# Grade 3: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 39 concepts ready. In the app: https://ai.page/roadmap/al-ela-grade-3 Part of: [Alabama: English language arts](https://ai.page/roadmap/al-ela.md) Goal: Alabama academic standards: English language arts, Grade 3 ## 1. Literacy Foundations K-3 · Use words and phrases in writing for effect and elaboration. - [Using New Vocabulary](https://ai.page/c/using-new-vocabulary/index.md): Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing ## 2. Literacy Foundations K-3 · Use grade-level and domain-appropriate vocabulary in writing. - [Domain Vocabulary Across Subject Areas](https://ai.page/c/domain-vocabulary-across-subject-areas/index.md): 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 - [Narrative Writing](https://ai.page/c/narrative-writing/index.md): Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations ## 3. Literacy Foundations K-3 · Gather and evaluate information about a topic from a variety of sources, including digital sources, and utilize it to create a project, report, or presentation. - [Synthesising across multiple texts](https://ai.page/c/synthesising-across-multiple-texts/index.md): Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably, combining information without plagiarising ## 4. Literacy Foundations K-3 · Compose simple, compound, and complex sentences with correct subject-verb agreement. - [Grammar Terms: Clauses and Conjunctions](https://ai.page/c/grammar-terms-clauses-and-conjunctions/index.md): Use and understand Year 3 grammatical terminology accurately when discussing reading and writing: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant letter, vowel letter, inverted commas/speech marks - [Fixing Fragments & Run-Ons](https://ai.page/c/fixing-fragments-and-run-ons/index.md): Recognise and correct sentence fragments (incomplete sentences lacking a subject or predicate) and run-on sentences (two or more independent clauses joined without proper punctuation or conjunctions) ## 5. Literacy Foundations K-3 · Demonstrate knowledge of the rules of standard English grammar including punctuation, capitalization, sentence formation, and spelling appropriate for third grade. - [Starting and Ending Sentences](https://ai.page/c/starting-and-ending-sentences/index.md): 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 ## 6. Literacy Foundations K-3 · Apply knowledge of grade-appropriate phoneme-grapheme correspondences, multisyllabic word construction, syllable division rules, and spelling rules (or generalizations) to e - [Homophones (age 9+)](https://ai.page/c/homophones-age-9/index.md): Distinguish and correctly spell homophones and commonly confused words at Y5-6 level (e.g., affect/effect, practice/practise, advice/advise, complement/compliment, aisle/isle, led/lead), including confused words such as to/too/two and there/their/they're - [Prefixes and suffixes](https://ai.page/c/prefixes-and-suffixes/index.md): Read words containing common prefixes and suffixes from the Y3-4 programme, applying knowledge of root words, prefixes and suffixes (morphology and etymology) to read aloud and understand new words - [Syllables (age 6+)](https://ai.page/c/syllables-age-6/index.md): Decode words of two or more syllables by breaking them into syllable chunks, applying knowledge that every syllable must contain a vowel sound, and blending the parts together ## 7. Literacy Foundations K-3 · Use text comparisons (text to text, text to self, and text to world) to make meaning. - [Text & Media Connections](https://ai.page/c/text-and-media-connections/index.md): Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions from the text - [Connecting Ideas in Texts](https://ai.page/c/connecting-ideas-in-texts/index.md): 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 ## 8. Literacy Foundations K-3 · Identify statements in informational texts as facts or opinions. - [Evidence-Based Writing](https://ai.page/c/evidence-based-writing/index.md): Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction - [Fact vs opinion](https://ai.page/c/fact-vs-opinion/index.md): Distinguish between statements of fact and statements of opinion in texts, recognising how authors blend factual information with subjective viewpoints ## 9. Literacy Foundations K-3 · Identify the text structures within literary and informational texts. - [Structure of information texts](https://ai.page/c/structure-of-information-texts/index.md): Describe the overall structure of an informational text (chronology, comparison, cause/effect, problem/solution) and explain how the author's chosen structure helps convey information and ideas ## 10. Literacy Foundations K-3 · Identify and use text features in informational passages to locate information. - [Non-Fiction Text Features](https://ai.page/c/non-fiction-text-features/index.md): Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information ## 11. Literacy Foundations K-3 · Describe literary elements within a story, including setting, plot, characters, and themes. - [Characters, settings, and events](https://ai.page/c/characters-settings-and-events/index.md): 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 - [Morals in Fables, Folktales and Myths](https://ai.page/c/morals-in-fables-folktales-and-myths/index.md): 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 - [Retelling Stories with Structure](https://ai.page/c/retelling-stories-with-structure/index.md): 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) ## 12. Literacy Foundations K-3 · Determine the explicit or implied main idea and supporting details of a text. - [Main Topic & Key Details](https://ai.page/c/main-topic-and-key-details/index.md): 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 ## 13. Literacy Foundations K-3 · Analyze meaningful parts (morphemes) of words and phrases in discussions and/or text. - [Greek and Latin Roots for Word Meaning](https://ai.page/c/greek-and-latin-roots-for-word-meaning/index.md): Use knowledge of Greek and Latin affixes (prefixes and suffixes) and roots as clues to determine the meaning of unfamiliar words, building a bank of common roots and their meanings - [Word Parts as Clues](https://ai.page/c/word-parts-as-clues/index.md): Use knowledge of common inflections and affixes (-ed, -s, un-, -er) as clues to the meaning of unknown words; understand how the prefix un- changes meaning ## 14. Literacy Foundations K-3 · Describe word relationships and nuances in word meanings, including relating them to their opposites and distinguishing shades of meaning in similar or related words, includ - [Shades of Meaning](https://ai.page/c/shades-of-meaning/index.md): Distinguish shades of meaning among verbs describing similar actions and among adjectives differing in intensity; make real-life connections between words and their use ## 15. Literacy Foundations K-3 · Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isola - [Decoding unfamiliar words](https://ai.page/c/decoding-unfamiliar-words/index.md): Read Y3-4 exception words with unusual spelling-sound correspondences, applying growing knowledge of morphology and etymology to decode unfamiliar exception words ## 16. Literacy Foundations K-3 · Present information orally using complex sentence structures, appropriate volume, and clear pronunciation. - [Describing Aloud](https://ai.page/c/describing-aloud/index.md): Describe familiar people, places, things, and events with detail; speak audibly and express thoughts, feelings, and ideas clearly; give well-structured descriptions and explanations ## 17. Literacy Foundations K-3 · Contribute meaningful ideas to discussions with groups and peers utilizing agreed upon rules. - [Discussing Texts as a Group](https://ai.page/c/discussing-texts-as-a-group/index.md): Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities ## 18. Writing - [The Present Perfect Tense](https://ai.page/c/the-present-perfect-tense/index.md): Use the present perfect form of verbs in contrast to the simple past tense, understanding how the present perfect indicates an action completed at an unspecified time or with ongoing relevance (e.g., 'He has gone out' vs 'He went out') - [Structured Opinion Writing](https://ai.page/c/structured-opinion-writing/index.md): Compose opinion pieces that introduce a topic, state a clear point of view, provide organised reasons linked with connecting words, and include a concluding statement or section - [Basic Informational Writing](https://ai.page/c/basic-informational-writing/index.md): Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section - [Persuasive Writing](https://ai.page/c/persuasive-writing/index.md): Write arguments to support claims with clear reasons and relevant evidence — including introducing claims, acknowledging counterclaims, organising reasons logically, maintaining a formal style, and providing a concluding statement ## 19. Comprehension - [Listening to Texts Read Aloud](https://ai.page/c/listening-to-texts-read-aloud/index.md): 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 - [Combining information from texts](https://ai.page/c/combining-information-from-texts/index.md): 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 - [Reading between the lines](https://ai.page/c/reading-between-the-lines/index.md): Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do - [Interpreting visual information in texts](https://ai.page/c/interpreting-visual-information-in-texts/index.md): 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 ## 20. Vocabulary - [Compound Words](https://ai.page/c/compound-words/index.md): Recognise and spell compound words by identifying the two component words that combine to form a single word - [Antonyms & Synonyms](https://ai.page/c/antonyms-and-synonyms/index.md): Demonstrate understanding of words by relating them to their antonyms (opposites) and synonyms (words with similar meanings), using synonym and antonym relationships to refine vocabulary and improve precision in writing ## 21. Fluency - [Reading High-Frequency Words by Sight](https://ai.page/c/reading-high-frequency-words-by-sight/index.md): Read common high-frequency and exception words automatically by sight, including words with irregular spelling patterns ## 22. Oral Language - [Writing opinions](https://ai.page/c/writing-opinions/index.md): Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it - [Listening and responding](https://ai.page/c/listening-and-responding/index.md): Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking ## Health: 0 of 100 Of its 39 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Using New Vocabulary has no explanation yet - Domain Vocabulary Across Subject Areas has no explanation yet - Narrative Writing has no explanation yet - Synthesising across multiple texts comes before Combining information from texts, which it needs - Synthesising across multiple texts has no explanation yet - Grammar Terms: Clauses and Conjunctions has no explanation yet - Fixing Fragments & Run-Ons has no explanation yet - Starting and Ending Sentences has no explanation yet - Homophones (age 9+) has no explanation yet - Prefixes and suffixes has no explanation yet - Syllables (age 6+) has no explanation yet - Text & Media Connections has no explanation yet - Connecting Ideas in Texts comes before Main Topic & Key Details, which it needs - Connecting Ideas in Texts has no explanation yet - Evidence-Based Writing comes before Main Topic & Key Details, which it needs - Evidence-Based Writing has no explanation yet - Fact vs opinion has no explanation yet - Structure of information texts has no explanation yet - Non-Fiction Text Features has no explanation yet - Characters, settings, and events comes before Listening to Texts Read Aloud, which it needs - Characters, settings, and events has no explanation yet - Morals in Fables, Folktales and Myths has no explanation yet - Retelling Stories with Structure has no explanation yet - Main Topic & Key Details has no explanation yet - Greek and Latin Roots for Word Meaning has no explanation yet - Word Parts as Clues has no explanation yet - Shades of Meaning has no explanation yet - Decoding unfamiliar words comes before Reading High-Frequency Words by Sight, which it needs - Decoding unfamiliar words has no explanation yet - Describing Aloud has no explanation yet - Discussing Texts as a Group has no explanation yet - The Present Perfect Tense has no explanation yet - Structured Opinion Writing comes before Writing opinions, which it needs - Structured Opinion Writing has no explanation yet - Basic Informational Writing has no explanation yet - Persuasive Writing has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Combining information from texts has no explanation yet - Reading between the lines has no explanation yet - Interpreting visual information in texts has no explanation yet - Compound Words has no explanation yet - Antonyms & Synonyms has no explanation yet - Reading High-Frequency Words by Sight has no explanation yet - Writing opinions has no explanation yet - Listening and responding has no explanation yet Credit: The structure of Alabama academic standards: English language arts (https://www.alsde.edu/sec/sct/COS/2021%20Alabama%20English%20Language%20Arts%20Course%20of%20Study.pdf); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.