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

Students connect what they already know to ideas in a story or passage, then look for how those ideas link to other texts they have read.

Students read third-grade passages out loud at a steady pace, pronouncing words correctly and understanding what the text means. Both speed and comprehension count.

Students read a passage and draw conclusions the author implies but never states outright. They point to specific sentences or details from the text that back up what they figured out.

Students back up what they say about a text by pointing to specific lines or details from the story, then connecting those details to what they already know.

Students write and speak using correct grammar, spelling, punctuation, and capitalization. These are the basic rules of English that make writing clear enough for any reader to follow.

Students read stories and articles about being a good neighbor, community member, and citizen. They think about what the characters or real people do and what it means for how students act in their own lives.

Students recognize how a page of text is organized: where to start reading, which way to go, and how spaces, sentences, and paragraphs are arranged on the page.

Students listen to spoken words, then break them apart, blend them back together, or swap sounds to make new words. This is all done by ear, no reading required.

Students use their knowledge of letter patterns, word parts, and sounds to read words correctly and at a steady pace, not stopping to puzzle out every word.

Students read third-grade passages smoothly and at a steady pace, pausing and changing their tone where the punctuation and meaning call for it. The goal is reading that sounds like natural speech, not word-by-word decoding.

Students read stories and break them down: what happens, who the characters are, and what big idea the author is getting at. This is the foundation of understanding how stories work.

Students look at specific words and phrases an author chose and explain how those choices shape the feeling or mood of a story or passage.

Students find the main message or big idea in a story or article, then explain how it grows from the beginning to the end. Summarizing means showing how the pieces connect, not just listing what happened.

Students look at how a nonfiction article or book is put together and explain why the author chose that layout. A "compare and contrast" or "problem and solution" structure, for example, shapes what the reader understands and remembers.

Students read a nonfiction passage and decide whether the author's reasons actually support the main point. They practice spotting when a reason makes sense and when it doesn't hold up.

Students read two or more texts on the same topic and explain what they share and how they differ, whether in the ideas they cover or the way each text is organized.

Students take turns talking and listening during class discussions, staying on topic and responding to others with care. This standard covers everyday conversations, group work, and partner activities.

Students use correct spelling, capitalization, and punctuation when writing sentences and paragraphs. They also follow grammar rules when speaking aloud in class.

Students write stories, reports, and opinion pieces that are easy to follow and say something clear. Each piece has a point, a shape, and sounds like a real person wrote it.

Students pick a topic, find trustworthy sources, and use facts from those sources in their writing. They show where each fact came from so readers can check the work.

Students plan and present projects that mix words, images, or sound, then work with classmates to sharpen what they made. Think slideshow, poster, or short video built and improved as a group.

Students learn words that show up across subjects, like "compare," "analyze," or "habitat," then use those words in conversation and writing. This standard tracks whether students can actually put new vocabulary to work, not just recognize it.

Students use surrounding sentences, word parts like prefixes and suffixes, and a dictionary to figure out words they don't know yet.

Students learn where English words come from and why so many words that look different are actually related. Knowing a word's roots helps them figure out the meaning of new words they haven't seen before.