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

Students point to specific lines or details 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 directly.

Students read a story and figure out its big idea or lesson, then explain how key details in the text back it up. They also summarize what happened using only the most important parts.

Students track how characters, events, and ideas change from the beginning of a story to the end. They explain why those changes happen and how one part of the story leads to the next.

Students figure out what words mean by how they are used in a story, including words that paint a picture or set a mood. They also look at why an author chose a particular word and what feeling it creates.

Students look at how a story is put together. They explain how one paragraph connects to another and how each part builds toward the whole story's meaning.

Students figure out who is telling a story and how that narrator's perspective changes what details get included and how the story feels. A scary forest looks different depending on whether the narrator loves adventure or fears the dark.

Students compare a story told in words to the same story told in pictures, film, or audio. They think about what each version shows that the other doesn't.

Students figure out what point an author is trying to make and decide whether the reasons given actually support it. They check whether the evidence fits the argument or just sounds convincing.

Students read two stories or books on the same topic and explain what the authors do differently, such as how each one tells the story or what each one chooses to include.

Students read full stories and books on their own, without help on every page. By the end of third grade, they handle texts that are longer and more challenging than what they could manage a year ago.

Students read a nonfiction passage and point to the exact sentences or details that back up what they say about it. Opinions and answers need proof from the text, not just a guess.

Students read a nonfiction passage and figure out the main point the author is making. Then they pull out the key details that back it up and put the whole thing into their own words.

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

Students figure out what unfamiliar or tricky words mean in a nonfiction passage, including words used in a special or descriptive way. They also notice how an author's word choices change the feeling or meaning of what they read.

Students look at how a nonfiction article fits together, noticing how one paragraph builds on the last and how each part supports the main idea. It's like seeing why a book has chapters instead of one long jumble.

Students figure out who wrote a piece and why, then notice how that shapes what the author included or left out. A nature magazine and a toy ad cover the same topic differently because each writer has a different purpose.

Students look at a chart, photo, or map alongside a written passage and explain how the two work together to tell the same story.

Students read a nonfiction passage and decide whether the author's argument makes sense. They check if the reasons given are logical and if the examples actually back up what the author is trying to say.

Students read two books or articles on the same topic and look at how each author explains or organizes the information differently. Comparing those choices helps students understand the topic more fully.

Students read nonfiction books and articles on their own, at the level expected for third grade. The goal is reading without help from a teacher for every page.

Reading print means understanding how a page works: where sentences start and stop, how spaces separate words, and which direction the text flows.

Students listen to spoken words and work with the parts inside them: breaking words into syllables, pulling out individual sounds, and putting sounds together to form new words.

Students use phonics patterns they know to sound out and read unfamiliar words on the page. This includes spotting prefixes, suffixes, and root words to figure out what a word says before looking it up.

Students read aloud smoothly and accurately enough that understanding the words isn't the hard part. The goal is reading that sounds like talking, so the meaning of the text comes through clearly.

Students write a short argument that takes a clear position on a topic or text, then back it up with reasons and details from what they read.

Students write a paragraph or short piece that explains a real topic clearly, using facts and details to help a reader understand something they didn't know before.

Students write a story, either made up or from real life, with a clear sequence of events and specific details that bring it to life.

Writing fits the purpose. A story sounds like a story; a report sounds like a report. Students learn to organize and word their writing so it makes sense to whoever will read it.

Students learn that writing improves through multiple drafts. They plan, revise, edit, and sometimes start over to make a piece of writing clearer and stronger.

Students type and share their writing using a computer or tablet, and sometimes work with classmates online to give feedback or finish a piece together.

Students pick a question they want to answer, then gather information to answer it. The research can be a quick look or a longer investigation, but the goal stays the same: understand the topic well enough to explain what they found.

Students find facts from books and websites, check whether each source can be trusted, and put the information together in their own words.

Students find specific sentences or details from a book or article that back up what they are trying to say in their writing. They practice connecting what they read to what they write.

Students write often, for different reasons and different readers. Some pieces take days to finish; others are short, quick tasks done in a single sitting.

Students read or review material before a class discussion, then listen to classmates and build on what others say, adding their own thoughts clearly. The goal is a real back-and-forth conversation, not just taking turns talking.

Students listen to a speaker, study a chart or image, and use what they learned from both to better understand a topic. They pull ideas from different sources together, not just one.

Students listen to a speaker and decide whether the speaker's reasons and examples actually back up the main point being made.

Students share what they learned about a topic out loud, in an order that makes sense. They pick details that support their main point and adjust how they speak based on who is listening.

Students add photos, charts, or short video clips to a presentation to make the information clearer and easier to follow. The visuals do real work, not just decoration.

Students learn when to talk formally (like in a class presentation) and when casual language fits. They adjust how they speak depending on who is listening and what the situation calls for.

Students apply the rules of standard English when they write sentences and speak aloud. That means using nouns, verbs, and pronouns correctly so their meaning comes through clearly.

Students practice the rules of written English: capitalizing names and the start of sentences, using commas and quotation marks correctly, and spelling grade-level words right.

Students learn to choose words and sentences that fit the moment, whether they are writing a story, talking to a friend, or reading something new. The right word in the right place makes meaning clearer.

When students hit an unfamiliar word while reading, they use clues from nearby sentences, break the word into parts like prefixes and roots, or look it up in a dictionary. They figure out what the word means before moving on.

Students learn that words can mean more than their literal definition. They practice spotting phrases like "raining cats and dogs," recognizing how words relate to each other, and noticing the small differences between words that seem similar.

Students learn and use the kinds of words that show up across subjects, in textbooks, instructions, and discussions. Knowing these words helps students read harder texts, write clearer sentences, and follow along in class.