Grade 3: Writing Rubrics

NOTE: The language in these rubrics has been adapted from the SBAC and PARCC
rubrics. The language in bold is taken directly from the CCSS.

Opinion Writing Rubric: Grade 3

Write opinion pieces on topics or texts, supporting a point of view with reasons.

4 – Advanced 3 – Proficient 2 – Developing 1 – Beginning

Reading Comprehension
A RI.3.1 Demonstrates a deep Demonstrates a clear Demonstrates a Does not demonstrate
understanding of understanding of limited understanding understanding, or
the topic or issue by the topic or issue by of the topic or issue by shows a limited under-
developing an insight- developing an opinion developing an opinion standing, of the topic
ful opinion supported supported by logical weakly supported by or issue by offering an
by logical reasons and reasons and textual textual evidence opinion unsupported
well-chosen textual evidence by textual evidence
evidence

Organization and Purpose1

B W.3.1a Opinion is introduced, Opinion is clearly Opinion may be some- Opinion may be con-
clearly communicated, stated, and the focus what unclear, or the fusing or ambiguous;
and the focus is is mostly maintained focus may be insuffi- or the focus may drift
strongly maintained ciently maintained

C W.3.Z1a Effective or engaging Introduction provides Introduction and/or Introduction and/or

W.3.1d introduction and some context on the conclusion may be conclusion may be
concluding statement topic or text weak missing or unrelated
or section Concluding statement to the topic or text
or section restates the
opinion of the piece

D W.3.1a Logical progression of Creates an organiza- Progression of ideas is No discernable organi-

ideas from beginning tional structure that sometimes unclear zational pattern
to end lists reasons

E W.3.1c Consistently uses a Uses linking words Some transitions and No linking words or
variety of transitional and phrases to connections may be phrases used
strategies to clarify the connect opinion and awkward or unclear
relationships between reasons
and among ideas
1
W.3.4 is reflected in all descriptors.

EL Education Curriculum 1
Overcoming Learning Challenges Near and Far

Evidence and Elaboration

F W.3.1b Comprehensive Provides evidence and Opinion is insuffi- Supporting reasons
evidence (facts and reasons that support ciently supported by and evidence are mini-
details) from the the opinion reasons and evidence mal, irrelevant, absent,
source material is from source mate- in error, incorrectly
integrated, relevant, rials; evidence may used, or predomi-
and specific be weakly integrated, nantly copied
imprecise, repetitive,
vague, and/or copied

G L.3.3 Vocabulary is carefully Vocabulary is gener- Vocabulary use is Uses basic vocabu-
L.3.6 chosen and clearly ally appropriate for the uneven or somewhat lary, and simple or
W.3.4 appropriate for the audience and purpose inappropriate for the repetitive sentence
audience and purpose Voice and tone are audience and purpose structure
Effective, appropriate appropriate to purpose Voice and tone are Voice and tone are not
style enhances content and audience generally appropri- appropriate to purpose
ate to purpose and and audience
audience, but may be
inconsistent

H W.3.8 (partial) Provides a list of Provides a list of Provides a list of No attempt to cite
sources that is sources sources that is source material
clear, accurate, and incomplete, unclear, or
complete inaccurate

Conventions*
I L.3.1 Few, if any, errors in Some errors in usage Frequent errors in Errors in usage and/
usage and sentence and sentence forma- usage may obscure or punctuation, capi-
formation tion are present, but meaning talization, and spelling
no systematic pattern are frequent and
of errors is displayed severe, and meaning is
often obscured

J L.3.2 Effective and consis- Adequate use of punc- Inconsistent use of

tent use of punctua- tuation, capitalization, punctuation, capital-
tion, capitalization, and and spelling ization, and spelling
spelling

Informative/Explanatory Writing Rubric: Grade 3

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

4 – Advanced 3 – Proficient 2 – Developing 1 – Beginning

Reading Comprehension
A RI.3.1 Demonstrates a deep Demonstrates a clear Demonstrates a lim- Does not demonstrate
understanding of understanding of ited understanding of understanding, or
ideas (both stated and ideas (both stated and ideas by developing an shows a misunder-
inferred) by devel- inferred) by develop- accurate focus weakly standing, of ideas
oping an insightful ing an accurate focus supported by textual by offering a focus
focus supported by adequately supported evidence unsupported by textual
well-chosen textual by textual evidence evidence
evidence.

2
 Grade 3: Writing Rubrics

Organization and Purpose

B W.3.2a Focus is clearly Focus is clear and Focus may be Focus may be confus-
communicated and mostly maintained somewhat unclear ing or ambiguous
strongly maintained and/or insufficiently
maintained

C W.3.2a Effective or engaging Introduces the topic Connection between Introduction and/or
W.3.2d introduction and Concluding statement the topic and the conclusion is missing
concluding statement or section restates the introduction and/or
or section focus of the piece conclusion may be
unclear

D W.3.2.a Logical progression of Related information Inconsistent or unclear Frequent extraneous

ideas from beginning is grouped together connections between ideas; ideas seem
to end; strong con- to show connections and among ideas randomly ordered
nections between and between and among
among ideas ideas

E W.3.2.c Consistently uses a Uses linking words Connects some No linking words or
variety of transitional and phrases where ideas using linking phrases used
strategies to clarify the needed to connect words and phrases:
relationships between ideas within catego- some transitions and
and among ideas ries of information connections may be
awkward or unclear

Evidence and Elaboration

F W.3.2b Well-chosen evidence Adequately develops Topic is insufficiently Supporting facts and
W.3.2a (facts and details) the topic by integrating developed with facts details are minimal,
from the source relevant facts, defini- and details from irrelevant, absent, in
material develops the tions, and details from source materials; evi- error, incorrectly used,
topic and is integrated, the source materials; dence may be weakly or predominantly
relevant, and specific includes illustrations integrated, imprecise, copied
when useful to aiding repetitive, vague, and/
comprehension or copied

G W.3.4 Effective style; clear Style is generally Inconsistent or weak Little or no evidence of
and engaging appropriate to purpose attempt to create appropriate style
and audience appropriate style

H L.3.6 Vocabulary is carefully Accurately uses Uses some grade- Uses basic vocabu-
chosen and clearly grade-appropriate appropriate gen- lary, and simple or
appropriate for the general academic eral academic and repetitive sentence
audience and purpose and domain-specific domain-specific structure
vocabulary to inform vocabulary
or explain about the
topic

Conventions
I L.3.1 Few, if any, errors in Some errors in usage Frequent errors in Errors in usage are
usage and sentence and sentence forma- usage may obscure frequent and severe
formation tion are present, but meaning and often obscure
no systematic pattern meaning
of errors is displayed

J L.3.2 Effective and consis- Adequate use of punc- Inconsistent use of Errors in punctuation,
tent use of punctua- tuation, capitalization, punctuation, capital- capitalization, and
tion, capitalization, and and spelling ization, and spelling spelling are frequent
spelling and severe and often
obscure meaning

EL Education Curriculum 3
Overcoming Learning Challenges Near and Far

Narrative Writing Rubric: Grade 3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured
event sequences.

4 – Advanced 3 – Proficient 2 – Developing 1 – Beginning

Reading Comprehension
A RL/RI.3.1 Connections to source Connections to source Connections to source Connections to source
materials enhance the materials contribute to materials may be materials are not
narrative the narrative ineffective, awkward, evident or detract from
or vague but do not the narrative
interfere with the
narrative

Organization and Purpose2

B W.3.3a Effectively estab- Adequately estab- Minimally estab- Little or no attempt to
lishes a situation and lishes a situation and lishes a situation and establish a situation
narrator/characters narrator/characters narrator/characters and/or narrator/char-
acters May be brief

C W.3.3d Closing is effective Provides a sense of Closing is weak or Ends abruptly

and satisfying closure confusing

D W.3.3a Natural, cohesive Organizes an event Weak or uneven Little or no organi-

sequence of events sequence that unfolds sequence of events zation of an event
from beginning to end naturally sequence: frequent
extraneous ideas and/
or a major drift may be
evident

E W.3.3c Uses a variety of Uses temporal words Minimal use of tempo- Lack of temporal
L.3.6 temporal words and and phrases to signal ral words and phrases words and phrases
phrases to signal event order to signal event order may cause confusion
event order

Development and Elaboration

F W.3.3b Effectively uses dia- Uses dialogue and Contains some dia- Use of narrative
L.3.3 logue and descriptions descriptions of logue and descriptions techniques may be
of actions, thoughts, actions, thoughts, of actions, thoughts, minimal, absent, or
and feelings to develop and feelings to and feelings; irrelevant
experiences and develop experiences use of narrative
events or show the and events or show techniques may not
response of characters the response of char- develop experiences or
to situations acters to situations events

G L.3.3a Effective use of Adequate use of Weak use of sensory Little or no use of
sensory and concrete sensory and concrete and concrete language sensory, concrete, and
language clearly language advances the that may not advance figurative language
advances the purpose purpose the purpose

H W.3.4 Effective style; clear Style is generally Inconsistent or weak Little or no evidence of
and engaging appropriate to task attempt to create appropriate style
and purpose appropriate style
2
W.3.4 is reflected in all descriptors.

4
 Grade 3: Writing Rubrics

Conventions
I L.3.1 Few, if any, errors in Some errors in usage Frequent errors in Errors in usage are
usage and sentence and sentence forma- usage may obscure frequent and severe
formation tion are present, but meaning and often obscure
no systematic pattern meaning
of errors is displayed

J L.3.2 Effective and consis- Adequate use of punc- Inconsistent use of Errors in punctuation,
tent use of punctua- tuation, capitalization, punctuation, capital- capitalization, and
tion, capitalization, and and spelling ization, and spelling spelling are frequent
spelling and severe and often
obscure meaning

EL Education Curriculum 5
Informal Checklists

Informal Checklists are available online for download at Curriculum.ELeducation.org.

These checklists are for use when informally assessing speaking and listening activities, the
writing process, and when students are reading aloud, and are organized according to the Com-
mon Core State Standards addressed. The speaking and listening checklists include a suggested
activity that students might be participating in for the checklist to be a useful tool to measure
student progress. Teaching notes in module lessons also suggest when these checklists might be
used. Use your assessment to guide students in where and how they can improve.

Consider having students create a folder to store their informal checklists, keeping them organ-
ized and giving them easy access to information on how they are progressing across the year.

To assess student progress, prepare one checklist for each student. Place a check mark in the
appropriate column using the following key:

1 = Beginning 2 = Developing 3 = Proficient 4 = Advanced

Contents

Grade Checklist Standard(s)

Reading Fluency Checklist:
3–5 RF.3.4a, RF.3.4b, RF.3.4c
Students read a short, unfamiliar, on-level passage of text aloud.
Writing Record Checklist:
3–5 A checklist to track the different kinds of writing students com- W.3.10
plete across the year
W.3.4, W.3.5, W.3.6, W.3.8,
Writing Process Checklist: L.3.1i, L.3.2a, L.3.2c, L.3.2d,
3
Students plan, draft, revise, and edit their writing. L.3.2e, L.3.2f, L.3.2g, L.3.3a,
L.3.3b, L.3.6
Collaborative Discussion Checklist:
SL.3.1a-d, SL.3.3, SL.3.6,
3 Students participate in a collaborative discussion on grade 3
L.3.1b-i, L.3.3a, L.3.3b, L.3.6
topics and texts.
Presentation of Knowledge and Ideas Checklist:
3 Students orally present on a topic or text, tell a story, or recount SL.3.4, SL.3.5, SL.3.6
an experience.
Speaking and Listening Comprehension Checklist I:
Students listen to a text read aloud or information presented in
3 SL.3.2
diverse media and formats, including visually, quantitatively, and
orally.
Speaking and Listening Comprehension Checklist II:
3 Students ask and answer questions about information from a SL.3.3
speaker.
6
 Grade 3: Informal Checklists

Reading Fluency Checklist

This informal assessment centers on CCSS ELA RF.3.4. In this assessment, a student reads
a short, unfamiliar passage aloud to demonstrate sufficient accuracy and fluency. Choose an
on-level text for the student to read aloud. Time the student as he or she reads the text aloud,
noting any miscues and self-corrections as he or she reads.

CCSS Assessed:
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
RF.3.4a Read grade-level text with purpose and understanding.
RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on succes-
sive readings.
RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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Student Name: Grade:

Date:

Criteria 4 3 2 1
CCSS Notes
Fluency

RF.3.4a Reads on-level text with purpose and understanding.

RF.3.4b Reads with 99–100% accuracy.

Overcoming Learning Challenges Near and Far

RF.3.4c Uses context to confirm or self-correct word recognition and

understanding, rereading as necessary.

RF.3.4b Reads at a rate that is appropriate for the piece.

RF.3.4b Reading flows smoothly, without many breaks.

RF.3.4b Reads groups of related words and phrases together.

RF.3.4b Notices and reads punctuation (e.g., pauses after a comma;

questions sound like questions).

RF.3.4b (For prose or poetry) Tone expresses the author’s meaning

(e.g., surprise, grief, anger, joy, etc.).

RF.3.4b (For prose or poetry) Facial expressions and body language

match expression in voice.
 Grade 3: Informal Checklists

Writing Record Checklist

This checklist tracks the different kinds of writing students complete across the year in order
to show their progress toward W.3.10. It is suggested that each student have a folder in which to
store informal checklists. Student progress can then quickly be seen across the year.

Consider having students create a folder to store their informal checklists, keeping them organ-
ized and giving them easy access to information on how they are progressing across the year.

Refer to the following key to complete the checklist:

Column Abbreviations

Short or Extended Time Frame S = Short (a day or two)

How long did this piece take to write? E = Extended (several days or several weeks)

Writing Type I/E = Informative/Explanatory

What kind of writing is this? O = Opinion
N = Narrative

Subject S = Science
What type of content was written about? SS = Social Studies
M = Mathematics
ELA = English Language Arts
O = Other

Audience parents
Who will read this piece? Who was the intended peers (classmates or students the same age)
audience? younger students
teacher
community
other

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10
CCSS Assessed:

W.3.10 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.

Student Name: Grade:

Date:
Short or Extended Writing Type Subject
Title of piece Date Audience
Time Frame? (Purpose) (Discipline)
Overcoming Learning Challenges Near and Far
 Grade 3: Informal Checklists

Writing Process Checklist

CCSS Assessed:
W.3.4 With guidance and support from adults, produce writing in which the development and organization are
appropriate to task and purpose.
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by plan-
ning, revising, and editing.
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using key-
boarding skills) as well as to interact and collaborate with others.
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.
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.3.1i Produce simple, compound, and complex sentences.
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
L.3.2a Capitalize appropriate words in titles.
L.3.2c Use commas and quotation marks in dialogue.
L.3.2d Form and use possessives.
L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base
words (e.g., sitting, smiled, cries, happiness).
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable pat-
terns, ending rules, meaningful word parts) in writing words.
L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3a Choose words and phrases for effect.
L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.
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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12
Student Name: Grade 3

Date:

Criteria 4 3 2 1
CCSS Notes
Planning

W.3.5 With guidance and support from peers and adults, makes a plan for writing.

W.3.8 Takes brief notes on sources and sorts evidence into provided categories.

W.3.8 Recalls information from experiences or gathers relevant information from print and digital sources in
preparation for writing.
Overcoming Learning Challenges Near and Far

CCSS Drafting 4 3 2 1

W.3.6 With guidance and support from adults, uses technology to produce writing using keyboarding skills.

W.3.6 Uses technology to interact and collaborate with others on a writing project.

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

L.3.6 Accurately uses grade-appropriate conversational, general academic, and domain-specific words and
phrases, including those that signal spatial and temporal relationships

Criteria 4 3 2 1
CCSS Notes
Revising 4 3 2 1

W.3.5 Revises work based on and teacher and peer feedback.

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

L.3.2g Consults references (dictionary/thesaurus) as needed.

L.3.3a Chooses words and phrases for effect.

L.3.3b Recognizes and observes differences between the conventions of spoken and written standard English.
W.3.4
 Editing 4 3 2 1

L.3.2a Capitalizes appropriate words in titles.

L.3.2a Uses commas in addresses.

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

L.3.2d Forms and uses possessives.

L.3.2e Uses conventional spelling for high-

frequency and other studied words
and for adding suffixes to base words.

W.3.6 With guidance and support from adults, uses technology to publish writing.

EL Education Curriculum
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Grade 3: Informal Checklists
Overcoming Learning Challenges Near and Far

Collaborative Discussion Checklist

This informal assessment centers on CCSS ELA SL.3.1, SL.3.3, SL.3.6, L.3.1, L.3.3, and L.3.6. In
this assessment, students participate in a collaborative discussion on grade 3 topics and texts.
Choose a topic or text and pose a question for students to discuss. Allow students to review any
notes and/or texts before the discussion. As students engage in the discussion, use the check-
lists on the following pages to assess students’ language use and ability to build on others’ ideas
and express their own ideas clearly. Remove columns from the checklist as necessary, based on
what standards are being assessed.

CCSS Assessed:
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own
clearly.
SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that prepa-
ration and other information known about the topic to explore ideas under discussion.
SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under discussion).
SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their com-
ments to the remarks of others.
SL.3.1d Explain their own ideas and understanding in light of the discussion.
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and
detail.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested
detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.3.1b Form and use regular and irregular plural nouns.
L.3.1c Use abstract nouns (e.g., childhood).
L.3.1d Form and use regular and irregular verbs.
L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1f Ensure subject-verb and pronoun-antecedent agreement.
L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depend-
ing on what is to be modified.
L.3.1h Use coordinating and subordinating conjunctions.
L.3.1i Produce simple, compound, and complex sentences.
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.3a Choose words and phrases for effect.
L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.
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).

14
 Student Name: Grade 3

Date:

Criteria 4 3 2 1
CCSS Notes
Comprehension and Collaboration

SL.3.1a Comes to discussions prepared, having read or studied required material.

SL.3.1a Explicitly draws on preparation and other information known about the topic to explore ideas under
discussion.

SL.3.1b Follows agreed-upon rules for discussions.

SL.3.1c Stays on topic.

SL.3.1c Asks and answers questions to check understanding of information presented.

SL.3.3

SL.3.1c Asks and answers questions about information from a speaker, offering appropriate elaboration and
SL.3.3 detail.

SL.3.1d Explains own ideas and understanding in light of the discussion.

SL.3.1c Links comments to the remarks of others.

Criteria 4 3 2 1
CCSS Notes
Conventions and Language Use

SL.3.6 Speaks in complete sentences when appropriate to the task and situation in order to provide requested
detail or clarification.

L.3.1 Demonstrates command of the conventions of standard English grammar and usage, and uses knowl-
L.3.3 edge of language and its conventions when speaking and listening.

L.3.1b Forms and uses regular and irregular plural nouns.

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

L.3.1d Forms and uses regular and irregular verbs.

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

EL Education Curriculum
L.3.1f Ensures subject-verb and pronoun-
antecedent agreement.

15
Grade 3: Informal Checklists
16
Criteria 4 3 2 1
CCSS Notes
Conventions and Language Use

L.3.1g Forms and uses comparative and superlative adjectives and adverbs, and chooses between them
depending on what is to be modified.

L.3.1h Uses coordinating and subordinating conjunctions.

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

L.3.3b Recognizes and observes differences between the conventions of spoken and written standard English.

Criteria 4 3 2 1
Overcoming Learning Challenges Near and Far

CCSS Notes
Conventions and Language Use 4 3 2 1

L.3.3a Accurately uses grade-appropriate conversational, general academic, and domain-specific words and
L.3.6 phrases for effect.

L.3.6 Accurately uses grade-appropriate conversational, general academic, and domain-specific words and
phrases.

L.3.6 Accurately uses grade-appropriate words and phrases that signal spatial and temporal relationships.
 Grade 3: Informal Checklists

Presentation of Knowledge and Ideas Checklist

This informal assessment centers on CCSS ELA SL.3.4, SL.3.5, and SL.3.6. In this assessment,
students orally present on a topic or text, tell a story, or recount an experience. As the student
presents, use the checklist to assess that student’s ability to present knowledge and ideas effec-
tively. Remove rows from the checklist as necessary, based on standards being assessed.

CCSS Assessed:
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace.
SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understand-
able pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested
detail or clarification.

EL Education Curriculum 17
18
Student Name: Grade 3

Date:

Criteria 4 3 2 1
CCSS Notes
Presentation of Knowledge and Ideas

SL.3.4 Reports on a topic or text, tells a story, or recounts an experience.

SL.3.4 Includes appropriate facts and relevant, descriptive details.

Overcoming Learning Challenges Near and Far

SL.3.4 Speaks clearly at an understandable pace.

SL.3.5 Creates engaging audio recordings of stories or poems that demonstrate fluid reading.

SL.3.5 Adds visual displays when appropriate to emphasize or enhance certain facts or details.

SL.3.6 Speaks in complete sentences when appropriate to the task and situation in order to provide requested
detail or clarification.
 Grade 3: Informal Checklists

Speaking and Listening Comprehension Checklist I

This informal assessment centers on CCSS ELA SL.3.2. In this assessment, students listen to
a text read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally. Choose a text or other format related to the topic of study. Have stu-
dents listen/watch the text/media twice—first to determine the gist and a second time to take
notes. Then invite students to respond to the following prompt:

— What is the main idea of the information you saw and/or heard? Be sure to include specific
details that support your response.

CCSS Assessed:
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally.

EL Education Curriculum 19
20
Student Name: Grade 3

Date:

Criteria 4 3 2 1
CCSS Notes
Speaking and Listening Comprehension

SL.3.2 Determines the main idea of a text read aloud or information presented in diverse media and formats.

SL.3.2 Identifies details that support the main idea of the text or information presented.
Overcoming Learning Challenges Near and Far
 Grade 3: Informal Checklists

Speaking and Listening Comprehension Checklist II

This informal assessment centers on CCSS ELA SL.3.3. In this assessment, students ask and
answer questions about information from a speaker. Choose a speaker to present on the topic of
study. Have students listen and take notes as the speaker presents. As the speaker presents, use
the checklist on the next page to assess students’ ability to ask and answer questions effectively.

CCSS Assessed:
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and
detail.

EL Education Curriculum 21
22
Student Name: Grade 3

Date:

Criteria 4 3 2 1
CCSS Notes
Speaking and Listening Comprehension

SL.3.3 Asks questions about information from a speaker.

SL.3.3 Answers questions about information from a speaker.

Overcoming Learning Challenges Near and Far

SL.3.3 Offers appropriate elaboration and detail.

Grade 3: Phonics and Word Recognition Checklist

Reading Foundational Skills: Phonics and Word Recognition

Checklist

These assessments center on CCSS ELA RF.3. Teaching Notes in module lessons suggest when
this checklist might be used. Use your assessment to guide students in where and how they can
improve.

There are three parts to the assessment in Grade 3. The basic assessment has two parts. In Part
I of the assessment, a student reads a short, unfamiliar passage aloud to demonstrate proficient
phonics and word analysis skills in decoding in context. In Part II, a student reads from a word
list to demonstrate proficient phonics and word analysis skills out of context. Part III is a short,
written assessment that provides information about whether students can identify, and know
the meanings of, common prefixes and suffixes.

Note: Because students read an unfamiliar passage aloud in Part I of the assessment, consider
using this opportunity to assess reading fluency (RF.4) at the same time, using the Grade 3:
Reading Fluency Checklist.

If, during this assessment, it is evident that students are unable to meet the grade-level expec-
tations and require additional support with learning to read, consider using and/or adapting
EL Education’s K–2 Reading Foundations Skills Block. Begin by determining a student’s mi-
cro-phase (“early,” “middle,” or “late” within a phase; e.g., Consolidated Alphabetic) based on
assessment results (for details, see Benchmark: Teacher Administration Guidance and Student
Scoring sheets in the K-2 Skills Block Resource Manual). Then use the Assessment Conversion
chart (see the K-2 Skills Block Resource Manual) to identify cycles of lessons within the K-2
continuum that best meet the specific needs of a student or group of students for differentiated
small group instruction.

Consider having students create a folder to store checklists. This will keep the checklists organ-
ized and offer easy access to information as students progress throughout the year.

To assess students’ progress, prepare one checklist and materials indicated for each student.
Write the student’s score in the appropriate box using the following key:

1 = Beginning
2 = Developing
3 = Proficient
4 = Advanced

EL Education Curriculum 23
Overcoming Learning Challenges Near and Far

Contents

Grade Checklist Standard(s)

Phonics and Word Recognition Recording Form:
3 Teachers use this to track individual students’ progress in phonics and word recogni- RF.3
tion skills.
Phonics and Word Recognition Checklist, Part I:
3 Students read a short, unfamiliar passage aloud to demonstrate proficient phonics and RF.3.3a, RF.3.3b, RF.3.3c, RF.3.3d
word analysis skills in decoding in context.
Phonics and Word Recognition Checklist, Part II:
3 Students read from a word list to demonstrate proficient phonics and word analysis RF.3.3a, RF.3.3b, RF.3.3c, RF.3.3d
skills out of context.
Phonics and Word Recognition Checklist, Part III:
3 RF.3.3a
Students identify and know the meanings of common prefixes and suffixes.

24
 Reading Foundational Skills Assessment: Phonics and Word Recognition Recording Form

Grade 3

Student Name: Date:

In Out of
Criteria Rate
CCSS Context Context Notes
Date

RF.3.3b Decode words with common Latin suffixes.

RF.3.3c Decode multisyllable words.

RF.3.3d Read grade-appropriate irregularly spelled words.

Criteria Suffix Prefix

CCSS Notes
Date

RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.

EL Education Curriculum
25
Grade 3: Phonics and Word Recognition Checklist
Overcoming Learning Challenges Near and Far

Reading Foundational Skills Assessment: Phonics and Word Recognition

Checklist, Part I
Part I:
Before the assessment, prepare the included passage for the student’s grade level, the teacher’s
version of the passage, and the corresponding checklist.

Alternatively, substitute your own text for the student to read aloud. If selecting a new text,
identify the following types of words in the text, recording them in the corresponding row on
the checklist:
■ Words with common prefixes and derivational suffixes (see Grade 3 Affix List in Module 1,
Unit 1, Lesson 6)
■ Words with common Latin suffixes (see Grade 3 Affix List)
■ Multisyllable words
■ Grade-appropriate irregularly spelled words
Invite the student to read the text aloud. During the oral reading, use the teacher’s version of the
passage to note any miscues and self-corrections as the student reads. If the student pauses at
an unknown word, or if the student attempts the word but is clearly struggling, allow 3 seconds
before providing the word and prompting the student to continue. Use the words and criteria
on the checklist to analyze and assess the student’s phonics and word analysis skills in context.

CCSS Assessed:
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b Decode words with common Latin suffixes.
RF.3.3c Decode multisyllable words.
RF.3.3d Read grade-appropriate irregularly spelled words.

26
 Reading Foundational Skills Assessment: Phonics and Word Recognition Checklist, Part I
Directions: Prepare and use the following recording form if selecting a new text for the student to read.

Student Name: Grade 3

Date:
Part I: Phonics and Word Recognition in Context

Title of Text: Lexile:

CCSS Words from the Text Decodes word Notes (observations, miscues)

RF.3.3a Words with common prefixes and derivational suffixes from the Yes No
text:

EL Education Curriculum
27
Grade 3: Phonics and Word Recognition Checklist
28
CCSS Words from the Text Decodes word Notes (observations, miscues)

RF.3.3b Words with common Latin suffixes from the text: Yes No
Overcoming Learning Challenges Near and Far

RF.3.3c Multisyllable words from the text: Yes No

RF.3.3d Irregularly spelled words from the text: Yes No

 Reading Foundational Skills Assessment: Phonics and Word Recognition Checklist, Part I
Directions: Prepare and use the following recording form and passage if using the provided text for the student to read.

Student Name: Grade 3

Date:
Part I: Phonics and Word Recognition in Context

Title of Text: The Tale of Jemima Puddle-Duck Lexile: 610L

CCSS Words from the Text Decodes word Notes (observations, miscues)

RF.3.3a Words with common prefixes and derivational suffixes from the Yes No
text:

opened

limping

uncomfortable

unfortunately

EL Education Curriculum
29
Grade 3: Phonics and Word Recognition Checklist
30
CCSS Words from the Text Decodes word Notes (observations, miscues)

RF.3.3b Words with common Latin suffixes from the text: Yes No

presently

comfortable

hospitable

position

moment
Overcoming Learning Challenges Near and Far

mighty

difficulty

RF.3.3c Multisyllable words from the text: Yes No

suffocating

somewhat

provide

indeed

RF.3.3d Irregularly spelled words from the text: Yes No

sight

beautifully

showed

very

walk
 Grade 3: Phonics and Word Recognition Checklist

Reading Foundational Skills Assessment: Phonics and Word Recognition Checklist, Part I
Teacher Passage

Directions: As the student reads aloud, note any miscues and self-corrections, paying particular attention to the
words in bold. Refer to the words in bold when you use the checklist to assess the student’s ability to decode different
types of words in context.

The Tale of Jemima Puddle-Duck

by Beatrix Potter; 700L
Listen to the story of Jemima Puddle-duck, who was annoyed because
the farmer’s wife would not let her hatch her own eggs.
“I wish to hatch my own eggs; I will hatch them all by myself,” quacked
Jemima Puddle-duck.
She tried to hide her eggs; but they were always found and carried
off. Jemima Puddle-duck became quite desperate. She determined to
make a nest away from the farm.
She set off on a fine spring afternoon along the cart-road that leads
over the hill. When she reached the top of the hill, she saw a wood in
the distance. She thought that it looked a safe quiet spot, but it was
a distance away. She would need to fly there.
Jemima Puddle-duck was not much in the habit of flying. She ran
downhill a few yards, and then she jumped off into the air. She flew
beautifully when she had got a good start. She skimmed along over
the tree-tops until she saw an open place in the middle of the wood,
where the trees and brushwood had been cleared.
Jemima landed rather heavily, and began to waddle about in search
of a convenient dry nesting-place. She liked a tree-stump amongst
some tall fox-gloves. But—seated upon the stump, she was startled
to find an elegantly dressed gentleman reading a newspaper. He had
black prick ears and sandy colored whiskers.
“Quack?” said Jemima Puddle-duck, with her head and her bonnet on
one side—“Quack?”
The gentleman looked curiously at Jemima—
“Madam, have you lost your way?” said he. He had a long bushy tail
which he was sitting upon, as the stump was somewhat damp.
Jemima thought him mighty handsome. She explained that she had
not lost her way, but that she was trying to find a dry nesting-place.
“Ah! Is that so? indeed!” said the gentleman with sandy whiskers. He
EL Education Curriculum 31
Overcoming Learning Challenges Near and Far

folded up the newspaper, and put it in his pocket.

“Indeed! How interesting! I wish I could meet with it. I would teach it to
mind its own business! But as to a nest—there is no difficulty: I have a
sackful of feathers in my wood-shed. You may sit there as long as you
like,” said the bushy long-tailed gentleman.
He led the way to a very dismal-looking house. It was built of branches
and grass, and there were two broken pails on top of another for a
chimney.
“This is my summer residence,” said the hospitable gentleman.
There was a tumble-down shed at the back of the house. The gentleman
opened the door, and showed Jemima in. The shed was almost quite
full of feathers—it was almost suffocating; but it was comfortable
and very soft. Jemima Puddle-duck made a nest without any trouble
at all.
The sandy whiskered gentleman was so polite, that he seemed almost
sorry to let Jemima go home for the night. He promised to take great
care of her nest until she came back again next day.
Jemima Puddle-duck came every afternoon; she laid nine eggs in the
nest. At last Jemima told the foxy gentleman that she intended to
begin to sit next day.
“Before you begin your tiresome sitting, I want to give you a treat.
Let us have a dinner-party all to ourselves! May I ask you to bring up
some herbs from the farm-garden to make an omelette? Sage and
thyme, and mint and two onions, and some parsley. I will provide lard
for the stuff—lard for the omelette,” said the hospitable gentleman
with sandy whiskers.
Jemima Puddle-duck was a simpleton: not even the mention of sage
and onions made her suspicious. She went round the farm-garden,
gathering all the different sorts of herbs that are used for stuffing
roast duck. And she waddled into the kitchen, and got two onions out
of a basket.
The collie-dog Kep met her coming out, “What are you doing with
those onions? Where do you go every afternoon by yourself, Jemima
Puddle-duck?”
Jemima admired the collie; she told him the whole story. The collie
listened, with his wise head on one side. He asked several questions
about the wood, and about the exact position of the house and shed.

32
 Grade 3: Phonics and Word Recognition Checklist

Then he went out, and trotted down the village. He went to look for
two fox-hound puppies who were out on a walk with the butcher.
Jemima Puddle-duck went up the cart-road for the last time, flew
over the wood, and landed opposite the house of the bushy long-tailed
gentleman. He was sitting on a log, and kept glancing uneasily round
the wood.
“Come into the house as soon as you have looked at your eggs. Give
me the herbs for the omelette. Be sharp!”
He was rather abrupt. Jemima Puddle-duck had never heard him
speak like that. She felt surprised, and uncomfortable.
While she was inside the shed she heard pattering feet out back.
Someone with a black nose sniffed at the bottom of the door, and
then locked it. Jemima became worried. A moment later there were
most terrible noises—barking, growls and howls. And nothing more
was ever seen of that foxy-whiskered gentleman.
Presently Kep opened the door of the shed, and let out Jemima
Puddle-duck. Unfortunately the puppies rushed in and gobbled up all
the eggs before he could stop them. He had a bite on his ear and both
the puppies were limping.
Jemima Puddle-duck was brought home in tears on account of those
eggs. She laid some more in June, and she was allowed to keep them
herself: but only four of them hatched. Jemima Puddle-duck said that
it was because of her nerves; but she had always been a bad sitter.
Adapted from Potter, B. The Tale of Jemima Puddle-Duck. New York: Frederick Warne and Co., 1908. Project Guten-
berg, 2005. Web. Accessed on Jul 29, 2016. <https://www.gutenberg.org/files/14814/14814-h/14814-h.htm>

EL Education Curriculum 33
Overcoming Learning Challenges Near and Far

Reading Foundational Skills Assessment: Phonics and Word Recognition Checklist, Part I

Student Passage

The Tale of Jemima Puddle-Duck

by Beatrix Potter; 700L
Listen to the story of Jemima Puddle-duck, who was annoyed because
the farmer’s wife would not let her hatch her own eggs.
“I wish to hatch my own eggs; I will hatch them all by myself,” quacked
Jemima Puddle-duck.
She tried to hide her eggs; but they were always found and carried
off. Jemima Puddle-duck became quite desperate. She determined to
make a nest away from the farm.
She set off on a fine spring afternoon along the cart-road that leads
over the hill. When she reached the top of the hill, she saw a wood in
the distance. She thought that it looked a safe quiet spot, but it was
a distance away. She would need to fly there.
Jemima Puddle-duck was not much in the habit of flying. She ran
downhill a few yards, and then she jumped off into the air. She flew
beautifully when she had got a good start. She skimmed along over
the tree-tops until she saw an open place in the middle of the wood,
where the trees and brushwood had been cleared.
Jemima landed rather heavily, and began to waddle about in search
of a convenient dry nesting-place. She liked a tree-stump amongst
some tall fox-gloves. But—seated upon the stump, she was startled
to find an elegantly dressed gentleman reading a newspaper. He had
black prick ears and sandy colored whiskers.
“Quack?” said Jemima Puddle-duck, with her head and her bonnet on
one side—“Quack?”
The gentleman looked curiously at Jemima—
“Madam, have you lost your way?” said he. He had a long bushy tail
which he was sitting upon, as the stump was somewhat damp.
Jemima thought him mighty handsome. She explained that she had
not lost her way, but that she was trying to find a dry nesting-place.
“Ah! Is that so? indeed!” said the gentleman with sandy whiskers. He
folded up the newspaper, and put it in his pocket.
“Indeed! How interesting! I wish I could meet with it. I would teach it to
mind its own business! But as to a nest—there is no difficulty: I have a
34
 Grade 3: Phonics and Word Recognition Checklist

sackful of feathers in my wood-shed. You may sit there as long as you

like,” said the bushy long-tailed gentleman.
He led the way to a very dismal-looking house. It was built of branches
and grass, and there were two broken pails on top of another for a
chimney.
“This is my summer residence,” said the hospitable gentleman.
There was a tumble-down shed at the back of the house. The gentleman
opened the door, and showed Jemima in. The shed was almost quite
full of feathers—it was almost suffocating; but it was comfortable
and very soft. Jemima Puddle-duck made a nest without any trouble
at all.
The sandy whiskered gentleman was so polite, that he seemed almost
sorry to let Jemima go home for the night. He promised to take great
care of her nest until she came back again next day.
Jemima Puddle-duck came every afternoon; she laid nine eggs in the
nest. At last Jemima told the foxy gentleman that she intended to
begin to sit next day.
“Before you begin your tiresome sitting, I want to give you a treat.
Let us have a dinner-party all to ourselves! May I ask you to bring up
some herbs from the farm-garden to make an omelette? Sage and
thyme, and mint and two onions, and some parsley. I will provide lard
for the stuff—lard for the omelette,” said the hospitable gentleman
with sandy whiskers.
Jemima Puddle-duck was a simpleton: not even the mention of sage
and onions made her suspicious. She went round the farm-garden,
gathering all the different sorts of herbs that are used for stuffing
roast duck. And she waddled into the kitchen, and got two onions out
of a basket.
The collie-dog Kep met her coming out, “What are you doing with
those onions? Where do you go every afternoon by yourself, Jemima
Puddle-duck?”
Jemima admired the collie; she told him the whole story. The collie
listened, with his wise head on one side. He asked several questions
about the wood, and about the exact position of the house and shed.
Then he went out, and trotted down the village. He went to look for
two fox-hound puppies who were out on a walk with the butcher.
Jemima Puddle-duck went up the cart-road for the last time, flew
over the wood, and landed opposite the house of the bushy long-tailed
EL Education Curriculum 35
Overcoming Learning Challenges Near and Far

gentleman. He was sitting on a log, and kept glancing uneasily round

the wood.
“Come into the house as soon as you have looked at your eggs. Give
me the herbs for the omelette. Be sharp!”
He was rather abrupt. Jemima Puddle-duck had never heard him
speak like that. She felt surprised, and uncomfortable.
While she was inside the shed she heard pattering feet out back.
Someone with a black nose sniffed at the bottom of the door, and
then locked it. Jemima became worried. A moment later there were
most terrible noises—barking, growls and howls. And nothing more
was ever seen of that foxy-whiskered gentleman.
Presently Kep opened the door of the shed, and let out Jemima
Puddle-duck. Unfortunately the puppies rushed in and gobbled up all
the eggs before he could stop them. He had a bite on his ear and both
the puppies were limping.
Jemima Puddle-duck was brought home in tears on account of those
eggs. She laid some more in June, and she was allowed to keep them
herself: but only four of them hatched. Jemima Puddle-duck said that
it was because of her nerves; but she had always been a bad sitter.
Adapted from Potter, B. The Tale of Jemima Puddle-Duck. New York: Frederick Warne and Co., 1908. Project Guten-
berg, 2005. Web. Accessed on Jul 29, 2016. <https://www.gutenberg.org/files/14814/14814-h/14814-h.htm>

36
 Grade 3: Phonics and Word Recognition Checklist

Reading Foundational Skills Assessment: Phonics and Word Recognition

Checklist, Part II

Part II:
Invite the student to read the word list aloud, noting any miscues or self-corrections as he or
she reads the corresponding checklist. If the student pauses at an unknown word, or if the
student attempts the word but is clearly struggling, allow three seconds before providing the
word and prompting the student to continue. For additional information on rate and ease of
decoding, time the student’s reading.

CCSS Assessed:
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b Decode words with common Latin suffixes.
RF.3.3c Decode multisyllable words.
RF.3.3d Read grade-appropriate irregularly spelled words.

EL Education Curriculum 37
 Reading Foundational Skills Assessment: Phonics and Word Recognition Checklist, Part II

38
Student Name: Grade 3

Part II: Phonics and Word Recognition Out of Context Date:

CCSS Words from the Text Decodes word Notes (observations, miscues)

Date

RF.3.3a Words with common prefixes and derivational suffixes Yes No

remake

uncommon

misplace
Overcoming Learning Challenges Near and Far

precook

replace

uneven

mislead

preschool

painless

careful

goodness

gladly

latest

restless

colorful

likeness

freely

strongest
 CCSS Words from the Text Decodes word Notes (observations, miscues)

Date
RF.3.3b Words with common Latin suffixes Yes No
conductor
dental
colonial
enjoyment
survivor
replacement
betrayal
RF.3.3c Multisyllable words Yes No
blurred
construction
couple
disappointed
dreadful
enclosed
expression
murmur
opened
pattern
presently
provided
scrambles
somewhat
survive
threatening
trigger

EL Education Curriculum
unfold

39
worship
Grade 3: Phonics and Word Recognition Checklist
40
CCSS Words from the Text Decodes word Notes (observations, miscues)

Date
RF.3.3d Irregularly spelled words Yes No

kindly

beautiful

friendly

laughed
Overcoming Learning Challenges Near and Far

unhappiness
 Grade 3: Phonics and Word Recognition Checklist

Reading Foundational Skills Assessment: Phonics and Word

Recognition Checklist, Part II

Student Wordlist

remake blurred
uncommon construction
misplace couple
precook disappointed
replace dreadful
uneven enclosed
mislead expression
preschool murmur
painless opened
careful pattern
goodness presently
gladly provided
latest scrambles
restless somewhat
colorful survive
likeness threatening
freely trigger
strongest unfold
conductor worship
dental kindly
colonial beautiful
enjoyment friendly
survivor laughed
replacement unhappiness
betrayal whether

EL Education Curriculum 41
Overcoming Learning Challenges Near and Far

Reading Foundational Skills Assessment: Phonics and Word Recognition

Checklist, Part III

Part III:
This section of the assessment can be given individually or administered to a full class or small
group. Distribute the Common Affixes assessment and briefly review the directions with stu-
dents. Allow students to work independently for 10 minutes. Collect and score the assessment.
A score of 80 percent or above is considered proficient.

CCSS Assessed:
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3a Identify and know the meaning of the most common prefixes and derivational
suffixes.

42
 Grade 3: Phonics and Word Recognition Checklist

Reading Foundational Skills Assessment: Phonics and Word Recognition

Checklist, Part III Common Affix Assessment

Name: ____________________________________ Date: ___________________________________

Directions: Underline the prefix in each word. Write the meaning of the prefix on the line next
to each word (RF.3.3a).

unfortunate
retell
mislead
impolite
disrespect
conduct
incorrect
tripod
preview
decompose

Directions: Underline the suffix in each word. Write the meaning of the suffix on the line next
to each word (RF.3.3a).

strongest
moving
flowers
farmer
pushed
silliness
colorful
softly
excitement
copied

EL Education Curriculum 43
Overcoming Learning Challenges Near and Far

Reading Foundational Skills Assessment: Phonics and Word Recognition

Checklist, Part III Common Affix Assessment
(Answers, for Teacher Reference)
Directions: Underline the prefix in each word. Write the meaning of the prefix on the line next
to each word (RF.3.3a).

unfortunate not, opposite of

retell again, back
mislead bad or badly wrong or wrongly
impolite not
disrespect not, opposite of
conduct with, together
incorrect not
tripod three
preview before
decompose reduce, away from

Directions: Underline the suffix in each word. Write the meaning of the suffix on the line next
to each word (RF.3.3a).

strongest superlative degree

moving action or process
flowers plural, more than one
farmer person connected with
pushed past tense
silliness past tense
colorful full of
softly characteristic of
excitement act, process
copied past tense

44