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

This standard was covered in Kindergarten. By Grade 3, students have already learned how books, letters, and sentences work on a page.

This skill was fully taught in earlier grades. By third grade, students can already hear and work with the sounds inside words and are ready to use that foundation in more advanced reading and writing.

Students break apart unfamiliar words using letter patterns and sounds they have learned. This helps them read new words on their own instead of stopping and guessing.

Students read and spell words where two vowels work together to make one sound, like "rain" or "boat," and words where a vowel changes sound before the letter r, like "bird" or "farm."

Students break longer words into syllables to figure out how to read and spell them. Knowing whether a syllable is open, closed, or silent-e helps students sound out unfamiliar words on the page.

Students learn to spot common prefixes and suffixes like "un-" or "-ful" to figure out what an unfamiliar word means and how to spell it.

Students read common words like "because," "through," and "enough" instantly, without sounding them out. Recognizing these words on sight keeps reading smooth and fast.

Students read and listen to challenging books and articles to build knowledge, pick up new vocabulary, and gather evidence. When a passage gets confusing, students use fix-up strategies to get back on track.

Students practice reading grade-level passages smoothly, at a steady pace, and with expression. They catch and fix their own mistakes as they go, rereading when something doesn't make sense.

Students read stories and nonfiction books at a challenging level for third grade, working toward understanding what they read with little help. The texts are harder than average for the grade, building toward fourth grade reading.

Students pull several specific details from a story or article to back up their ideas, quoting or restating the author's words closely and pointing to where in the text they found each detail.

Students listen to several books or articles on the same topic, building on what they already know to understand new ideas and words. Reading and listening around one topic helps knowledge stick.

When a paragraph stops making sense, students pause and try a fix: they might reread, summarize what happened so far, or ask themselves a question about the text until it clicks again.

Students learn new words by reading, listening, and studying grade-level topics. They build a growing bank of words they can use to understand what they read and say what they mean.

Students study how words are built and what they mean. They practice breaking words apart using prefixes, suffixes, and root words to figure out unfamiliar words on their own.

Reading stories, articles, and informational books helps students pick up new words they'll use across subjects. The more they read and talk about what they've read, the stronger their vocabulary gets.

Students talk through the meanings of tricky words they encounter in books and conversations. The goal is understanding new words well enough to use them, not just recognize them.

Students use word parts like roots and endings (-s, -ing, -ed) to figure out what an unfamiliar word means. Recognizing these pieces helps students read more independently without stopping to look every word up.

Students use nearby words in a sentence to figure out which spelling and meaning is correct for words that sound alike, like "there," "their," and "they're."

Students use word parts, like prefixes and suffixes, plus opposite and similar words as clues to figure out what an unfamiliar word means. This skill helps students decode harder words they meet in reading without stopping to look each one up.

Students build vocabulary by reading and listening to books and passages that stretch beyond what's comfortable. The more complex the text, the more new words students pick up.

Students sort words that are close in meaning but not identical, like the difference between "warm," "hot," and "scorching." They learn to pick the word that fits best, not just the word that's close enough.

Students figure out the meaning of an unfamiliar word by looking at surrounding words and sentences for clues, rather than stopping to look it up.

Students learn to look up unfamiliar words in a dictionary, glossary, or thesaurus, whether in a book or online, to figure out what the word means or find a better word to use.

Students practice using new vocabulary words out loud, in class discussions and conversations, not just on paper.

Students read stories like tall tales, fables, and folktales, then point to specific lines from the text to show they understood what happened and why.

Students read a story and point to the specific sentences or details that back up their answers about what happened and why. The focus is on finding real proof in the text, not just guessing.

Students read a story and name the big idea running through it, like friendship or survival, then explain what lesson a character (or the reader) takes away.

Students find the main problem in a story and explain how it gets solved. They use key events from the plot to build a short summary.

Students look at a character's personality, wants, and feelings, then track how those change from the beginning of the story to the end.

How an author builds a story through word choices, how characters speak, and how the plot is shaped. Students look at the specific decisions a writer made and explain how those choices affect the story's meaning or mood.

Students look at how the characters and the place where a story happens push the story forward. They explain why the events unfold the way they do based on who the characters are and where they are.

Sensory language puts readers inside the story by describing what characters see, hear, smell, or taste. Students find those details in the text and explain what they show about a character, a place, or something that happens.

Students figure out who is telling the story or speaking in a poem. In a story, that's the narrator. In a poem, it's the speaker, who may or may not be the poet.

Students sort stories, poems, and plays into their correct genre by spotting the features that make each one distinct, like rhyme in a poem or acts and scenes in a play.

Stories have characters, settings, and problems. Students explain how a character's actions shape what happens next, and how the setting changes the mood or outcome of a story.

Before reading, students look at the pictures and think about what they already know to set a purpose for reading the story.

Students read two books on the same topic and spot what the authors agree on, what they leave out, and how each one tells the story differently.

Students read two stories by the same author and look for what is similar and what is different, focusing on the lesson each story teaches, where it takes place, and what happens to the characters.

Reading nonfiction texts like articles, science passages, and history books, then pointing to specific sentences or details that back up what students say about the text.

Students read a nonfiction passage and point to specific sentences that back up their answers. They practice asking "How do you know?" and finding the proof in the text.

Reading a multi-paragraph article or passage, students identify the central point the whole piece is making and the key point each paragraph is making on its own.

Students put a nonfiction passage into their own words, keeping the order of events or steps and explaining what caused what. Think retelling a science experiment or a history event in the right sequence.

Students read a nonfiction passage and find the facts or reasons the author uses to back up a main point. They explain how that evidence connects to what the author is trying to say.

Students read a nonfiction passage and explain how the author chose words and structures to share information. They look at why the writing sounds the way it does, not just what it says.

Students notice how a nonfiction book or article is put together. A writer might show cause and effect, compare two things, or walk through events in order, and each choice helps the reader follow the ideas more easily.

Students use tools like sidebars, headings, and hyperlinks to find information in a nonfiction book or website without reading every word.

Students figure out why the author wrote a piece, whether to answer a question, explain how something works, or describe a person or place. The purpose shapes every choice the author makes.

Students read a nonfiction passage and explain how two people, events, or ideas in it connect. They look for what caused something, what happened next, or how two things are similar.

Students connect what they already know to new facts they read. A story about butterflies lands differently when students already know something about insects.

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

Students read a nonfiction passage and explain how one event, idea, or step leads to the next. They trace the chain from start to finish in their own words.

Students read a nonfiction passage and write about what they learned, pulling details from the text to back up their thinking.

Students practice printing and cursive handwriting clearly enough to read, while spelling words correctly. Both skills appear in every writing assignment across the school day.

Students practice forming letters clearly by hand, both print and cursive. Neat, consistent handwriting makes written work easier for readers to follow.

Students keep their printed letters neat and easy to read. Size, spacing, and letter shapes stay consistent so anyone can read the page without guessing.

Students practice forming every capital and lowercase letter in cursive. The focus is on the shape and stroke of each letter, not just writing words.

Students write their full name in cursive, first and last, using connected letters.

Students practice cursive handwriting, connecting letters smoothly so one flows into the next inside a word. The goal is readable, joined writing rather than printing each letter separately.

Students spell grade-level words correctly in their writing, including common patterns, irregular words, and words with prefixes or suffixes.

Students spell longer, multi-part words by matching each sound they hear to the correct letter or letters. This is the building block for spelling any unfamiliar word independently.

Students use prefixes and suffixes like "un-," "re-," and "-ful" to spell words correctly. Knowing what each word part means helps students figure out how to write words they haven't memorized yet.

Students spell the most common words in third-grade reading and writing quickly and correctly, without stopping to sound them out.

Students write stories, explanations, and opinions for different readers and reasons, connecting their writing to what they're reading and learning in class.

Students write to share an opinion, tell a story, or explain something. Each type of writing has its own purpose, and students practice matching what they want to say to the right form.

Writing comes in three main forms: stories, explanations, and opinions. Students learn to recognize how each one is organized differently depending on what it's trying to do.

Students write a short story, real or made-up, where the events happen in an order that makes sense. One thing leads to the next, like turning pages in a book.

Students pick a topic and write about it using real facts and details, not opinions. The goal is to teach the reader something true about the subject.

Students write a short piece taking a clear position on a topic, then back it up with facts and reasons. Think book reports with an argument, or a paragraph about why recess should be longer.

Students read or listen to a text, then write their thoughts about it using details and examples pulled directly from that text.

Students organize a piece of writing with a clear opening, a middle that stays on topic, and a closing that wraps things up.

Writing a paragraph is a process, not just a task. Students plan, draft, and revise until the paragraph has a clear topic, supporting details, and a closing sentence that wraps it up.

Students write one sentence that names the main point of their paragraph before they say anything else. That opening sentence tells the reader exactly what the paragraph is about.

Students choose ideas that fit their topic and audience, then sort those ideas into an order that makes sense before they start writing.

Students add details to their writing that back up the main idea. A good detail explains, describes, or gives an example that makes the point clearer.

Students practice using words like "first," "next," and "finally" to connect ideas and keep writing from sounding repetitive. The goal is sentences that flow, not a list that all starts the same way.

Students end a piece of writing with a closing sentence that wraps up the main idea. That final sentence signals the reader that the writing is finished, not just cut off.

Students practice the grammar and punctuation rules that make writing clear: things like correct spelling, proper capitalization, and using commas in the right places.

Students go back to a draft they've already written and improve it. With help from a teacher or classmates, they rework sentences, swap weak words for stronger ones, and tighten the order of their ideas.

Students fix their own writing by checking for capital letters, punctuation, and spelling, with help from a teacher or classmate. The goal is learning to catch and correct small errors before a piece is finished.

Students learn when to use careful, correct English (like in a school report) and when casual everyday language fits better (like texting a friend). They practice matching how they speak and write to the situation.

Students learn the rules that hold sentences together: how nouns, verbs, and other parts of speech work, and how to put them in the right order so writing makes sense.

Students practice building sentences by stretching a short sentence into a longer one or flipping the order of its parts. They also learn to join two related sentences into one.

Students learn to spot the difference between a sentence that makes a complete thought and one that doesn't. A sentence like "The dog ran" is complete. A fragment like "The big dog" is not.

Students learn when to say "faster" versus "fastest" and how to use those forms correctly in their own sentences.

Students practice using verbs correctly, including tricky ones that don't follow the usual rules, like "ran" instead of "runned" or "wrote" instead of "writed."

Students match the verb to the subject in a sentence so both agree: one person "runs," many people "run." Simple sentences, no tricks.

Students learn that using two negative words in one sentence ("I don't got nothing") cancels the meaning out. They practice fixing those sentences so only one negative word does the job.

Students practice the nuts and bolts of writing: capitalizing names and sentence starts, using commas correctly, and spelling common words right so their writing is easy for a reader to follow.

Students learn when to put commas in a list of words, in dates and addresses, and at the start and end of a letter. Think "Dear Grandma," or "June 5, 2025."

Students learn when to use apostrophes in two situations: to shorten two words into one (like "do not" into "don't") and to show that something belongs to someone (like "Maya's backpack").

Students learn which words in a sentence need a capital letter. They practice capitalizing names of people, holidays like Thanksgiving, and places like cities and countries.

Students apply spelling patterns they've learned to write words correctly, including common words that appear often in reading and writing.

Students learn to look up words in a dictionary to check that a word is spelled correctly before finishing their writing.

Students practice speaking and listening in group conversations: sharing ideas clearly, asking questions, and building on what classmates say. These skills help the whole class make sense of what they are reading and learning together.

Students listen to a speaker, ask questions that stay on topic, and explain their own ideas clearly when it's their turn to talk.

Talking things through with a partner, a small group, or the whole class. Students listen, take turns, and stay on topic when discussing books and ideas from third grade.

Students take turns talking in group discussions, listen without interrupting, and follow the class rules for conversation. This is the groundwork for every group activity they will do through high school.

Students listen to classmates and add on to what someone else said, then share their own thinking in a way the group can follow.

Students ask questions to get information and build on what classmates have already said, keeping the conversation on topic rather than starting a new one.

Students stay focused and take part in the whole group activity, not just at the start. They listen, respond, and keep contributing as the work continues.

Students stand up and share ideas out loud, using clear sentences and enough detail for classmates to follow along.

Students pick a topic, story, or real experience and present it out loud in a clear order, with a beginning, middle, and end.

Students pick a central idea and back it up with specific details and facts that fit the topic. In a talk or presentation, every detail they choose should connect to the main point they are trying to make.

Students practice speaking at a steady pace, with natural rises and falls in their voice, loud enough for the room to hear. The goal is to sound clear and confident, not rushed or mumbled.

Students choose their words to fit who they are talking to. Explaining something to a friend sounds different from presenting to the class, and students practice making that shift.

Students combine words, images, and sound to share ideas clearly. They learn that a poster, a video, and a spoken presentation each work differently, and they practice choosing the right format for what they want to say.

Students pick images, sound, or video to support their ideas and put them together into a short presentation. The media they choose should fit the topic, not just decorate it.

Students look closely at images, videos, and other media to figure out what message is being sent and why. They practice asking who made it and what the creator wants them to think or feel.

Students read or listen to several texts on the same topic, then pull together what they learned to answer a question or solve a problem. This connects what they read in class to what they study in science, social studies, and other subjects.

Students find information from more than one source, compare what each source says, and put the ideas together to answer a question or support a point.

Students pick a topic they want to learn about and write questions that guide their research. This is the first step before they start looking anything up.

Students find facts in books, websites, or interviews, then jot down quick notes so they can remember and use what they found.

Students sort the facts they've gathered into groups that fit together, then decide which sources to trust more than others before drawing a conclusion.

Students gather what they've learned and present it clearly, whether by speaking, writing it down, or creating something visual like a poster or drawing.

Students learn not to copy someone else's words and to name the book or article they got information from. If the source has an author, students include that name too.