What does a student learn in
California, Grade 3, English Language Arts ?

Students point to specific lines or details from a story to back up what they say or write about it. They also read between the lines to figure out things the author hints at but does not say directly.

Students find the big lesson or message in a story, then explain how the details across the book build toward it. They can also retell the key events in their own words.

Students track how a character changes across a story and think about why those changes happen. They look at how one event leads to the next and what that means for the characters involved.

Students figure out what words mean from the sentences around them, including when a word is used as a figure of speech. They also notice how an author's word choices change the mood of a story.

Students look at how a story fits together: how one paragraph leads into the next, and how each part builds toward the ending or main idea.

Students identify who is telling the story and explain how that choice changes what gets included and how it sounds. A narrator who loves the main character tells things differently than one who barely knows them.

Students compare a story told in words to the same story told through pictures or another format, noticing what each version adds or leaves out.

This standard doesn't apply to literary texts at Grade 3. For reading literature, students focus on stories, characters, and plot. Evaluating arguments is a skill tied to nonfiction and informational reading.

Students read two stories or books on the same topic, then explain what the authors did differently or what both texts together helped them understand.

Students read stories and books on their own, at grade level, without needing help to get through the page.

Students read a nonfiction passage closely, then point to specific sentences or details from the text to back up their answers. They say or write where in the text they found their evidence.

Students find the main point of a nonfiction passage and explain how the details back it up. Then they write a short summary that captures what the text was really about.

Students read a nonfiction passage and explain how a person, event, or idea changes or connects to something else as the text moves forward. The focus is on cause and effect, not just spotting facts.

Students figure out what specific words mean in a nonfiction passage and think about why the author chose those words. Word choice can shift the feeling of a piece, making it sound serious, playful, or urgent.

Students figure out how a nonfiction passage is built: how one paragraph leads into the next and how each part fits the whole article or chapter.

Students figure out who wrote a piece and why, then notice how that shapes what details the author included and how the writing sounds.

Students look at a chart, photo, or diagram alongside a written passage and explain what the image adds that the words alone don't show.

Students read a nonfiction passage and decide whether the author's main point makes sense. They check if the reasons given actually support it and whether enough proof is included.

Students read two books or articles on the same topic and notice what each author chose to include, leave out, or explain differently. That comparison helps students build a fuller picture of the subject.

Students read nonfiction books and articles on their own, without help, and understand what they've read. The texts get harder across the year.

Students use phonics patterns they've learned to sound out and read unfamiliar words on the page. This includes recognizing common word parts, spellings, and letter combinations that show up in third-grade reading.

Students read aloud smoothly and accurately enough to focus on what the words actually mean. Reading at the right pace helps the story or passage make sense.

Students write a short argument about a book or topic, state what they think, and back it up with reasons and details from what they read.

Students write to explain a topic clearly, choosing facts and details that actually support the point. They organize those details so a reader can follow along without getting lost.

Students write a story, either made-up or drawn from real life, with a clear sequence of events and specific details that bring the characters and setting to life.

Students write sentences and paragraphs that match the task. A story sounds like a story; a report sounds like a report. The words, order, and tone fit what the reader actually needs.

Students plan, draft, and then revise their writing to make it clearer and stronger. That might mean rereading a sentence, changing words, or starting a paragraph over with a fresh approach.

Students use a computer or tablet to write, finish, and share their work. They also use online tools to give feedback to classmates or work on a piece together.

Students pick a focused question and research it, gathering information to show what they learned. Projects can be quick one-day investigations or longer ones that dig deeper into a topic.

Students find facts from books and websites, check that each source can be trusted, and put the information into their own words instead of copying it directly.

Students pull quotes or details from a story or nonfiction passage to back up what they think or have learned. This is the foundation of research and written analysis.

Students practice writing often, for many different reasons. Some pieces take days to finish; others are quick responses to a prompt or question.

Students come to discussions ready to talk, listen to what classmates say, and build on those ideas with their own. The goal is to keep a conversation going, not just wait for a turn to speak.

Students listen to or watch something, like a video, a chart, or a speech, then think about what it means and how well it explains the topic. They practice pulling ideas from different sources, not just written text.

Students listen to a speaker and decide whether the argument makes sense. They look at the reasons given and ask whether the evidence actually backs up what the speaker is saying.

Students organize their ideas before speaking, then present them clearly enough that listeners can follow along from point to point. The topic, the order, and the word choices all fit the situation.

Students choose photos, charts, or short videos to go with what they're saying in a presentation. The visual helps the audience understand the point, not just hear it.

Students practice switching between casual and formal speech depending on the situation. Talking to a friend sounds different from presenting to the class, and this standard asks students to know the difference.

Students apply grammar rules when they write sentences and speak aloud. This includes using the right verb tenses, forming plurals correctly, and making subjects and verbs agree.

Students practice the rules of writing: capitalizing names and the start of sentences, using commas and quotation marks in the right spots, and spelling grade-level words correctly.

Students learn to choose words and sentences that fit the moment, whether writing a story or explaining a fact. Noticing how word choice and tone shift across different kinds of writing helps students understand what they read more clearly.

When students hit an unfamiliar word, they figure out what it means by reading the surrounding sentences, looking at the word's parts (like prefixes or roots), or checking a dictionary.

Students learn that words can mean more than their dictionary definition. They practice spotting phrases like "raining cats and dogs," seeing how words relate to each other, and choosing the right word when two words mean almost the same thing.

Students learn and use topic-specific words that show up across subjects, like words tied to science, history, or math. The goal is to use those words correctly in their writing and class discussions.