What does a student learn in StateConnecticut,GradeGrade 3,SubjectEnglish Language Arts?

Students point to exact words or sentences from a story to back up what they think or say about it. They also use clues in the text to figure out things the author doesn't say outright.

Students find the big idea a story is really about, then explain how details from the story back it up. They practice putting the whole story into their own words without retelling every small moment.

Students track how a character changes across a story and explain what causes those changes. They look at how one event leads to the next and how characters affect each other.

Students figure out what words mean based on how they're used in a story, including phrases that don't mean exactly what they say. They also notice how an author's word choices change the feeling or mood of the writing.

Students look at how a story is built: how one sentence connects to the next, how paragraphs fit together, and how each part shapes the whole story.

Students figure out who is telling the story and how that choice changes what gets included and how it sounds. A story told by the villain feels different from one told by the hero, even when the events are the same.

Students look at a picture, chart, or illustration alongside a story and explain how it adds to what the words say.

Students find the main argument in a story or article, then decide whether the reasons given actually make sense and whether the examples used truly back up the point.

Students read two stories on the same topic and explain what each author did differently. They might compare how two books handle friendship, loss, or a hero's journey.

Students read stories and books on their own, at the right level of challenge for third grade. The goal is to read without help and understand what the text says.

Students find sentences or details in a nonfiction passage that back up what they say about it. They point to the exact words on the page, not just what they remember or think.

Students find the main point of a nonfiction passage and explain how the details back it up. They can also retell the key facts in their own words, leaving out the small stuff.

Students track how a person, event, or idea changes from the beginning of a nonfiction passage to the end. They explain what caused those changes and how different parts of the text connect.

Students figure out what tricky or unfamiliar words mean in a nonfiction passage, then think about why the author chose those words instead of simpler ones. Word choice can change how a reader feels about a topic.

Students look at how a nonfiction article or book is put together. They notice how one paragraph connects to the next and how each part supports the main idea of the whole piece.

Students figure out who wrote a piece and why, then notice how that shapes what details the author includes and how the writing sounds.

Students look at a photo, chart, or diagram alongside a written passage and explain how the two work together to give a fuller picture of the topic.

Students read a nonfiction passage and decide whether the author's argument holds up. They check if the reasons make sense and if the facts given actually support what the author is trying to prove.

Students read two books or articles on the same topic and notice how each author tells it differently. They compare what the authors include, leave out, or explain in their own way.

Students read short books, articles, and passages on their own, without help on every sentence. By the end of third grade, they work through grade-level nonfiction well enough to understand the main ideas.

By third grade, students already know how books and sentences work. This standard checks that the basics are solid: reading left to right, recognizing where sentences start and stop, and understanding how spaces and punctuation organize words on a page.

Students listen to spoken words and work with their parts, breaking words into syllables, identifying individual sounds, and manipulating those sounds to build new words.

Students use letter patterns and word parts they know to sound out and read unfamiliar words on the page.

Students read aloud smoothly and accurately enough that the words stop being the hard part and the meaning comes through. Fluency is the bridge between sounding out words and actually understanding what a passage says.

Students write a short argument about a book or topic, pick a clear claim, and back it up with reasons and details from what they read.

Students write to explain a topic clearly, sharing facts and details that help the reader understand something new. The focus is on being accurate and organized, not telling a story.

Students write short stories about real or imagined events, using details and a clear order of events to make the story easy to follow.

Writing should fit the job. Students learn to match how they write to what they're writing about, why they're writing it, and who will read it.

Students plan what to write, draft it, then go back and revise, edit, or start fresh until the writing is clearer and stronger. Revision is treated as a normal part of writing, not a punishment for getting it wrong the first time.

Students use a computer or tablet to write, finish, and share their work. They also use it to give feedback to classmates or work on a piece together.

Students pick a focused question and dig into it, reading and gathering information until they can explain what they found. The research can be a quick project or one that builds over several days.

Students find facts from books and websites, check that each source can be trusted, and put the information into their own words instead of copying it directly.

Students pick a sentence or detail from a book or article that backs up what they think or learned. Then they explain how that piece of the text supports their idea.

Students write often, both in quick bursts and over several days. The topic, purpose, and audience change so students practice writing in different ways throughout the year.

Students come to group discussions ready to listen and add on to what classmates say, not just wait for their own turn to talk. They share their own ideas clearly enough that others can follow and respond.

Students listen to or watch something, like a video, a graph, or a speech, and then explain what it means or how it connects to what they already know.

Students listen to someone speak and decide whether their argument makes sense. They think about whether the speaker's reasons are solid and whether the examples actually back up the point being made.

Students share what they found or learned out loud, in a clear order that makes sense to the listener. The details they include match the reason they're speaking and the people they're speaking to.

Students add pictures, charts, or short videos to a presentation to make their point clearer. The visuals aren't decoration; they help the audience understand something words alone wouldn't show as well.

Students practice shifting how they talk depending on the situation. Talking to a teacher or giving a report calls for more formal language than chatting with a friend at recess.

Students apply grammar rules when writing sentences and speaking aloud. That includes using correct verb tenses, forming plurals, and choosing the right pronoun for the job.

Students apply the basic rules of capitalization, punctuation, and spelling when writing sentences and paragraphs. That means starting sentences with a capital letter, using commas and periods in the right spots, and spelling common words correctly.

Students learn to choose words and sentences that fit the moment, whether they are writing a story, giving an explanation, or speaking to a group. Paying attention to how language works helps them read and listen more closely too.

When students hit an unfamiliar word, they figure out its meaning by reading the surrounding sentences, looking at prefixes or roots, or checking a dictionary.

Students learn that words can mean more than their dictionary definition. They practice spotting phrases like "it's raining cats and dogs," noticing how words relate to each other, and choosing the right word for the right moment.

Students learn words that show up across subjects, like "analyze" or "compare," and use them correctly in reading, writing, and conversation. The goal is a working vocabulary that holds up beyond third grade.