Grade 3
Other Colorado Extended Evidence Outcomes: Reading, Writing, Communicating sets
Other Colorado Extended Evidence Outcomes: Reading, Writing, Communicating sets
Participate cooperatively in group activities.3.1
- 1
Participate cooperatively in group activities.3.1
With guidance and support students can:
- a
Engage in collaborative discussions (EE.SL.3.1.).3.1.a
- i
Engage in collaborative interactions about texts (EE.SL.3.1a).3.1.a.i
- ii
Listen to others’ ideas before responding (EE.SL.3.1b).3.1.a.ii
- iii
Indicate confusion or lack of understanding about information presented (EE.SL.3.1c).3.1.a.iii
- iv
Express ideas clearly.3.1.a.iv
- i
- b
Identify details in a text read aloud or information presented orally or through other media (EE.SL.3.2).3.1.b
- c
Ask or answer questions about the details provided by the speaker (EE.SL.3.3).3.1.c
Communicate using appropriate language in informal and formal situations.3.2
- 2
Communicate using appropriate language in informal and formal situations.3.2
With guidance and support students can:
- a
Recount a personal experience, story, or topic including details (EE.SL.3.4).3.2.a
- b
Communicate a message using contextual language in informal and formal situations.3.2.b
- c
Express ideas clearly using appropriate volume, pitch, symbols, pictures, or other communication modalities to match the purpose and audience.3.2.c
- d
Organize information about a personal experience or specific event in sequential order.3.2.d
- e
Create presentations of stories or poems using a variety of communication modalities.3.2.e
- f
Communicate complete sentences when appropriate to task and situation using a variety of communication modalities.3.2.f
Apply strategies to fluently read and comprehend various literary texts.3.3
- 3
Apply strategies to fluently read and comprehend various literary texts.3.3
With guidance and support students can:
- a
Answer who and what questions to demonstrate understanding of details in a text (EE.RL.3.1).3.3.a
- i
Associate details with events in stories from diverse cultures (EE.RL.3.2).3.3.a.i
- ii
Identify the feelings of characters in a story (EE.RL.3.3).3.3.a.ii
- i
- b
Determine words and phrases that complete literal sentences in a text (EE.RL.3.4).3.3.b
- i
Determine the beginning, middle, and end of a familiar story with a logical order (EE.RL.3.5).3.3.b.i
- ii
Identify personal point of view about a text (EE.RL.3.6).3.3.b.ii
- i
- c
Identify parts of illustrations or tactual information that depict a particular setting, or event (EE.RL.3.7).3.3.c
- i
Identify common elements in two stories in a series (EE.RL.3.9)3.3.c.i
- i
- d
Demonstrate understanding while actively engaged in shared reading of stories, dramas, and poetry (EE.RL.3.10). 3.3.d
- e
Read targeted words with accuracy.3.3.e
- i
Read grade level or adapted text with accuracy.3.3.e.i
- i
Apply strategies to fluently read and comprehend various informational texts.3.4
- 4
Apply strategies to fluently read and comprehend various informational texts.3.4
With guidance and support students can:
- a
Answer who and what questions to demonstrate understanding of details in a text (EE.RI.3.1).3.4.a
- i
Identify details in a text (EE.RI.3.2).3.4.a.i
- ii
Order two events from a text as “first” and “next” (EE.RI.3.3).3.4.a.ii
- i
- b
Determine words and phrases that complete literal sentences in a text (EE.RI.3.4).3.4.b
- i
Use text features including headings and key words to locate information in a text (EE.RI.3.5).3.4.b.i
- ii
Identify personal point of view about a text (EE.RI.3.6).3.4.b.ii
- i
- c
Use information gained from visual elements and words in the text to answer explicit who and what questions (EE.RI.3.7).3.4.c
- i
Identify two related points the author makes in an informational text (EE.RI.3.8).3.4.c.i
- ii
Identify similarities between two texts on the same topic (EE.RI.3.9).3.4.c.ii
- i
- d
Demonstrate understanding of text while actively engaged in shared reading or history/social studies, science, and technical texts (EE.RI.3.10).3.4.d
Apply knowledge of spelling patterns (orthography), word meanings (morphology), and word relationships to decode words and increase vocabulary.3.5
- 5
Apply knowledge of spelling patterns (orthography), word meanings (morphology), and word relationships to decode words and increase vocabulary.3.5
With guidance and support students can:
- a
Use letter-sound knowledge to read words (EE.RF.3.3).3.5.a
- i
In context, demonstrate basic knowledge of letter-sound correspondences (EE.RF.3.3a).3.5.a.i
- ii
With models and supports, decode single-syllable words with common spelling patterns (consonant-vowel-consonant [CVC] or high-frequency rimes) (EE.RF.3.3b).3.5.a.ii
- iii
Recognize 40 or more written words (EE.RF.3.3d).3.5.a.iii
- i
- b
Read words in text (EE.RF.3.4).3.5.b
- i
Read familiar text comprised of known words (EE.RF.3.4a).3.5.b.i
- ii
Use context to determine missing words in familiar texts (EE.RF.3.4c).3.5.b.ii
- i
- c
Demonstrate knowledge of word meanings (EE.L.3.4).3.5.c
- i
Use sentence level context to determine what word is missing from a sentence read aloud (EE.L.3.4a).3.5.c.i
- ii
Identify the temporal meaning of words when common affixes (-ing, - ed) are added to common verbs (EE.L.3.4b).3.5.c.ii
- iii
Use a variety of general and domain specific vocabulary (adapted from L.3.4d).3.5.c.iii
- i
- d
Demonstrate understanding of word relationships and use (EE.L.3.5).3.5.d
- i
Determine the literal meaning of words and phrases in context (EE.L.3.5a).3.5.d.i
- ii
Identify real-life connections between words and their use (e.g., happy: “I am happy.”) (EE.L.3.b5).3.5.d.ii
- iii
Identify words that describe personal emotional states (EE.L.3.5c).3.5.d.iii
- i
- e
Demonstrate understanding of words that signal spatial and temporal relationships (e.g., behind, under, after, soon, next, later) (EE.L.3.6).3.5.e
Write opinion pieces on topics or texts, supporting a point of view with reasons.3.6
- 6
Write opinion pieces on topics or texts, supporting a point of view with reasons.3.6
With guidance and support students can:
- a
Write opinions about topics or text (EE.W.3.1).3.6.a
- i
Select text and write an opinion about it (EE.W.3.1a).3.6.a.i
- i
- b
Write one reason to support an opinion about a text (EE.W.3.1b). 3.6.b
- c
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. 3.6.c
- d
Provide a concluding statement to summarize the information presented.3.6.d
Write informative/explanatory texts developed with facts, definitions, and details, ending with a related concluding statement.3.7
- 7
Write informative/explanatory texts developed with facts, definitions, and details, ending with a related concluding statement.3.7
With guidance and support students can:
- a
Write to share information supported by details (EE.W.3.2).3.7.a
- i
Select a topic and write about it including one fact or detail (EE.W.3.2a).3.7.a.i
- i
- b
Compose a topic sentence and generate one factual sentence about the topic.3.7.b
- c
Use a linking word or phrase (e.g., also, another, and, more, but) to connect ideas.3.7.c
- d
Provide a concluding statement or sentence for an informational/explanatory text.3.7.d
Write real or imagined narratives that use descriptive details, have a clear sequence of events, and provide closure.3.8
- 8
Write real or imagined narratives that use descriptive details, have a clear sequence of events, and provide closure.3.8
With guidance and support students can:
- a
Write about events or personal experiences (EE.W.3.3).3.8.a
- i
Select an event or personal experience and write about it including the names of people involved.3.8.a.i
- i
- b
Use dialogue and descriptions of actions, thoughts and feelings to develop a story.3.8.b
- c
Use transitional words (e.g., first, next, then) when writing about a series of events.3.8.c
- d
Provide a concluding statement or sentence in a narrative.3.8.d
Use a recursive process to plan, draft, revise, and edit writing, applying knowledge of the conventions of grammar, capitalization, punctuation, and spelling.3.9
- 9
Use a recursive process to plan, draft, revise, and edit writing, applying knowledge of the conventions of grammar, capitalization, punctuation, and spelling.3.9
With guidance and support students can:
- a
Demonstrate standard English grammar and usage when communicating (EE.L.3.1).3.9.a
- i
Use noun + verb, noun + adjective, and subject + verb + object combinations in communication (EE.L.3.1a).3.9.a.i
- ii
Use regular plural nouns in communication (EE.L.3.1b). 3.9.a.ii
- iii
Use present and past tense verbs (EE.L.3.1d).3.9.a.iii
- iv
Use common adjectives (EE.L.3.1g). 3.9.a.iv
- v
Ask simple questions (EE.L.3.11).3.9.a.v
- i
- b
Demonstrate understanding of conventions of standard English (EE.L.3.2).3.9.b
- i
Capitalize the first letter of familiar names (EE.L.3.2a).3.9.b.i
- ii
During shared writing, indicate the need to add a period at the end of a sentence (EE.L.3.2b).3.9.b.ii
- iii
Use resources as needed to spell common high-frequency words accurately (EE.L.3.2e). 3.9.b.iii
- iv
Use spelling patterns in familiar words with common spelling patterns to spell words with the same spelling patterns (EE.L.3.2f).3.9.b.iv
- v
Consult print in the environment to support reading and spelling (EE.L.3.2g).3.9.b.v
- i
- c
Use language to achieve desired outcomes when communicating (EE.L.3.3).3.9.c
- i
Use language to make simple requests, comment, or share information (EE.L.3.3a).3.9.c.i
- i
- d
Produce writing that expresses more than one idea (EE.W.3.4).3.9.d
- e
Revise own writing (EE.W.5).3.9.e
- f
Use technology to produce writing while interacting and collaborating with others (EE.W.6).3.9.f
- g
Write routinely for a variety of tasks, purposes, and audiences (EE.W.10).3.9.g
Gather, interpret, and communicate information discovered during short research projects.3.10
- 10
Gather, interpret, and communicate information discovered during short research projects.3.10
With guidance and support students can:
- a
Identify information about a topic for a research project (EE.W.3.7).3.10.a
- b
Interpret and communicate the information learned by developing a summary statement and at least one detail.3.10.b
- c
Develop supporting visual information (e.g., charts, maps, illustrations, models).3.10.c
- d
Present a brief report of research findings to an audience.3.10.d
- e
Sort information on a topic or personal experience into two provided categories and write about each one (EE.W.3.8).3.10.e
Frequently asked questions
- What grade levels do these standards cover?
- Grade 3
- Where can I read the official document?
- READING, WRITING, AND COMMUNICATING
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Keep exploring Extended Evidence Outcomes: Reading, Writing, Communicating standards
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