1. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
rd rd
3 CCGPS 3 GPS
READING LITERARY (RL) Color key: different grade level/ Color key: different domain or strand
ELACC3RL1: Ask and answer questions to demonstrate ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
understanding of a text, referring explicitly to the text c. Generates questions before, during, and after reading.
as the basis for the answers. (G)
ELACC3RL2: Recount stories, including fables, folktales, ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
and myths from diverse cultures; determine the central j. Identifies and infers main idea and supporting details.
message, lesson, or moral and explain how it is ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
conveyed through key details in the text. (G) literary and informational texts.
For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
h. Identifies themes and lessons in folktales, tall tales, and fables.
ELACC3RL3: Describe characters in a story (e.g., their ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
traits, motivations, or feelings) and explain how their e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts.
actions contribute to the sequence of events. (G) f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text.
ELACC3RL4: Determine the meaning of words and ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student
phrases as they are used in a text, distinguishing literal d. Identifies the meaning of common idioms and figurative phrases and incorporates them into oral and written language.
from non-literal language. (G) f. Determines the meaning of unknown words on the basis of context.
ELACC3RL5: Refer to parts of stories, dramas, and ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
poems when writing or speaking about a text, using n. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry).
terms such as chapter, scene, and stanza; describe how
each successive part builds on earlier sections. (W)
ELACC3RL6: Distinguish their own point of view from ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
that of the narrator or those of the characters. (G) f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text.
q. Formulates and defends an opinion about a text.
ELACC3RL7: Explain how specific aspects of a text’s ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
illustrations contribute to what is conveyed by the h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
words in a story (e.g., create mood, emphasize aspects
of a character or setting). (G)
ELACC3RL8: (Not applicable to literature)
ELACC3RL9: Compare and contrast the themes, ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
settings, and plots of stories written by the same author e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts.
about the same or similar characters (e.g., in books f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text.
from a series). (G)
ELACC3RL10: By the end of the year, read and ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text.
comprehend literature, including stories, dramas, and a. Reads a variety of texts for information and pleasure.
poetry, at the high end of the grades 2-3 text k. Self-monitors comprehension to clarify meaning.
complexity band independently and proficiently. (W)
Alignment: (W) Weak: Only minor aspects of Common Core were noted in GPS.
(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.
(E) Excellent: Both Common Core and GPS match in nearly all aspects.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2011 Page 1 of 15
All Rights Reserved

2. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
rd
3rd CCGPS 3 GPS
READING INFORMATIONAL (RI) Color key: different grade level/ Color key: different domain or strand
ELACC3RI1: Ask and answer questions to demonstrate ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text.
understanding of a text, referring explicitly to the text b. Makes predictions from text content.
as the basis for the answers. (G) c. Generates questions to improve comprehension.
l. Identifies and infers cause-and-effect relationships and draws conclusions.
m. Recalls explicit facts and infers implicit facts.
ELACC3RI2: Determine the main idea of a text; ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
recount the key details and explain how they support j. Identifies and infers main idea and supporting details.
the main idea. (G) l. Identifies and infers cause-and-effect relationships and draws conclusions.
m. Recalls explicit facts and infers implicit facts.
ELACC3RI3: Describe the relationship between a series ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
of historical events, scientific ideas or concepts, or l. Identifies and infers cause-and-effect relationships and draws conclusions.
steps in technical procedures in a text, using language ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
that pertains to time, sequence, and cause/effect. (G) literary and informational texts.
For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of
reading that:
d. Identifies and uses knowledge of common organizational structures (e.g., chronological order, cause and effect).
e. Distinguishes cause from effect in context.
g. Makes perceptive and well-developed connections.
h. Distinguishes fact from opinion or fiction.
ELACC3RI4: Determine the meaning of general ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student
academic and domain-specific words and phrases in a a. Reads literary and informational texts and incorporates new words into oral and written language.
text relevant to a grade 3 topic or subject area. (G) b. Uses grade-appropriate words with multiple meanings.
f. Determines the meaning of unknown words on the basis of context.
ELACC3RI5: Use text features and search tools (e.g., ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
key words, sidebars, hyperlinks) to locate information h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
relevant to a given topic quickly and efficiently. (G) o. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text.
ELA4W3 The student uses research and technology to support writing. The student
b. Locates information in reference texts by using organizational features (i.e., prefaces, appendices, indices, glossaries, and tables of
contents).
ELACC3RI6: Distinguish their own point of view from ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
that of the author of a text. (G) i. Makes connections between texts and/or personal experiences
p. Recognizes the author’s purpose.
q. Formulates and defends an opinion about a text.
ELACC3RI7: Use information gained from illustrations ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
(e.g., maps, photographs) and the words in a text to h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
demonstrate understanding of the text (e.g., where, ELA3W1 The student demonstrates competency in the writing process. The student
when, why, and how key events occur). (G) i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience.
ELACC3RI8: Describe the logical connection between ELA3W1 The student demonstrates competency in the writing process. The student
particular sentences and paragraphs in a text (e.g., d. Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions
comparison, cause/effect, first/second/third in a and answers).
sequence). (G) e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering).
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2011 Page 2 of 15
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3. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
ELACC3RI9: Compare and contrast the most important ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of
points and key details presented in two texts on the literary and informational texts.
rd
same topic. (W) *There is not a 3 grade GPS to align For informational texts, the student reads and comprehends in order to
with this CC standard. develop understanding and expertise and produces evidence of reading that:
g. Makes perceptive and well-developed connections.
h. Relates new information to prior knowledge and experience and makes connections to related topics or information.
ELACC3RI10: By the end of the year, read and ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
comprehend informational texts, including a. Reads a variety of texts for information and pleasure.
history/social studies, science, and technical texts, at
the high end of the grades 2-3 text complexity band
independently and proficiently. (W)
Alignment:
(W) Weak: Only minor aspects of Common Core were noted in GPS.
(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.
(E) Excellent: Both Common Core and GPS match in nearly all aspects.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2011 Page 3 of 15
All Rights Reserved

4. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
rd
3rd CCGPS 3 GPS
READING FOUNDATIONAL (RF) Color key: different grade level/ Color key: different domain or strand
ELACC3RF3: Know and apply grade-level phonics and ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words.
word analysis skills in decoding words. (E)
a. Identify and know the meaning of the most common ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student
prefixes and derivational suffixes. (E) e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, -
ous, -ly).
ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).
ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
e. Identifies the meaning of common prefixes (e.g., un-, re-, dis-).
b. Decode words with common Latin suffixes. (E) ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
c. Determines the meaning of unfamiliar words using knowledge of common roots, suffixes, and prefixes.
ELA6R2 The student understands and acquires new vocabulary and uses it
correctly in reading and writing. The student
b. Uses knowledge of Greek and Latin affixes to understand unfamiliar vocabulary.
c. Decode multi-syllable words. (G) ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The
student
f. Reads multisyllabic words.
d. Read grade-appropriate irregularly spelled words. (G) ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The
student
b. Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives.
d. Reads and spells words containing r-controlled vowels and silent letters.
e. Reads and spells words containing irregular vowel patterns.
ELACC3RI4: Read with sufficient accuracy and fluency ELA3R1 The student demonstrates the ability to read orally with speed, accuracy, and expression.
to support comprehension. (G)
a. Read on-level text with purpose and understanding. ELA3R1 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student
(G) b. Reads familiar text with expression.
b. Read on-level prose and poetry orally with accuracy, ELA3R1 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student
appropriate rate, and expression on successive c. Reads third-grade texts at a target rate of 120 words correct per minute.
readings. (G)
c. Use context to confirm or self-correct word ELA3R1 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student
recognition and understanding, rereading as necessary. d. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text.
(E)
Alignment:
(W) Weak: Only minor aspects of Common Core were noted in GPS.
(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.
(E) Excellent: Both Common Core and GPS match in nearly all aspects.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2011 Page 4 of 15
All Rights Reserved

5. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
rd
3rd CCGPS 3 GPS
WRITING (W) Color key: different grade level/ Color key: different domain or strand
ELACC3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons. ELA3W2 The student writes in a variety of genres, including narrative, informational,
(E) persuasive, and response to literature.
The student produces a persuasive piece of writing that:
a. Captures a reader’s interest by stating a clear position/opinion and developing a point of view.
k. Writes a response to literature that demonstrates understanding of the text, formulates an
opinion, and supports a judgment.
l. Writes a persuasive piece that states a clear position.
a. Introduce the topic or book they are writing about, state an opinion, and create an ELA3W1 The student demonstrates competency in the writing process. The
organizational structure that lists reasons. (E) student
a. Captures a reader’s interest by setting a purpose and developing a point of view.
b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations,
audience, and length.
d. Uses organizational patterns for conveying information (e.g., chronological order, cause and
effect, similarity and difference, questions and answers).
k. Writes a response to literature that demonstrates understanding of the text, formulates an
opinion, and supports a judgment.
l. Writes a persuasive piece that states a clear position.
ELA3W2 The student writes in a variety of genres, including narrative, informational,
persuasive, and response to literature.
The student produces a persuasive piece of writing that:
a. Captures a reader’s interest by stating a clear position/opinion and developing a point of view.
b. Sustains a focus.
e. Uses appropriate organizational structures to ensure coherence (introduction, body,
conclusion) and appropriate formats (speech, brochure, advertisement, movie and book
reviews).
ELA3W2 The student writes in a variety of genres, including narrative, informational,
persuasive, and response to literature.
The student produces a response to literature that:
a. Captures a reader’s interest by developing a point of view.
b. Demonstrates understanding of the text, formulates an opinion, and supports a judgment.
d. Uses appropriate organizational structures to ensure coherence (T-charts, compare and
contrast, letter to author, rewrite the ending, beginning, middle, and end with details from the
text).
b. Provide reasons that support the opinion. (E) ELA3W1 The student demonstrates competency in the writing process. The student
i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience.
ELA3W2 The student writes in a variety of genres, including narrative, informational,
persuasive, and response to literature.
The student produces a persuasive piece of writing that:
d. Adds supportive details throughout the paper that may include relevant examples, facts, and
anecdotes.
ELA3W2 The student writes in a variety of genres, including narrative, informational,
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2011 Page 5 of 15
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6. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
persuasive, and response to literature.
The student produces a response to literature that:
c. Makes connections: text-to-self, text-to-text, text-to-world connections using significant
details from the reading selection.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect ELA3W1 The student demonstrates competency in the writing process. The student
opinion and reasons. (E) e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases,
bullets, subheadings, numbering).
d. Provide a concluding statement or section. (E) ELA3W2 The student writes in a variety of genres, including narrative, informational,
persuasive, and response to literature.
The student produces a persuasive piece of writing that:
f. Provides a sense of closure.
ELA3W2 The student writes in a variety of genres, including narrative, informational,
persuasive, and response to literature.
The student produces a response to literature that:
e. Provides a sense of closure.
ELACC3W2: Write informative/explanatory texts to examine a topic and convey ideas and ELA3W1 The student demonstrates competency in the writing process. The student
information clearly. (E) a. Captures a reader’s interest by setting a purpose and developing a point of view.
b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations,
audience, and length.
ELA3W2 The student writes in a variety of genres, including narrative, informational,
persuasive, and response to literature.
a. Introduce a topic and group related information together; include illustrations when useful to ELA3W2 The student writes in a variety of genres, including narrative, informational,
aiding comprehension. (E) persuasive, and response to literature.
The student produces informational writing (e.g., procedures, report, correspondence) that:
a. Captures a reader’s interest by setting a purpose and developing a point of view.
b. Sustains a focused topic.
c. Includes the appropriate purpose, expectations, and length for the audience and the genre.
f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information
on a topic.
b. Develop the topic with facts, definitions, and details. (E) ELA3W2 The student writes in a variety of genres, including narrative, informational,
persuasive, and response to literature.
The student produces informational writing (e.g., procedures, report, correspondence) that:
d. Includes relevant examples, facts, anecdotes, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within ELA3W1 The student demonstrates competency in the writing process. The student
categories of information. (G) e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases,
bullets, subheadings, numbering).
d. Provide a concluding statement or section. (G) ELA3W2 The student writes in a variety of genres, including narrative, informational,
persuasive, and response to literature.
The student produces informational writing (e.g., procedures, report, correspondence) that:
g. Provides a sense of closure.
ELACC3W3: Write narratives to develop real or imagined experiences or events using ELA3W1 The student demonstrates competency in the writing process. The student
effective technique, descriptive details, and clear event sequences. (E) a. Captures a reader’s interest by setting a purpose and developing a point of view.
b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations,
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2011 Page 6 of 15
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7. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
audience, and length.
ELA3W2 The student writes in a variety of genres, including narrative, informational,
persuasive, and response to literature.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence ELA3W2 The student writes in a variety of genres, including narrative, informational,
that unfolds naturally. (E) persuasive, and response to literature.
The student produces a narrative that:
a. Captures a reader’s interest by writing both personal and fantasy/imaginary stories, setting a
purpose, and developing a point of view.
b. Sustains a focus.
c. Includes the appropriate purpose, expectations, and length for the audience and genre.
d. Uses sensory details and other literary language to communicate setting, characters, and plot.
e. Uses appropriate organizational structures to ensure coherence (well developed beginning,
middle, and end, and sequence of events) and strategies (transition words/phrases, time cue
words, and sequence of events).
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and ELA3W2 The student writes in a variety of genres, including narrative, informational,
events or show the response of characters to situations. (E) persuasive, and response to literature.
The student produces a narrative that:
d. Uses sensory details and other literary language to communicate setting, characters, and plot.
f. Develops characters through action and dialogue.
c. Use temporal words and phrases to signal event order. (E) ELA3W1 The student demonstrates competency in the writing process. The student
e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases,
bullets, subheadings, numbering).
d. Provide a sense of closure. (E) ELA3W2 The student writes in a variety of genres, including narrative, informational,
persuasive, and response to literature.
The student produces a narrative that:
g. Provides a sense of closure.
ELACC3W4: With guidance and support from adults, produce writing in which the ELA3W1 The student demonstrates competency in the writing process. The student
development and organization are appropriate to task and purpose. (Grade-specific b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations,
expectations for writing types are defined in standards 1-3 above.) (E) audience, and length.
ELACC3W5: With guidance and support from peers and adults, develop and strengthen ELA3W1 The student demonstrates competency in the writing process. The student
writing as needed by planning, revising, and editing. (Editing for conventions should c. Writes text of a length appropriate to address the topic or tell the story.
demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 m. Pre-writes to generate ideas, develops a rough draft, rereads to revise, and edits to correct.
ELA3W2 The student writes in a variety of genres, including narrative, informational,
and 29.) (E)
persuasive, and response to literature.
The student produces a narrative that:
h. May include prewriting.
i. May include a revised and edited draft.
The student produces informational writing that:
h. May include prewriting.
i. May include a draft that is revised and edited.
The student produces a persuasive piece of writing that:
g. May include prewriting.
h. May include a revised and edited draft.
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June 2011 Page 7 of 15
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8. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
The student produces a response to literature that:
f. May include prewriting.
g. May include a draft that is revised and edited.
ELACC3W6: With guidance and support from adults, use technology to produce and publish ELA3W1 The student demonstrates competency in the writing process. The student
writing (using keyboarding skills) as well as to interact and collaborate with others. (G) n. Publishes by presenting an edited piece of writing to others.
ELA3W2 The student writes in a variety of genres, including narrative, informational,
persuasive, and response to literature.
The student produces a narrative that:
j. May be published.
The student produces informational writing that:
j. May be published.
The student produces a persuasive piece of writing that:
i. May be published
The student produces a response to literature that:
h. May be published.
ELA4W3 The student uses research and technology to support writing. The student
d. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g.,
software, memory, disk drive, hard drive).
ELACC3W7: Conduct short research projects that build knowledge about a topic. (E) ELA3W1 The student demonstrates competency in the writing process. The student
j. Uses a variety of resources to research and share information on a topic.
ELA3W2 The student writes in a variety of genres, including narrative, informational,
persuasive, and response to literature.
The student produces informational writing (e.g., procedures, report, correspondence) that:
f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information
on a topic.
ELA3C1 The student demonstrates understanding and control of the rules of the English
language, realizing that usage involves the appropriate application of conventions and
grammar in both written and spoken formats. The student
j. Uses resources (encyclopedias, Internet, books) to research and share information about a
topic.
ELACC3W8: Recall information from experience or gather information from print and digital ELA3W1 The student demonstrates competency in the writing process. The student
sources; take brief notes on sources and sort evidence into provided categories. (E) j. Uses a variety of resources to research and share information on a topic. ELA3W2 The student
writes in a variety of genres, including narrative, informational, persuasive, and response to
literature.
The student produces a response to literature that:
c. Makes connections: text-to-self, text-to-text, text-to-world connections using significant
details from the reading selection.
The student produces informational writing (e.g., procedures, report, correspondence) that:
d. Includes relevant examples, facts, anecdotes, and details.
f. Uses a variety of resources (encyclopedia, Internet, books) to research and share information
on a topic.
ELA3C1 The student demonstrates understanding and control of the rules of the English
language, realizing that usage involves the appropriate application of conventions and
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Dr. John D. Barge, State School Superintendent
June 2011 Page 8 of 15
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9. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
grammar in both written and spoken formats. The student
j. Uses resources (encyclopedias, Internet, books) to research and share information about a
topic.
ELACC3W9: (Begins in grade 4)
ELACC3W10: Write routinely over extended time frames (time for research, reflection, and ELA3W1 The student demonstrates competency in the writing process. The student
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations,
specific tasks, purposes, and audiences. (E) audience, and length.
c. Writes text of a length appropriate to address the topic or tell the story.
Alignment:
(W) Weak: Only minor aspects of Common Core were noted in GPS.
(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.
(E) Excellent: Both Common Core and GPS match in nearly all aspects.
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Dr. John D. Barge, State School Superintendent
June 2011 Page 9 of 15
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10. RMD
DRAFT DOCUMENT Updated August 2011
Georgia Department of Education
rd
3rd CCGPS 3 GPS
SPEAKING AND LISTENING (SL) Color key: different grade level/ Color key: different domain or strand
ELACC3SL1: Engage effectively in a range of ELA3LSV1 The student uses oral and visual strategies to communicate.
collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and
texts, building on others’ ideas and expressing their
own clearly. (G)
a. Come to discussions prepared, having read or studied ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
required material; explicitly draw on that preparation l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.
and other information known about the topic to explore
ideas under discussion. (W)
b. Follow agreed-upon rules for discussions (e.g., gaining ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
the floor in respectful ways, listening to others with care, f. Displays appropriate turn-taking behaviors.
speaking one at a time about the topics and texts under ELA3LSV1 The student uses oral and visual strategies to communicate. The student
discussion). (E) a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
c. Ask questions to check understanding of information ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
presented, stay on topic, and link their comments to the b. Asks relevant questions.
remarks of others. (E) c. Responds to questions with appropriate information.
l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.
d. Explain their own ideas and understanding in light of ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
the discussion. (E) h. Offers own opinion forcefully without domineering.
i. Responds appropriately to comments and questions.
j. Volunteers contributions and responds when directly solicited by teacher or
discussion leader.
k. Gives reasons in support of opinions expressed.
l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.
ELACC3SL2: Determine the main ideas and supporting ELA3LSV1 The student uses oral and visual strategies to communicate. The student
details of a text read aloud or information presented in b. Recalls, interprets, and summarizes information presented orally.
diverse media and formats, including visually, c. Uses oral language for different purposes: to inform, persuade, or entertain.
quantitatively, and orally. (E) d. Listens to and views a variety of media to acquire information.
ELACC3SL3: Ask and answer questions about ELA4LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
information from a speaker, offering appropriate b. Asks relevant questions.
elaboration and detail. (G) c. Responds to questions with appropriate information.
ELACC3SL4: Report on a topic or text, tell a story, or ELA3LSV1 The student uses oral and visual strategies to communicate. The student
recount an experience with appropriate facts and b. Recalls, interprets, and summarizes information presented orally.
relevant, descriptive details, speaking clearly at an
understandable pace. (W)
ELACC3SL5: Create engaging audio recordings of stories ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade
or poems that demonstrate fluid reading at an others, and express and understand ideas.
understandable pace; add visual displays when When delivering or responding to presentations, the student:
appropriate to emphasize or enhance certain facts or a. Shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members.
details. (G) b. Uses notes, multimedia, or other memory aids to structure the presentation.
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Dr. John D. Barge, State School Superintendent
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ELACC3SL6: Speak in complete sentences when ELA2LSV1 The student uses oral and visual strategies to communicate. The student
appropriate to task and situation in order to provide c. Uses increasingly complex language patterns and sentence structure when communicating.
requested detail or clarification. (See grade 3 Language ELA3C1 The student demonstrates understanding of the control of the rules of the English language, realizing that usage involves the
standards 1 and 3 on pages 28 and 29 for specific appropriate application of conventions and grammar in both written and spoken formats. The student
expectations.) (E) e. Speaks and writes in complete and coherent sentences.
Alignment:
(W) Weak: Only minor aspects of Common Core were noted in GPS.
(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.
(E) Excellent: Both Common Core and GPS match in nearly all aspects.
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Dr. John D. Barge, State School Superintendent
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rd
3rd CCGPS 3 GPS
LANGUAGE (L) Color key: different grade level/ Color key: different domain or strand
ELACC3L1. Demonstrate command of the conventions ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
of standard English grammar and usage when writing or appropriate application of conventions and grammar in both written and spoken formats.
speaking. (E)
a. Explain the function of nouns, pronouns, verbs, ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
adjectives, and adverbs in general and their functions in appropriate application of conventions and grammar in both written and spoken formats. The student
particular sentences. (G) a. Correctly identifies and uses subject/verb agreement and adjectives.
b. Identifies and uses nouns (singular, plural, possessive) correctly.
d. Identifies and uses personal and possessive pronouns.
ELA3W1 The student demonstrates competency in the writing process. The student
f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect.
h. Begins to use descriptive adjectives and verbs to communicate setting, character, and plot.
ELA4C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and
spoken formats. The student
b. Uses and identifies four basic parts of speech (adjective, noun, verb, adverb).
b. Form and use regular and irregular plural nouns. (G) ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
b. Identifies and uses nouns (singular, plural, possessive) correctly.
c. Use abstract nouns (e.g., childhood). (G) ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
b. Identifies and uses nouns (singular, plural, possessive) correctly.
ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence.
(i.) Identifies and uses nouns – abstract, common, collective, plural, and possessive.
d. Form and use regular and irregular verbs. (W) ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
c. Uses and identifies verb phrases and verb tenses.
e. Form and use the simple (e.g., I walked; I walk; I will ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
walk) verb tenses. (W) appropriate application of conventions and grammar in both written and spoken
formats. The student
a. Correctly identifies and uses subject/verb agreement and adjectives.
ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
c. Uses and identifies verb phrases and verb tenses.
f. Ensure subject-verb and pronoun-antecedent ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
agreement.* (G) appropriate application of conventions and grammar in both written and spoken formats. The student
a. Correctly identifies and uses subject/verb agreement and adjectives.
d. Identifies and uses personal and possessive pronouns.
ELA7C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and
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Dr. John D. Barge, State School Superintendent
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spoken formats. The student
c. Uses standard subject-verb and pronoun-antecedent agreement.
g. Form and use comparative and superlative adjectives ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
and adverbs, and choose between them depending on appropriate application of conventions and grammar in both written and spoken formats. The student
what is to be modified. (G) a. Correctly identifies and uses subject/verb agreement and adjectives.
ELA7C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and
spoken formats. The student
e. Demonstrates correct usage of comparative and superlative forms of adjectives and adverbs.
h. Use coordinating and subordinating conjunctions. (G) ELA6C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and
spoken formats. The student
a. Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence.
(viii.) Identifies and uses conjunctions – coordinating, correlative, and common subordinating.
i. Produce simple, compound, and complex sentences. ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
(G) appropriate application of conventions and grammar in both written and spoken formats. The student
f. Identifies and uses increasingly complex sentence structure.
ELA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
e. Varies the sentence structure by kind (declarative, interrogative, imperative, and exclamatory sentences and functional fragments),
order, and complexity (simple, compound, complex, and compound-complex).
j. Writes legibly in cursive. ELACC3L1j was added from GPS as a part of the 15% allowed.
ELACC3L2: Demonstrate command of the conventions ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
of standard English capitalization, punctuation, and appropriate application of conventions and grammar in both written and spoken formats.
spelling when writing. (E)
a. Capitalize appropriate words in titles. (W) ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks).
b. Use commas in addresses. (E) ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks).
ELA2W1 The student begins to demonstrate competency in the writing process. The student
s. Begins to use commas (e.g., in a series, in dates, after a friendly letter greeting, in a friendly letter closure, and between cities and
states), and periods after grade-appropriate abbreviations.
c. Use commas and quotation marks in dialogue. (E) ELA2W1 The student begins to demonstrates competency in the writing process. The student
u. Recognizes appropriate uses of quotation marks.
ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks).
ELA3W1 The student demonstrates competency in the writing process. The student
g. Begins to develop characters through action and dialogue.
d. Form and use possessives. (E) ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
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b. Identifies and uses nouns (singular, plural, possessive) correctly.
e. Use conventional spelling for high-frequency and other ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
studied words and for adding suffixes to base words appropriate application of conventions and grammar in both written and spoken formats. The student
(e.g., sitting, smiled, cries, happiness). (G) l. Uses common rules of spelling and corrects words using dictionaries and other resources.
f. Use spelling patterns and generalizations (e.g., word ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words.
families, position-based spellings, syllable patterns, The student
ending rules, meaningful word parts) in writing words. g. Applies learned phonics skills when reading and writing words, sentences, and stories.
(G)
g. Consult reference materials, including beginning ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
dictionaries, as needed to check and correct spellings. (E) appropriate
application of conventions and grammar in both written and spoken formats. The student
k. Uses the dictionary and thesaurus to support word choices.
l. Uses common rules of spelling and corrects words using dictionaries and other resources.
ELACC3L3: Use knowledge of language and its ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
conventions when writing, speaking, reading, or appropriate application of conventions and grammar in both written and spoken formats.
listening. (E)
a. Choose words and phrases for effect.* (W) ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
appropriate application of conventions and grammar in both written and spoken formats. The student
h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang, colloquialisms, idioms).
b. Recognize and observe differences between the ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
conventions of spoken and written standard English. (G) appropriate application of conventions and grammar in both written and spoken formats. The student
h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang, colloquialisms, idioms).
ELACC3L4: Determine or clarify the meaning of ELA3R2 The student acquires and uses grade-level words to communicate effectively.
unknown and multiple-meaning word and phrases
based on grade 3 reading and content, choosing flexibly
from a range of strategies. (G)
a. Use sentence-level context as a clue to the meaning of ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the
a word or phrase. (E) appropriate application of conventions and grammar in both written and spoken formats. The student
i. When appropriate, determines the meaning of a word based on how it is used in an orally presented sentence.
ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student
f. Determines the meaning of unknown words on the basis of context.
ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
h. Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the
context of the sentence.
b. Determine the meaning of the new word formed when ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student
a known affix is added to a known word (e.g., e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, -
agreeable/disagreeable, comfortable/uncomfortable, ous, -ly).
care/careless, heat/preheat). (E) f. Determines the meaning of unknown words on the basis of context.
c. Use a known root word as a clue to the meaning of an ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student
unknown word with the same root (e.g., company, e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, -
companion). (E) ous, -ly).
f. Determines the meaning of unknown words on the basis of context.
ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
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c. Identifies the meaning of common root words to determine the meaning of unfamiliar words.
d. Use glossaries or beginning dictionaries, both print and ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
digital, to determine or clarify the precise meaning of key r. Applies dictionary, thesaurus, and glossary skills to determine word meanings.
words and phrases. (E) ELA2W1 The student begins to demonstrate competency in the writing process. The student
v. Uses the dictionary and thesaurus to support word choices.
ELACC3L5: With guidance and support from adults, ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text.
demonstrate understanding of word relationships and
nuances in word meanings. (E)
a. Distinguish the literal and non-literal meanings of ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student
words and phrases in context (e.g., take steps). (G) d. Identifies the meaning of common idioms and figurative phrases and incorporates them into oral and written language.
ELA4R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
g. Identifies playful uses of language (e.g., puns, jokes, palindromes).
b. Identify real-life connections between words and their ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
use (e.g., describe people who are friendly or helpful). i. Makes connections between texts and/or personal experiences.
(W)
c. Distinguish shades of meaning among related words ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student
that describe states of mind or degrees of certainty (e.g., c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms.
knew, believed, suspected, heard, wondered). (W)
ELACC3L6: Acquire and use accurately grade- ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student
appropriate conversational, general academic, and a. Reads literary and informational texts and incorporates new words into oral and written language.
domain-specific vocabulary, including words and b. Uses grade-appropriate words with multiple meanings.
phrases that signal spatial and temporal relationships ELA3W1 The student demonstrates competency in the writing process. The student
(e.g., After dinner that night we went looking for them). e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering).
(G)
Alignment:
(W) Weak: Only minor aspects of Common Core were noted in GPS.
(G) Good: Overall, there are enough similar qualities so that both Common Core and GPS have the same intent.
(E) Excellent: Both Common Core and GPS match in nearly all aspects.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
June 2011 Page 15 of 15
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