Common Planner
K–12 Standards

Essential Elements: Grade 3

Other Wisconsin English Language Arts sets

Reading Foundational Skills

  •  

    Phonics & Word Recognition

    1. 3

      Use letter-sound knowledge to read words.EE.RF.3.3

      1. a

        In context, demonstrate basic knowledge of letter-sound correspondences.EE.RF.3.3.a

      2. b

        With models and supports, decode and encode, in the way the child is able, single syllable words with common spelling patterns (consonant-vowel- consonant[CVC] or high frequency rimes).EE.RF.3.3.b

      3. c

        Not applicableEE.RF.3.3.c

      4. d

        Recognize40or more written words.EE.RF.3.3.d

      5. e

        Not applicableEE.RF.3.3.e

  •  

    Fluency

    1. 4

      Read words intext. Read familiar text comprised of known words.EE.RF.3.4

      1. a

        With guidance and support, use features of print to identify or verbalize appropriate expression while reading familiar texts.EE.RF.3.4.a

      2. b

        Use context to determine missing words that impede comprehension in familiar texts.EE.RF.3.4.b

Reading

  •  

    Key Ideas & Details

    1. 1

      Answer who and what questions to demonstrate understanding of details in a text. (RI&RL)EE.R.3.1

    2. 2

      Identify details of a text. (RI&RL)EE.R.3.2

    3. 3

      Identify the feelings of characters in a story. (RL) Order two events from a text as “first” and “next. (RI)EE.R.3.3

  •  

    Craft & Structure

    1. 4

      Determine words and phrases that complete literal sentences in a text. (RI&RL)EE.R.3.4

    2. 5

      With guidance and support, determine the beginning, middle, and end of a familiar story with a logical order (RL) and use text features including headings and key words to locate information in a text (RI).EE.R.3.5

    3. 6

      Identify personal point of view about a text. (RI&RL)EE.R.3.6

  •  

    Integration of Knowledge & Ideas

    1. 7

      Identify parts of illustrations or tactual information that depict story elements. (RI&RL)EE.R.3.7

    2. 8

      Identify two related points the author makes in text. (RI)EE.R.3.8

    3. 9

      Identify similarities between two texts and recognize that texts reflect one’s own and others’ culture. (RI&RL) EE.R.3.9

Writing

  •  

    Text Types & Purposes

    1. 1

      With guidance and support, use drawing, dictating, or writing to compose writing for a variety of high-stakes and low-stakes purposes.EE.W.3.1

    2. 2

      With guidance and support, use writing, dictation and/or drawing to compose:EE.W.3.2

      1. a

        Opinion pieces in which they state an opinion about a topic or text and include at least one reason to support that opinion.EE.W.3.2.a

      2. b

        Informative/Explanatory text in which they provide at least 2 facts about a predetermined or self chosen topic.EE.W.3.2.b

      3. c

        Convey events, real or imagined and narrate a single event or several loosely linked events. Include some details regarding what happened and tell about the events in the order in which they occurred.EE.W.3.2.c

    3. 3

      With guidance and support, use a combination of drawing, dictating and writing to create a text that uses words familiar to the student, temporal words to signal event order, and a beginning, middle, and end.EE.W.3.3

  •  

    Production & Distribution of Writing

    1. 4

      With guidance and support, produce writing that is appropriate for an explicitly stated task, and expresses more than one idea.EE.W.3.4

    2. 5

      With guidance and support from adults and peers, including questions or suggestions, revise their own writing, dictation, or pictures.EE.W.3.5

    3. 6

      With guidance and support from adults, use digital tools to produce writing while interacting and collaborating with others. Learn to produce writing through printing.EE.W.3.6

  •  

    Inquiry to Build & Present Knowledge

    1. 7

      With guidance and support, identify information about a shared or independent inquiry topic.EE.W.3.7

    2. 8

      Sort information on a topic or personal experience into two provided categories and write or draw about each one.EE.W.3.8

    3. 9

      With guidance and support from adults, recall key details from literary or informational texts and generate reflection or inquiry questions based on a reading of a literary or informational text.EE.W.3.9

Speaking and Listening

  •  

    Comprehension & Collaboration

    1. 1

      Engage in collaborative discussions.EE.SL.3.1

      1. a

        Engage in collaborative interactions about texts, pulling from prior experiences.EE.SL.3.1.a

      2. b

        Listen to others’ ideas before responding.EE.SL.3.1.b

      3. c

        Indicate confusion or lack of understanding about information presented.EE.SL.3.1.c

      4. d

        Express ideas clearly.EE.SL.3.1.d

    2. 2

      Identify details in a text read aloud or information presented orally or through other media.EE.SL.3.2

    3. 3

      Ask or answer questions about the details provided by the speaker.EE.SL.3.3

  •  

    Presentation of Knowledge & Ideas

    1. 4

      Recount a personal experience, story, poem, or topic including details.EE.SL.3.4

    2. 5

      Create a multimedia presentation of a story or poem.EE.SL.3.5

Language

  •  

    Knowledge of Language

    1. 1

      Use language to achieve desired outcomes when communicating.EE.L3.1

      1. a

        Use language to make simple requests, comment, or share information.EE.L3.1.a

      2. b

        Not applicableEE.L3.1.b

      3. c

        Identify key words.EE.L3.1.c

  •  

    Vocabulary Acquisition & Use

    1. 2

      Demonstrate knowledge of word meanings.EE.L3.2

      1. a

        With guidance and support, use sentence level context to determine what word is missing from a sentence read aloud.EE.L3.2.a

      2. b

        With guidance and support, identify the temporal meaning of words when common affixes (-ing, - ed) are added to common verbs.EE.L3.2.b

      3. c

        Not applicableEE.L3.2.c

    2. 3

      Demonstrate understanding of word relationships and use.EE.L3.3

      1. a

        Determine the literal meaning of words and phrases in context.EE.L3.3.a

      2. b

        Identify real-life connections between words and their use (e.g., happy: “I am happy.”).EE.L3.3.b

      3. c

        Identify words that describe personal emotional states.EE.L3.3.c

    3. 4

      Use words acquired through conversations, being read to, and during shared reading activities.EE.L3.4

      1. a

        Demonstrate understanding of words that signal spatial and temporal relationships (e.g., behind, under, after, soon, next, later).EE.L3.4.a

    4. 5

      Demonstrate standardized English grammar and usage when communicating.EE.L3.5

      1. a

        Use regular plural nouns in communication.EE.L3.5.a

      2. b

        Use present and past tense verbs. EE.L3.5.b

      3. c

        Uses noun + verb, noun + adjective, and subject + verb + object combinations in communication.EE.L3.5.c

      4. d

        Not applicableEE.L3.5.d

      5. e

        Notice easily confused words. EE.L3.5.e

    5. 6

      Demonstrate understanding of conventions of standardized English.EE.L3.6

      1. a

        Capitalize the first letter of familiar names.EE.L3.6.a

      2. b

        During shared writing, indicate the need to add a period at the end of a sentence.EE.L3.6.b

      3. c

        Not applicableEE.L3.6.c

      4. d

        Not applicableEE.L3.6.d

      5. e

        Use resources as needed to spell common high frequency words accurately.EE.L3.6.e

      6. f

        Use spelling patterns in familiar words with common spelling patterns to spell words with the same spelling pattern.EE.L3.6.f

      7. g

        Consult print in the environment to support reading and spelling.EE.L3.6.g

Frequently asked questions

What grade levels do these standards cover?
Grade 3
Where can I read the official document?
WISCONSIN ESSENTIAL ELEMENTS FOR English Language Arts

Keep exploring

Keep exploring English Language Arts standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.