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

Reading a word means recognizing its sounds, letter patterns, and word parts. Students use that knowledge to read words correctly and keep up a steady pace through a sentence or paragraph.

Students use letter-sound patterns and word parts to sound out and read unfamiliar words on the page.

Students read words built with common beginnings and endings, like "un-," "re-," "-ful," and "-less," and know how those parts change a word's meaning.

Students break longer words into syllables to read them correctly. This is the foundation for reading harder chapter books and subject-area words in third grade and beyond.

Students read common words that don't follow normal spelling rules, like "said," "where," and "enough," quickly and without sounding them out.

Students read third-grade passages at a steady pace, with the right words and enough expression to actually understand what they're reading.

Students read books on their own, including stories and nonfiction, chosen by themselves or their teacher. Some books reflect students' own lives; others show people and places that look nothing like what they know.

Students read on their own and keep track of whether the story or passage is making sense. When something feels confusing, they go back and reread or read ahead to work it out.

Students pick books or passages on their own and read them closely enough to answer questions, complete assignments, and talk about what the text means.

Students find and read books they actually want to read, using award lists and curated reading lists to help pick what to try next.

Students read stories and nonfiction about Dakota and Anishinaabe people on their own and with teacher guidance. The texts come from both history and the present day.

Students pick their own books or articles and read them with a clear reason in mind, whether for fun, curiosity, or a class task. Some of those texts tell stories and share perspectives from Dakota and Anishinaabe people, past and present.

Reading a story or article all the way through and figuring out what it is really about. Students look past the surface details to find the deeper message or main point the author is making.

Students spot the difference between what words say straight out and what they really mean (like "it's raining cats and dogs"), then answer questions by pointing back to the text. They also sum up what the passage is mostly about.

Students read fables, folktales, and myths, then find the main message and explain which details in the story back it up.

Students explain how a story's characters, setting, and conflict build toward its ending. They look at how each piece fits together to make the plot move forward.

Students read informational text and explain how events or steps connect, using words like "first," "next," "because," and "as a result" to show the order things happened or why one thing led to another.

Students look at how a story or article is built (chapters, headings, problem and solution) to figure out what the author is trying to say. Recognizing that structure helps them understand harder books and articles on their own.

Stories, poems, and plays each use language differently. Students learn to notice when words mean something beyond their literal meaning, who is telling the story, and how a poem's rhythm shapes its feeling.

Students use headings, captions, glossaries, and indexes to find and understand information in nonfiction books and articles. These text features help readers locate what they need without reading every word.

Students look at the pictures, charts, or diagrams in a text and explain what those visuals add to the words on the page.

Students look at why a story or article says what it says. They consider whether it is fact or fiction, when it was written, and who the author is, including what that person's background and perspective bring to the writing.

Students read a story or article, then explain how their own background and experiences shape what they notice, and how that might differ from what the author saw or believed when writing it.

Reading a text, students look at when it was written or published and think about how that time period shapes the words, pictures, or ideas inside it. A book from 100 years ago may use different language or show different customs than a book written today.

Students sort a text as fiction or nonfiction and point to specific sentences or details that show how they know.

Students read a nonfiction passage and decide whether the author's argument holds up. They look at the reasons given and judge whether those reasons actually support the point being made.

Students find the author's main argument in a nonfiction text, then point to specific details that back it up.

Students look closely at specific words an author chose and explain how those words change the feel or meaning of a story or article.

Students identify phrases like "the wind screamed" or "fast as lightning" and explain how those word choices give a story or poem its particular mood and feel.

Students figure out what unfamiliar words mean in nonfiction passages, using context clues or other hints in the text. This includes everyday school vocabulary and subject-specific terms they'll meet across science, social studies, and other content areas.

Students find information from multiple sources, like books, websites, and articles, then decide which sources are trustworthy and which details actually matter for the topic they're researching.

Students find information on a topic from at least two different sources, such as a book and a website, then bring what they learned together.

Students practice deciding whether a book, website, or article is a trustworthy, useful source for a topic. They look at who wrote it and whether the information fits what they are trying to find out.

Students apply what they know about spelling, grammar, and punctuation to put their ideas into writing. The focus is on getting spoken language to work on the page.

Students use commas, apostrophes, capital letters, and correct spelling in their own writing, not just on worksheets. The goal is making these habits automatic so the writing is easy to read.

Spelling longer words correctly in real writing, not just on a test. Students use patterns and rules (like silent letters or vowel teams) to spell multi-syllable words and common words the right way when writing sentences and paragraphs.

Students use the right word types in their sentences: nouns, verbs, describing words, connecting words, and pronouns like "himself," "herself," and "themselves." Simple and compound sentences both count.

Students write regularly across subjects, sharing their own ideas, opinions, and experiences in their own words. The focus is on building the habit of writing, not just doing it for one class or one reason.

Students write often, for many different reasons: to share something personal, to respond to a class assignment, or just because they want to. The goal is to make writing a regular habit, not a one-time event.

Students pick a character or real person from something they read, then write about how that person's life, thoughts, or background is similar to or different from their own.

Students plan, draft, revise, and edit a piece of writing before it's finished. Each step helps them improve what they're saying and how they say it.

Students plan, write, and revise their work through multiple drafts, using feedback from classmates and teachers to improve before sharing a final piece.

Students choose words and phrases that work on the page, not just in conversation. They learn that written English follows different rules than everyday speech.

Students write a short argument that tries to change a reader's mind. They pick a side, back it up with reasons from the text or topic, and keep their audience in mind while they write.

Students write a short argument, then back it up with reasons and facts arranged in a clear order. Linking words like "because" and "for example" connect each reason to the main point.

Students write a persuasive paragraph that starts with an opinion, then backs it up with real facts. The goal is to convince a reader that the opinion is worth believing.

Students write to explain or inform, pulling facts and details from books or articles to make a topic clear to a specific reader.

Students pick a topic and write to explain it clearly, choosing details that actually matter and leaving out what doesn't. This builds on writing they've done before.

Students read a story and write about what a character is thinking or feeling, explaining why that moment in the story matters.

Students write stories or poems using specific details and word choices that bring their ideas to life. The focus is on craft: choosing the right words, building scenes, and making writing feel intentional rather than rushed.

Students write a story where a character faces a problem, then show what that character thinks and feels while dealing with it. The goal is to make readers care about the character, not just follow the plot.

Students add characters' spoken words and vivid describing words to bring their stories or poems to life. The dialogue and details help readers picture what's happening and hear what characters are saying.

Students pick a question they want to answer, look up information to answer it, then write or present what they found. The topic and audience can change, but the process stays the same: wonder, research, share.

Students practice asking questions about what they read or hear to figure out which statements are facts and which are just someone's opinion.

Students follow a step-by-step plan to research a topic, take notes, and write up what they found. They also learn that what they do online leaves a digital trail.

Students find facts or details from books or websites that back up what they wrote, then name where those details came from. They also learn why copying someone else's work without credit is wrong.

Students find information from at least two books or websites on the same topic, then write some of it in their own words and copy short parts exactly, with a note showing where each piece came from.

Students take turns talking and listening in group discussions, sharing their own stories and experiences while making space for viewpoints from Dakota, Anishinaabe, and other communities different from their own.

Students take turns sharing stories and ideas in group conversations, making sure to include and listen to perspectives from Dakota and Anishinaabe people alongside other voices different from their own.

Students help set the rules before a group discussion, then follow those rules while talking and listening, making sure everyone feels respected and heard.

Students listen to what classmates say during a discussion, then share their own ideas in response. The goal is a real back-and-forth, not just waiting for a turn to talk.

Students share their own ideas and stories in group discussion, then connect what they said to what a classmate just said.

Students practice running a small group by helping decide who does which job and when each part needs to be finished.

Students agree on a shared goal before a group discussion and check in on that goal as the conversation moves forward.

Students listen to a story, discussion, or set of directions and track what happens in order, from beginning to end.

Students ask questions during a class discussion to make sure they understand what someone said, and answer questions others ask them. Both moves help the group think together.

Students listen to feedback from classmates and adults, use it to improve their own work, and offer helpful, specific feedback to others in return.

Students choose their words carefully when talking to different audiences, like a classmate versus a teacher. They adjust how they speak based on who is listening and what the situation calls for.

When speaking to the class or in a group, students choose words carefully and adjust how they talk: slowing down, raising or lowering their voice, pausing at the right moment, or using gestures to make their meaning clear.

Students learn to read, watch, or listen to something carefully, then respond or create something new that fits the purpose and the audience they are speaking or writing for.

Students pick a topic they know, gather key facts and details about it, then share what they learned through writing, speaking, or a digital project matched to the audience.

Students pick a digital tool to make and share a project, then explain why that tool worked well for the job. They also learn that what they post online leaves a trace that doesn't disappear.