How to learn Grade 3: English language arts

Alaska academic standards: English language arts, Grade 3

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1. Language Standards

Discussing and Questioning New Words: Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known
Domain Vocabulary Across Subject Areas: Acquire and use accurately academic and domain-specific vocabulary relevant to grade-level topics, including words that signal precise meaning in informational texts across subject areas
Shades of Meaning: Distinguish shades of meaning among verbs describing similar actions and among adjectives differing in intensity; make real-life connections between words and their use
Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing
Starting and Ending Sentences: Begin sentences with a capital letter and end them with the appropriate mark (full stop, question mark, or exclamation mark); recognise and name end punctuation
Literary Evidence in Writing: Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature

2. Speaking and Listening Standards

Listening and responding: Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking
Listening to Texts Read Aloud: Listen to and discuss poems, stories, and non-fiction at a level beyond independent reading; confirm understanding of texts read aloud by asking and answering questions about key details
Reporting & Recounting: Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace
Asking Questions: Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood
Summarising Spoken and Media Presentations: Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally
Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions

3. Writing Standards

Writing Process Vocabulary: Know and use the vocabulary of the writing process — compose, plan, draft, revise, edit, proofread, genre, audience, purpose, narrative, recount, instruction, paragraph, sequence, and detail — and understand that these words describe distinct steps and decisions that all writers make, not just tasks to tick off
Evidence-Based Writing: Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction
Short Research Projects: Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes
Sharing and Publishing Your Writing: Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing
Revising and editing (age 7+): Evaluate and edit writing by assessing effectiveness, proposing changes to grammar and vocabulary for consistency, and proof-reading for spelling, grammar and punctuation errors at Y3-4 level
Writing for an audience: Produce clear and coherent writing in which the development and organisation are appropriate to the task, purpose, and audience, maintaining a consistent style and structure throughout
Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations
Basic Informational Writing: Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
Writing opinions: Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it

4. Reading Standards: Foundational Skills

Reading fluently: Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression

5. Reading Standards for Informational Text

Interpreting visual information in texts: Interpret information presented visually, orally, or quantitatively in informational texts (e.g., charts, graphs, diagrams, timelines, animations) and explain how it contributes to understanding the text
Main Topic & Key Details: Identify the main topic of a multi-paragraph informational text, determine the focus of specific paragraphs, and explain how key details support the main idea
Connecting Ideas in Texts: Describe connections between events, ideas, or concepts in informational text using time, sequence, cause-and-effect, and comparison language, and identify logical connections between sentences and paragraphs
Combining information from texts: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably, combining and comparing what each source contributes
Why the author wrote it: Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose
Non-Fiction Text Features: Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information
Explaining Events & Ideas: Explain events, procedures, ideas, or concepts in an informational text, including what happened and why, by citing specific textual evidence about causes, effects, and steps in a process
Reading between the lines: Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do

6. Reading Standards for Literature

Comparing Books: Make comparisons within and across books, identifying similarities and differences in themes, characters, settings, and authorial choices across multiple texts
Pictures and Text Working Together: Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension
Narrator's Point of View: Compare and contrast the point of view from which different stories are narrated, including distinguishing between first-person and third-person narration and explaining how the narrator's perspective shapes the reader's understanding
Structural terminology: Use structural terminology (chapter, scene, stanza) to refer to parts of literary texts and describe how each successive part builds on earlier sections
Literal vs Figurative Language: Distinguish literal from nonliteral (figurative) language in context and interpret common idioms and phrases
Characters, settings, and events: Identify characters, settings, and major events in stories; become familiar with key stories, fairy tales, and traditional tales and retell them with key details in sequence
Retelling Stories with Structure: Retell stories including key details in sequence, describe characters, settings, and major events using evidence from the text, and describe the overall structure of a story (beginning, middle, ending)
Characters' Viewpoints and Responses: Identify and compare characters' points of view, recognise who is narrating a story, describe how characters respond to events and challenges, and compare characters' experiences across different stories or versions of the same story
Story Lessons and Morals: Determine the central message, lesson, or moral of a story, fable, or folktale, explaining what the story teaches the reader and supporting the interpretation with key details from the text
Morals in Fables, Folktales and Myths: Explain how the central message, lesson, or moral of a story is conveyed through key details across diverse text types including fables, folktales, and myths