Core Content Connectors by Common Core State Standards: English Language Arts-Language Standards Grades 3-5

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College and Career Readiness Anchor Standards for Language

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Language Standards

Grade 3 students:	Grade 4 students:	Grade 5 students:
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. 1b. Form and use regular and irregular plural nouns. 1c. Use abstract nouns (e.g., childhood). 1d. Form and use regular and irregular verbs. 1e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. 1f. Ensure subject-verb and pronoun-antecedent agreement. 1g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 1h. Use coordinating and subordinating conjunctions. 1i. Produce simple, compound, and complex sentences.	1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). 1b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. 1c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. 1d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). 1e. Form and use prepositional phrases. 1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. 1g. Correctly use frequently confused words (e.g., to, too, two; there, their).	1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. 1b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. 1c. Use verb tense to convey various times, sequences, states, and conditions. 1d. Recognize and correct inappropriate shifts in verb tense. 1e. Use correlative conjunctions (e.g., either/or, neither/nor).
CCCs
3.WA.4 Identify nouns (regular, irregular, abstract), verbs (regular, irregular, simple tenses), adjectives, and/or adverbs within sentences.	4.WA.4 Use relative pronouns and relative adverbs in writing.	5.WA.7 Use appropriate verb tense to convey times, sequence, state, and condition.
3.WA.6 Write sentences using nouns (regular, irregular, abstract), verbs (regular, irregular, simple tenses), and adjectives and/or adverbs.	4.WA.5 Use prepositional phrases in writing.	5.WA.6 Recognize and correct inappropriate shifts in verb tense.
3.WA.7 Write sentences using correct subject-verb and pronoun-antecedent agreement.	4.WA.6 Produce simple, compound, and complex sentences in writing.	5.WA.8 Identify and use conjunctions, prepositions, and interjections in writing.
3.WA.5 Use simple and compound sentences in informative/explanatory writing.	4.WA.7 Recognize and correct inappropriate fragments and run-on sentences.
4.WA.6 Produce simple, compound, and complex sentences in writing.

Grade 3 students:	Grade 4 students:	Grade 5 students:
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2a. Capitalize appropriate words in titles. 2b. Use commas in addresses. 2c. Use commas and quotation marks in dialogue. 2d. Form and use possessives. 2e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). 2f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. 2g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.	2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2a. Use correct capitalization. 2b. Use commas and quotation marks to mark direct speech and quotations from a text. 2c. Use a comma before a coordinating conjunction in a compound sentence. 2d. Spell grade-appropriate words correctly, consulting references as needed.	2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 2a. Use punctuation to separate items in a series. 2b. Use a comma to separate an introductory element from the rest of the sentence. 2c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). 2d. Use underlining, quotation marks, or italics to indicate titles of works. 2e. Spell grade-appropriate words correctly, consulting references as needed.
CCCs
3.WA.8 Capitalize words in holidays, product names, geographic names, and appropriate words in a title.	4.WA.8 Use correct capitalization in writing.	5.WA.9 Use punctuation to separate items in a series.
3.WA.11 Use commas accurately in addresses or dialogue within writing.	4.WA.9 Use commas and quotation marks in writing.	5.WA.10 Use commas accurately in writing.
3.WA.9 Use quotation marks within writing.	4.WA.10 Spell words correctly in writing, consulting references as needed.	5.WA.11 Spell words correctly in writing, consulting references as needed.
3.WA.10 Use conventional spelling (e.g., sitting, smiled, cries) and spelling patterns (e.g., word families, syllable patterns, ending rules) in writing high frequency and/or previously learned words.

Grade 3 students:	Grade 4 students:	Grade 5 students:
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. 3a. Choose words and phrases for effect. 3b. Recognize and observe differences between the conventions of spoken and written standard English.	3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. 3a. Choose words and phrases to convey ideas precisely. 3b. Choose punctuation for effect. 3c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).	3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. 3a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. 3b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
CCCs
3.WA.12 Choose words and phrases for appropriate effect (e.g., to inform) within writing.	4.WA.11 Choose words and phrases for appropriate effect (e.g., to inform) within writing.	5.WA.12 Expand, combine, and reduce sentences for meaning, reader interest, and style within writing.

Vocabulary Acquisition and Use

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Language Standards

Grade 3 students:	Grade 4 students:	Grade 5 students:
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. 4a. Use sentence-level context as a clue to the meaning of a word or phrase. 4b. 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). 4c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). 4d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.	4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. 4a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. 4b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). 4c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.	4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. 4a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. 4b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). 4c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
CCCs
3.RWL.i2 Use sentence context as a clue to the meaning of a new word, phrase, or multiple meaning word.	4.RWL.i2 Use context to determine the meaning of unknown or multiple meaning words, or words showing shades of meaning.	5.RWL.a2 Use context to determine the meaning of unknown or multiple meaning words.
3.RWL.g7 Determine the meaning of the new word formed when a known affix is added to a known word.	4.RWL.i3 Use common grade-appropriate roots and affixes as clues to the meaning of a word.	5.RWL.b2 Use common grade-appropriate roots and affixes as clues to the meaning of a word.
3.RWL.g6 Use a known root word as a clue to the meaning of an unknown word with the same root.	4.RWL.i4 Use a glossary, dictionary, or thesaurus to determine the meaning of a word.	5.RWL.d1 Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word.
3.RWL.i3 Use a glossary or dictionary to determine the meaning of a word.		5.RWL.d2 Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the meaning of a word.
4.RWL.k4 Determine the meaning of literal and nonliteral words and phrases as they are used in a text.

Grade 3 students:	Grade 4 students:	Grade 5 students:
5. Demonstrate understanding of word relationships and nuances in word meanings. 5a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). 5b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). 5c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).	5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 5a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. 5b. Recognize and explain the meaning of common idioms, adages, and proverbs. 5c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).	5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 5a. Interpret figurative language, including similes and metaphors, in context. 5b. Recognize and explain the meaning of common idioms, adages, and proverbs. 5c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
CCCs
3.RWL.k1 Distinguish literal from non-literal meanings of words and phrases in context.	4.RWL.k1 Identify simple similes in context.	5.RWL.e1 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes.
3.RWL.j1 Use newly acquired words in real-life context.	4.RWL.k2 Identify simple metaphors in context.	5.WL.f1 Use figurative language in context, including similes and metaphors.
3.RWL.i4 Identify and sort shades of meaning words from general to specific or lesser to specific.	4.RWL.i5 Relate words to their opposites (antonyms).	5.RWL.e2 Identify the meaning of common idioms or proverbs.
	4.RWL.i6 Relate words to words with similar but not identical meanings (synonyms).	5.WA13 Use the relationship between particular words (e.g., synonyms, antonyms, homographs) in writing to promote understanding of each of the words.
	4.RWL.k3 Identify the meaning of common idioms.	6.RL.g1 Interpret personification to help explain the characters within a text.
		6.RL.g2 Interpret the use of personification within a text.

Grade 3 students:	Grade 4 students:	Grade 5 students:
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).	6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).	6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
CCCs
3.RWL.j2 Use newly acquired conversational and general academic words and phrases accurately.	4.RWL.j1 Use general academic and domain specific words and phrases accurately.	5.RWL.c1 Use general academic and domain specific words and phrases accurately.
3.RWL.j3 Use newly acquired domain-specific words and phrases accurately.	4.WA.12 Use grade appropriate general academic and domain-specific vocabulary accurately within writing.	5.WA14 Use grade appropriate general academic and domain-specific words and phrases accurately within informational writing.
3.WA.13 Use grade appropriate general academic and domain-specific vocabulary accurately within informational writing.