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

Reading out loud with enough speed and accuracy that the words make sense. Students practice until reading feels smooth, so their attention can go toward understanding the story or passage instead of sounding out each word.

Reading with purpose means students know why they are reading before they start. At this grade, students read a full paragraph or story and show they understood what it said, not just what the words were.

Reading the same passage more than once, students get faster, more accurate, and start to sound like a real speaker instead of someone sounding out words.

When students hit a word that doesn't make sense, they use the surrounding sentences to figure it out or fix a mistake they made reading aloud. They reread when something sounds wrong.

Students use phonics rules to sound out and read unfamiliar words on the page. This includes breaking words into parts, recognizing spelling patterns, and reading grade-level words accurately.

Students learn what prefixes and suffixes mean so they can figure out unfamiliar words on their own. For example, knowing that "un-" means "not" helps them read words like "unhappy" without stopping to ask for help.

Students read and spell words that end in common Latin suffixes like -tion, -ment, and -able. Recognizing these endings helps students figure out longer words on their own.

Students break longer words into smaller parts to read them. This shows up in science chapters, story problems, and directions, where words often run three or four syllables long.

Students read common words that don't follow normal spelling rules, like "said," "once," and "been," without sounding them out letter by letter.

Students practice cursive handwriting, keeping letters connected within each word and leaving clear space between words. The goal is writing that someone else can read without guessing.

Students read a story and answer questions about it by pointing to the actual words on the page that back up their answer, not just what they remember or guess.

Students retell a story, fable, or folktale and explain what lesson or moral it teaches. They point to specific moments in the story that show how that lesson comes through.

Students look closely at a character in a story and explain how that character's choices move the plot forward.

Students read a nonfiction passage and answer questions about it by pointing to specific sentences or details in the text. The answer has to come from the page, not just from what students already know.

Students find the main point of a nonfiction passage, then pick out the key details that back it up. Think of it as figuring out what a text is really about and showing why the details matter.

Students read a nonfiction passage and explain how events or steps connect, using words like "first," "next," "because," and "as a result." They show whether one thing caused another or simply came before it.

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

Stories, plays, and poems are built in parts: chapters, scenes, and stanzas. Students name those parts and explain how each one adds to what came before.

Reading a story, students separate what they personally think or feel from what the narrator or a character thinks or feels. A character might believe something students disagree with, and that difference is the point.

Students figure out what unfamiliar words mean by using clues in a nonfiction passage. This builds the vocabulary they need to read about science, social studies, and other subjects.

Students use tools like headings, indexes, and tables of contents to find specific information inside a nonfiction book or article. The goal is to find what they need quickly, without reading every page.

Reading a nonfiction book, students separate what they personally think from what the author is actually saying. They recognize that the author's opinion and their own can be different.

Students look at the pictures in a story and explain how those pictures add meaning that the words alone don't show. A character's expression or the mood of a scene might come through the illustration more than the text.

Students read two or more stories by the same author and look for what's similar and what's different, like how the setting changes or whether the characters face the same kind of problem.

Students use pictures, diagrams, and captions alongside the written words to build a fuller understanding of a nonfiction passage. The images and the text work together to explain ideas neither one could fully show alone.

Students explain how sentences and paragraphs in a nonfiction book connect to each other, such as how one paragraph sets up a problem and the next explains the solution.

Students read two nonfiction texts on the same topic, then explain what those texts agree on and where they differ. The focus is on the main ideas and key details, not surface features like length or pictures.

Students read grade-level stories and poems on their own, without help, by the end of third grade. The books they tackle are among the most challenging ones assigned in second and third grade.

By the end of third grade, students read nonfiction books and articles on their own, including topics like history and science, at a level that prepares them for fourth grade.

Students pick a topic, state what they think about it, and back it up with reasons. The writing has a clear beginning, connecting words that tie each reason to the opinion, and a closing sentence.

Students pick a topic, gather facts and details about it, and write a clear explanation from introduction to conclusion. They group related ideas together and use words like "because" and "for example" to connect their thinking.

Students write a story, real or made-up, with a clear beginning, middle, and end. They introduce characters, use dialogue and details to show what happens, and wrap up the story so it feels finished.

Students learn to match how they organize and develop their writing to what the writing is supposed to do. A story needs a different shape than a how-to guide or an opinion paragraph, and adults help students figure out which one fits.

Students plan, draft, and fix their writing with help from a teacher or classmate. That means rereading sentences, making changes that improve the meaning, and correcting spelling or grammar before the writing is finished.

Students use a computer or tablet to type, finish, and share their writing with a teacher or classmates. An adult helps them through the process.

Students pick a topic, gather facts from a few sources, and write up what they learned. The focus is on finding real information and putting it together in their own words.

Students find facts from books, websites, or their own experiences, jot down quick notes, and sort what they find into categories a teacher provides.

This standard starts in grade 4. There is nothing for grade 3 students to work on here yet.

Students write often, for different reasons: a quick response to a question, a longer piece they return to over several days, or a draft they revise after feedback. The goal is to make writing feel like a normal part of the school day, not a special event.

Students take turns in class conversations, whether with a partner, a small group, or the whole class. They listen to what others say and build on it, adding their own thoughts clearly.

Students read or study the material before a group discussion, then use what they learned to add real ideas to the conversation, not just agree with what others say.

Students practice the habits that keep a group conversation on track: taking turns, listening while others speak, and staying on topic.

Students ask questions during a discussion to make sure they understood what someone said, then connect their own comments back to what that person shared. The goal is to keep the conversation on track.

After a class discussion, students take what they heard and use it to explain or update their own thinking out loud.

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

Students listen to a speaker and ask real questions about what they heard. They also answer questions from others with enough detail to make their thinking clear.

Students pick a topic, story, or real experience and share it aloud in a way the audience can follow. They stick to facts and details that actually matter, and speak clearly enough for everyone in the room to hear.

Students record themselves reading a story or poem aloud, speaking clearly and at a steady pace. They can add pictures or images to help listeners follow along or understand key details.

When a teacher asks a question or needs more detail, students answer in full sentences instead of one-word replies. That habit helps listeners follow along and shows students can explain their thinking out loud.

Students apply grammar rules when they write sentences or speak out loud. This covers things like verb tenses, noun plurals, and making subjects and verbs agree.

Students learn what nouns, pronouns, verbs, adjectives, and adverbs do in a sentence. They can point to a word and explain whether it names something, replaces a name, shows action, or describes.

Students practice making nouns plural, both the regular kind (adding -s or -es) and the tricky ones that change spelling entirely, like "child" becoming "children" or "tooth" becoming "teeth."

Students identify and use abstract nouns, words for ideas and feelings that you can't touch or see, like freedom, courage, or sadness, in their writing and speech.

Students practice writing sentences that use both regular verbs (like "walked" or "jumped") and irregular verbs (like "ran" or "said") correctly. The focus is on using the right verb form, especially for verbs that don't follow the usual past-tense pattern.

Students write sentences using past, present, and future verb forms. "She walked," "she walks," and "she will walk" are the kinds of shifts students practice.

Students learn to match their verbs and pronouns to the right subject. For example, "she runs" not "she run," and using "they" when referring to more than one person.

Students learn when to say "faster" versus "fastest" and how to pick the right form depending on whether they're comparing two things or more than two.

Students learn words like "and," "but," "because," and "although" to connect two ideas in one sentence. They practice choosing the right connecting word so the relationship between ideas is clear.

Students write three kinds of sentences: a simple sentence with one idea, a compound sentence that joins two ideas with a word like "and" or "but," and a complex sentence that connects a main idea to a dependent one.

Students practice the building blocks of correct writing: capitalizing titles, placing commas in addresses and dialogue, using quotation marks, spelling common words correctly, and adding endings like -ing or -ed to base words.

Students pick words that fit the moment and notice how written English follows different rules than the way people actually talk.

When students run into an unfamiliar word while reading, they use clues from the surrounding sentences, word parts, or a dictionary to figure out what it means. Some words have more than one meaning, and students learn to pick the right one for the context.

Students use the other words in a sentence to figure out what an unfamiliar word means. No dictionary needed, just the clues already sitting in the same sentence.

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

Students learn that knowing one word can unlock others. When they recognize a familiar root like "act" in "action" or "react," they use it to figure out what the unfamiliar word means.

Students learn to look up an unfamiliar word in a dictionary or glossary, print or online, to find its exact meaning. This habit helps them read more independently.

Students sort and compare words by meaning, noticing how words like "happy," "cheerful," and "content" are related but not quite the same. Choosing the right word for the right moment is the skill.

Students learn that words don't always mean exactly what they say. They practice spotting phrases like "it's raining cats and dogs" and explaining what the words literally mean versus what the speaker actually means.

Students match vocabulary words to real-life examples, like connecting the word "chilly" to a cold morning or "enormous" to a school bus. The goal is to see words in action outside the classroom.

Students sort words like "knew," "suspected," and "wondered" by how certain they feel. A word like "knew" is stronger than "wondered," and recognizing that difference helps students choose the right word when they write or speak.

Students build their working vocabulary by learning words they hear in conversation, words that show up across subjects, and subject-specific terms. They also practice words that show where something is or how ideas connect, like "nearby," "however," and "as a result."

Students learn the words librarians and teachers use every day, like spine, call number, catalog, and index, so they can find books and information on their own.

Students find books on their own by using shelf numbers and alphabetical order to figure out exactly where to look. This is how they navigate a library without needing help every time.

Students learn how to choose a library book, check it out at the desk, and return it on time. It covers the full borrowing cycle, from picking a book off the shelf to bringing it back.

Students search a library catalog or online database by typing a keyword or topic to find books and articles. They practice this for both school projects and subjects they're curious about on their own.

Students learn what a public or school library offers and why it matters that anyone can walk in and use the books, computers, and help from a librarian at no cost.

Students look at books, videos, and other award-winning materials side by side to spot what makes each one stand out. The goal is to help students find the kinds of stories and topics they'll want to keep reading long after the assignment is done.

Students learn to pick the right tool for the job when reading, whether that means using a dictionary, skimming for key ideas, or choosing a book that fits the task at hand.

Students pick a topic they're curious about, come up with their own questions, and find answers using books, websites, and other sources. This builds the habit of learning how to learn.

Students find information from books, websites, and other sources, then check with a teacher to make sure each source is trustworthy, up to date, and actually useful for the topic at hand.

Students take feedback from teachers or classmates and use it to fix or improve their work. That means changing something real, not just nodding and moving on.

Students practice giving helpful feedback to a classmate about a book, project, or idea. They focus on what could be stronger, not just what they like.

Students use library books, databases, and other resources to ask and answer questions about people, places, and traditions from cultures different from their own.

Students learn why it matters to use devices, websites, and apps safely and honestly. They also think through what can go wrong when someone shares something hurtful, copies others' work, or visits sites they shouldn't.

Students learn that other people's writing, art, and ideas belong to them. When students use someone else's work in a report or project, they write down where it came from.

Students learn that copying someone else's writing, music, or images without permission is against the rules. They practice using other people's work the right way, giving credit where it's due.

Students learn that people everywhere have the right to share their views and read what they choose. In the library, that means treating others' opinions with respect and keeping books and resources open to everyone.