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

Students recognize how a page of text is organized: where to start reading, which way to follow the words, and how spaces and punctuation break the text into pieces.

Students listen to words and work with their sounds: deciding if words rhyme, clapping out syllables, and breaking words into smaller sound pieces.

Students use spelling patterns and word parts to sound out and read unfamiliar words on the page. This is the decoding work that makes reading faster and more automatic in third grade.

Students read third-grade passages smoothly and at a steady pace, getting words right without stopping to sound them out. Reading that flows naturally helps students understand what the text actually means.

Students read a nonfiction passage, then answer questions by pointing to specific sentences or details from the text rather than guessing or relying on what they already know.

Students identify how a nonfiction passage is built and why the author chose that structure. They explain how the words and organization work together to get the main idea across.

Students read two or more nonfiction passages on the same topic and piece together what they learn across both. They compare what each source says and use the details to build a fuller picture of the subject.

Students learn the specific words that show up in science, social studies, and other nonfiction reading. When they hit an unfamiliar word, they use clues from the surrounding sentences to figure out what it means.

Students read nonfiction books and articles on their own, without help, and understand what they say. At this grade, the texts get harder and more detailed.

Students read a story and answer questions by pointing to details in the text, not just what they remember or guess. They back up every answer with a specific line or moment from the story.

Students look at how a story is built and how the author's word choices create a feeling or mood. They notice when language means something beyond its literal words, like a comparison or an expression.

Students read two stories or poems and explain what's similar or different about the big idea, the plot structure, or the way each author tells the story.

Students learn the meaning of words authors choose on purpose, including phrases that mean something different from their literal words (like "it's raining cats and dogs") and words that carry an emotional charge beyond their dictionary meaning.

Students read stories and poems on their own, without help, at the level expected for third grade.

Students pick a side on a topic and back it up with reasons and facts from what they've read or learned. The writing needs enough evidence to actually convince a reader, not just state an opinion.

Students pick a topic and write to explain it clearly, using facts and details to help the reader understand. The writing stays focused on the topic from start to finish.

Students write stories about real or imagined events, using specific details and a clear order of events to make the writing hold together.

Students learn to plan, draft, and revise their writing before sharing a finished piece. The goal is writing that fits the assignment, says what it needs to say, and makes sense to whoever reads it.

Students pick a question, look it up in more than one book or source, and pull what they find into a short written project. The research stays focused on one topic rather than wandering.

Students write sentences using correct capitalization, punctuation, and spelling. This standard covers the basic rules of written English that make meaning clear to a reader.

Students listen to what classmates say, then add their own ideas to keep the conversation going. They come to discussions ready to talk, not just waiting for their turn.

Students organize and share ideas so listeners can follow along from point to point. They back up what they say with details that make the reasoning clear.

Students listen to or watch something, such as a video or speech, and connect what they learn to other sources they know. They also think about whether the speaker's point of view seems fair or one-sided.