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

Reading foundations are the basic skills students need before meaning-making can click: sounding out words, recognizing common spellings, and reading sentences smoothly enough that the words stop getting in the way of the story.

Reading, writing, speaking, and listening aren't separate lessons in third grade. Students practice all four together, every day, across every subject they study.

Students learn the rules that make writing clear and reading easier, like spelling, punctuation, and grammar. They also practice figuring out what unfamiliar words mean by looking at the words and sentences around them.

Reading, writing, and listening to stories and other materials is how students build knowledge and skills in this grade. Every lesson connects back to a real text.

This standard was taught in kindergarten through second grade. By third grade, students have moved on to more advanced reading skills.

This standard was taught in kindergarten through second grade. By third grade, students have moved on to reading and writing full texts.

Reading and spelling go together here. Students practice matching letters to sounds so they can decode unfamiliar words while reading and spell words correctly while writing.

This standard was taught in kindergarten through second grade. By third grade, students are expected to apply these phonics skills in their daily reading and writing.

This standard was taught in earlier grades and does not introduce new phonics skills at Grade 3. Students arriving in third grade are expected to have these decoding skills in place already.

This standard was taught in earlier grades and is not part of Grade 3 instruction. Students have already worked on these spelling patterns in kindergarten through second grade.

Students use letter-sound patterns they know to read unfamiliar words and spell them correctly. This is the core decoding and spelling work for third grade.

Students read and spell words where a single letter or letter combination can make more than one sound, like the "c" in "cat" versus "city."

Students read and spell words with one syllable and longer words with several syllables, covering every major spelling pattern they've learned so far.

Students read and spell words that use common beginnings like "re-" or "un-" and common endings like "-ful" or "-less" to change a word's meaning.

Reading the same words over and over builds fluency. Students practice reading aloud or to themselves until the words come quickly, accurately, and with the natural rise and fall of spoken language.

Students read grade-level passages aloud or quietly, keeping a steady pace and fixing their own mistakes along the way. The goal is understanding what they read, not just getting through the words.

Students recognize common words instantly, without sounding them out. Reading them over and over, in sentences and on their own, builds the automatic recognition that makes reading faster and smoother.

Students practice reading new, grade-level books and passages until the words come more easily and mistakes become less frequent.

Reading aloud isn't just about getting the words right. Students practice reading grade-level passages out loud with natural phrasing and expression, pausing and rising in pitch the way a fluent speaker would, so the meaning comes through clearly.

Students catch their own reading mistakes and fix them on the spot, going back to reread a sentence when something doesn't make sense.

Students practice writing in cursive, connecting letters by hand rather than printing them separately.

Cursive handwriting was taught in earlier grades. By third grade, students have already completed this part of the progression.

This skill was fully covered in earlier grades. By Grade 3, students have finished the formal handwriting fluency progression and apply those skills in their daily writing.

Students read words and sentences written in cursive handwriting, the flowing, connected style used in older books, letters, and documents.

Students read words and sentences written in cursive handwriting, recognizing the connected, looping letters that differ from printed text.

Students practice writing letters and words in cursive, connecting strokes to form readable script by hand.

Students practice writing words in cursive, connecting letters together by hand. This is the year they start linking letters in the flowing, joined style used in cursive writing.

Students practice leaving a small gap between each cursive word so a sentence is easy to read, not crowded together.

Reading and writing take practice with purpose. Students work on both throughout the year, choosing what to focus on as readers and writers so their understanding grows deeper and their writing gets clearer.

Students build habits as readers and writers by finding texts they connect with, learning what helps them understand and write better, and returning to those strategies on their own.

Students set reading and writing goals for themselves, check whether they're on track, and adjust those goals when needed.

Students talk or write about the kinds of reading and writing they like best, pointing to specific examples of what works for them and why.

Students choose books and writing topics that interest them personally and connect to what they are studying in class.

Students practice a toolkit of reading and writing moves, then choose the right one when they need help understanding what they read or getting their ideas onto the page.

Students practice being part of a reading and writing community: they help set group rules, talk about books, share their own writing, listen to classmates read theirs, and give useful feedback in return.

Students practice choosing what to read, setting their own reading goals, and working through writing without waiting to be told each next step.

Students write, speak, and listen with a clear purpose in mind, thinking about how one text connects to another or to their own life. They consider both what they want to say and who will read or hear it.

Students write and share stories drawn from real life or made-up ideas, practicing how to build a narrative that holds a reader's attention.

Students read to learn something real, then use what they found to make a decision, solve a problem, or explain an idea to someone else.

Students read to figure out how something works, then write to explain it back in their own words.

Students draw, jot notes, or make simple charts to help them dig into a text, understand what it means, and form opinions about it.

Students read to find answers to real problems and write to persuade others toward a decision. Both skills help them use words to get things done.

Students use reading strategies at every stage: previewing before they start, checking their understanding along the way, and reflecting when they finish. The goal is to get meaning from what they read, not just get through it.

Before reading, students decide what they're looking for in a text. While reading, they check whether they actually understand it and slow down or reread when something isn't clicking.

Students quickly look over a text before reading it closely, noticing headings, sections, and layout to figure out where the most useful information is.

Students pull in what they already know to make sense of new reading, then update their thinking when the text adds something new or contradicts what they thought.

Students pause while reading to picture what is happening and put a section into their own words. This helps them hold onto the meaning as they move through a longer text.

Students guess what happens next in a story or article, then check whether they were right as they keep reading.

Students read between the lines to figure out what a text means beyond the surface. They make a guess about the deeper meaning, then find specific words or sentences in the text that back it up.

Students figure out what an unfamiliar word means by reading the sentences around it and thinking about word parts like prefixes or roots.

Students plan, draft, revise, and edit their own writing for different readers and reasons. They practice treating writing as a process, not a single step.

Students decide why they are writing, what they want to say, and who will read it before they begin drafting.

Students decide how to organize their writing before they start, choosing a structure (like a story or a how-to guide) that fits their purpose and the reader they have in mind.

Students figure out what to write about by thinking through what they already know, looking at books or articles for ideas, and talking it over with classmates before they start writing.

Students sort through their notes and details, choosing the ones that best fit their writing plan and leaving out anything that doesn't belong.

Students write a first draft by pulling their ideas together, choosing words that fit their purpose, and borrowing writing moves from authors they've read.

Students read back their own writing and ask whether it actually does what they set out to do, using their own judgment or a classmate's notes to decide what still needs work.

Students look back at their own writing, then change words, ideas, or the order of sentences to make the piece clearer and stronger. This can happen after thinking it through alone or after getting feedback from a teacher or classmate.

Students reread their own writing to fix spelling, punctuation, and grammar before the piece is finished.

Students think about who wrote a text, who it was written for, and why before they read or write anything. That bigger picture shapes how they understand stories, articles, and their own writing.

Reading or writing anything means asking: when was this made, where, and why? Students learn to notice details about time, place, and culture that change how a text means what it means.

Students think about what they already know, ask questions, and talk with others to figure out what background information matters most before reading or writing.

Students think about why an author wrote something and what a reader hopes to get from it, then consider how the setting or situation shapes both of those things.

Students think about why an author made certain choices in a story or article, and how a reader's own background can change what they notice or take away from the same text.

Students learn to read like a writer: they notice why an author chose certain words or details, figure out who the writing is for, and use those same moves in their own writing.

Students look at who wrote a text, who it was written for, and why, then decide how well the text does its job. This applies to texts students read and to writing they produce themselves.

Students think about who wrote a text, who it was written for, and why before deciding what it means or what to say about it. That thinking shapes the point of view students bring to reading and writing.

Students look at a piece of writing and ask why the author made those choices: what to include, how to organize it, and which words to use based on who would be reading it.

Students notice how a writer chose their words, structure, or point of view, then use those same moves in their own writing.

When reading a story or article, students notice the choices the author made, like how a sentence is built or why a scene feels tense, and think about how those choices shape what the reader feels or wonders.

Students notice how a writer uses story details, facts, or opinions to make a point, then explain why those choices work on the reader.

Students find words in a story or article that feel powerful or surprising, then explain why the author chose them and how those words shape the way a reader feels.

Students look at how an author built their sentences and explain why those choices fit the story or article. Short sentences might create suspense; longer ones might slow a reader down to think.

Students look at how a text is laid out, like its headings, chapters, or repeated patterns, and explain why the author made those choices. They think about how the design helps readers follow along and understand the point.

Students write with a reader in mind, choosing words, details, and structure based on who will read the piece and why it was written.

Students practice mixing storytelling details, facts, and their own opinions in a single piece of writing to make it more convincing or engaging for a specific reader.

Students practice choosing words and phrases that push readers to think, feel, or react in a specific way. The goal is to see how the right words can steer an audience toward a feeling or decision the writer wants.

Students choose how to build their sentences to match who they are writing for and what they want that writing to do. A short sentence can create urgency; a longer one can slow the reader down and explain.

Students learn to arrange a piece of writing using structure and layout, like headings, paragraphs, or a beginning-middle-end, so readers can follow along easily and the writing does what it's meant to do.

Students look at how a writer uses layout, pictures, and type choices to shape what a reader notices and feels. They try the same moves in their own writing.

Students try out different kinds of writing, like stories, poems, and how-to pieces, and notice how word choices and structure change the feel of what they read or write.

Students learn that a poem, a story, and a how-to article each follow different rules about what belongs inside them. They practice choosing the right kind of writing for what they want to say.

Students learn how the type of writing shapes how it's organized. A poem looks and flows differently than a how-to guide, and a story is built differently than a news article.

Students read and create texts that mix words, images, and other features to send a clear message to a specific audience. They practice choosing the right format and details to make that message land.

Students talk, listen, and share ideas with classmates in different situations, from small group conversations to presenting in front of the class.

Students work with classmates to finish a shared task, like writing a story together or building a project as a group. They listen, take turns, and contribute ideas toward a common goal.

Students come to group discussions ready to contribute, having already thought about or read the material beforehand.

Students agree on rules, set goals, and divide tasks before starting a group project. This keeps the work moving and makes sure everyone knows their role.

Students share ideas in group discussions and group projects, listen to what classmates say, and offer feedback on others' ideas.

Students take turns talking with a group to share ideas, ask questions, and figure things out together. The goal is to think through a topic as a team, not just wait for a turn to talk.

Students practice choosing what to say and how to say it based on who is listening. A presentation to younger kids sounds different from one to a parent or the whole class.

Students practice saying their ideas out loud in a way others can follow, whether sharing a finding, explaining a story, or describing what they learned.

Students pick the right way to share what they know, whether that means writing a story, giving a talk, or drawing a diagram, based on who is listening and why it matters.

Students practice matching how they speak to who they're talking to: slowing down for tricky parts, speeding up for excitement, and using gestures that fit the moment.

Students ask questions and answer them during conversations and presentations, keeping a real back-and-forth going with the people listening to them.

Students memorize and recite poems or speeches aloud, building a store of important language and ideas they can draw on as readers and writers.

Students learn the rules of written English, like how to punctuate a sentence or use the right verb tense, then put those rules to work in their own writing and use them to better understand what they read.

Students practice the rules of English grammar, spelling, and punctuation so their writing is clear and easy to read. This includes things like capitalization, end marks, and choosing the right word for the sentence.

Apostrophes do two jobs: they show ownership (the dog's leash) and combine two words into one (do not becomes don't). Students practice both in their reading and writing.

Irregular plural nouns don't follow the usual "add an s" rule. Students learn to spell and use words like "children," "feet," and "mice" correctly in their writing.

Students practice verbs that don't follow the usual past-tense rules. Instead of adding "-ed," these words change completely: "run" becomes "ran," "eat" becomes "ate," "go" becomes "went."

Coordinating conjunctions are words like "and," "but," and "or" that connect two words, phrases, or sentences together. Students practice using them to build smoother, more complete sentences in their writing.

Collective nouns name a group as one thing (a flock, a team, a crowd). Abstract nouns name ideas or feelings you can't touch (freedom, courage, joy). Students identify and use both kinds in their reading and writing.

Reflexive pronouns are words like "myself," "himself," or "themselves." Students use them correctly in sentences to show that the subject and the object refer to the same person, such as "She made the snack herself."

Students practice putting a comma before words like "and," "but," and "so" when joining two complete thoughts into one sentence. For example: "I wanted pizza, but we had pasta."

Students place a hyphen in the middle of a long word when it runs out of space at the end of a line, splitting it between syllables so the reader can follow along on the next line.

Prepositional phrases are short groups of words that show where, when, or how something happens, like "on the shelf" or "before lunch." Students practice spotting them in sentences and using them in their own writing.

Comparative adjectives and adverbs show that one thing is bigger, faster, or more colorful than another. Superlative forms show which one tops them all, like biggest or fastest.

When students write "Maria lost her book," the word "her" has to match Maria. Students practice making sure pronouns like he, she, they, and it agree with the person or thing they refer to.

Quotation marks wrap around the exact words someone says, commas and capitals set up the speaker, and students practice reading and writing dialogue that looks the way published books do.

Relative pronouns (who, which, that) and relative adverbs (where, when, why) connect two ideas in one sentence. Students practice using these words to add detail, such as turning two short sentences into one.

Students add interjections, short words or phrases like "Wow" or "Oh no," to their writing to show surprise, excitement, or other strong feelings.

Helping verbs and linking verbs show up in sentences like "She is running" or "He seems tired." Students learn to spot and use both kinds in their own writing.

Students learn to choose the right word when similar-sounding words have different meanings, like knowing when to write "there" versus "their" or "to" versus "too." Spelling the right version keeps writing clear.

Students learn when to capitalize words like "Dr. Smith," "American food," or "Blvd." so their writing follows the rules readers expect.

Commas help show who is being spoken to and set off small words like "yes" or "no" in a sentence. Students learn when to add those commas in their own writing.

Students practice adding an apostrophe after the -s on plural nouns to show ownership, like "the dogs' bowls" or "the teachers' desks."

Students practice using words like "someone," "everyone," and "nobody" correctly in sentences, making sure the rest of the sentence matches. For example, "Everyone is ready" not "Everyone are ready."

Subordinating conjunctions are words like "because," "when," and "although" that connect two related ideas into one sentence. Students practice using them to show how one part of a sentence depends on another.

Students place a comma after an opening phrase or clause before the main part of the sentence. For example, "After lunch, we went outside" uses a comma to show where the introduction ends.

Students learn when to capitalize a title and when to add quotation marks or italics around it, depending on whether it's a book, article, or song. This is introduced at this grade level.

Students read and write different kinds of sentences, from short, simple ones to longer ones that connect two ideas. Understanding how sentences are built helps them make sense of what they read and say what they mean more clearly.

Students learn to tell apart three types of sentences: a simple sentence with one complete thought, a compound sentence that joins two thoughts with a word like "and" or "but," and a complex sentence that adds a dependent phrase.

Students practice writing different sentence types, from short simple sentences to longer connected ones, while keeping verb tenses consistent so the writing doesn't jump confusingly between past and present.

Subjects and verbs in a sentence need to match. Students practice making sure "the dog runs" and "the dogs run" are both written correctly.

Students use describing words like "blazing hot" or "ran quickly" to add detail and make their writing more specific and vivid. The goal is precision: the right adjective or adverb tells the reader exactly what the writer means.

No grammar or language rule is tested at this grade level for this standard. The full progression starts in high school.

Students grow their vocabulary by reading, writing, and talking about words. They learn how word parts like prefixes and suffixes change meaning, and they practice figuring out unfamiliar words from context.

Students learn new words across all kinds of subjects and practice using the right word in the right place, whether reading, writing, or talking in class.

Students grow their working vocabulary by reading grade-level books and content. They pick up everyday words, school subject words, and topic-specific terms they can use in their own writing and conversation.

Students practice using the kinds of words that show up in books, class discussions, and subject areas like science or social studies to say and write ideas more clearly.

Students use prefixes, suffixes, and root words to figure out what an unfamiliar word means, then choose exact words when they speak and write.

Students take apart unfamiliar words by finding the root and any prefixes or suffixes attached to it, then use those pieces as clues to figure out what the word means.

Students spot common word endings and beginnings, like -ly on adverbs, to figure out what an unfamiliar word means and how it works in a sentence.

Students take familiar roots and add prefixes or suffixes to build new words, like turning "help" into "helpful" or "unhelpful." This shows how word parts work together to shift meaning.

This standard starts in 6th grade. Students in Grade 3 are not yet expected to meet it.

Students look up unfamiliar words in a dictionary or glossary, then connect new words to others they already know. This builds a clearer sense of what words mean and when to use them.

When students hit a word they don't know, they look for clues in nearby sentences, pictures, or graphs to figure out what it means.

Students sort out words that sound alike but mean different things, like "bare" and "bear," and use synonyms and antonyms to figure out what an unfamiliar word means.

Students sort words that mean almost the same thing by how strong or extreme they feel. For example, "toss," "throw," and "hurl" all describe throwing something, but each one carries a different force.

Students look up unfamiliar words in a glossary or dictionary, print or online, to check spelling or pin down exactly what a word means.

Students pick the most exact word for what they mean, drawing on words they have learned and their sense of how related words differ from each other.

Students look at a piece of writing and explain why the author wrote it and who it was meant for. A letter to a friend sounds different from a sign in a store, and students start to notice why.

Students figure out why a piece of writing was made and who it was made for, then use those clues to understand what the author means. A speech, a story, and a sign all work differently because they aim at different people for different reasons.

Students read a text and explain why it was written (to tell a story, share facts, or change someone's mind) and who it was written for.

Students look at a book, a website, a podcast, or a poster and explain how that format shapes what the text is trying to do and how it makes readers or listeners feel.

Students pick words, images, or sound to build a message aimed at a specific reader or viewer. They choose each piece on purpose, based on who the audience is and what the text needs to do.

Students figure out why an author might see things differently from another, considering who wrote the text, when, and for whom.

Students read a story and explain how the narrator or a character sees events differently than they themselves would. Noticing that gap, between the storyteller's view and their own, is the skill.

This standard isn't taught in Grade 3. Students begin this work in 6th grade.

Students look at clues in a text to figure out when it was written, who wrote it, and what was happening in that person's life or world at the time. A teacher helps guide the thinking.

This standard isn't taught in Grade 3. Students will work on describing how purpose and audience shape a text when they reach 6th grade.

Students study how writers organize ideas, use words, and build sentences to say what they mean. In grade 3, that means noticing how a paragraph is arranged, why an author chose a specific word, and how those choices shape what readers understand.

Students learn how to organize their writing so ideas flow in a clear order. They study how authors arrange a beginning, middle, and end, then use those same moves in their own writing.

Students look at how a nonfiction book or article is put together, noticing features like maps and captions and explaining how the author organized the information, using words like "chapter" or "section."

Students choose how to organize their writing based on who will read it and why. They might use headings, sections, or a specific order to make their ideas clear to that reader.

Students use connecting words like "although," "since," and "however" to link ideas within and across sentences, making their writing flow from one thought to the next.

Students take a group of sentences about the same idea and shape them into a clear paragraph, making sure each sentence connects smoothly to the next.

Reading how authors choose specific words and sentences to create a mood or make an idea stick, then using those same moves in their own writing.

Figurative language uses words in surprising ways to make writing more vivid. Students spot similes (comparing two things using "like" or "as"), metaphors (saying one thing is another), and idioms (phrases like "it's raining cats and dogs") in books and passages.

Students learn to compare or connect ideas using colorful expressions like "quiet as a mouse," "a heart of gold," or "it's raining cats and dogs" instead of plain, literal words.

This standard isn't taught in Grade 3. Students will work on it starting in 6th grade.

Students learn how writers use tools like word choice, dialogue, and repetition to build meaning, then practice using those same tools in their own writing.

Students read stories and notice how authors use things like dialogue, description, and a character's thoughts to bring the story to life. Then students try those same moves in their own writing.

Narrative techniques are tools writers use to tell a story. Students explain how things like dialogue, description, and point of view help shape the characters, setting, and plot in a text.

Students explain how the characters, setting, problem, and solution work together to build a story's plot. They look at how each piece connects: who is in the story, where it happens, what goes wrong, and how it gets fixed.

Students look closely at a character's personality, choices, and feelings, then explain how those details connect to the bigger lesson the story is teaching.

Students pick two characters, settings, or story events and explain how they are alike and how they are different, often across stories from different cultures.

Students write a story, real or imagined, using characters, a setting, a problem, and a solution. They add descriptive details, keep events in order, and end the story in a way that feels finished.

Expository writing explains real topics, like how volcanoes work or why seasons change. Students learn to read that kind of writing closely and use the same techniques when they write to explain something themselves.

Students look at how a nonfiction text is built: what facts the author chose, how those facts back up the main point, and how the page is laid out to help readers follow along.

Students read a nonfiction passage and explain how one event, idea, or step leads to the next, showing how the pieces connect rather than just listing them in order.

Students read two books or articles on the same topic, then explain how the information from both connects to the most important ideas.

Students write a short informational piece that opens by naming the topic, backs it up with facts and details in the middle, and wraps up with a closing sentence that ties it all together.

Students read opinion writing and explain how authors use word choice, examples, and reasons to back up a point. They practice the same moves in their own writing.

Opinion writing has three main parts: a clear statement of what the author believes, reasons that back it up, and evidence from the text. Students learn to spot and talk about how those parts work together.

This standard doesn't apply at Grade 3. The technique it covers is introduced in high school.

Students write opinion pieces by stating what they think, giving reasons why, and using connecting words like "because" and "therefore" to tie the reasons together. The piece ends with a closing sentence that wraps up the argument.

This standard isn't taught in Grade 3. The full progression starts in high school, so students at this grade level aren't expected to work on this skill yet.

Poems use tools like rhyme, rhythm, and repetition to create feeling and meaning. Students read poems closely, name the techniques a poet used, and try those same moves in their own writing.

Students look at how a poem is built: whether lines rhyme, how those rhymes repeat, and how the layout on the page shapes the way the poem sounds and feels when read aloud.

Students write a poem with at least two stanzas that rhyme, choosing the rhyme on purpose to create a specific feeling or reaction in the reader.

Students read and discuss different books, articles, and sources to answer questions or build a project. They sort through what they find, decide what matters, and put ideas together in their own words.

Students pick a topic, find trustworthy sources, and use what they learn to answer real questions about it. The goal is to go deeper than a first search and share information that is accurate and on point.

Students pick a topic they want to know more about, then write questions to guide their research. As they learn, they add new questions to dig deeper into what still puzzles them.

Students pick a topic they care about, then find information from more than one source, like books, websites, or interviews, and organize what they learn. The "(I)" means this is an introductory skill at this grade level.

Students pick a topic they want to learn about, then read at least two reliable sources and write a short summary of what they found. The summary pulls together the most important facts in their own words.

Students find facts from books and websites, check that the sources seem trustworthy, and put the information into their own words instead of copying it directly.

Students pick a sentence or paragraph from a text and use it to back up their answer or opinion. They point to specific words on the page, not just a general memory of what they read.

Students look at a book, website, or article and decide whether it can be trusted and actually fits the topic they are researching. They point to specific parts that show why the source is a good one to use.

This standard isn't taught in Grade 3. The skill it describes starts in a later grade.