State of Ohio 6th Grade English Language Arts Standards

Skills available for Ohio tertiary-course language arts standards

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

Standards are in black and IXL linguistic communication arts skills are in night green. Hold your mouse over the proper name of a skill to view a sample question. Click on the proper noun of a skill to exercise that skill.

L.3 Linguistic communication

• Conventions of Standard English

  • L.three.ane Demonstrate command of the conventions of standard English language grammar and usage when writing or speaking.

    • L.3.1a Explain the part of nouns, pronouns, verbs, adjectives, and adverbs in full general and their functions in detail sentences.

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

    • Fifty.3.1b Form and use regular and irregular plural nouns.

      • Form regular plurals with -south, -es, and -ies ( 3-PP.5 )
      • Use regular plurals with -s, -es, and -ies ( three-PP.vi )
      • Form and apply irregular plurals ( three-PP.8 )

    • L.3.1c Use abstract nouns (e.1000., childhood).

      • Place nouns – with abstruse nouns ( 3-PP.three )

    • L.3.1d Course and use regular and irregular verbs.

      • Utilize action verbs ( iii-RR.1 )
      • Form and apply the irregular past tense: fix 1 ( 3-TT.6 )
      • Form and apply the irregular by tense: set 2 ( three-TT.7 )
      • Form and apply the irregular past tense: set up three ( iii-TT.viii )
      • Form and use the irregular past tense: prepare 4 ( 3-TT.9 )
      • Class and use the irregular past tense: set 5 ( iii-TT.ten )
      • To be: use the right form ( 3-TT.11 )
      • To have: use the correct class ( 3-TT.12 )

    • 50.3.1e Form and use the simple (eastward.chiliad., I walked; I walk; I volition walk) verb tenses.

      • Form and use the regular past tense ( 3-TT.3 )
      • Is the sentence in the past, nowadays, or future tense? ( 3-TT.thirteen )
      • Change the sentence to future tense ( 3-TT.fourteen )

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

      • Supplant the substantive with a personal pronoun ( 3-QQ.3 )
      • Is the subject singular or plural? ( 3-SS.ane )
      • Utilize the right subject or verb ( 3-SS.ii )
      • Pronoun-verb agreement ( 3-SS.three )

    • Fifty.iii.1g Course and use comparative and superlative adjectives and adverbs, and cull between them depending on what is to be modified.

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

    • L.three.1h Employ coordinating and subordinating conjunctions.

      • Use coordinating conjunctions ( 3-Y.3 )
      • Utilise subordinating conjunctions ( three-Y.4 )
      • Identify coordinating conjunctions ( three-Twenty.ane )
      • Identify subordinating conjunctions ( three-XX.2 )

    • 50.3.1i Produce simple, chemical compound, and circuitous sentences.

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

  • L.iii.2 Demonstrate control of the conventions of standard English language capitalization, punctuation, and spelling when writing.

    • L.3.2a Capitalize appropriate words in titles.

      • Capitalizing titles ( 3-CCC.3 )

    • L.3.2b Use commas in addresses.

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

    • L.iii.2c Use commas and quotation marks in dialogue.

      • Punctuating dialogue ( 3-CCC.6 )

    • L.three.second Course and use possessives.

      • Form the singular or plural possessive ( three-PP.x )

    • 50.3.2e Utilize conventional spelling for high-frequency and other studied words and for adding suffixes to base words (eastward.g., sitting, smiled, cries, happiness).

      • Word pattern analogies ( 3-DD.11 )
      • Discussion pattern sentences ( 3-DD.12 )
      • Homophones with pictures ( 3-Ii.1 )
      • Use the right homophone ( 3-II.3 )
      • Form regular plurals with -due south, -es, and -ies ( 3-PP.5 )
      • Use regular plurals with -s, -es, and -ies ( iii-PP.6 )
      • Form and use irregular plurals ( 3-PP.viii )
      • Grade and utilize the regular past tense ( 3-TT.3 )
      • Form and use the irregular past tense: prepare ane ( three-TT.6 )
      • Class and apply the irregular past tense: set 2 ( iii-TT.7 )
      • Form and employ the irregular past tense: set 3 ( 3-TT.8 )
      • Class and utilise the irregular past tense: set 4 ( 3-TT.9 )
      • Form and utilise the irregular past tense: gear up v ( three-TT.10 )
      • Spell adjectives that compare ( three-VV.9 )
      • Pronoun-verb contractions ( 3-YY.ane )
      • Contractions with "non" ( 3-YY.2 )

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

      • Word blueprint analogies ( 3-DD.eleven )
      • Word pattern sentences ( 3-DD.12 )
      • Class regular plurals with -southward, -es, and -ies ( iii-PP.five )
      • Employ regular plurals with -s, -es, and -ies ( 3-PP.6 )
      • Form and use the regular past tense ( 3-TT.3 )
      • Spell adjectives that compare ( iii-VV.ix )
      • Pronoun-verb contractions ( three-YY.1 )
      • Contractions with "not" ( 3-YY.2 )

    • L.3.2g Consult reference materials, including kickoff dictionaries, as needed to check and right spellings.

      • Use guide words ( 3-NN.v )

• Knowledge of Linguistic communication

  • 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.

      • Sort sensory details ( iii-J.ane )
      • Show character emotions and traits ( 3-AA.ii )
      • Choose the synonym ( 3-HH.i )
      • Choose the antonym ( 3-HH.iv )
      • Shades of meaning with pictures ( 3-KK.one )
      • Draw the difference between related words ( 3-KK.2 )
      • Positive and negative connotation ( iii-KK.3 )

    • Fifty.3.3b Recognize and observe differences between the conventions of spoken and written standard English language.

• Vocabulary Conquering and Use

  • L.iii.4 Determine or clarify the pregnant of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

    • Fifty.three.4a Use sentence-level context every bit a clue to the meaning of a word or phrase.

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

    • Fifty.3.4b Determine the meaning of the new discussion formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfy/uncomfortable, care/devil-may-care, oestrus/preheat).

      • Decide the meaning of a word with pre-, re-, or mis- ( 3-DD.ii )
      • Use the prefixes pre-, re-, and mis- ( three-DD.three )
      • Determine the meaning of a word with -ful or -less ( 3-DD.iv )
      • Determine the meaning of a word with -ly or -ness ( 3-DD.5 )
      • Make up one's mind the significant of a word with -able or -ment ( 3-DD.6 )
      • Make up one's mind the pregnant of a word with a suffix: review ( 3-DD.vii )
      • Decide the meanings of words with prefixes and suffixes: review ( 3-DD.viii )
      • Sort words with shared prefixes and suffixes by meaning ( iii-DD.ix )

    • Fifty.3.4c Use a known root word as a clue to the meaning of an unknown give-and-take with the same root (e.chiliad., company, companion).

      • Utilize Greek and Latin roots every bit clues to the meanings of words ( 3-EE.1 )
      • Make up one's mind the meanings of Greek and Latin roots ( 3-EE.ii )
      • Determine the meanings of words with Greek and Latin roots ( 3-EE.3 )

    • Fifty.3.4d Employ glossaries or offset dictionaries, both print and digital, to decide or clarify the precise meaning of cardinal words and phrases.

      • Use guide words ( three-NN.5 )
      • Apply dictionary entries ( iii-NN.six )
      • Use dictionary definitions ( 3-NN.7 )

  • Fifty.iii.5 Demonstrate understanding of word relationships and nuances in discussion meanings.

    • Fifty.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.k., accept steps).

      • Similes with pictures ( iii-K.ane )
      • Determine the meanings of similes ( 3-One thousand.two )
      • Read poetry ( 3-S.4 )
      • Cull the picture that matches the idiomatic expression ( 3-LL.1 )

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

      • Use actions and dialogue to understand characters ( 3-M.2 )
      • Show character emotions and traits ( iii-AA.2 )
      • Shades of meaning with pictures ( three-KK.1 )
      • Describe the divergence between related words ( 3-KK.2 )
      • Apply academic vocabulary in context ( iii-MM.three )
      • Use activeness verbs ( iii-RR.1 )
      • Does the adjective tell y'all what kind or how many? ( 3-VV.one )

    • L.3.5c Distinguish shades of meaning among related words that draw states of heed or degrees of certainty (due east.g., knew, believed, suspected, heard, wondered).

      • Shades of meaning with pictures ( 3-KK.1 )
      • Describe the difference between related words ( 3-KK.two )
      • Positive and negative connotation ( three-KK.iii )

  • L.three.half dozen Learn and use accurately form-appropriate conversational, full general academic, and domain specific words and phrases, including those that point spatial and temporal relationships (e.g., Afterwards dinner that night, we went looking for them).

    • Sort sensory details ( iii-J.1 )
    • Identify time-society words ( iii-Y.1 )
    • Utilize subordinating conjunctions ( iii-Y.4 )
    • Shades of meaning with pictures ( three-KK.one )
    • Positive and negative connotation ( 3-KK.3 )
    • Determine the pregnant of words using synonyms in context ( 3-MM.i )
    • Use context to identify the meaning of a word ( 3-MM.2 )
    • Use academic vocabulary in context ( 3-MM.3 )
    • Place prepositions ( 3-WW.1 )

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Source: https://www.ixl.com/standards/ohio/ela/grade-3

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