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Washington Standards

Washington 3rd Grade ELA Standards

All 26 Washington English language arts standards for 3rd grade, each explained in plain English. The official wording is one click away under each one.

26 standards

Reading

5 standards
Students read, comprehend, interpret, analyze, and appreciate multimodal texts from a broad range of genres, cultures, and mediums in the context of grade-level content to understand themselves, others, and the world. Genres include fiction, poetry, nonfiction, and a variety of genres beyond these categories. Standards 3, 4, and 5 are prioritized. This is the first time standard 5 is prioritized.
ELA.3.R.1
Explain why a new paragraph starts, like a new speaker or setting, spot features of fiction, poetry, plays, and nonfiction, follow dialogue, and say what visuals add.
Official wording
Students know and apply the basic features of print and how it is organized.aRecognize the reason for a paragraph break (e.g., change in topic, setting, speaker, emphasis).bRecognize the distinguishing text/visual features of fiction, poetry, plays, and non-fiction.cRecognize various features of written dialogue. (e.g. speaker tags, paragraph breaks, quotation marks).dExplain how text/visual features add to the written text’s meaning.
ELA.3.R.2
Hear and work with the single sounds in words quickly and automatically, so sounding out and spelling new words becomes accurate and easy.
Official wording
Students demonstrate automatic phonemic awareness proficiency to support accurate decoding and spelling.
ELA.3.R.3
Decode long words by syllables and word parts, read contractions, compound words, and abbreviations, tell homophones like their and there apart, and read aloud fluently.
Official wording
Students decode words accurately by applying grade-level phonics and word analysis skills.aDecode multisyllabic words using known syllable types and division patterns (e.g. VCCV, VCV, VCCCV).bRecognize and read words with regular and common irregular spellings.cApply knowledge of prefixes, suffixes, and base or root words to decode and determine the meaning of unfamiliar words.dDecode and apply understanding of contractions, compound words, and frequently occurring abbreviations (e.g., “Dr.,” “Mrs.,” “Ave.”).eIdentify and distinguish common homonyms and homophones in spoken and written contexts.fRead grade level texts orally with accuracy, appropriate rate, and expression to support understanding, improving fluency through repeated readings.
ELA.3.R.4
Make and check inferences, answer questions by citing the text, name the narrator's viewpoint, explain how characters drive events, and see how structure shapes ideas.
Official wording
Students comprehend and interpret texts using knowledge of language, text structures, and content to make meaning.aExplain their purpose for reading and preview the text including text/visual features.bVisualize, imagine, and/or otherwise engage the senses to make meaning of the text.cMake inferences and predictions, checking and/or revising them based on what is in the text.dUse a variety of strategies to maintain motivation and reconnect to the flow of reading.eExplain how images or words help readers visualize and/or otherwise make meaning to understand the text.fAsk and answer questions about a text, referring explicitly to the text as the basis for answers.gDetermine the narrator's point of view.hDescribe a story's characters, settings, and major events, including characters' perspectives and how their actions contribute to events.iDescribe how text structure, such as compare/contrast among others, shapes readers' understanding of ideas or information.jDetermine key details to include when retelling a story in their own words and/or saying what they learned from a text.
ELA.3.R.5
Describe how an author's choices affect readers, explain a text's theme or main idea and how it relates to their life, and compare two versions of the same story.
Official wording
Students analyze texts by making connections between texts, authors, readers, and the world.aDescribe how an author's choices influence what readers think, feel, or want to do.bDescribe the central message, main idea, theme, or key information in a text, and how it connects to their own experiences.cCompare and contrast two or more versions of the same story.

Writing

6 standards
Students compose multimodal texts in a variety of genres for a range of communicative situations in the context of grade-level content. Standards 1, 3, and 5 are prioritized. This is the first time standard 5 is prioritized.
ELA.3.W.1
Write in any subject to describe, record observations, take a stand on an issue, persuade others to try new options or settle conflicts, and tell stories in order.
Official wording
Students compose multimodal texts in a variety of genres across content areas for a variety of purposes.aCompose in order to describe experiences, ideas, and imaginings.bCompose in order to record observations and/or inform others about their observations and explanations of the world.cCompose in order to take a position on an issue.dCompose in order to persuade others to consider new options and resolve conflicts.eCompose in order to tell stories and narratives with a clear sequence of events.
ELA.3.W.2
Plan writing by drawing on interests and research, thinking about what readers already know and need, and mapping out the steps to finish the project.
Official wording
Students plan and complete writing projects.aConnect the task to interests, experiences, background knowledge, or information gathered.bConsider the audience and what they may already know about the topic and plan writing to meet their needs.cSequence and organize the process needed to complete a writing project or task.
ELA.3.W.3
Draft using research and mentor texts, use others' work fairly, and build each genre with sensory details, facts and quotes, reasons for a position, or story dialogue.
Official wording
Students draft content within the genre, using tools effectively.aGenerate topics and ideas.bGather ideas and select material from research, images, and/or multimedia artifacts that illustrate and support their ideas, identifying when and how it's fair to use the creative work of others.cUse text/visual features, formatting, and/or genre conventions noticed in mentor texts.dDevelop descriptions using sensory details.eDevelop points and ideas within a topic with facts, definitions, details, examples, and/or quotations, using linking words to connect ideas.fSupport a position with reasons, using linking words.gUse language to persuade others with feelings, reasons, evidence, and examples.hTell stories in a sequence of events, using temporal words, descriptive details, and dialogue when relevant, describing actions, thoughts, and feelings, and showing characters’ response to events.
ELA.3.W.4
Structure writing to fit its genre, with an introduction, related ideas grouped into paragraphs or sections, and a conclusion.
Official wording
Students organize content using the genre's structure.aIntroduce topics.bOrganize related content in paragraphs and sections.cCompose a concluding statement or section.
ELA.3.W.5
Reread drafts for clarity, use feedback to revise, and edit for grammar, spelling, punctuation, and consistent visuals.
Official wording
Students evaluate, revise, and edit their compositions.aRe-read draft for clarity and to determine next steps.bGather and consider using feedback about their compositions.cRevise by using what they learned from re-reading and feedback.dEdit for mechanics, conventions, and consistency of text/visual features. [Demonstrate command of Language standards in grades K–3.]
ELA.3.W.6
Publish finished writing for familiar audiences in print or online, thinking about who can see it and how those readers might respond.
Official wording
Students share and publish compositions for known and trusted audiences in ways that reinforce the communicative purposes of writing.aIdentify who can access compositions on digital and non-digital platforms and how those people might react.

Speaking, Listening, and Digital Forums

5 standards
Students engage in and learn from collaborative discussions, presentations, and public speaking for a range of communicative situations in the context of grade-level content. Standards 1 and 3 are prioritized. This is the first time standard 3 is prioritized.
ELA.3.SLDF.1
Take part in discussions in person or in guided online forums, explain ideas clearly, build on others' points, respond to feedback, and notice when their views change.
Official wording
Students listen, respond respectfully, and contribute during face-to-face discussions and/or in teacher-moderated or simulated digital forums.aDescribe expectations for engaging with and including other participants, especially in digital forums.bDescribe the people, places, things, events, information, and emotions they are referring to with relevant details.cExpress ideas clearly by drawing on experience, prior knowledge, and/or research.dConnect statements to others' contributions to develop common understanding, build community, and propel conversation.eAsk for clarification or more information and/or explain what they understood.fRespond to feedback about how others understood their communication, especially in a digital forum format.gIdentify when, how, or why their opinions or understandings changed.hIdentify points of agreement or disagreement from the discussion.
ELA.3.SLDF.2
Collaborate on group work by reviewing and updating expectations, building on each member's strengths, and handling concerns in ways that strengthen the group.
Official wording
Students collaborate on projects or tasks.aDiscuss expectations, reviewing and changing them when needed.bContribute towards shared goals by building on strengths.cCommunicate to build community by addressing concerns and considering others' strengths and perspectives.
ELA.3.SLDF.3
Present ideas, positions, or creative work so listeners can follow the reasoning, tailoring content to the audience and using visuals or media to keep them engaged.
Official wording
Students present experience, positions, ideas, findings, and creative work such that listeners are engaged and/or can follow the line of reasoning.aIdentify topics from the situation, experience, imagination, reading, research, media, conversations, and/or products from ELA.3.W.1.bDevelop content by considering what they want to communicate within the situation and what the audience already knows.cUse images and/or multimedia artifacts in presentations to clarify content and support the audience’s engagement.
ELA.3.SLDF.4
Show a personal voice through careful word choice that draws on their strengths and experiences, and decide what to share about themselves and what to hold back.
Official wording
Students determine how to present themselves and their ideas in different contexts.aExpress a distinct voice through thoughtful word choice by drawing on their strengths, experience, and attitudes.bDetermine what they want or do not want to share and why.
ELA.3.SLDF.5
Project their voice and use gestures and pacing to make the content clear and hold the audience's interest, like in a short class presentation.
Official wording
Students use an audible voice, gesture, and pacing to illuminate the content and engage the audience.

Language

5 standards
Students demonstrate command of the English language to speak and write clearly, and to comprehend more fully when reading, listening, or viewing. Standards 2 and 3 are prioritized.
ELA.3.L.1
Compare formal and casual language and where each fits, and tell literal meanings apart from everyday expressions, like hit the books meaning study.
Official wording
Students notice when and why language is used differently according to the context.aCompare formal and informal uses of language and the contexts in which they occur.bDistinguish literal and colloquial meanings of words and phrases in context.
ELA.3.L.2
Write and combine simple, compound, and complex sentences with joining words, and keep verb tenses, subjects and verbs, and pronouns in agreement.
Official wording
Students produce, expand, combine, and refine sentences in conversations and writing about experiences, events, and ideas.aProduce, expand, and combine simple, compound, and complex sentences using conjunctions.bUse nouns, pronouns, verbs, adjectives, and adverbs to clarify meaning and add detail.cUse verb tenses with subject-verb and pronoun-antecedent agreement, including regular and irregular verbs, to communicate clearly.
ELA.3.L.3
Figure out new words with context, word parts, and reference tools, describe ideas like courage and objects like rocks, and use words for where and when, like beneath.
Official wording
Students determine the meaning of and use words and phrases acquired through conversations, reading, and being read to.aUse context, roots, affixes, word relationships, and reference materials to analyze and clarify the meaning of unfamiliar words and phrases.bUse abstract and concrete nouns with descriptive language.cUse words and phrases that describe spatial and temporal relationships.
ELA.3.L.4
Tell literal from figurative meanings, connect words to their uses, and sort shades of meaning in words like knew, believed, and suspected.
Official wording
Students demonstrate understanding of word relationships in the context of conversations, reading, and writing about experiences, events, and ideas.aDistinguish the literal and non-literal meaning of words and phrases in context.bIdentify connections between words and their use.cDistinguish and express shades of meaning among words that describe states of mind or degrees of certainty.
ELA.3.L.5
Write grammatically correct sentences, spell longer words by syllables and word parts, capitalize titles, and use commas in addresses and quotation marks for dialogue.
Official wording
Students develop fluent and accurate writing skills to record their ideas.aWrite complete sentences that use correct grammar and word order.bSpell multisyllabic words by breaking them into syllables and applying known syllable types and knowledge of prefixes, suffixes, and base or root words.cCapitalize the appropriate words in titles.dUse commas in addresses and quotation marks in dialogue.eDevelop automaticity in spelling and handwriting and/or other modalities to support written expression.

Research and Media Literacy

5 standards
Students ask questions, seek answers using relevant tools and techniques to select and access sources, and use their learning. Students identify reactions to media messages, purposes and parts of media messages, and people who create media messages. Standards 1 and 3 are prioritized. This is the only time standard 3 is prioritized.
ELA.3.RML.1
Ask and sharpen research questions, choose sources like libraries and people who know the topic, compare search terms and tools, gather facts, and share findings.
Official wording
Students engage in research and inquiry by asking questions and seeking answers from information sources.aAsk questions about things that make them curious and refine their questions as they learn new things about the topic.bGenerate ideas for where they might find information based on what they and/or others know about the topic.cSelect and access a variety of relevant information sources, including by navigating libraries and by talking to people with relevant experience or knowledge.dIdentify differences between search terms, between search results, and between digital search tools.eGather relevant information.fUse and/or share new learning.
ELA.3.RML.2
Describe how people's viewpoints shape their reactions to media, how a message makes them feel and act, and why some people change their minds and others do not.
Official wording
Students describe reactions to media messages.aDescribe how people’s different ways of looking at things affect their reactions to media messages.bDescribe how media messages make them feel and what these emotions may make them want to say or do.cIdentify reasons people are more or less likely to change their minds when they encounter a media message.
ELA.3.RML.3
Decide whether a media message mostly teaches, persuades, sells, or entertains, and explain how it goes about doing that.
Official wording
Students identify the purposes of media messages and how those purposes are achieved.aDetermine whether a media message is mainly helping people learn new things, trying to change people’s minds, selling something, or just for fun.
ELA.3.RML.4
Sort media statements into facts, opinions, and positions, find reasons behind a position, compare two sources on one topic, and see how changing an image shifts meaning.
Official wording
Students compare different parts of media messages.aDetermine whether statements can be either true or false, express an opinion, or take a position.bCompare and contrast information on the same topic in two or more media messages from different sources.cDescribe how changing an image or the words used to describe an image can change the meaning of a media message.dIdentify reasons that support a position.
ELA.3.RML.5
Figure out whether the creator of a media message can be identified, and tell which qualities truly make someone an expert on a topic.
Official wording
Students identify people who create media messages and choices they make.aDetermine when it is and is not possible to identify who is responsible for the content of a media message.bDistinguish between characteristics that do and do not make someone an expert on a particular topic.

The official Washington documents

Washington State Learning Standards for English Language Arts by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution License (CC BY 4.0).

Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.