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

Students read a story carefully, then use exact words or details from the text to back up what they think or conclude. It's the difference between saying "I think so" and "The story says..."

Students identify the main message or lesson of a story and explain how key details build toward it. Then they summarize what happened in their own words, leaving out minor details.

Students track how a character changes across a story and explain what drives that change. They look at how one event leads to the next and what that means for the people in the story.

Students figure out what words mean based on how they're used in a story, including words that paint a picture or set a mood. They also notice how an author's word choices change the feeling of what they're reading.

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 identify who is telling the story and explain how that choice changes what details get shared and how the story sounds.

Students look at a picture, chart, or illustration in a story and explain how it adds to what the words say. They connect what they see to what they read.

Students find the main argument in a story or article, then decide whether the reasons given actually support it. They ask: does this evidence make sense here?

Students read two stories or books on the same topic and look at how each author handles it differently. One might use a funny character to make a point; the other might use facts woven into a tale.

Students read full stories and books on their own, without help on every word or sentence. By the end of third grade, they handle texts that are longer and more complex than what they read in second grade.

Students read a nonfiction passage closely, then back up their answers with exact words or details from the text. If the text doesn't say it outright, students explain the logical conclusion they drew from what it does say.

Students find the main point of a nonfiction passage and explain how the details back it up. Then they write a short summary in their own words.

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

Students figure out what tricky or unusual words mean in a nonfiction passage, then notice how the author's word choices change the feeling or message of the writing.

Students look at how a nonfiction article is put together: how one paragraph leads into the next, and how each part helps the whole piece make sense.

Students figure out who wrote a piece and why, then notice how that shapes what the author included and left out. A nature magazine and a pet food company might cover the same animal very differently.

Students read information presented in different forms, such as a photo, a chart, or a written paragraph, and explain what each one adds to the topic.

Students read a nonfiction passage and decide whether the author's opinion makes sense. They check if the reasons given are real and actually connect to the point being made.

Students read two books or articles on the same topic and compare what each author says, how they explain it, and what details they choose to include.

Students read nonfiction books and articles on their own, without help decoding or following along. The goal is steady, confident independent reading across a range of topics and difficulty levels.

By third grade, most print basics are already in place. This standard checks that students still recognize how written English is organized: left-to-right reading, word spacing, and how sentences are punctuated and capitalized.

Students listen to spoken words and identify their parts, including individual sounds and syllables. This is the ear-level work that holds spelling and reading together.

Students break unfamiliar words into parts they recognize, such as roots, prefixes, and suffixes, to figure out how to read them. This is the decoding work that makes reading longer, harder words feel manageable.

Students read aloud smoothly and accurately enough to focus on what the words actually mean. When reading stops feeling like decoding work, understanding follows.

Students write a short argument about a book or topic, then back it up with reasons and details from the text. The goal is a clear claim supported by real evidence, not just an opinion.

Students write nonfiction pieces that explain a topic clearly, using facts and details to help a reader understand something new.

Students write a story about something real or made up, using details that make the events feel true and ordering what happens so the story makes sense.

Students write pieces that fit the job: the right structure for a story, the right tone for a persuasive letter, the right details for an explanation. The writing makes sense from start to finish.

Students learn that good writing takes more than one try. They plan, draft, revise, and edit, coming back to their work until it says what they mean.

Students use a computer or tablet to write, finish, and share their work. They may also use the Internet to work with classmates or give feedback on each other's writing.

Students pick a focused question, research it, and write up what they learned. The project might be short or run across several days, but by the end students can explain the topic in their own words.

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

Students practice backing up their ideas with proof from a book or article they have read. They find the right sentence or detail from the text and use it to explain their thinking.

Students practice writing often, for many different reasons. Some pieces take days to finish; others are quick. The point is building the habit of putting thoughts on paper for real purposes and real readers.

Students listen to classmates during group discussions, then add on to what someone said or share their own thinking in a way others can follow.

Students listen to or watch something, like a short video or a speaker, then connect what they learned to what they already know. The goal is to make sense of information whether it comes through pictures, numbers, or words.

Students listen to a speaker and decide whether the speaker's opinion makes sense, whether the reasons are strong, and whether the details actually back up what the speaker is saying.

Students organize their ideas and share them out loud in a way that makes sense to whoever is listening, whether that's a classmate, a small group, or the whole class.

Students add pictures, charts, or short video clips to a presentation to make an idea easier to follow. The visuals aren't decoration; they help the audience understand what words alone wouldn't show as clearly.

Students practice switching between everyday talk and formal English, like knowing when to say "I would like to share" instead of "I wanna say" depending on who they're speaking to and why.

Students write and speak using correct grammar: full sentences, proper verb forms, and pronouns that match their nouns. This standard covers the grammar rules students are expected to use by the end of third grade.

Students follow the basic rules of capitalization, punctuation, and spelling when they write. That means starting sentences with a capital letter, using commas and periods correctly, and spelling grade-level words right.

Students choose words and sentences that fit the moment, whether they are writing a story, explaining an idea, or reading something new. That sense of how language shifts by situation is what this standard builds.

When students hit an unfamiliar word, they use clues from nearby sentences, look at the word's parts (like prefixes or roots), or check a dictionary to figure out what it means.

Students learn that words can mean more than their dictionary definition. They practice spotting phrases like "it's raining cats and dogs," explaining what those phrases really mean, and noticing how word choices shift the feeling of a sentence.

Students build a working vocabulary of school words that appear across subjects, like words found in science chapters, math directions, and nonfiction articles. They use those words when reading, writing, and talking in class.