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

Students practice taking turns and staying focused during class discussions, following the rules the group agreed on together.

Students listen to a speaker, figure out what the speaker is really trying to say, and ask questions when something is unclear.

Students take turns, share the work fairly, and notice what each person in their group adds. This is about learning to work with others, not just alongside them.

Students take turns talking with a partner, a small group, or the whole class about what they are reading or writing. They share their own ideas clearly and listen when others speak.

Students stand up and share a report, story, or real experience out loud, using facts and details that fit the topic. They speak clearly enough for the whole class to follow.

Students swap, remove, or rearrange individual sounds inside spoken words. For example, they drop a sound from "bridges" to get "ridges" or flip the first and last sounds of "safe" to get "face."

Students practice forming each letter correctly in both print and cursive, then space words and sentences so the writing is easy to read.

Students break longer words into syllables and sound them out, using what they know about vowel patterns, r-controlled vowels, and syllable types. This is the decoding work that makes unfamiliar words readable.

Students break apart unfamiliar words by looking at their pieces: contractions like "won't," abbreviations like "Dr.," and common prefixes, suffixes, and roots. Recognizing those parts helps students read and spell words they haven't seen before.

Students sound out unfamiliar words by breaking them into parts and using nearby sentences to confirm the meaning. This includes longer words with more than one syllable.

Students practice reading common words on sight, including tricky ones that don't follow spelling rules, until the words come instantly without sounding them out.

Reading aloud at a steady pace with feeling, not word by word. Students read grade-level passages smoothly, using tone and rhythm to show they understand what the words mean.

Students practice spelling tricky sounds: vowels that blend together (like in "coin" or "loud"), the soft unstressed vowel in words like "pencil," and letters that stay silent (like the k in "knew"). They also learn when c and g make hard or soft sounds.

Students spell words that contain vowel pairs (like "rain" or "boat") and words that end in a consonant plus "-le" (like "table" or "purple"), in both short words and longer ones.

Students learn to spell words correctly by recognizing common beginnings and endings, like "un-" or "-ful," and following the spelling rules that apply when adding them, such as doubling a letter or changing a "y" to an "i."

Students read a passage and figure out what it is mostly about, then point to the sentences that back that up. It is the skill of separating the big idea from the supporting details.

Students learn to spot what makes a story a story, a poem a poem, and a nonfiction book different from both. They look at things like rhyme, chapters, characters, and facts to figure out what kind of text they're reading.

Students identify the key events in a story and put them in order, then write a short summary that captures what happened without retelling every detail.

Students read a nonfiction passage, then put the key facts into their own words, leaving out the minor details. Think of it as finding the "what happened and why it matters" without copying the text.

Students plan, draft, and revise their own writing until it holds together in paragraphs. They practice this with stories, fact-based pieces, and opinion writing, going back to fix and improve as they go.

Students revise their writing more than once, checking that ideas flow in a clear order and that each sentence connects smoothly to the next.

Students fix punctuation, capitalization, and spelling in their own writing drafts, checking back through the work more than once and using tools like dictionaries or word lists when they need help.

Students take a piece of writing all the way from rough draft to a finished version, then share it with a real audience by reading it aloud, displaying it, or posting it somewhere others can actually see it.

Students figure out why an author wrote a piece: to tell an entertaining story, share facts, or convince the reader of something. This skill helps students read with a purpose, not just follow the words.

Students figure out who is telling the story. A first-person narrator uses "I" and is part of the story; a third-person narrator stands outside it and refers to characters by name or as "he," "she," or "they."

Students find the story's setting, plot, and characters, then look for details in the text that show what each character is like. Think of it as reading between the lines to understand who the characters are and why they act the way they do.

Students spot figures of speech in stories and poems: words that give objects human feelings, comparisons using "like" or "as," exaggerated claims for effect, repeated beginning sounds, and words that imitate sounds like "buzz" or "crash."

Students read a passage and answer questions about things the author implies but never says directly. They point to specific lines in the text to back up their answers.

Students read a nonfiction passage and sort out which statements are facts that can be checked and which are opinions that reflect someone's view. They explain how they can tell the difference.

Students read nonfiction passages and figure out how the author organized the ideas. Did the author lay out steps in order, describe a topic, or present a problem and its fix?

Students write their own short stories with a clear beginning, middle, and end. They build a setting, invent characters, and show what those characters are like through what they say and do.

Students write a short report on a real topic, grouping facts into paragraphs and using connecting words like "first" and "also" to tie the details back to one main idea.

Students write several paragraphs sharing their opinion on a topic, back it up with reasons and facts, and use connecting words like "first," "also," and "finally" to tie the paragraphs together.

Students sort words by how they relate: same meaning, opposite meaning, or same sound but different spelling and definition. Recognizing these connections helps students read and write with more precision.

Students read a confusing word and look at the surrounding sentences for clues about what it means. They practice figuring out unfamiliar words on their own, without stopping to ask for help or reach for a dictionary.

Students break apart unfamiliar words by looking at roots, prefixes, and suffixes to figure out what the word means. A word like "unhelpful" gets decoded piece by piece.

Students look up unfamiliar words in a dictionary, glossary, or thesaurus to understand what they're reading. The goal is to use those tools on their own, without waiting for help.

Students learn new words that show up in third-grade reading and lessons, then connect those words to what they already know. They practice using the words in conversation, in writing, and across subjects.

Students practice choosing exact, grade-appropriate words when they write so their meaning comes through clearly. The focus is on picking the right word, not just any word that fits.

Students choose specific, well-fitted words when they write, thinking about who will read the work and what feeling or idea they want to get across.

Students learn to tell a simple sentence (one complete thought) from a compound sentence (two complete thoughts joined by a connecting word like "and," "but," or "so").

Students learn to name the working parts of a sentence: nouns, verbs, pronouns, adjectives, and connecting words like "but" or "so." Knowing what each part does helps students read closely and build clearer sentences of their own.

Students practice writing four types of sentences: statements, questions, commands, and exclamations. They also learn to spot incomplete sentences and fix them so every sentence can stand on its own.

Students practice choosing the right words to make sentences clearer and more interesting. That means picking strong action words, descriptive words, and small connecting words like "under" or "quickly" to say exactly what they mean.

Students learn which words in a book title get capital letters, how to punctuate titles correctly, and when to capitalize a title like "Dr." or a place name like a city or country.

Students learn which punctuation mark ends each type of sentence: a period for statements and commands, a question mark for questions, and an exclamation point for sentences showing strong feeling.

Apostrophes do two jobs: they shrink word pairs into contractions like "won't" or "should've," and they show that something belongs to someone, like "Maria's backpack." Students practice both uses in their writing.

Students learn two comma jobs: putting one before words like "and," "but," and "or" when joining two complete thoughts, and placing commas between items in a list.

Students learn to write time correctly by placing a colon between the hour and minutes, the way it appears on a clock or schedule. A time like 3:15 looks right; without the colon, it doesn't.

Students learn to put quotation marks around the exact words a character says in a story. This keeps a reader from confusing who is speaking with what is spoken.

Students pick a question they want answered, then gather information from books or other sources to build a real answer. This standard covers the full loop: forming the question, finding sources, and pulling out what matters.

Students use titles, captions, charts, and other visual features on the page to better understand nonfiction reading. These features help students find key information faster and make sense of what the text is explaining.

Students look at what they've found and decide what actually matters for their topic. Not every fact they come across belongs in their writing.

Students pick a topic they want to learn about and write a list of questions to guide their research. This is the first step before reading sources or taking notes.

Students practice keeping track of where they found their research: who wrote it, what it's called, and when it was published. It's a simplified version of the source list adults use in reports and papers.

Students pick one source and write an informative piece about it in one sitting or over a couple of days. They organize what they learned into a clear, focused piece of writing.

Students find information from sources like maps, diagrams, spoken audio, and written text, then compare what different sources say about the same topic.

Students combine writing with at least one other format, like a drawing, a map, or a sound recording, to share an idea or feeling. The goal is to use more than words alone.

Students choose books they want to read and stick with them long enough to build a real reading habit. Over time, they branch out into new genres on their own.

Students practice writing by hand or keyboard for stretches of time, picking the right format and style for who will read it and why.