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

Students read a story and answer questions about it by pointing to the specific words or sentences in the text that back up their answers.

Students retell a fable, folktale, or myth in their own words, then explain the lesson or moral the story 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 describe what that person is like, what they want, and how they feel. Then students explain how that character's choices push the story forward.

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

Students learn the names for the sections of a story, play, or poem, like chapters, scenes, and stanzas. They explain how each new section grows out of what came before it.

Students separate what they personally think from what a character or narrator in the story thinks. A character might believe something students disagree with, and students can name both views.

Students look at the pictures in a story and explain what those pictures add that the words alone don't fully show, like how a dark, stormy illustration makes a scene feel tense or scary.

Students read two books by the same author and spot what stays the same and what changes across the stories, like whether the setting shifts or the characters face a new kind of problem.

Students read stories, plays, and poems on their own, at a level that's considered challenging for third grade. By year's end, they tackle that reading without much help.

Students read a nonfiction passage and answer questions by pointing to the exact sentences or details in the text that support their answer. The words on the page are the evidence, not a guess.

Students read a nonfiction passage, figure out the central point the author is making, and explain how the specific facts and details back it up.

Students read nonfiction and explain how one event or idea leads to the next, using words like "first," "then," "because," and "as a result." The focus is on how things connect, not just what happened.

Students figure out what unfamiliar words mean using clues in the surrounding sentences. This includes everyday school vocabulary and words specific to a topic, like a science or social studies reading.

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

Students read a nonfiction passage and decide whether they agree with the author's opinion or see it differently. Separating "what I think" from "what the author thinks" is the skill.

Students use the pictures, maps, and photos in a book alongside the words to figure out what happened, where it took place, and why.

Students explain how sentences and paragraphs in a nonfiction passage connect to each other, whether one thing causes another, two things are being compared, or steps happen in a certain order.

Students read two books or articles on the same topic and find what they agree on, what they leave out, and where they tell it differently.

Students read nonfiction books and articles on their own, including topics like history, science, and how things work, at the level expected for third grade by year's end.

Students use spelling patterns and word parts to figure out unfamiliar words while reading. This includes recognizing prefixes, suffixes, and root words on sight.

Students learn what common word beginnings like "un-" or "pre-" and endings like "-ful" or "-less" mean, so they can figure out unfamiliar words on their own.

Students break apart words ending in suffixes like -tion, -able, and -ment to read and understand them. Recognizing those endings helps students figure out longer words on the page without stopping to guess.

Students break longer words into smaller chunks to figure out how to read and say them. This skill helps students tackle unfamiliar words they meet in books without stopping to ask for help.

Students read common words that don't follow normal spelling rules, like "enough," "island," and "rhythm." Recognizing these words on sight helps students read grade-level books without stopping to sound them out.

Students read aloud smoothly and accurately enough that understanding the meaning comes naturally. Choppy or slow reading gets in the way of that; this standard is about clearing that obstacle.

Students read grade-level passages with a clear reason in mind, not just to get through the words. They focus on meaning as they read, tracking ideas rather than just decoding.

Students practice reading a passage or poem out loud, getting smoother and more expressive each time they read it. The goal is accuracy, natural pace, and a voice that fits the meaning of the words.

Students catch and fix their own reading mistakes by using the words and sentences around an unfamiliar word to check whether it makes sense. They go back and reread when something feels off.

Students pick a topic, state what they think about it, and back up that opinion with reasons. The writing explains why the student believes what they believe, not just what happened.

Students open an opinion piece by naming the topic, stating what they think about it, and listing the reasons that back up their view.

Students back up their opinion with reasons that explain why they think what they think. The reasons connect directly to the opinion, not to a different idea.

Students use words like "because," "since," and "for example" to connect their opinion to the reasons behind it. These connecting words help a reader follow the thinking from one sentence to the next.

Students end an opinion piece with a closing sentence or short paragraph that wraps up their argument. It signals to the reader that the writing is finished, not just cut off.

Students pick a topic they know or have researched and write to explain it clearly. The writing walks a reader through the facts and ideas, not a personal story or opinion.

Students open an informational piece by naming the topic clearly, then group related facts into sections that belong together. They add diagrams or pictures when a visual explains something words alone can't.

Students back up their main topic with real facts and clear explanations. They add specific details that teach the reader something true about the subject.

Connecting words like "also," "another," and "but" help readers follow a paragraph from one idea to the next. Students practice using these words to link related facts and details within a piece of writing.

Students write a closing sentence or short paragraph at the end of a piece to wrap up what they explained. It signals to 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 descriptive details to bring characters and events to life.

Students open a story by setting up where things are, who's involved, and what starts happening. Events follow in an order that feels natural, not jumbled.

Students write what a character says, thinks, and feels to bring story moments to life. Dialogue and small action details show how a character reacts when something happens.

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

Stories need an ending that feels finished. Students write a closing sentence or short wrap-up that lets the reader know the story is done, not just cut off.

Students learn to match how they organize and develop their writing to what the piece is actually for. A how-to guide looks different from a story, and a letter looks different from both.

Students plan, draft, revise, and edit their writing with help from a teacher or classmates. The goal is to make each piece clearer and stronger before it's finished.

With adult help, students use a computer to type, finish, and share their writing. They may also use technology to give feedback on a classmate's work or work on a piece together.

Students pick a topic and gather information about it from books, websites, or other sources. The goal is to learn enough to write or talk about the topic with some real detail.

Students find facts from books, websites, or their own experiences, jot down short notes, and sort what they find into given categories. This is the research habit behind every report they write.

Students write regularly, both in short bursts and over several days, for different reasons and different readers. Some pieces get revised and polished; others are finished in a single sitting.

Students take turns talking and listening in class discussions, whether with a partner, a small group, or the whole class. They build on what classmates say and share their own ideas in clear sentences.

Students read or study the material before a group discussion, then use what they read to build on the conversation, not just listen from the sidelines.

Students practice the basics of a good class discussion: wait your turn, listen while others speak, and stay on topic. These habits keep conversations fair and focused.

During group discussions, students ask questions when something is unclear and connect what they say to what a classmate just said. They stay on the subject instead of going off in a new direction.

Students listen to what others say in a group discussion, then adjust or add to their own ideas based on what they heard. The conversation actually changes their thinking, not just their turn to talk.

Students listen to a story, video, or presentation and identify the main point along with the key details that support it.

Students listen to a speaker, then ask questions and add details to the conversation. The focus is on building on what was said, not just restating it.

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

Students record themselves reading a story or poem aloud, keeping a steady pace so listeners can follow along. They add pictures or visuals when that helps an audience understand an important detail.

Students practice saying their thoughts in full sentences instead of one-word answers, giving enough detail so listeners understand. Teachers coach them to match how they talk to the situation.

Students apply basic grammar rules when they write sentences or speak out loud. This covers everything from using the right verb tense to putting words in the right order.

Students name the parts of a sentence and explain what job each word does. A noun names a person or thing, a verb shows the action, and an adjective describes what something looks like or feels like.

Students practice making nouns plural, including tricky ones that don't follow the usual add-an-s rule, like "child" becoming "children" or "tooth" becoming "teeth."

Abstract nouns name ideas or feelings you can't touch or see, like freedom, courage, or childhood. Students practice spotting and using these words in their writing.

Students practice using everyday action words the right way, including tricky verbs that don't follow normal patterns, like "ran" instead of "runned" or "sang" instead of "singed."

Students practice writing sentences in past, present, and future tense, showing whether an action already happened, is happening now, or will happen later.

Students learn to match their words so sentences stay consistent: "she runs" not "she run," and using "he" or "they" to refer back to the same person named earlier in the sentence.

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 learn to connect ideas using joining words like "and," "but," and "or," as well as words like "because," "when," and "although" that link a main idea to a supporting detail.

Students practice building three kinds of sentences: a basic sentence, two ideas joined by a word like "and" or "but," and a sentence that uses a connecting word like "because" or "when" to link a main idea to a dependent one.

Students practice the rules of written English: which words get capital letters, where commas and periods go, and how to spell words correctly. These conventions show up in everything they write.

Students learn which words in a book or movie title get a capital letter and which small words, like "and" or "the," usually stay lowercase.

Students learn where to place commas when writing an address, such as between a city and state. They practice this in their own writing.

Students learn where to place commas and quotation marks when a character speaks in a story, so written conversation looks and reads the way readers expect.

Students learn to write possessives, like "the dog's leash" or "the students' homework," to show that something belongs to someone or something.

Spelling common everyday words correctly and knowing how to spell new words built from a root, like turning "sit" into "sitting" or "happy" into "happiness."

Students use spelling rules and patterns to write words correctly, things like how words in the same family share letters, or how endings change when you add -ing or -ed.

Students learn to look up a word in a dictionary when they are unsure how to spell it, then fix the spelling in their writing.

Students learn to match their words and tone to the situation: a letter to the principal sounds different from a story told to a friend. This standard builds awareness of how word choice and sentence style shift depending on the audience and purpose.

Students practice picking the exact word or phrase that makes a sentence land. They learn that swapping one word can change the feeling of a whole paragraph.

Students notice that talking and writing follow different rules. A word or phrase that sounds fine out loud may need to change on the page, and this standard asks students to spot those differences.

Students figure out what an unfamiliar word means by using context clues in the sentence, breaking the word into parts, or checking a dictionary. The goal is to pick the right strategy for the situation.

Students read the sentence around an unfamiliar word to figure out what it means. The other words nearby act as clues.

Adding a prefix or suffix changes a word's meaning. Students use what they know about word parts like "un-," "dis-," or "-less" to figure out unfamiliar words on their own.

Students use a word they already know to figure out an unfamiliar word that shares the same root. If they know "act," they can take a reasonable guess at "actor" or "action."

Students look up unfamiliar words in a dictionary or glossary, print or online, to find the exact meaning. This is a foundational research habit that starts in third grade. Wait, that's too long and has a curricular phrase. Let me redo. Students use a print or digital dictionary to look up the exact meaning of a word they don't know or aren't sure about.

Students learn that words can be related, opposite, or shades of each other in meaning. They practice sorting words by feeling or intensity, like the difference between "chilly" and "freezing."

Words can mean exactly what they say or something completely different. Students learn to spot the difference, like knowing "it's raining cats and dogs" means a heavy downpour, not actual animals falling from the sky.

Students connect vocabulary words to real life by thinking of people, places, or situations that match the word. For example, they might name someone who is generous or recall a time they felt nervous.

Students learn that words like "knew," "believed," and "wondered" aren't interchangeable. Each one signals how sure a person actually is about something, and choosing the right word changes the meaning of a sentence.

Students learn words they'll need for everyday conversation and schoolwork, including words that show when or where something happens, like "before," "after," "nearby," or "the following morning."