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

Students find the exact words in a story that back up what they think is happening. They point to those lines when explaining their answer, rather than just saying what feels right.

Students find the main message of a story and explain how the details build toward it. Then they summarize what happened using only the details that matter most.

Students track how a character changes across a story and think about why those changes happen. They connect what a character does early in a book to how events shape who that character becomes.

Students figure out what words mean based on how they're used in a story, including when a word means something beyond its dictionary definition. They also look at how an author's word choices change the feel of a passage.

Students look at how a story fits together: how one paragraph leads to the next and how individual sentences build toward the bigger idea. They explain why the author arranged the parts the way they did.

Students figure out who is telling the story and how that choice changes what gets included and how it sounds. A narrator inside the story feels different from one watching from the outside.

Students look at a picture, map, or chart alongside a written story and explain how the two go together. The image and the words each add something the other doesn't.

Students find the main argument in a story or article, then judge whether the reasons given actually support it. They ask: does this evidence make sense, and does it connect to the point the author is trying to prove?

Students read two stories on the same topic and explain how each author handled it differently, noting what each book adds that the other doesn't.

Students read full stories and books on their own, at the level expected for third grade. The goal is steady, confident reading without needing help on every page.

Students read a nonfiction passage and point to the exact sentences or details that back up what they think the text means. They practice saying "I think this because the text says..."

Students find the main point of a nonfiction passage and explain how the details back it up. Then they write a short summary using only the key information, leaving out the small stuff.

Students read a nonfiction text and explain how people, events, or ideas change and connect as the text moves forward. They look for causes, effects, and reasons, not just facts.

Students figure out what unfamiliar or tricky words mean by reading the sentences around them. They also notice how the author's word choices change the mood or meaning of a passage.

Students look at how a paragraph connects to the rest of an article, and how individual sentences support the bigger point. They learn that pieces of a text work together, not just sit side by side.

Students figure out who wrote a text and why, then notice how that shapes what details the author chose to include and what words they used to say it.

Students look at a map, chart, or photo alongside a written passage and explain what the image adds to the words. Reading is not just text on a page.

Students read a nonfiction passage and decide whether the author's opinion makes sense. They check if the reasons given actually support the point, and spot any claims that seem weak or off-topic.

Students read two nonfiction books or articles on the same topic and notice what each author chose to include, leave out, or explain differently. That comparison helps students build a fuller picture of the subject.

Students read nonfiction books and articles on their own, working through material that is a step or two above easy. The goal is building enough reading stamina to handle harder texts without help.

Reading foundational skills at this grade mostly focus on fluency and decoding, but this standard checks that students still understand how a page of text works: which direction to read, where sentences start and stop, and what punctuation marks signal.

Students listen to spoken words and identify the individual sounds and syllables inside them. This is the building block for spelling and reading words accurately.

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

Students read aloud smoothly and accurately enough to understand what they're reading. The goal is to move past sounding out every word so attention can go toward meaning.

Students write a short argument about a book or topic, back it up with reasons from the text, and stay focused on one clear claim. The evidence has to actually support the point, not just fill space.

Students write to explain a topic clearly, using facts and details to help the reader understand. Think book reports, how-to pieces, or paragraphs that answer a real question.

Students write a story, either from real life or made up, with a clear beginning, middle, and end. They choose details that make the events feel real and keep the story moving in order.

Writing fits the job. Students learn to match how they write to why they're writing and who will read it, whether that means a story with a clear beginning, a letter with a polite tone, or an explanation that stays on topic.

Students plan, draft, and revise their writing until it says what they mean. That might mean fixing sentences, starting fresh, or taking a completely different approach.

Students use a computer or tablet to type, edit, and share their writing. They may also work with classmates online to give feedback or build a piece of writing together.

Students pick a focused question, research it, and write up what they learned. The project can be short or span several days, but it stays on topic the whole way through.

Students find facts from more than one source, like a book and a website, check that those sources can be trusted, and put the information into their own words.

Students find sentences or details from a book or article that back up what they think or want to say. They use those details as proof in their writing.

Students write often, in short bursts and over longer stretches, for different reasons and readers. Some pieces wrap up in a day; others grow over weeks.

Students come to discussions ready to talk and listen. They build on what classmates say and add their own ideas clearly.

Students listen to or watch something (a video, a chart, a read-aloud) and explain what they learned from it. The goal is connecting information from different sources, not just one.

Students listen to a speaker and decide whether the argument holds up. They look at the reasons given and whether the facts actually support what the speaker is claiming.

Students organize what they want to say so listeners can follow along from point to point. That means grouping related ideas and backing them up with details before moving on.

Students add pictures, charts, or short videos to a presentation to make their point easier to follow. The visuals support what they're saying, not just decorate the slide.

Students practice switching between casual and formal ways of speaking depending on the situation. Talking to a friend sounds different from presenting to the class, and students learn when each style fits.

Students write and speak using correct grammar: complete sentences, proper verb tenses, and words that agree with each other. This standard covers the grammar habits students build in third grade.

Third graders learn when to capitalize words, where to place commas and periods, and how to spell grade-level words correctly in their writing.

Students practice choosing words and sentences that fit the moment, noticing how writing for a friend sounds different from writing for a teacher, then using that awareness in their own work.

When students hit an unfamiliar word, they use the surrounding sentences or word parts like prefixes and suffixes to figure out what it means.

Students recognize when words are being used in a non-literal way, like "it's raining cats and dogs," and explain what those phrases actually mean. They also explore how words relate to each other and why some words carry a stronger feeling than others.

Students learn and correctly use words that show up across subjects, like words for comparing, explaining, or describing. This includes topic-specific terms from science, social studies, and other subjects they study in grade 3.