Grade 3 English Language Arts | WA 2026 Standards

Use these in PRISM

A PRISM PLC team can start from OSPI's 12 Priority standards for Grade 3: one step adds them as its Priority standards, ready for scales, assessments and plans.

What changed

90 Common Core standards map onto this grade's 2026 standards.

Common Core to 2026, standard by standard90

Common Core	2026
RL.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.	ELA.3.R.4
RL.3.2Recount 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.	ELA.3.R.4 ELA.3.R.5
RL.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.	ELA.3.R.4
RL.3.4Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.	ELA.3.L.4
RL.3.5Refer 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.	ELA.3.R.1
RL.3.6Distinguish their own point of view from that of the narrator or those of the characters.	ELA.3.R.4
RL.3.7Explain 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).	ELA.3.R.4
RL.3.9Compare 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).	ELA.3.R.5
RL.3.10By 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.	ELA.3.R.3 ELA.3.R.4
RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.	ELA.3.R.4
RI.3.2Determine the main idea of a text; recount the key details and explain how they support the main idea.	ELA.3.R.5
RI.3.3Describe 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.	ELA.3.R.5
RI.3.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.	ELA.3.L.3
RI.3.5Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.	ELA.3.R.1 ELA.3.RML.1
RI.3.6Distinguish their own point of view from that of the author of a text.	ELA.3.R.4
RI.3.7Use 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).	ELA.3.R.4 ELA.3.R.5
RI.3.8Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).	ELA.3.R.4
RI.3.9Compare and contrast the most important points and key details presented in two texts on the same topic.	ELA.3.R.5 ELA.3.RML.4
RI.3.10By 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.	ELA.3.R.3 ELA.3.R.4
RF.3.3Know and apply grade-level phonics and word analysis skills in decoding words.	ELA.3.R.2 ELA.3.R.3
RF.3.3aIdentify and know the meaning of the most common prefixes and derivational suffixes.	ELA.3.R.3
RF.3.3bDecode words with common Latin suffixes.	ELA.3.R.3
RF.3.3cDecode multisyllable words.	ELA.3.R.3
RF.3.3dRead grade-appropriate irregularly spelled words.	ELA.3.R.3
RF.3.4Read with sufficient accuracy and fluency to support comprehension.	ELA.3.R.2 ELA.3.R.3
RF.3.4aRead on-level text with purpose and understanding.	ELA.3.R.4
RF.3.4bRead on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings	ELA.3.R.3
RF.3.4cUse context to confirm or self-correct word recognition and understanding, rereading as necessary.	ELA.3.R.3 ELA.3.R.4
W.3.1Write opinion pieces on topics or texts, supporting a point of view with reasons.	ELA.3.W.1 ELA.3.W.3
W.3.1aIntroduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.	ELA.3.W.3 ELA.3.W.4
W.3.1bProvide reasons that support the opinion.	ELA.3.W.3
W.3.1cUse linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.	ELA.3.W.3
W.3.1dProvide a concluding statement or section.	ELA.3.W.4
W.3.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.	ELA.3.W.1 ELA.3.W.3 ELA.3.W.4
W.3.2aIntroduce a topic and group related information together; include illustrations when useful to aiding comprehension.	ELA.3.W.3 ELA.3.W.4
W.3.2bDevelop the topic with facts, definitions, and details.	ELA.3.W.3
W.3.2cUse linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.	ELA.3.W.3
W.3.2dProvide a concluding statement or section.	ELA.3.W.4
W.3.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.	ELA.3.W.1 ELA.3.W.3 ELA.3.W.4
W.3.3aEstablish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.	ELA.3.W.3 ELA.3.W.4
W.3.3bUse dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.	ELA.3.W.3
W.3.3cUse temporal words and phrases to signal event order.	ELA.3.W.3
W.3.3dProvide a sense of closure.	ELA.3.W.4
W.3.4With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.	ELA.3.W.4
W.3.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.	ELA.3.W.2 ELA.3.W.5
W.3.6With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.	ELA.3.W.6
W.3.7Conduct short research projects that build knowledge about a topic.	ELA.3.RML.1
W.3.8Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.	ELA.3.W.3 ELA.3.RML.1 ELA.3.W.2
W.3.10Write 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.	No 2026 standard listed
SL.3.1Engage 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.	ELA.3.SLDF.1
SL.3.1aCome to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.	ELA.3.SLDF.1
SL.3.1bFollow 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).	ELA.3.SLDF.1
SL.3.1cAsk questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.	ELA.3.SLDF.1
SL.3.1dExplain their own ideas and understanding in light of the discussion.	ELA.3.SLDF.1
SL.3.2Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.	ELA.3.R.4 ELA.3.R.5
SL.3.3Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.	ELA.3.SLDF.1
SL.3.4Report 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.	ELA.3.SLDF.3 ELA.3.SLDF.5
SL.3.5Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.	ELA.3.SLDF.3
SL.3.6Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.	ELA.3.L.2
L.3.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.	ELA.3.L.2 ELA.3.L.3
L.3.1aExplain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.	ELA.3.L.2
L.3.1bForm and use regular and irregular plural nouns.	ELA.3.L.3
L.3.1cUse abstract nouns (e.g., childhood).	ELA.3.L.3
L.3.1dForm and use regular and irregular verbs.	ELA.3.L.2
L.3.1eForm and use the simple (e.g., I walked; I walk; I will walk) verb tenses.	ELA.3.L.2
L.3.1fEnsure subject-verb and pronoun-antecedent agreement.	ELA.3.L.2
L.3.1gForm and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.	ELA.3.L.2
L.3.1hUse coordinating and subordinating conjunctions.	ELA.3.L.2
L.3.1iProduce simple, compound, and complex sentences.	ELA.3.L.2
L.3.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.	ELA.3.L.5
L.3.2aCapitalize appropriate words in titles.	ELA.3.L.5
L.3.2bUse commas in addresses.	ELA.3.L.5
L.3.2cUse commas and quotation marks in dialogue.	ELA.3.L.5
L.3.2dForm and use possessives.	ELA.3.L.3
L.3.2eUse conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).	ELA.3.L.5
L.3.2fUse spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.	ELA.3.L.5
L.3.2gConsult reference materials, including beginning dictionaries, as needed to check and correct spellings.	ELA.3.L.3
L.3.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.	ELA.3.L.2 ELA.3.L.3
L.3.3aChoose words and phrases for effect.	ELA.3.W.3
L.3.3bRecognize and observe differences between the conventions of spoken and written standard English.	ELA.3.L.1
L.3.4Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.	ELA.3.L.3
L.3.4aUse sentence-level context as a clue to the meaning of a word or phrase.	ELA.3.L.3
L.3.4bDetermine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).	ELA.3.L.3
L.3.4cUse a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).	ELA.3.L.3
L.3.4dUse glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.	ELA.3.L.3
L.3.5Demonstrate understanding of word relationships and nuances in word meanings.	ELA.3.L.4
L.3.5aDistinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).	ELA.3.L.1
L.3.5bIdentify real-life connections between words and their use (e.g., describe people who are friendly or helpful).	ELA.3.L.1
L.3.5cDistinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).	ELA.3.L.4
L.3.6Acquire 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).	ELA.3.L.3

ELA combines several Common Core standards into one, so one row often points to two or three 2026 standards, and one 2026 standard gathers many rows.

The standards

Reading R

ELA.3.R.1

Students know and apply the basic features of print and how it is organized.

a.Recognize the reason for a paragraph break (e.g., change in topic, setting, speaker, emphasis).
b.Recognize the distinguishing text/visual features of fiction, poetry, plays, and non-fiction.
c.Recognize various features of written dialogue. (e.g. speaker tags, paragraph breaks, quotation marks).
d.Explain how text/visual features add to the written text’s meaning.

Common Core: RL.3.5 RI.3.5

ResourcesWIDA

WIDA language connections1

Narrate · Expressivespeaking, writing and representing

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

Orient audience to context
Develop story with time and event sequences, complication, resolution, or ending
Engage and adjust for audience

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.3.R.2

Students demonstrate automatic phonemic awareness proficiency to support accurate decoding and spelling.

Common Core: RF.3.3 RF.3.4

ResourcesWIDA

WIDA language connections1

Narrate · Interpretivelistening, reading and viewing

ELD-LA.2-3.Narrate.Interpretive · Language for Language Arts, Grades 2-3

Interpret language arts narratives by…

Identifying a central message from key details
Identifying how character attributes and actions contribute to event sequences
Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral language

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.3.R.3

Priority

Students decode words accurately by applying grade-level phonics and word analysis skills.

a.Decode multisyllabic words using known syllable types and division patterns (e.g. VCCV, VCV, VCCCV).
b.Recognize and read words with regular and common irregular spellings.
c.Apply knowledge of prefixes, suffixes, and base or root words to decode and determine the meaning of unfamiliar words.
d.Decode and apply understanding of contractions, compound words, and frequently occurring abbreviations (e.g., “Dr.,” “Mrs.,” “Ave.”).
e.Identify and distinguish common homonyms and homophones in spoken and written contexts.
f.Read grade level texts orally with accuracy, appropriate rate, and expression to support understanding, improving fluency through repeated readings.

Common Core: RL.3.10 RI.3.10 RF.3.3 RF.3.3a RF.3.3b RF.3.3c RF.3.3d RF.3.4 RF.3.4b RF.3.4c

ResourcesWIDAOSPI

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Add details to define, describe, compare, and classify topic and/or entity
Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Editing
Writing Target 9, Item Position: 10

ELA.3.R.4

Priority

Students comprehend and interpret texts using knowledge of language, text structures, and content to make meaning.

a.Explain their purpose for reading and preview the text including text/visual features.
b.Visualize, imagine, and/or otherwise engage the senses to make meaning of the text.
c.Make inferences and predictions, checking and/or revising them based on what is in the text.
d.Use a variety of strategies to maintain motivation and reconnect to the flow of reading.
e.Explain how images or words help readers visualize and/or otherwise make meaning to understand the text.
f.Ask and answer questions about a text, referring explicitly to the text as the basis for answers.
g.Determine the narrator's point of view.
h.Describe a story's characters, settings, and major events, including characters' perspectives and how their actions contribute to events.
i.Describe how text structure, such as compare/contrast among others, shapes readers' understanding of ideas or information.
j.Determine key details to include when retelling a story in their own words and/or saying what they learned from a text.

Common Core: RL.3.1 RL.3.2 RL.3.3 RL.3.6 RL.3.7 RL.3.10 RI.3.1 RI.3.6 RI.3.7 RI.3.8 RI.3.10 RF.3.4a RF.3.4c SL.3.2

ResourcesWIDAOSPI

WIDA language connections7

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Add details to define, describe, compare, and classify topic and/or entity
Develop coherence and cohesion throughout text

NarratePart d

ELD-SI.K-3.Narrate · Language for Social and Instructional Purposes, Grades K-3

Discuss how stories might end and next steps

NarratePart f

ELD-SI.K-3.Narrate · Language for Social and Instructional Purposes, Grades K-3

Connect stories with images and representations to add meaning

Inform · Interpretivelistening, reading and viewingPart g

ELD-LA.2-3.Inform.Interpretive · Language for Language Arts, Grades 2-3

Interpret informational texts in language arts by…

Referring explicitly to descriptors for themes and relationships among meanings

Narrate · Interpretivelistening, reading and viewingPart i

ELD-LA.2-3.Narrate.Interpretive · Language for Language Arts, Grades 2-3

Interpret language arts narratives by…

Identifying how character attributes and actions contribute to event sequences

Narrate

ELD-SI.K-3.Narrate · Language for Social and Instructional Purposes, Grades K-3

Recount and restate ideas

Inform

ELD-SI.K-3.Inform · Language for Social and Instructional Purposes, Grades K-3

Sort, clarify and summarize ideas

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Make and Support Inferences (Literary)
Reading (Literary) Target 1, Item Position: 1, 5, 10
Reading (Literary) Target 4, Item Position: 4, 7, 9, 13
Text Analysis (Literary)
Reading (Literary) Target 5, Item Position: 1, 2, 4, 6, 10, 11
Reading (Literary) Target 6, Item Position: 3, 5, 7, 8, 9, 12
Make and Support Inferences (Informational)
Reading (Informational) Target 8, Item Position: 2, 3, 5, 8, 12
Reading (Informational) Target 11, Item Position: 6, 11, 13
Text Analysis (Informational)
Reading (Informational) Target 12, Item Position: 1, 2, 5, 7, 9, 12
Reading (Informational) Target 13, Item Position: 3, 4, 6, 8, 10, 11

ELA.3.R.5

Priority

Students analyze texts by making connections between texts, authors, readers, and the world.

a.Describe how an author's choices influence what readers think, feel, or want to do.
b.Describe the central message, main idea, theme, or key information in a text, and how it connects to their own experiences.
c.Compare and contrast two or more versions of the same story.

Common Core: RL.3.2 RL.3.9 RI.3.2 RI.3.3 RI.3.7 RI.3.9 SL.3.2

ResourcesWIDAOSPI

WIDA language connections4

Narrate · Expressivespeaking, writing and representing

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

Orient audience to context
Develop story with time and event sequences, complication, resolution, or ending

Narrate

ELD-SI.K-3.Narrate · Language for Social and Instructional Purposes, Grades K-3

Connect stories with images and representations to add meaning.

Narrate · Interpretivelistening, reading and viewing

ELD-LA.2-3.Narrate.Interpretive · Language for Language Arts, Grades 2-3

Interpret language arts narratives by…

Identifying a central message from key details.

ExplainPart c

ELD-SI.K-3.Explain · Language for Social and Instructional Purposes, Grades K-3

Compare and contrast objects or concepts

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Make and Support Inferences (Literary)
Reading (Literary) Target 2, Item Position: 2, 3, 6, 8, 11, 12
Make and Support Inferences (Informational)
Reading (Informational) Target 9, Item Position: 1, 4, 7, 9, 10

Writing W

ELA.3.W.1

Priority

Students compose multimodal texts in a variety of genres across content areas for a variety of purposes.

a.Compose in order to describe experiences, ideas, and imaginings.
b.Compose in order to record observations and/or inform others about their observations and explanations of the world.
c.Compose in order to take a position on an issue.
d.Compose in order to persuade others to consider new options and resolve conflicts.
e.Compose in order to tell stories and narratives with a clear sequence of events.

Common Core: W.3.1 W.3.2 W.3.3

ResourcesWIDAOSPI

WIDA language connections4

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Add details to define, describe, compare, and classify topic and/or entity
Develop coherence and cohesion throughout text

ArguePart c

ELD-SI.K-3.Argue · Language for Social and Instructional Purposes, Grades K-3

Support own opinions with reasons

ArguePart d

ELD-SI.K-3.Argue · Language for Social and Instructional Purposes, Grades K-3

Revise one’s own opinions based on new information

Narrate · Expressivespeaking, writing and representingPart e

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

Develop story with time and event, sequences, complication, resolution, or ending

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Performance Task (Opinion)-- Beetles
Writing Target 7, Item Position: 4

ELA.3.W.2

Students plan and complete writing projects.

a.Connect the task to interests, experiences, background knowledge, or information gathered.
b.Consider the audience and what they may already know about the topic and plan writing to meet their needs.
c.Sequence and organize the process needed to complete a writing project or task.

Common Core: W.3.5 W.3.8

ResourcesWIDA

WIDA language connections1

Narrate · Expressivespeaking, writing and representing

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

Orient audience to context
Develop story with time and event sequences, complication, resolution, or ending
Engage and adjust for audience

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.3.W.3

Priority

Students draft content within the genre, using tools effectively.

a.Generate topics and ideas.
b.Gather 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.
c.Use text/visual features, formatting, and/or genre conventions noticed in mentor texts.
d.Develop descriptions using sensory details.
e.Develop points and ideas within a topic with facts, definitions, details, examples, and/or quotations, using linking words to connect ideas.
f.Support a position with reasons, using linking words.
g.Use language to persuade others with feelings, reasons, evidence, and examples.
h.Tell 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.

Common Core: W.3.1 W.3.1a W.3.1b W.3.1c W.3.2 W.3.2a W.3.2b W.3.2c W.3.3 W.3.3a W.3.3b W.3.3c W.3.8 L.3.3a

ResourcesWIDAOSPI

WIDA language connections2

Inform · Interpretivelistening, reading and viewing

ELD-LA.2-3.Inform.Interpretive · Language for Language Arts, Grades 2-3

Interpret informational texts in language arts by…

Identifying the main idea and key details
Referring explicitly to descriptions for themes and relationships among meanings
Describing relationship between a series of events, ideas or concepts, or procedural steps

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Add details to define, describe, compare, and classify topic and/or entity
Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Write and Revise Narratives
Writing Target 1a, Item Position: 8
Interpret and Integrate Information
Research Target 2, Item Position: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Write and Revise Informational Texts
Writing Target 3a, Item Position: 10
Research: Use Evidence
Research Target 4, Item Position: 1, 2, 4, 5, 6, 7, 8, 9, 10
Write and Revise Opinion Texts
Writing Target 6a, Item Position: 3
Performance Task (Opinion) -- Beetles
Writing Target 7, Item Position: 4

ELA.3.W.4

Students organize content using the genre's structure.

a.Introduce topics.
b.Organize related content in paragraphs and sections.
c.Compose a concluding statement or section.

Common Core: W.3.1a W.3.1d W.3.2 W.3.2a W.3.2d W.3.3 W.3.3a W.3.3d W.3.4

ResourcesWIDAOSPI

WIDA language connections1

Narrate · Expressivespeaking, writing and representing

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives…

Orient audience to context
Develop story with time and event sequences, complication, resolution, or ending
Engage and adjust for audience

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Write and Revise Narratives
Writing Target 1a, Item Position: 5
Write and Revise Informational Texts
Writing Target 3a, Item Position: 2
Write and Revise Opinion Texts
Writing Target 6a, Item Position: 8
Performance Task (Opinion) -- Beetles
Writing Target 7, Item Position: 4

ELA.3.W.5

Priority

Students evaluate, revise, and edit their compositions.

a.Re-read draft for clarity and to determine next steps.
b.Gather and consider using feedback about their compositions.
c.Revise by using what they learned from re-reading and feedback.
d.Edit for mechanics, conventions, and consistency of text/visual features. [Demonstrate command of Language standards in grades K–3.]

Common Core: W.3.5

ResourcesWIDAOSPI

WIDA language connections3

Explain

ELD-SI.K-3.Explain · Language for Social and Instructional Purposes, Grades K-3

Share initial thinking with others

Argue

ELD-SI.K-3.Argue · Language for Social and Instructional Purposes, Grades K-3

Ask questions about others’ opinions

Inform

ELD-SI.K-3.Inform · Language for Social and Instructional Purposes, Grades K-3

Summarize information from interaction with others and from learning experiences

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Write and Revise Narratives
Writing Target 1b, Item Position: 1, 4, 6, 9
Write and Revise Informational Texts
Writing Target 3b, Item Position: 1, 3, 4, 5, 7
Write and Revise Opinion Texts
Writing Target 6b, Item Position: 2

ELA.3.W.6

Students share and publish compositions for known and trusted audiences in ways that reinforce the communicative purposes of writing.

a.Identify who can access compositions on digital and non-digital platforms and how those people might react.

Common Core: W.3.6

ResourcesWIDA

WIDA language connections2

Narrate · Expressivespeaking, writing and representing

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

Orient audience to context
Develop story with time and event sequences, complication, resolution, or ending
Engage and adjust for audience

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Add details to define, describe, compare, and classify topic and/or entity
Develop coherence

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

Speaking, Listening, and Digital Forums SLDF

ELA.3.SLDF.1

Priority

Students listen, respond respectfully, and contribute during face-to-face discussions and/or in teacher-moderated or simulated digital forums.

a.Describe expectations for engaging with and including other participants, especially in digital forums.
b.Describe the people, places, things, events, information, and emotions they are referring to with relevant details.
c.Express ideas clearly by drawing on experience, prior knowledge, and/or research.
d.Connect statements to others' contributions to develop common understanding, build community, and propel conversation.
e.Ask for clarification or more information and/or explain what they understood.
f.Respond to feedback about how others understood their communication, especially in a digital forum format.
g.Identify when, how, or why their opinions or understandings changed.
h.Identify points of agreement or disagreement from the discussion.

Common Core: SL.3.1 SL.3.1a SL.3.1b SL.3.1c SL.3.1d SL.3.3

ResourcesWIDA

WIDA language connections4

NarratePart b

ELD-SI.K-3.Narrate · Language for Social and Instructional Purposes, Grades K-3

Recount and restate ideas

NarratePart c

ELD-SI.K-3.Narrate · Language for Social and Instructional Purposes, Grades K-3

Share ideas about one’s and others’ lived experiences and previous learning

ArguePart e

ELD-SI.K-3.Argue · Language for Social and Instructional Purposes, Grades K-3

Ask questions about others’ opinions

InformPart g

ELD-SI.K-3.Inform · Language for Social and Instructional Purposes, Grades K-3

Summarize information from interaction with others and from learning experiences

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.3.SLDF.2

New in 2026

Students collaborate on projects or tasks.

a.Discuss expectations, reviewing and changing them when needed.
b.Contribute towards shared goals by building on strengths.
c.Communicate to build community by addressing concerns and considering others' strengths and perspectives.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Add details to define, describe, compare, and classify topic and/or entity

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.3.SLDF.3

Priority

Students present experience, positions, ideas, findings, and creative work such that listeners are engaged and/or can follow the line of reasoning.

a.Identify topics from the situation, experience, imagination, reading, research, media, conversations, and/or products from ELA.3.W.1.
b.Develop content by considering what they want to communicate within the situation and what the audience already knows.
c.Use images and/or multimedia artifacts in presentations to clarify content and support the audience’s engagement.

Common Core: SL.3.4 SL.3.5

ResourcesWIDA

WIDA language connections1

NarratePart c

ELD-SI.K-3.Narrate · Language for Social and Instructional Purposes, Grades K-3

Connect stories with images and representations to add meaning

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.3.SLDF.4

New in 2026

Students determine how to present themselves and their ideas in different contexts.

a.Express a distinct voice through thoughtful word choice by drawing on their strengths, experience, and attitudes.
b.Determine what they want or do not want to share and why.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections1

Explain

ELD-SI.K-3.Explain · Language for Social and Instructional Purposes, Grades K-3

Share initial thinking with others

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.3.SLDF.5

Students use an audible voice, gesture, and pacing to illuminate the content and engage the audience.

Common Core: SL.3.4

ResourcesWIDA

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

Language L

ELA.3.L.1

Students notice when and why language is used differently according to the context.

a.Compare formal and informal uses of language and the contexts in which they occur.
b.Distinguish literal and colloquial meanings of words and phrases in context.

Common Core: L.3.3b L.3.5a L.3.5b

ResourcesWIDA

WIDA language connections2

Narrate · Interpretivelistening, reading and viewing

ELD-LA.2-3.Narrate.Interpretive · Language for Language Arts, Grades 2-3

Interpret language arts narratives by…

Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral language

Inform · Interpretivelistening, reading and viewing

ELD-LA.2-3.Inform.Interpretive · Language for Language Arts, Grades 2-3

Interpret informational texts in language arts by…

Identifying the main idea and key details
Referring explicitly to descriptions for themes and relationships among meanings
Describing relationship between a series of events, ideas or concepts, or procedural steps

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.3.L.2

Priority

Students produce, expand, combine, and refine sentences in conversations and writing about experiences, events, and ideas.

a.Produce, expand, and combine simple, compound, and complex sentences using conjunctions.
b.Use nouns, pronouns, verbs, adjectives, and adverbs to clarify meaning and add detail.
c.Use verb tenses with subject-verb and pronoun-antecedent agreement, including regular and irregular verbs, to communicate clearly.

Common Core: SL.3.6 L.3.1 L.3.1a L.3.1d L.3.1e L.3.1f L.3.1g L.3.1h L.3.1i L.3.3

ResourcesWIDAOSPI

WIDA language connections1

Narrate · Expressivespeaking, writing and representing

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

Orient audience to context
Develop story with time and event sequences, complication, resolution, or ending
Engage and adjust for audience

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Language and Vocabulary Use
Writing Target 8, Item Position: 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15
Editing
Writing Target 9, Item Position: 5, 6, 7, 9, 12, 13

ELA.3.L.3

Priority

Students determine the meaning of and use words and phrases acquired through conversations, reading, and being read to.

a.Use context, roots, affixes, word relationships, and reference materials to analyze and clarify the meaning of unfamiliar words and phrases.
b.Use abstract and concrete nouns with descriptive language.
c.Use words and phrases that describe spatial and temporal relationships.

Common Core: RI.3.4 L.3.1 L.3.1b L.3.1c L.3.2d L.3.2g L.3.3 L.3.4 L.3.4a L.3.4b L.3.4c L.3.4d L.3.6

ResourcesWIDAOSPI

WIDA language connections2

Narrate · Expressivespeaking, writing and representing

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

Orient audience to context
Develop story with time and event sequences, complication, resolution, or ending
Engage and adjust for audience

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Add details to define, describe, compare, and classify topic and/or entity
Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Word Meanings and Language Use (Literary)
Target 3, Item Position: 2, 4, 6, 7, 9
Target 7, Item Position: 5
Word Meanings and Language Use (Informational)
Target 10, Item Position: 1, 3, 4, 5, 6, 8, 9

ELA.3.L.4

Students demonstrate understanding of word relationships in the context of conversations, reading, and writing about experiences, events, and ideas.

a.Distinguish the literal and non-literal meaning of words and phrases in context.
b.Identify connections between words and their use.
c.Distinguish and express shades of meaning among words that describe states of mind or degrees of certainty.

Common Core: RL.3.4 L.3.5 L.3.5c L.4.3a

ResourcesWIDAOSPI

WIDA language connections2

Narrate · Interpretivelistening, reading and viewing

ELD-LA.2-3.Narrate.Interpretive · Language for Language Arts, Grades 2-3

Interpret language arts narratives by…

Identifying a central message from key details
Identifying how character attributes and actions contribute to event sequences
Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral language

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Add details to define, describe, compare, and classify topic and/or entity
Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Word Meanings and Language Use (Literary)
Target 7, Item Position: 1, 3, 8, 10
Word Meanings and Language Use (Informational)
Target 10, Item Position: 2, 7, 10, 11
Target 14, Item Position 12

ELA.3.L.5

Students develop fluent and accurate writing skills to record their ideas.

a.Write complete sentences that use correct grammar and word order.
b.Spell multisyllabic words by breaking them into syllables and applying known syllable types and knowledge of prefixes, suffixes, and base or root words.
c.Capitalize the appropriate words in titles.
d.Use commas in addresses and quotation marks in dialogue.
e.Develop automaticity in spelling and handwriting and/or other modalities to support written expression.

Common Core: L.3.2 L.3.2a L.3.2b L.3.2c L.3.2e L.3.2f

ResourcesWIDAOSPI

WIDA language connections2

Narrate · Interpretivelistening, reading and viewing

ELD-LA.2-3.Narrate.Interpretive · Language for Language Arts, Grades 2-3

Interpret language arts narratives by…

Identifying a central message from key details
Identifying how character attributes and actions contribute to event sequences
Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral language

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Add details to define, describe, compare, and classify topic and/or entity
Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Editing
Writing Target 9, Item Position: 1, 2, 3, 4, 8, 11

Research and Media Literacy RML

ELA.3.RML.1

Priority

Students engage in research and inquiry by asking questions and seeking answers from information sources.

a.Ask questions about things that make them curious and refine their questions as they learn new things about the topic.
b.Generate ideas for where they might find information based on what they and/or others know about the topic.
c.Select and access a variety of relevant information sources, including by navigating libraries and by talking to people with relevant experience or knowledge.
d.Identify differences between search terms, between search results, and between digital search tools.
e.Gather relevant information.
f.Use and/or share new learning.

Common Core: RI.3.5 W.3.7 W.3.8

ResourcesWIDAOSPI

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Add details to define, describe, compare, and classify topic and/or entity

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Research: Interpret and Integrate
Research Target 2, Item Position: 1, 3, 4, 5, 7, 10
Research: Analyze Information
Research Target 3, Item Position: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Research: Use Evidence
Research Target 4, Item Position: 2, 5, 6, 10

ELA.3.RML.2

New in 2026

Students describe reactions to media messages.

a.Describe how people’s different ways of looking at things affect their reactions to media messages.
b.Describe how media messages make them feel and what these emotions may make them want to say or do.
c.Identify reasons people are more or less likely to change their minds when they encounter a media message.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections1

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Add details to define, describe, compare, and classify topic and/or entity

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.3.RML.3

PriorityNew in 2026

Students identify the purposes of media messages and how those purposes are achieved.

a.Determine whether a media message is mainly helping people learn new things, trying to change people’s minds, selling something, or just for fun.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections1

Inform · Interpretivelistening, reading and viewing

ELD-LA.2-3.Inform.Interpretive · Language for Language Arts, Grades 2-3

Interpret informational texts in language arts by…

Identifying the main idea and key details
Referring explicitly to descriptions for themes and relationships among meanings

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

ELA.3.RML.4

Students compare different parts of media messages.

a.Determine whether statements can be either true or false, express an opinion, or take a position.
b.Compare and contrast information on the same topic in two or more media messages from different sources.
c.Describe how changing an image or the words used to describe an image can change the meaning of a media message.
d.Identify reasons that support a position.

Common Core: RI.3.9

ResourcesWIDAOSPI

WIDA language connections6

Narrate · Interpretivelistening, reading and viewing

ELD-LA.2-3.Narrate.Interpretive · Language for Language Arts, Grades 2-3

Interpret language arts narratives by…

Identifying a central message from key details
Identifying how character attributes and actions contribute to an event

Inform · Interpretivelistening, reading and viewing

ELD-LA.1.Inform.Interpretive · Language for Language Arts, Grade 1

Interpret informational texts in language arts by…

Identifying main topic and/or entity and key details

Narrate · Expressivespeaking, writing and representingPart b

ELD-LA.2-3.Narrate.Expressive · Language for Language Arts, Grades 2-3

Construct language arts narratives that…

Orient audience to context
Develop story with time and event sequences, complication, resolution, or ending
Engage and adjust for audience

Explain

ELD-SI.K-3.Explain · Language for Social and Instructional Purposes, Grades K-3

Compare and contrast objects or concepts.

Inform · Interpretivelistening, reading and viewing

ELD-LA.2-3.Inform.Interpretive · Language for Language Arts, Grades 2-3

Interpret informational texts in language arts by…

Referring explicitly to descriptions for themes and relationships among meanings
Describing relationship between a series of events, ideas or concepts, or procedural steps

Inform · Expressivespeaking, writing and representing

ELD-LA.2-3.Inform.Expressive · Language for Language Arts, Grades 2-3

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience
Add details to define, describe, compare, and classify topic and/or entity
Develop coherence and cohesion throughout text

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

From OSPI

Smarter Balanced interim assessment

Research: Use Evidence
Research Target 4, Item Position: 3

ELA.3.RML.5

New in 2026

Students identify people who create media messages and choices they make.

a.Determine when it is and is not possible to identify who is responsible for the content of a media message.
b.Distinguish between characteristics that do and do not make someone an expert on a particular topic.

No Common Core standard maps here

ResourcesWIDA

WIDA language connections1

Inform · Interpretivelistening, reading and viewing

ELD-LA.2-3.Inform.Interpretive · Language for Language Arts, Grades 2-3

Interpret informational texts in language arts by…

Identifying the main idea and key details
Referring explicitly to descriptions for themes and relationships among meanings
Describing relationship between a series of events, ideas or concepts, or procedural steps
Identifying the main idea and key details

OSPI's example connections to the WIDA ELD Standards Framework. How to read these

Language demands

What these standards ask students to do with language, from OSPI's connections to the WIDA ELD Standards Framework. Each standard's own connections are under its Resources. How the connections work.

Narrate

16 standards

Telling what happened: stories, events and experiences, in order.

Interpretive · listening, reading and viewing

Interpret language arts narratives by…

Identifying a central message from key details×5
Identifying how character attributes and actions contribute to event sequences×4
Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral language×4
Identifying how character attributes and actions contribute to an event

Show the 7 standards

ELA.3.R.2
ELA.3.R.4
ELA.3.R.5
ELA.3.L.1
ELA.3.L.4
ELA.3.L.5
ELA.3.RML.4

Expressive · speaking, writing and representing

Construct language arts narratives that…

Construct language arts narratives…

Orient audience to context×8
Develop story with time and event sequences, complication, resolution, or ending×8
Engage and adjust for audience×7
Develop story with time and event, sequences, complication, resolution, or ending

Show the 9 standards

ELA.3.R.1
ELA.3.R.5
ELA.3.W.1
ELA.3.W.2
ELA.3.W.4
ELA.3.W.6
ELA.3.L.2
ELA.3.L.3
ELA.3.RML.4

Social and instructional · WIDA Standard 1

Connect stories with images and representations to add meaning×3
Recount and restate ideas×2
Discuss how stories might end and next steps
Share ideas about one’s and others’ lived experiences and previous learning

Show the 4 standards

ELA.3.R.4
ELA.3.R.5
ELA.3.SLDF.1
ELA.3.SLDF.3

Inform

18 standards

Giving facts about a topic: defining, describing, comparing and classifying.

Interpretive · listening, reading and viewing

Interpret informational texts in language arts by…

Identifying the main idea and key details×5
Referring explicitly to descriptions for themes and relationships among meanings×5
Describing relationship between a series of events, ideas or concepts, or procedural steps×4
Referring explicitly to descriptors for themes and relationships among meanings

Show the 6 standards

ELA.3.R.4
ELA.3.W.3
ELA.3.L.1
ELA.3.RML.3
ELA.3.RML.4
ELA.3.RML.5

Expressive · speaking, writing and representing

Construct informational texts in language arts that…

Introduce and define topic and/or entity for audience×13
Add details to define, describe, compare, and classify topic and/or entity×12
Develop coherence and cohesion throughout text×8
Develop coherence

Show the 13 standards

ELA.3.R.3
ELA.3.R.4
ELA.3.W.1
ELA.3.W.3
ELA.3.W.6
ELA.3.SLDF.2
ELA.3.SLDF.5
ELA.3.L.3
ELA.3.L.4
ELA.3.L.5
ELA.3.RML.1
ELA.3.RML.2
ELA.3.RML.4

Social and instructional · WIDA Standard 1

Summarize information from interaction with others and from learning experiences×2
Sort, clarify and summarize ideas

Show the 3 standards

ELA.3.R.4
ELA.3.W.5
ELA.3.SLDF.1

Explain

4 standards

Accounting for how or why: how something works, why it happens, how a problem was solved.

Social and instructional · WIDA Standard 1

Compare and contrast objects or concepts×2
Share initial thinking with others×2

Show the 4 standards

ELA.3.R.5
ELA.3.W.5
ELA.3.SLDF.4
ELA.3.RML.4

Argue

3 standards

Taking a position, backing it with evidence and reasoning, and weighing other positions.

Social and instructional · WIDA Standard 1

Ask questions about others’ opinions×2
Support own opinions with reasons
Revise one’s own opinions based on new information

Show the 3 standards

ELA.3.W.1
ELA.3.W.5
ELA.3.SLDF.1

For families

OSPI's guide to Grade 3 English Language Arts, in seven languages.