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

Students read a story carefully, then back up their answers with exact words or details from the page. They don't just say what they think; they point to the sentence that shows it.

Students figure out what a story is really about, then explain how the characters, events, and details show that idea. They can also retell the key moments in their own words.

Students track how a character changes across a story and figure out what drives those changes. They connect events to see how one moment shapes the next.

Students figure out what words mean based on how they're used in a story, including words used in a non-literal way, like "it was raining cats and dogs." They also look at how an author's word choices change the feeling of a passage.

Students look at how a story fits together, noticing how one paragraph connects to the next and how each part builds toward the whole. It's the same idea as seeing how a book's beginning sets up its ending.

Students figure out who is telling a story and how that narrator's perspective changes what details get included and how the story is told.

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

Stories and nonfiction pieces sometimes try to convince you of something. Students read to find the main argument, then check whether the reasons given actually make sense and whether the examples used truly back it up.

Students read two stories or books that share a similar idea, then think about how each author handled it differently. What did one author focus on that the other didn't?

Students read full stories and books on their own, at a level that stretches their thinking. The goal is genuine reading independence, not just finishing pages.

Students read a nonfiction passage closely, then back up their answers with specific sentences or details from the text. They point to the exact words that support what they think.

Students find the main point of a nonfiction passage and explain how the author builds on it. Then they sum up the key details in their own words, without retelling every sentence.

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

Students figure out what unfamiliar or tricky words mean by looking at how they are used in the sentence around them. They also notice how an author's word choices change the feeling or message of a passage.

Students look at how a nonfiction passage fits together: how one paragraph leads into the next and how each part supports the main idea of the whole piece.

Students figure out who wrote a piece and why, then explain how that shapes what the author chose to include and how they said it.

Students look at a photo, map, chart, or diagram alongside a written passage and explain what each one adds to their understanding of the topic.

Students read a nonfiction passage and decide whether the author's main point makes sense. They check if the reasons given actually support that point or just sound convincing.

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

Third graders read nonfiction books, articles, and other informational texts on their own, without help sounding out words or understanding what they mean. The goal is reading a range of real-world topics with enough skill to do it independently.

By third grade, students already know how books and sentences work. This standard checks that they can still apply those basics, like reading left to right and understanding how spaces, capital letters, and punctuation organize a page.

Students listen to words and break them apart by syllable or sound. This is the building block for reading and spelling longer, more complex words.

Students use letter-sound patterns and word parts to figure out unfamiliar words while reading. This includes spotting prefixes, suffixes, and root words to break longer words into pieces they can sound out.

Students read aloud smoothly and accurately enough that understanding the meaning comes naturally. When reading feels effortless, students can focus on what the words actually say.

Students write a short argument about a book or topic, giving a clear claim and real reasons from the text to back it up.

Students write a paragraph that explains how something works or shares facts about a topic. The goal is accuracy: every detail should be clear enough that a reader learns something real.

Students write a story about something real or made up, with a clear order of events and specific details that bring the story to life.

Students write sentences and paragraphs that fit the assignment: the right tone for a letter, the right structure for a story, the right detail for a report. The writing makes sense to the person reading it.

Students learn that a first draft is a starting point, not a finished product. They practice going back to their writing to add details, fix unclear sentences, or try a completely different approach until the piece says what they mean.

Students use a computer or tablet to write, finish, and share their work. They may also use the internet to give feedback to classmates or work on a piece together.

Students pick a focused question and gather information to answer it, then show what they learned. This is early practice in real research: starting with curiosity and building toward answers.

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

Students pull quotes or details from a book or article to back up what they think or want to prove. This is the foundation of research writing, starting in third grade.

Students write often, both in quick bursts and over several days, for different reasons and different readers. Practice across many types of writing builds the habit of putting ideas on paper.

Third graders listen to what classmates say and build on those ideas instead of just waiting for their turn to talk. They come to discussions ready to share their own thoughts clearly.

Students listen to a speaker, study a chart or photo, and then put the ideas together to explain what they learned. They practice pulling information from more than one source at a time.

Students listen to a speaker and decide whether the argument makes sense. They check if the reasons are solid and if the examples actually back up what the speaker is saying.

Students explain an idea out loud in a clear order, with details that back it up. The explanation fits the reason they're speaking and the people listening.

Students add pictures, charts, or short videos to a presentation to make an idea clearer. The visual does real work, not just decoration.

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

Students apply grammar rules in their writing and speech: using correct verb tenses, forming plurals, and building sentences that make sense. This is the foundation for clear writing at every grade level.

Students practice the rules for capital letters, commas, apostrophes, and correct spelling when they write. By the end of third grade, they should apply those rules without being reminded on every paper.

Students practice choosing words carefully so their writing says exactly what they mean. They also notice how word choice shapes meaning when they read or listen.

When students hit an unfamiliar word, they figure out its meaning by looking at the surrounding sentences, breaking the word into parts like prefixes or roots, or checking a dictionary or glossary.

Students learn that words can mean more than they literally say. They practice recognizing phrases like "it's raining cats and dogs," choosing words that fit a specific feeling, and seeing how related words connect to each other.

Students learn and use words that show up across subjects, like words for explaining, comparing, and describing. Knowing these words helps students read harder texts, write clearer sentences, and talk about what they're learning.