Missouri Grade 3 English

Support a character trait with words and actions

A trait describes a pattern in how a character behaves; a feeling can describe a single moment. Read this original scene and decide which description has support. Students should connect their chosen word to details rather than guessing from a character’s name.

Curriculum reference: Missouri K–5 English Language Arts expectations, from the Missouri Department of Elementary and Secondary Education ELA directory.

Missouri Grade 3 references for this activity

DESE’s current directory links the Missouri English Language Arts expectations adopted in April 2016. The Grades 6–12 PDF identifies a June 2020 update. References here name the selected strand, section, letter, and grade column in the state document; the 2026 download path is not a new adoption date. Read the complete expectations and the school’s curriculum to plan beyond this activity.

These selected reference labels identify an activity focus, with the grade column and PDF page linked separately. Read the complete state requirements and the school’s sequence, including reading, writing, language, speaking, and listening. This short original example does not fulfill the entire curriculum or establish a student’s grade-level proficiency.

A worked Grade 3 reading investigation

This original classroom example is separate from official assessment questions.

Omar’s paper tower tipped over twice. He frowned, then looked carefully at the folded base. “I will make the bottom wider,” he said. He tried another fold and set the tower down again. When it leaned, he changed one side and tried once more. At cleanup time, his tower was still standing.

Try the activity

Choose a trait supported by Omar’s words and actions. Give two details that support it. Explain how frowning and continuing to work tell different things about him.

Follow the reasoning

Persistent is a supported trait: Omar keeps working after more than one unsuccessful attempt. His statement about widening the bottom shows a plan, and his repeated adjustments show that he acts on it. Careful or willing to improve can also be supported with a clear explanation. Frowning suggests a feeling of frustration at that moment, although the narrator does not name his exact feeling. It does not cancel the evidence that he continues trying. The final standing tower describes the result at cleanup time. A strong response might say, “Omar is persistent because he changes the base after it falls and tries again when it leans.”

Notice what needs more practice

One successful tower does not prove that Omar always succeeds or never asks for help. The story does not say that he wins a contest, ignores classmates, or builds the tallest tower. Do not choose selfish simply because he works on his own tower; there is no event about refusing to share. If a student chooses frustrated as a trait, discuss the difference between a temporary reaction and the repeated behavior shown here. More than one trait word can be reasonable when its explanation uses the passage.

Grade 3 English worksheets

Choose printable practice that matches the skill being taught. Check the task, reading difficulty, and directions before assigning it; the collection is independently published.

Browse Grade 3 English worksheets

Use the next session to build independence

1. List one thing Omar says and two things he does; keep observations separate from your labels.
2. Choose a trait and connect it to at least two relevant details.
3. Describe his possible feeling separately, explaining what the text shows and what you infer.

In a new story, check whether a later action supports or complicates your first description. A character can show different traits in different situations. Revise a label when the evidence changes rather than treating your first impression as a fact.

For more general reading and writing resources, visit the Grade 3 English Online Center.

Missouri Grade 3 English: useful planning questions

Is a character’s feeling always a trait?

No. Frowning can suggest a moment of frustration, while continuing through several attempts supports persistence. Explain each using the relevant details.

Where are the complete state requirements?

DESE’s current directory links the Missouri English Language Arts expectations adopted in April 2016. The Grades 6–12 PDF identifies a June 2020 update. References here name the selected strand, section, letter, and grade column in the state document; the 2026 download path is not a new adoption date. Read the complete expectations and the school’s curriculum to plan beyond this activity. The school’s sequence also includes reading, writing, speaking, listening, and language work beyond this example.