Common Core State Standards are a set of educational standards adopted by most states in the United States. These standards define the skills and knowledge that students should acquire at each grade level. The 3rd grade writing standards focus on developing basic writing skills, including sentence formation, grammar, punctuation, and effective communication.

3rd Grade Writing Standards

The 3rd grade writing standards as listed in the Common Core State Standards (CCSS) for 3rd grade writing provide a roadmap for educators to ensure that students are developing the necessary skills and knowledge in writing. Let’s take a closer look at some of the key objectives outlined in the 3rd Grade Writing Standards as aligned to Common Core .

Text Types and Purposes

CCSS.ELA-LITERACY.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

CCSS.ELA-LITERACY.W.3.1.A Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

CCSS.ELA-LITERACY.W.3.1.B Provide reasons that support the opinion.

CCSS.ELA-LITERACY.W.3.1.C Use linking words and phrases (e.g.,  because ,  therefore ,  since ,  for   example ) to connect opinion and reasons.

CCSS.ELA-LITERACY.W.3.1.D Provide a concluding statement or section.

CCSS.ELA-LITERACY.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CCSS.ELA-LITERACY.W.3.2.A Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

CCSS.ELA-LITERACY.W.3.2.B Develop the topic with facts, definitions, and details.

CCSS.ELA-LITERACY.W.3.2.C Use linking words and phrases (e.g.,  also ,  another ,  and ,  more ,  but ) to connect ideas within categories of information.

CCSS.ELA-LITERACY.W.3.2.D Provide a concluding statement or section.

CCSS.ELA-LITERACY.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

CCSS.ELA-LITERACY.W.3.3.A Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

CCSS.ELA-LITERACY.W.3.3.B Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

CCSS.ELA-LITERACY.W.3.3.C Use temporal words and phrases to signal event order.

CCSS.ELA-LITERACY.W.3.3.D Provide a sense of closure.

Production and Distribution of Writing:

CCSS.ELA-LITERACY.W.3.4 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.)

CCSS.ELA-LITERACY.W.3.5 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  here .)

CCSS.ELA-LITERACY.W.3.6 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.

Research to Build and Present Knowledge:

CCSS.ELA-LITERACY.W.3.7 Conduct short research projects that build knowledge about a topic.

CCSS.ELA-LITERACY.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

CCSS.ELA-LITERACY.W.3.9 (W.3.9 begins in grade 4)

3rd Grade Language Standards

In addition to 3rd grade writing standards, the Common Core State Standards (CCSS) also provide guidelines for language development in 3rd grade. Language skills, such as grammar, punctuation, and vocabulary, are essential components of effective writing. Let’s explore some of the key objectives outlined in the CCSS for 3rd grade language .

Conventions of Standard English:

CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

CCSS.ELA-LITERACY.L.3.1.B Form and use regular and irregular plural nouns.

CCSS.ELA-LITERACY.L.3.1.C Use abstract nouns (e.g.,  childhood ).

CCSS.ELA-LITERACY.L.3.1.D Form and use regular and irregular verbs.

CCSS.ELA-LITERACY.L.3.1.E Form and use the simple (e.g.,  I walked; I walk; I will walk ) verb tenses.

CCSS.ELA-LITERACY.L.3.1.F Ensure subject-verb and pronoun-antecedent agreement.*

CCSS.ELA-LITERACY.L.3.1.G Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

CCSS.ELA-LITERACY.L.3.1.H Use coordinating and subordinating conjunctions.

CCSS.ELA-LITERACY.L.3.1.I Produce simple, compound, and complex sentences.

CCSS.ELA-LITERACY.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.3.2.A Capitalize appropriate words in titles.

CCSS.ELA-LITERACY.L.3.2.B Use commas in addresses.

CCSS.ELA-LITERACY.L.3.2.C Use commas and quotation marks in dialogue.

CCSS.ELA-LITERACY.L.3.2.D Form and use possessives.

CCSS.ELA-LITERACY.L.3.2.E Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g.,  sitting, smiled, cries, happiness ).

CCSS.ELA-LITERACY.L.3.2.F Use spelling patterns and generalizations (e.g.,  word families, position-based spellings, syllable patterns, ending rules, meaningful word parts ) in writing words.

CCSS.ELA-LITERACY.L.3.2.G Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Knowledge of Language:

CCSS.ELA-LITERACY.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSS.ELA-LITERACY.L.3.3.A Choose words and phrases for effect.*

CCSS.ELA-LITERACY.L.3.3.B Recognize and observe differences between the conventions of spoken and written standard English.

Vocabulary Acquisition and Use:

CCSS.ELA-LITERACY.L.3.4 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.

CCSS.ELA-LITERACY.L.3.4.A Use sentence-level context as a clue to the meaning of a word or phrase.

CCSS.ELA-LITERACY.L.3.4.B 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 ).

CCSS.ELA-LITERACY.L.3.4.C Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,  company, companion ).

CCSS.ELA-LITERACY.L.3.4.D Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

CCSS.ELA-LITERACY.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

CCSS.ELA-LITERACY.L.3.5.A Distinguish the literal and nonliteral meanings of words and phrases in context (e.g.,  take steps ).

CCSS.ELA-LITERACY.L.3.5.B Identify real-life connections between words and their use (e.g., describe people who are  friendly  or  helpful ).

CCSS.ELA-LITERACY.L.3.5.C Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g.,  knew, believed, suspected, heard, wondered ).

CCSS.ELA-LITERACY.L.3.6 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 ).

Teaching writing in 3rd grade is a valuable opportunity to nurture young writers and equip them with essential skills for success. By aligning instruction with the 3rd grade writing standards, educators can ensure that students are developing the necessary writing and language skills at the third-grade level.

To further support your understanding and implementation of 3rd grade writing standards, you can visit this website that provides detailed information about the CCSS for writing and language at the 3rd grade level.

Related Resource

Check out these step-by-step writing lessons for 3rd grade that are aligned to the 3rd grade writing standards:

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3rd Grade IEP Writing Goal Bank Based On The Common Core Standards

Writing goals can really fall under a large spectrum of needs, abilities, and types of goals. This specific reference is to help teachers with students who have high levels of communication and can at least form letters and words. Another article will be written on general writing goal banks. However, these goals still try to give some creative ideas to access the Common Core Standards while meeting students at their ability level. As always, be creative at reaching a child’s needs. Don’t fall back on the same three writing goals for every student.

3rd Grade Writing

Text types and purposes:.

Write opinion pieces on topics or texts, supporting a point of view with reasons. A. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. B. Provide reasons that support the opinion. C. Use linking words and phrases (e.g.,  because ,  therefore ,  since ,  for example ) to connect opinion and reasons. D. Provide a concluding statement or section. CCSS.ELA-LITERACY.W.3.1

Advanced Goal: Student will be able to write three separate 1 paragraphs about their opinion with an introduction sentence, 3 reasons, 3 transition words, and a conclusion sentence, with an average accuracy rate of 90% across 3 paragraphs.

Simple Goal: Student will be able to use a word bank of transition words to fill in sample sentences across 4 out of 5 trials with an average accuracy rate of 90%.

Simple Goal: Student will be able to write three sentences to support their opinion that start with a capital, is on the line, and end with a period, with 60% accuracy across 9 out of 10 trials.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. B. Develop the topic with facts, definitions, and details. C. Use linking words and phrases (e.g.,  also ,  another ,  and ,  more ,  but ) to connect ideas within categories of information. D. Provide a concluding statement or section. CCSS.ELA-LITERACY.W.3.2

Advanced Goal: Student will be able to write a three paragraph report on a topic that includes an introduction, 3 or more facts, at least 3 transition words, and a conclusion section, with 7 out of 8 items correct with 80% accuracy across 3 trials.

Simple Goal: Student will be able to identify an appropriate introduction sentence for a given paragraph with 90% accuracy across 4 out of 5 trials.

Simple Goal: Student will be able organize 5-7 sentences into the correct order to create a paragraph on 5 out of 5 sentences correct with an average accuracy rate of 70% across 10 trials.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. A. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. B. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. C. Use temporal words and phrases to signal event order. D. Provide a sense of closure. CCSS.ELA-LITERACY.W.3.3

Advanced Goal: Student will be able to write 5 sentences about a story that happened to them or a pretend story that has an introduction and conclusion, with 6 out of the 7 items with an average accuracy rate of 80%.

Simple Goal: Student will be able to verbally tell a story that happened to them by having a beginning, middle, and end, with 3 out of 3 components with 70% accuracy.

Simple Goal: Student will be able to write a sentence with dialogue with correct punctuation across 2 out of 3 sentences with an average accuracy rate of 90%.

Production and Distribution of Writing:

Note: If you are in a district that requires you to link a standard with your goal, these more general writing goals are your best friend. These can be used with a plethora of goals.

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.) CCSS.ELA-LITERACY.W.3.4

Sample Goal: Student will be able to complete an outline for a paragraph about a topic and for a narrative, with an average accuracy rate of 80% across 10 trials.

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  here .) CCSS.ELA-LITERACY.W.3.5

Sample Goal: Student will be able to use a graphic organizer to brainstorm ideas about a skill level reading before writing, on 4 out of 5 trials with an average accuracy rate of 70%.

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. CCSS.ELA-LITERACY.W.3.6

Sample Goal: Student will be able to type a 5 sentence paragraph (that has been pre-written) on a computer in under 15 minutes with correct punctuation, with 5 out of 5 sentences with an average 70% accuracy rate for 3 trials.

Research To Build and Present Knowledge:

Conduct short research projects that build knowledge about a topic. CCSS.ELA-LITERACY.W.3.7

(This can be used with the goals under 3.2)

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. CCSS.ELA-LITERACY.W.3.8

Sample Goal: Using a graphic organizer, Student will be able to write three key ideas after reading a skill level informational text on 3 out of 3 details with an average accuracy rate of 70% across 10 trials.

No 3.9 in third grade.

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. CCSS.ELA-LITERACY.W.3.10

Sample Goal: Student will be able to use a graphic organizer to check their writing for punctuation, spacing, capital letters, and clarity with 4 out of 4 elements across 10 trials with 75% accuracy.

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Introducing Apple Intelligence, the personal intelligence system that puts powerful generative models at the core of iPhone, iPad, and Mac

New Capabilities for Understanding and Creating Language

Image Playground Makes Communication and Self‑Expression Even More Fun

Genmoji Creation to Fit Any Moment

New Features in Photos Give Users More Control

Siri Enters a New Era

A New Standard for Privacy in AI

ChatGPT Gets Integrated Across Apple Platforms

Text of this article

June 10, 2024

PRESS RELEASE

Setting a new standard for privacy in AI, Apple Intelligence understands personal context to deliver intelligence that is helpful and relevant

CUPERTINO, CALIFORNIA Apple today introduced Apple Intelligence , the personal intelligence system for iPhone, iPad, and Mac that combines the power of generative models with personal context to deliver intelligence that’s incredibly useful and relevant. Apple Intelligence is deeply integrated into iOS 18, iPadOS 18, and macOS Sequoia. It harnesses the power of Apple silicon to understand and create language and images, take action across apps, and draw from personal context to simplify and accelerate everyday tasks. With Private Cloud Compute, Apple sets a new standard for privacy in AI, with the ability to flex and scale computational capacity between on-device processing and larger, server-based models that run on dedicated Apple silicon servers.

“We’re thrilled to introduce a new chapter in Apple innovation. Apple Intelligence will transform what users can do with our products — and what our products can do for our users,” said Tim Cook, Apple’s CEO. “Our unique approach combines generative AI with a user’s personal context to deliver truly helpful intelligence. And it can access that information in a completely private and secure way to help users do the things that matter most to them. This is AI as only Apple can deliver it, and we can’t wait for users to experience what it can do.”

Apple Intelligence unlocks new ways for users to enhance their writing and communicate more effectively. With brand-new systemwide Writing Tools built into iOS 18, iPadOS 18, and macOS Sequoia, users can rewrite, proofread, and summarize text nearly everywhere they write, including Mail, Notes, Pages, and third-party apps.

Whether tidying up class notes, ensuring a blog post reads just right, or making sure an email is perfectly crafted, Writing Tools help users feel more confident in their writing. With Rewrite, Apple Intelligence allows users to choose from different versions of what they have written, adjusting the tone to suit the audience and task at hand. From finessing a cover letter, to adding humor and creativity to a party invitation, Rewrite helps deliver the right words to meet the occasion. Proofread checks grammar, word choice, and sentence structure while also suggesting edits — along with explanations of the edits — that users can review or quickly accept. With Summarize, users can select text and have it recapped in the form of a digestible paragraph, bulleted key points, a table, or a list.

In Mail, staying on top of emails has never been easier. With Priority Messages, a new section at the top of the inbox shows the most urgent emails, like a same-day dinner invitation or boarding pass. Across a user’s inbox, instead of previewing the first few lines of each email, they can see summaries without needing to open a message. For long threads, users can view pertinent details with just a tap. Smart Reply provides suggestions for a quick response, and will identify questions in an email to ensure everything is answered.

Deep understanding of language also extends to Notifications. Priority Notifications appear at the top of the stack to surface what’s most important, and summaries help users scan long or stacked notifications to show key details right on the Lock Screen, such as when a group chat is particularly active. And to help users stay present in what they’re doing, Reduce Interruptions is a new Focus that surfaces only the notifications that might need immediate attention, like a text about an early pickup from daycare.

In the Notes and Phone apps, users can now record, transcribe, and summarize audio. When a recording is initiated while on a call, participants are automatically notified, and once the call ends, Apple Intelligence generates a summary to help recall key points.

Apple Intelligence powers exciting image creation capabilities to help users communicate and express themselves in new ways. With Image Playground, users can create fun images in seconds, choosing from three styles: Animation, Illustration, or Sketch. Image Playground is easy to use and built right into apps including Messages. It’s also available in a dedicated app, perfect for experimenting with different concepts and styles. All images are created on device, giving users the freedom to experiment with as many images as they want.

With Image Playground, users can choose from a range of concepts from categories like themes, costumes, accessories, and places; type a description to define an image; choose someone from their personal photo library to include in their image; and pick their favorite style.

With the Image Playground experience in Messages, users can quickly create fun images for their friends, and even see personalized suggested concepts related to their conversations. For example, if a user is messaging a group about going hiking, they’ll see suggested concepts related to their friends, their destination, and their activity, making image creation even faster and more relevant.

In Notes, users can access Image Playground through the new Image Wand in the Apple Pencil tool palette, making notes more visually engaging. Rough sketches can be turned into delightful images, and users can even select empty space to create an image using context from the surrounding area. Image Playground is also available in apps like Keynote, Freeform, and Pages, as well as in third-party apps that adopt the new Image Playground API.

Taking emoji to an entirely new level, users can create an original Genmoji to express themselves. By simply typing a description, their Genmoji appears, along with additional options. Users can even create Genmoji of friends and family based on their photos. Just like emoji, Genmoji can be added inline to messages, or shared as a sticker or reaction in a Tapback.

Searching for photos and videos becomes even more convenient with Apple Intelligence. Natural language can be used to search for specific photos, such as “Maya skateboarding in a tie-dye shirt,” or “Katie with stickers on her face.” Search in videos also becomes more powerful with the ability to find specific moments in clips so users can go right to the relevant segment. Additionally, the new Clean Up tool can identify and remove distracting objects in the background of a photo — without accidentally altering the subject.

With Memories, users can create the story they want to see by simply typing a description. Using language and image understanding, Apple Intelligence will pick out the best photos and videos based on the description, craft a storyline with chapters based on themes identified from the photos, and arrange them into a movie with its own narrative arc. Users will even get song suggestions to match their memory from Apple Music. As with all Apple Intelligence features, user photos and videos are kept private on device and are not shared with Apple or anyone else.

Powered by Apple Intelligence, Siri becomes more deeply integrated into the system experience. With richer language-understanding capabilities, Siri is more natural, more contextually relevant, and more personal, with the ability to simplify and accelerate everyday tasks. It can follow along if users stumble over words and maintain context from one request to the next. Additionally, users can type to Siri, and switch between text and voice to communicate with Siri in whatever way feels right for the moment. Siri also has a brand-new design with an elegant glowing light that wraps around the edge of the screen when Siri is active.

Siri can now give users device support everywhere they go, and answer thousands of questions about how to do something on iPhone, iPad, and Mac. Users can learn everything from how to schedule an email in the Mail app, to how to switch from Light to Dark Mode.

With onscreen awareness, Siri will be able to understand and take action with users’ content in more apps over time. For example, if a friend texts a user their new address in Messages, the receiver can say, “Add this address to his contact card.”

With Apple Intelligence, Siri will be able to take hundreds of new actions in and across Apple and third-party apps. For example, a user could say, “Bring up that article about cicadas from my Reading List,” or “Send the photos from the barbecue on Saturday to Malia,” and Siri will take care of it.

Siri will be able to deliver intelligence that’s tailored to the user and their on-device information. For example, a user can say, “Play that podcast that Jamie recommended,” and Siri will locate and play the episode, without the user having to remember whether it was mentioned in a text or an email. Or they could ask, “When is Mom’s flight landing?” and Siri will find the flight details and cross-reference them with real-time flight tracking to give an arrival time.

To be truly helpful, Apple Intelligence relies on understanding deep personal context while also protecting user privacy. A cornerstone of Apple Intelligence is on-device processing, and many of the models that power it run entirely on device. To run more complex requests that require more processing power, Private Cloud Compute extends the privacy and security of Apple devices into the cloud to unlock even more intelligence.

With Private Cloud Compute, Apple Intelligence can flex and scale its computational capacity and draw on larger, server-based models for more complex requests. These models run on servers powered by Apple silicon, providing a foundation that allows Apple to ensure that data is never retained or exposed.

Independent experts can inspect the code that runs on Apple silicon servers to verify privacy, and Private Cloud Compute cryptographically ensures that iPhone, iPad, and Mac do not talk to a server unless its software has been publicly logged for inspection. Apple Intelligence with Private Cloud Compute sets a new standard for privacy in AI, unlocking intelligence users can trust.

Apple is integrating ChatGPT access into experiences within iOS 18, iPadOS 18, and macOS Sequoia, allowing users to access its expertise — as well as its image- and document-understanding capabilities — without needing to jump between tools.

Siri can tap into ChatGPT’s expertise when helpful. Users are asked before any questions are sent to ChatGPT, along with any documents or photos, and Siri then presents the answer directly.

Additionally, ChatGPT will be available in Apple’s systemwide Writing Tools, which help users generate content for anything they are writing about. With Compose, users can also access ChatGPT image tools to generate images in a wide variety of styles to complement what they are writing.

Privacy protections are built in for users who access ChatGPT — their IP addresses are obscured, and OpenAI won’t store requests. ChatGPT’s data-use policies apply for users who choose to connect their account.

ChatGPT will come to iOS 18, iPadOS 18, and macOS Sequoia later this year, powered by GPT-4o. Users can access it for free without creating an account, and ChatGPT subscribers can connect their accounts and access paid features right from these experiences.

Availability

Apple Intelligence is free for users, and will be available in beta as part of iOS 18 , iPadOS 18 , and macOS Sequoia  this fall in U.S. English. Some features, software platforms, and additional languages will come over the course of the next year. Apple Intelligence will be available on iPhone 15 Pro, iPhone 15 Pro Max, and iPad and Mac with M1 and later, with Siri and device language set to U.S. English. For more information, visit apple.com/apple-intelligence .

Press Contacts

Cat Franklin

[email protected]

Jacqueline Roy

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Apple Media Helpline

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