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

This standard does not apply at third grade. By this point, students are past learning how print works and are focused on reading real texts with fluency and comprehension.

This skill was taught in earlier grades and is not tested in third grade. Third graders focus their reading work on phonics, fluency, and understanding what they read.

Students break apart unfamiliar words to read them and put sounds together to spell them. This is the phonics work that makes reading and writing faster and more independent.

Students learn what common prefixes and suffixes mean, like "un-" meaning "not" or "-ful" meaning "full of," then use that knowledge to figure out unfamiliar words.

Students learn that adding a suffix like -able, -tion, or -ible to a root word changes its meaning. Seeing "wash" become "washable" or "act" become "action" helps students read and understand longer words on their own.

Students break longer words into parts (like syllables or word endings) to read them aloud. This helps them tackle unfamiliar words without stopping to guess.

Students read words that don't follow the usual spelling rules, like "gnome" or "neighbor." They practice recognizing these words on sight so reading doesn't slow down mid-sentence.

Students read aloud smoothly and accurately enough that the words don't slow down their understanding of what the text means.

Students read a passage with a clear reason in mind, thinking about what it means as they go. Reading feels like making sense of the text, not just saying the words aloud.

Students read tricky passages and poems aloud at a steady pace, with the right expression and rhythm. The goal is to sound like a speaker, not someone sounding out words.

Students catch and fix their own reading mistakes by cross-checking what a word looks and sounds like against whether it makes sense in the sentence. This builds the habit of reading accurately without stopping to ask for help.

Students read a story or poem and answer questions about it by pointing to the exact words or sentences that back up their answer. The proof comes from the page, not from memory or guessing.

Students retell a story, fable, or myth in their own words, then explain the lesson or moral it teaches. They point to specific moments in the story to show how the author built that message.

Students look at a character in a story and describe what that person is like, what they want, and how they feel. Then students explain how the character's choices move the story forward.

Students figure out what words mean in a story, including phrases that don't mean exactly what they say. A line like "it was raining cats and dogs" means heavy rain, not falling animals.

Students name the chapters, scenes, or stanzas in a story, play, or poem and explain how each new section picks up where the last one left off.

Students separate what they personally think from what a character or narrator thinks or says in the story. The same event can look different depending on whose eyes you see it through.

Pictures in a book do more than decorate the page. Students explain how an illustration adds to the story's mood or shows something about a character or place that the words alone don't fully capture.

This standard doesn't apply to literature. In reading stories and poems, students focus on plot, characters, and language rather than evaluating arguments or evidence, which is what this skill covers in nonfiction reading.

Students read two books by the same author and spot what stays the same and what changes, like where the story happens, what the characters want, and how the problem gets solved.

Reading a story, students notice how the author chose words, built sentences, and organized ideas to make the writing work. They use what they know about grammar and language to understand what they read.

Students notice how written English follows different rules than everyday speech. A sentence on the page looks and works differently from the same idea said out loud.

Students figure out what an unfamiliar word means using clues in the sentence or paragraph around it. This includes words that have more than one meaning depending on how they're used.

Students figure out what an unfamiliar word means by reading the sentences around it. A nearby word with the opposite meaning, a quick definition, or an example in the same paragraph often gives the answer away.

Students take a word they already know, add a prefix or suffix to it, and figure out what the new word means. For example, adding "un-" to "happy" makes "unhappy," which means the opposite.

Students use a familiar word to figure out an unfamiliar one that shares the same root. For example, knowing "company" helps unlock what "companion" means.

Students look up unfamiliar words in a glossary or dictionary, print or online, to find the exact meaning before reading on.

Students study how words relate to each other and notice shades of meaning, like the difference between "chilly," "cold," and "freezing." Picking the right word helps them understand what an author really means.

Students learn to spot when words mean exactly what they say ("the sky is blue") and when they paint a picture instead ("the sky is crying"). They practice telling the difference while reading stories and poems.

Students find words from a story they already use in real life, like noticing that "fierce" describes both a story's wolf and a thunderstorm outside. It connects reading vocabulary to everyday situations.

Students sort words like *worried*, *afraid*, and *terrified* by how strong a feeling they show, or *maybe*, *probably*, and *definitely* by how sure someone sounds. Small word choices carry big differences in meaning.

Third graders read stories and poems that match what a skilled eight- or nine-year-old reader can handle. The goal is steady practice with well-written books and verses at the right level of challenge.

Students read a nonfiction passage and answer questions about it by pointing to the exact words or sentences that back up their answer. The proof has to come from the text itself, not from memory or a guess.

Students find the main point of a nonfiction passage, then pick out the key details that back it up. The goal is to explain how those details connect to the bigger idea, not just list them.

Students read nonfiction and explain how one event or idea leads to the next, using words like "first," "then," "because," and "as a result." They show how things connect in order, not just list them.

Students figure out what unfamiliar words mean using clues from the rest of the passage. This covers both everyday academic words and topic-specific terms that show up in science, social studies, and other subjects.

Students use tools like headings, sidebars, and keyword searches to find specific information in a nonfiction book or website. The goal is to get to the right information quickly, without reading every word.

Students read a nonfiction passage and then separate what they personally think from what the author thinks. The two opinions do not have to match.

Students use photos, maps, and diagrams alongside the written text to answer questions about what happened, where it took place, and why. The pictures and words work together to build a fuller picture than either one alone.

Students explain how sentences and paragraphs in a nonfiction passage connect to each other, such as one event causing another or steps happening in order.

Students read two books or articles on the same topic, then explain what the two sources agree on and where they differ. The focus is on the big ideas, not minor details.

Students pay attention to punctuation, spelling patterns, and sentence structure while reading nonfiction. Those details help them slow down, make sense of tricky passages, and understand what the author means.

Students notice how written English follows different rules than spoken English. A sentence on paper uses punctuation and spelling that everyday speech doesn't need.

When students hit an unfamiliar word in a nonfiction passage, they figure out what it means using clues from the surrounding sentences. Some words have more than one meaning, and students practice choosing the right one for the context.

Students use clues in the same sentence to figure out what an unfamiliar word means. A nearby example, definition, or opposite word can unlock the meaning without a dictionary.

Students figure out what a new word means by recognizing a prefix or suffix they already know. Adding "un-" to "happy" makes "unhappy," and adding "re-" to "do" makes "redo."

Students use a familiar word root to figure out an unfamiliar word. For example, knowing "company" helps them work out what "companion" means.

Students look up unfamiliar words in a glossary or dictionary, print or digital, to find out exactly what a word means in context.

Students notice how words relate to each other and how small differences in meaning change what a sentence says. For example, they learn why "chilly" and "freezing" both mean cold but don't mean the same thing.

Students learn to spot when a word means exactly what it says ("the fire was hot") versus when it paints a picture ("she had a fire in her eyes"). Reading carefully for those differences helps students understand what an author actually means.

Students find words from their reading in the real world: a word like "migrate" spotted in a nature documentary, or "scarce" on a news headline. They connect what a word means on the page to how people actually use it.

Students sort words like "certain," "think," and "wonder" by how sure they sound. This helps them understand exactly what an author means when describing a feeling or a level of confidence.

Third graders read nonfiction books and articles that are appropriately challenging for their grade level. The goal is building the stamina and skill to understand real-world topics on their own.

Students pick a topic, state what they think, and back it up with reasons. This is the foundation of persuasive writing.

Students sort statements into facts (things that can be proven true) and opinions (things someone believes). In a persuasive piece, students use this to keep their argument honest and their evidence real.

Students open an opinion piece by naming the topic and stating what they think, then line up their reasons in an order that makes sense to a reader.

Students back up their opinion with reasons that explain why they think what they think, connecting each reason clearly to the point they're making.

Students learn to stitch an opinion paragraph together using connecting words like "because," "therefore," and "for example." Those words show readers how the reason backs up the opinion.

Students end a piece of opinion writing with a closing sentence that wraps up their argument. It signals to the reader that the writing is finished, not just stopped.

Students pick a topic and write to explain it clearly, using facts and details a reader can follow. The goal is to inform, not to tell a story or share an opinion.

Students pick a topic, then organize what they know about it into groups of related details. They can add pictures or diagrams when those help explain something words alone can't.

Students back up the main idea with real facts and specific details, not just opinions. A paragraph on penguins, for example, would include what penguins eat and where they live.

Students practice stitching sentences together using words like "also," "another," and "but" so their writing flows from one idea to the next instead of jumping around.

Students end an informational piece with a closing sentence or short paragraph that wraps up the main idea. It signals the reader that the writing is finished, not just cut off.

Students write a story, real or made-up, with a clear beginning, middle, and end. They use specific details to bring characters, places, and events to life.

Students open a story by introducing who is in it and what is happening, then arrange events in an order that makes sense from beginning to end.

Stories come alive through the words characters say, think, and feel. Students practice writing dialogue and describing how characters react to what happens in a scene.

Students use time words like "first," "next," "then," and "finally" to show readers the order events happen in a story or narrative.

Stories need an ending that feels finished. Students write a final sentence or two that wraps up what happened, so the reader doesn't feel left hanging.

Students practice writing that fits the job: a story looks and flows like a story, an explanation stays on topic and in order. A teacher helps along the way.

Students plan a piece of writing before drafting it, then revise and edit with help from a teacher or classmate. The goal is a cleaner, clearer piece than the first draft.

Students learn to type their writing on a computer and share it with others online. Teachers guide them through the process of publishing their work digitally.

Students pick a topic, gather information from books or other sources, and put together what they learned. The goal is building real knowledge about one thing, not just finding a single answer.

Students find facts from books, websites, or their own experiences, jot down short notes, and sort what they find into categories a teacher has already set up.

This standard starts in fourth grade. Students in Grade 3 are not assessed on this skill yet.

Students apply grammar rules when they write: using correct verb tenses, matching nouns to pronouns, and building sentences that make sense on the page.

Students pick words that match the feeling or mood they want the reader to get. A scary story needs different words than a funny one.

Students try swapping in different nouns, verbs, and describing words as they write, paying attention to how each choice changes what a sentence says or feels.

Students practice spelling plural nouns (like "foxes" and "geese") and writing verb forms that don't follow a simple pattern (like "ran" instead of "runned"). This keeps their sentences grammatically correct.

Students practice writing the same action in past, present, and future tense. Walked, walk, will walk. Each form tells the reader when something happens.

Students check that subjects and verbs match ("the dog runs," not "the dog run") and that pronouns point to the right noun. This is one of the basic grammar checks students apply when reviewing their own writing.

Students learn when to say "faster" versus "fastest" and when to use those kinds of describing words to compare two things or a whole group.

Students learn to connect ideas using joining words like "and," "but," and "or," and linking words like "because," "when," and "although." These words tie sentences together and show how one idea relates to another.

Students write sentences that stand alone, sentences that join two ideas with words like "and" or "but," and sentences that open with a connecting phrase like "Because it was raining." All three patterns show up in finished writing.

Students use correct capitalization, punctuation, and spelling when they write. That means starting sentences with a capital letter, ending with the right punctuation mark, and spelling common words correctly.

Students learn which words in a title get a capital letter and which ones stay lowercase. Think "Charlotte's Web," not "Charlotte's web."

Students practice placing commas correctly in a mailing address, separating the city from the state. This is the punctuation rule that keeps an envelope readable.

Students learn to punctuate conversations in stories, placing commas and quotation marks around what a character actually says. This skill shows up every time students write a scene where two people are talking.

Students learn to show ownership with an apostrophe, writing things like "the dog's bowl" or "the girls' backpacks." They practice both singular and plural possessives in their own writing.

Students practice spelling rules that kick in when adding endings to words, like doubling a letter before -ing or dropping the e before -ed. The focus is on getting those small spelling shifts right, not just memorizing word lists.

Students apply spelling patterns, like adding -ed or dropping a silent e before -ing, to spell unfamiliar words on their own rather than memorizing each word separately.

Students look up words in a dictionary to check spelling and fix mistakes before finishing a piece of writing.

Writing isn't just for English class. Students practice writing often, sometimes over several days with time to research and revise, sometimes in a single sitting, across different subjects and for different reasons.

Students take turns talking about what they're reading and learning, in pairs, small groups, and whole-class conversations. They listen to what classmates say and build on those ideas when it's their turn to speak.

Before joining a class discussion, students read or study the assigned material. Then they use what they learned to ask questions and share ideas with the group.

Students follow basic conversation rules during class discussions: wait their turn to speak, listen while others talk, and stay on the topic the class is exploring together.

Students ask questions when something is unclear, stay on the subject, and connect what they say to what a classmate just said. It keeps a class discussion focused and moving forward.

After a class discussion, students revise or add to their thinking based on what they heard. They explain how the conversation changed or deepened what they understood.

Students listen to a story, video, or presentation and figure out the main point being made. Then they identify the key details that back it up.

Students listen to a speaker, then ask questions and give answers with enough detail to show they understood what was said.

Students pick a topic or story and present it out loud, using real facts and specific details. They speak clearly and at a pace the audience can follow.

Students record themselves reading a story or poem clearly and at a steady pace. They can add pictures or visuals to highlight details that are easier to show than to say.

Students practice choosing when to answer in a full sentence instead of a single word. The goal is giving enough detail that the listener actually understands what they mean.

Students speak in complete sentences, use correct verb forms, and follow basic grammar rules when talking in class discussions or presentations.

Students pick words that fit the moment: a strong verb instead of a weak one, or a specific detail instead of a vague one. The goal is for their sentences to land the way they intended.

Students try out different nouns, pronouns, verbs, and adjectives in their own writing to see how each type of word changes what a sentence means.

Students practice building words correctly: turning "fox" into "foxes," using tricky plurals like "geese," and choosing the right verb form when writing or speaking in class.

Students practice using past, present, and future verb forms in speech and writing. They say things like "I walked," "I walk," and "I will walk" to show when an action happened.

Students match their subjects and verbs correctly when talking ("the dogs run," not "the dogs runs") and make sure pronouns match what they refer to ("Maya lost her book," not "Maya lost their book").

Students learn when to say "faster" versus "fastest" and when to use "more carefully" versus "most carefully." They practice picking the right form based on whether they're comparing two things or several.

Students use connecting words like "and," "but," and "because" to join ideas in sentences when speaking and writing. These words help show how two thoughts relate, such as why something happened or how two things are different.

Students write and say sentences that range from basic ("The dog ran.") to ones that join two ideas together or add a clause that explains when, why, or where something happened.

Students learn and use the right words for classroom conversations, including words that show where something is or when it happened, like "nearby," "before," or "the following day."