Washington State
Grade 3 English Language Arts Standards Transition Document
This document serves as a guide to assist in the transition between the Washington State GLES for Reading, Writing, and Communication and the Common Core State Standards for English Language Arts.
The College and Career Ready standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text. / Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.
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Reading Standards for LiteratureKey Ideas and Details
Current Washington Standards / Common Core State Standards
Students currently:
2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Notable change: supporting answers with details from the text
Students currently:
2.1.3: Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text.
3.4.1: Understand different perspectives of family, friendship, culture, and traditions found in literature.
3.4.3: Understand a variety of literature representing different cultures and traditions
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
No notable changes from current Washington State Learning Standards.
Students currently:
2.2.1: Understand sequence in informational/expository text and literary/narrative text.
2.2.3: Understand story elements.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
Notable change: explain how characters actions contribute to the sequence of events.
Craft and Structure
Current Washington Standards / Common Core State Standards
Students currently:
1.2.2: Apply vocabulary strategies in grade-level text.
1.3.1: Understand and apply new vocabulary.
2.3.3: Understand literary/narrative devices.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Notable change: distinguish literal from nonliteral language.
Students currently:
2.2.2: Apply knowledge of printed and electronic text features to locate and comprehend text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Notable changes:
· use drama terms
· describe how each successive part builds on earlier sections
Students currently:
2.2.3: Understand story elements.
2.4.: Understand the author’s purpose for and style of writing in both informational/expository text and literary/narrative text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters.
Notable change: understand differing points of view (perspective of narrator, characters, or the reader)
Integration of Knowledge and Ideas
Current Washington Standards / Common Core State Standards
Students currently:
2.2.2: Apply knowledge of printed and electronic text features to locate and comprehend text.
Key ideas will be found in current Evidence of Learning for these GLEs. / Students need to:
RL.3.7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Notable changes: Explain how text illustrations contribute to the story.
Students currently:
2.3.1: Understand and analyze the relationship between and among informational/expository text and literary/narrative text.
2.4.5: Understand how to generalize from text.
Key ideas will be found in current Evidence of Learning for these / Students Need to:
RL.3.9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
Notable change: Compare and contrast stories written by the same author.
Range of Reading and Level of Text Complexity
Current Washington Standards / Common Core State Standards
Students currently:
1.4.2: Apply fluency to enhance comprehension.
2.1.3: Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text.
4.1.1: Apply strategies to monitor reading progress.
4.1.2: Understand how to set grade-level appropriate reading goals.
Key ideas will be found in current Evidence of Learning for these / Students Need to:
RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
Notable changes:
· Reading at the high end of the 2-3 text complexity band
· Reading more drama and poetry
With full implementation, third grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.
2.1.5 (4th), 2.1.7 (4th)
Essential components to support the learning progression in the implementation of the Common Core State Standards.
1.2.1 reference skills, 2.1.4 schema, 2.4.1 draw conclusions, 2.4.3 fact & opinion, 2.4.4 author’s effectiveness, 3.1.1 select & use resources, 3.2.1 environmental print, 3.2.2 functional documents, 3.4.2 genres, 4.2.1 evaluate to select favorites
Reading Standards for Informational Text
Key Ideas and Details
Current Washington Standards / Common Core State Standards
Students currently:
2.1.6: Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions.
Key ideas will be found in current Evidence of Learning for these / Students Need to:
RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Notable changes: Support answers with details from the text
Students currently:
2.1.3: Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text.
Key ideas will be found in current Evidence of Learning for these / Students Need to:
RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
No notable changes from the current State standards.
Students currently:
2.2.1: Understand sequence in informational/expository text and literary/narrative text.
2.3.1: Understand and analyze the relationship between and among informational/expository text and literary/narrative text.
Key ideas will be found in current Evidence of Learning for these / Students Need to:
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
No notable changes from the current State standards.
Craft and Structure
Current Washington Standards / Common Core State Standards
Students currently:
1.3.2: Understand and apply content/academic vocabulary critical to the meaning of the text.
Key ideas will be found in current Evidence of Learning for these / Students Need to:
RI.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
No notable changes from the current State standards.
Students currently:
2.2.2: Apply knowledge of printed and electronic text features to locate and comprehend text. W
2.3.2: Apply understanding of systems for organizing information.
Key ideas will be found in current Evidence of Learning for these / Students Need to:
RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Notable changes: Explicit use of technology.
Students currently:
2.4.2: Understand the author’s purpose for and style of writing in both informational/expository text and literary/narrative text.
Key ideas will be found in current Evidence of Learning for these / Students Need to:
RI.3.6: Distinguish their own point of view from that of the author of a text.
Notable change: understand differing points of view (perspective of author, another source, or the reader)
Integration of Knowledge and Ideas
Current Washington Standards / Common Core State Standards
Students currently:
1.3.2: Understand and apply content/academic vocabulary critical to the meaning of the text.
2.2.2: Apply knowledge of printed and electronic text features to locate and comprehend text.
Key ideas will be found in current Evidence of Learning for these / Students Need to:
RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
No notable change from the current State standards.
Students currently:
2.2.1: Understand sequence in informational/expository text and literary/narrative text.
2.2.4: Apply understanding of simple text organizational structures.
2.3.1: Understand and analyze the relationship between and among informational/expository text and literary/narrative text.
Key ideas will be found in current Evidence of Learning for these / Students Need to:
RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
No notable changes from the current State standards.
Students currently:
2.3.1: Understand and analyze the relationship between and among informational/expository text and literary/narrative text.
Key ideas will be found in current Evidence of Learning for these / Students Need to:
RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.
No notable changes from the current State standards.
Range of Reading and Level of Text Complexity
Current Washington Standards / Common Core State Standards
Students currently:
1.4.2: Apply fluency to enhance comprehension.
1.4.3: Apply different reading rates to match text.
2.1.3: Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text.
4.1.1: Apply strategies to monitor reading progress.
4.1.2: Understand how to set grade-level appropriate reading goals.
Key ideas will be found in current Evidence of Learning for these / Students Need to:
RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
Notable change: use of more rigorous text.
With full implementation, third grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.
2.1.5 (4th), 2.1.7 (4th)
Essential components to support the learning progression in the implementation of the Common Core State Standards.
1.2.1 reference skills, 1.3.1 new vocabulary, 2.1.4 schema, 2.4.1 draw conclusions, 2.4.3 fact & opinion, 2.4.4 author’s effectiveness, 3.1.1 select & use resources, 3.2.1 environmental print, 3.2.2 functional documents, 4.2.1 evaluate to select favorites
Reading Standards: Foundational Skills 3rd Grade
Print Concepts
Current Washington Standards / Common Core State Standards
Students currently: / Students Need to:
Not required for third grade
Phonological Awareness
Current Washington Standards / Common Core State Standards
Students currently: / Students Need to:
Not required for third grade
Phonics and Word Recognition
Current Washington Standards / Common Core State Standards
Students currently:
R 1.1.4 Apply understanding of phonics.
R 1.2.2 Apply vocabulary strategies in grade-level text. / Students Need to:
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Students currently:
R 1.2.2 Apply vocabulary strategies in grade-level text. / Students Need to:
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
Students currently:
R 1.2.2 Apply vocabulary strategies in grade-level text. / Students Need to:
RF.3.3b Decode words with common Latin suffixes.