WLS Common Core ELA “I can…” Statements – Grade 3
Strand: Reading Literature
“I can…” Statement
3.RL.1. Ask and answer questions to demonstrate understanding
of a text, referring explicitly to the text as the basis for the
answers.
•
I can create questions about a story that can be answered
only by information in the text.
• I can answer questions about a story using information
from the text.
3.RL.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.
•
I can retell in detail different myths, fables, and folktales
from different cultures.
• I can determine the lesson or moral of a fable.
• I can determine the moral of a myth.
• I can determine the point (purpose) of a folktale.
• I can provide details from the text to prove a lesson,
moral, or point.
3.RL.3. Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute
to the sequence of events.
•
I can describe the traits of a character(s).
• I can describe what motivates a character(s).
• I can describe the feelings of a character(s).
• I can explain how the actions of a character(s) effect the
sequence of a story.
3.RL.4. Determine the meaning of words and phrases as they are
used in a text, distinguishing literal from nonliteral language.
•
I can use the text to determine the meaning of literal
words and phrases.
• I can use context clues to determine the meaning of
nonliteral words and phrases.
3.RL.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.
•
I can include details of a story in my writing.
• I can include details of a play in my writing.
• I can include details of a poem in my writing.
• I can include details of a story when talking about the
story.
• I can include details about a play when talking about the
play.
• I can use the vocabulary “chapter” when speaking or
writing about a story.
• I can use the vocabulary word “scene” when speaking or
writing about a play.
• I can use the vocabulary word “stanza” when speaking or
writing about a poem.
• I can explain how the actions of one chapter contribute to
the events of the next or following chapter(s) of a story.
• I can explain how the actions of one scene of a play
contribute to the events of the next or following scenes of
a play.
• I can explain how the actions of one stanza of a poem
contribute to the events to the next or following stanza of
a poem.
3.RL.6. Distinguish their own point of view from that of the author
of a text.
• I can create my own opinion about a text that is separate
from the author’s opinion.
3.RL.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).
•
I can explain how illustrations add meaning to the words
of the story.
• I can identify illustrations that support the story.
3.RL.8. (Not applicable to literature)
3.RL.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).
• I can explain what is the same and what is different about
different themes in a book series that contains the
same/similar characters written by the same author.
• I can explain what is the same and what is different about
different settings in a book series that contains the
same/similar characters written by the same author.
• I can explain what is the same and what is different about
different plots in a book series that contains the
same/similar characters written by the same author.
3.RL.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.
• I can read different types of texts at grade level accurately
and independently.
• I can accurately and independently comprehend different
kinds of text at grade level (grades 2-3 text complexity
band).
Strand: Reading Informational Text
“I can…” Statement
3.RI.1. Ask and answer questions to demonstrate understanding
of a text, referring explicitly to the text as the basis for the
answers.
•
I can create questions about the selection, showing that I
understand what I have read.
• I can answer questions about the selection, showing that I
understand what I have read.
• I can find (locate) the answers in the selection.
3.RI.2. Determine the main idea of a text; recount the key details
and explain how they support the main idea.
• I can tell what the selection is about.
• I can choose important facts.
• I can tell the main idea of the selection.
• I can choose important details that help prove or support
the main idea.
• I can tell how the details support the main idea.
3.RI.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.
• I can demonstrate how historical events are connected
using time, sequence, and cause/effect.
• I can demonstrate how technical procedures are
connected using time, sequence, and cause/effect.
• I can demonstrate how scientific ideas or concepts are
connected using time, sequence, and cause/effect.
3.RI.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.
• I can define words or phrases from the text.
3.RI.5. Use text features and search tools (e.g., key words,
sidebars, hyperlinks) to locate information relevant to a given
• I can use text features and search tools to find
information about a given topic or subject.
topic efficiently.
3.RI.6. Distinguish their own point of view from that of the author
of a text.
•
I can create my point of view about a text.
• I can identify how my point of view is similar or different
from the author’s.
3.RI.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).
•
I can identify facts from illustrations (non-text
features/graphic aids) and words.
• I can explain and add meaning to what I am reading by
using illustrations and text.
3.RI.8. Describe the logical connection between particular
sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).
• I can explain connections that are made between
sentences and paragraphs in a text.
• I can identify connection words to help me understand
the text.
3.RI.9. Compare and contrast the most important points and key
details presented in two texts on the same topic.
• I can compare how two texts on the same topic are the
similar using important point and key details.
• I can contrast how two texts on the same topic are
different using important points and key details.
• I can identify the important points and key details of two
texts on the same topic.
3.RI.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.
•
I can read different types of informational texts at grade
level accurately and independently.
• I can accurately and independently comprehend different
kinds of informational text at grade level (grades 2-3 text
complexity band).
Strand: Reading Foundations
“I can…” Statement
3.RF.3. Know and apply grade-level phonics and word analysis
skills in decoding words.
a. Identify and know the meaning of the
most common prefixes and derivational suffixes.
• I can decode words using phonics and word analysis.
• a. I can identify and comprehend the meaning of prefixes
(un, re, pre) and suffixes (-er, -est, -ful).
• b. I can decode words with common Latin suffixes (-able, -
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled
words.
ment, -tion).
• c. I can decode multisyllable words.
• d. I can read grade-appropriate sight words.
3.RF.4. Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and
understanding.
b. Read on-level prose and poetry orally
with accuracy, appropriate rate, and expression
on successive readings.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
•
I can read accurately and fluently.
• a. I can set a purpose for reading to help me understand
on-level text.
• b. I can read on-level prose and poetry orally, accurately,
fluently, and with appropriate expression, after many
practice readings.
• c. I can use what I am reading (context) to confirm or self-
correct words for comprehension.
• c. I can reread with corrections, when necessary.
Strand: Writing
“I can…” Statement
3
.W.1. Write opinion pieces on topics or texts, supporting a point
of view with reasons.
a. Introduce the topic or text they are writing
about, state an opinion, and create an
organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because,
therefore, since, for example) to connect opinion
and reasons.
d. Provide a concluding statement or section.
• I can write an opinion on a given topic or text.
• a. I can create a topic sentence that states and opinion.
• a. I can fill in a graphic organizer that lists all the reasons
for my opinion.
• b. I can provide supporting statements for my opinion.
• c. I can use linking words and phrases (e.g., because,
therefore, since, for example) to connect my opinions and
reasons.
• d. I can write a conclusion.
3.W.2. Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic and group related information
together; include illustrations when useful to aiding
comprehension.
b. Develop the topic with facts, definitions, and
details.
• I can examine a topic and gain information to share and
present.
• a. I can write a topic sentence.
• a. I can organize my topic by grouping related
information.
• a. I can provide illustrations to support my topic.
• b. I can write about a topic by including facts, definitions,
c. Use linking words and phrases (e.g., also,
another, and, more, but) to connect ideas within
categories of information.
d. Provide a concluding statement or section.
and details.
• c. I can use linking words and phrases to connect ideas.
• d. I can write a conclusion.
3.W.3. Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details, and clear
event sequences.
a. Establish a situation and introduce a narrator
and/or characters; organize an event sequence
that unfolds naturally.
b. Use dialogue and descriptions of actions,
thoughts, and feelings to develop experiences and events
or show the response of characters to situations.
c. Use temporal words and phrases to signal
event order.
d. Provide a sense of closure.
• I can write a story based on real or imaginary experiences
with descriptive details and sequenced events.
• a. I can create a setting that introduces characters or
narrator.
• a. I can write events in sequential order.
• b. I can use dialogue in my story.
• b. I can describe the actions, thoughts, and feelings of the
characters and show their responses to events.
• c. I can use time-related transition words to place events
in order (ex.: before, during, after).
• d. I can write a conclusion.
3.W.4. With guidance and support from adults, produce writing in
which the development and organization are appropriate to task
and purpose. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
•
I can produce grade-level writings, with guidance and
support from adults.
3.W.5. With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing . (Editing
for conventions should demonstrate command of Language standards
1–3 up to and including grade 3.)
•
I can follow the writing process (pre-write, writing,
revising, editing, publishing) with guidance and support
from peers and adults.
3.W.6. With guidance and support from adults, use technology to
produce and publish writing (using keyboarding skills) as well as
to interact and collaborate with others.
• I can use technology to publish and produce writing, with
guidance and support from adults.
• I can use technology to interact and collaborate with
others.
3.W.7. Conduct short research projects that build knowledge
about a topic.
•
I can produce short research projects that answer
questions and gain information about a topic.
3.W.8. Recall information from experiences or gather information
from print and digital sources; take brief notes on sources and
• I can list information from experiences and other
resources, print and digital.
sort evidence into provided categories.
• I can take notes and sort the information into provided
categories.
3.W.9. (Begins in grade 4)
NA
3.W.10. Write 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.
•
I can write about various topics for given amounts of time.
Strand: Speaking and Listening
“I can…” Statement
3.SL.1. Engage 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.
a. Come 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.
b. Follow 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).
c. Ask questions to check understanding of information
presented, stay on topic, and link their comments to
the remarks of others.
d. Explain their own ideas and understanding in light of
the discussion.
• I can discuss (speak and listen) a variety of grade 3 topics
and stories.
• I can add my own thoughts and ideas to the discussion by
listening to peers’ ideas and thoughts.
• a. I can be prepared by reading or studying the topic
material.
• a. I can use what I have read or studied to help me
explore ideas being discussed.
• b. I can follow agreed-upon rules for discussions.
• c. I can ask questions to check understanding of
information presented.
• c. I can stay on topic.
• c. I can connect my comments to comments made by my
peers.
• d. I can explain my own ideas and what I have learned
from a discussion.
3.SL.2. Determine the main ideas and supporting details of a text
read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
• I can identify the main ideas and supporting details of any
given information in a variety of formats (media, graphs,
charts, websites, speeches).
3.SL.3. Ask and answer questions about information from a speaker,
offering appropriate elaboration and detail.
• I can ask and answer appropriate questions after listening
to a speaker.
• I can give appropriate information on a topic after
listening to a speaker.
3.SL.4. Report 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.
•
I can orally report on a topic or text with facts and/or
details relating to the topic.
• I can orally tell a story with facts and/or details relating to
the topic.
• I can retell an experience with facts and/or details relating
to the topic.
• I can speak clearly to be understood by my audience.
3.SL.5. Create 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.
•
I can record myself reading stories or poems.
• I can speak clearly and at an understandable pace to my
audience.
• I can add a visual display to help explain my spoken topic.
3.SL.6. Speak in complete sentences when appropriate to task and
situation in order to provide requested detail or clarification. (See
grade 3 Language standards 1 and 3.)
• I can speak in complete sentences to give more
information when needed.
Strand: Language
“I can…” Statement
3.L.1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
a. Explain the function of nouns, pronouns,
verbs, adjectives, and adverbs in general and their
functions in particular sentences.
b. Form and use regular and irregular plural nouns.
c. Use abstract nouns (e.g., childhood).
d. Form and use regular and
irregular verbs.
e. Form and use the simple (e.g., I walked; I walk; I
will walk) verb tenses.
f. Ensure subject-verb and pronoun-antecedent
• I can use proper English grammar when writing or
speaking.
• a. I can identify nouns (person, place, thing, idea) and
pronouns (a word that takes the place of a noun) and
explain what they do in a sentence.
•
a. I can identify verbs (an action) and explain what they do
in a sentence.
• a. I can identify adjectives (words that add meaning to a
noun or pronoun) and explain what they do in a sentence.
• a. I can identify adverbs (a word that adds meaning to a
verb) and explain what they do in a sentence.
• b. I can create and use regular plural nouns (boy, boys)
agreement.*
g. Form and use comparative and superlative
adjectives and adverbs, and choose between them
depending on what is to be modified.
h. Use coordinating and subordinating
conjunctions.
i.Produce simple, compound, and complex
sentences.
correctly.
• b. I can create and use irregular plural nouns (mouse,
mice) correctly.
• c. I can use abstract nouns (nouns that identify an idea,
feeling, emotion; ex.: childhood) correctly.
• d. I can create and use regular verbs (walk, walks,
walking).
• d. I can create and use irregular verbs (run, ran).
• e. I can create and use simple verb tenses (past, present,
future).
• f. I can define the subject and the verb in a sentence.
• f. I can use a singular subject with a singular verb.
• f. I can use a plural subject with a plural verb.
• g. I can create and use comparative and superlative
adjectives (more, most; -er, -est).
• g. I can create and use comparative and superlative
adverbs.
• h. I can use coordinating conjunctions (for, and, nor, but,
or, yet, so).
• h. I can use subordinating conjunctions (after, because, if,
since, while).
• i. I can create simple sentences (ex.: Sue walks to school.).
• i. I can create compound sentences (ex.: Sue walks to
school and her dog follows her.).
• i. I can create complex sentences (ex.: When Sue took the
dog home, she was late for school.).
3.L.2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
e. Use conventional spelling for high-frequency and
other studied words and for adding suffixes to base
words (e.g.,
• a. I can identify and demonstrate how to use
capitalization in titles.
• b. I can use commas in addresses.
• c. I can use commas and quotation marks in dialogue.
• d. I can form and use possessives.
• d. I can define possessives and form singular and plural
possessive nouns and pronouns.
• e. I can use conventional spelling for high-frequency
sitting, smiled, cries, happiness).
f. Use spelling patterns and generalizations (e.g.,
word families, position-based spellings, syllable patterns,
ending rules, meaningful word parts) in writing words.
g. Consult reference materials, including beginning
dictionaries, as needed to check and correct
spellings.
words when adding suffixes to base words.
• e. I can spell high-frequency words correctly.
• e. I can identify base words.
• f. I can use spelling patterns and generalizations to write
words correctly.
• g. I can use dictionaries to identify the correct
spelling/incorrect spelling of words.
3.L.3. Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
a. Choose words and phrases for effect.*
b. Recognize and observe differences between the
conventions of spoken and written standard English.
•
a. I can choose words and phrases for effect (to create
interest).
• b. I can recognize and find the differences between
spoken and written English.
3.L.4. Determine 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.
a. Use sentence-level context as a clue to the
meaning of a word or phrase.
b. Determine 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).
c. Use a known root word as a clue to the meaning
of an unknown word with the same root (e.g., company,
companion).
d. Use glossaries or beginning dictionaries, both
print and digital, to determine or clarify the precise
meaning of key words and phrases.
• a. I can use context clues to determine the meaning of
unknown words or phrases in a sentence.
• b. I can determine the meaning of a word formed when
an affix (ex.: un-, dis-, -able, -less) is added.
• c. I can use a known root word as a clue to the meaning of
an unknown word with the same root (ex.: beauty,
beautiful).
• d. I can use glossaries and dictionaries, both print and
digital (spell-check, online dictionaries, etc.), to determine
the meaning of key words.
3.L.5. Demonstrate understanding of word relationships and
nuances in word meanings.
a. Distinguish the literal and nonliteral meanings of
words and phrases in context (e.g., take steps).
b. Identify real-life connections between words
and their use (e.g., describe people who are
• a. I can identify literal and nonliteral (ex.: take steps, piece
of cake) meanings in context.
• a. I can explain the difference between literal and
nonliteral phrases.
• b. I can identify connections between real-life examples to
words/phrases.
friendly or helpful).
c. Distinguish shades of meaning among related
words that describe states of mind or degrees of certainty
(e.g., knew, believed, suspected, heard, wondered).
• c. I can recognize words that have similar meanings and
choose the word that best describes the mood/state-of-
mind (ex.: cry, wailing, bawling, sobbing).
3.L.6. Acquire 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).
• I can acquire and use grade-level appropriate words in my
reading, writing, and speaking.
