# Grade 3: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 53 concepts ready. In the app: https://ai.page/roadmap/ar-ela-grade-3 Part of: [Arkansas: English language arts](https://ai.page/roadmap/ar-ela.md) Goal: Arkansas academic standards: English language arts, Grade 3 ## 1. Language - [Commas in lists](https://ai.page/c/commas-in-lists/index.md): Use commas to separate items in a list within a sentence (e.g., 'I bought apples, bananas, and oranges') - [Commas Before Joining Words](https://ai.page/c/commas-before-joining-words/index.md): Use a comma before a coordinating conjunction (and, but, or, so, yet) when joining two independent clauses in a compound sentence - [Commas with yes, no, and names](https://ai.page/c/commas-with-yes-no-and-names/index.md): Use commas to set off the words yes and no, to set off tag questions, and to indicate direct address in sentences - [Capitals for Names, Days and I](https://ai.page/c/capitals-for-names-days-and-i/index.md): Use capital letters for proper nouns (names of people, places) the days of the week, and the personal pronoun 'I' - [Punctuating Titles of Works](https://ai.page/c/punctuating-titles-of-works/index.md): Use underlining, quotation marks, or italics to indicate titles of works, applying conventions for different types of works such as books, stories, poems, songs, and articles - [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 - [Expanded noun phrases (age 9+)](https://ai.page/c/expanded-noun-phrases-age-9/index.md): Form and use prepositional phrases (preposition + noun phrase) to add detail about time, location, or direction within sentences, recognising how they function as adjective or adverb phrases - [Adjectives vs adverbs](https://ai.page/c/adjectives-vs-adverbs/index.md): Use adjectives and adverbs correctly, choosing between them depending on whether a noun or verb/adjective is being modified (e.g., 'She ran quickly' vs 'She is quick') - [Subject-verb agreement](https://ai.page/c/subject-verb-agreement/index.md): Use singular and plural nouns with matching verbs in sentences, maintaining subject-verb agreement (e.g., 'He hops' vs 'We hop') - [Irregular past tense verbs](https://ai.page/c/irregular-past-tense-verbs/index.md): Form and use the past tense of frequently occurring irregular verbs correctly (e.g., sat, hid, told, went, came, ran), recognising that these do not follow the regular -ed pattern - [Comparatives & Superlatives](https://ai.page/c/comparatives-and-superlatives/index.md): Form and use comparative and superlative adjectives and adverbs, choosing correctly between them - [Pronouns](https://ai.page/c/pronouns/index.md): Use personal, possessive, and indefinite pronouns correctly (e.g., I/me/my, they/them/their, anyone/everything), replacing nouns to avoid repetition - [Agreement in sentences](https://ai.page/c/agreement-in-sentences/index.md): Ensure subject-verb agreement and pronoun-antecedent agreement within and across sentences - [Irregular Plural Nouns](https://ai.page/c/irregular-plural-nouns/index.md): Form and use irregular plural nouns (e.g., children, teeth, mice, geese) in addition to regular plurals, recognising that some nouns have irregular plural forms that do not follow the -s/-es pattern - [Apostrophes for possession (age 7+)](https://ai.page/c/apostrophes-for-possession-age-7/index.md): Use the possessive apostrophe accurately with both regular and irregular plural nouns (e.g., the girls' bags, the children's toys), distinguishing singular from plural possession - [Abstract nouns](https://ai.page/c/abstract-nouns/index.md): Understand and use abstract nouns to name ideas, qualities, and states that cannot be perceived by the senses ## 2. Collaborative Communication - [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 - [Multimedia Presentations](https://ai.page/c/multimedia-presentations/index.md): Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes - [Reporting & Recounting](https://ai.page/c/reporting-and-recounting/index.md): Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace - [Asking Questions](https://ai.page/c/asking-questions/index.md): Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood - [Group discussions](https://ai.page/c/group-discussions/index.md): Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions ## 3. Writing - [Short Research Projects](https://ai.page/c/short-research-projects/index.md): Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes - [Research & Note-Taking](https://ai.page/c/research-and-note-taking/index.md): Gather relevant information from print and digital sources, summarise or paraphrase information in notes and finished work, and provide a basic bibliography or list of sources - [Writing Process Vocabulary](https://ai.page/c/writing-process-vocabulary/index.md): 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 - [Planning Ideas Before Writing](https://ai.page/c/planning-ideas-before-writing/index.md): Plan before writing by saying aloud or noting down what will be written, writing down ideas and key words, and encapsulating ideas sentence by sentence before composing - [Planning, Revising and Editing Writing](https://ai.page/c/planning-revising-and-editing-writing/index.md): Plan, revise, and edit writing to improve coherence and effectiveness — considering how the writing reflects its intended audience and purpose, amending vocabulary, grammar, and structure, and proofreading for accurate spelling, punctuation, and grammar - [Cohesion and Transitions Across Writing](https://ai.page/c/cohesion-and-transitions-across-writing/index.md): Use varied transitions, cohesive devices, and paragraph-linking strategies to create coherence across a whole piece of writing — including temporal transitions, causal connectives, and techniques for signalling shifts in argument, time, or setting - [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 - [Writing for an audience](https://ai.page/c/writing-for-an-audience/index.md): 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](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 - [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 ## 4. Reading Comprehension - [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 - [Literal vs Figurative Language](https://ai.page/c/literal-vs-figurative-language/index.md): Distinguish literal from nonliteral (figurative) language in context and interpret common idioms and phrases - [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 - [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 - [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 - [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 - [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 - [Why the author wrote it](https://ai.page/c/why-the-author-wrote-it/index.md): Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose - [Pictures and Text Working Together](https://ai.page/c/pictures-and-text-working-together/index.md): Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension - [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 - [How Parts Build a Whole Text](https://ai.page/c/how-parts-build-a-whole-text/index.md): Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a story, drama, or poem, analysing how each part contributes to the whole - [How authors support their points](https://ai.page/c/how-authors-support-their-points/index.md): Explain how an author of an informational text uses reasons and evidence to support particular points, evaluating whether the reasoning is sound and the evidence is relevant and sufficient - [Supporting ideas with evidence](https://ai.page/c/supporting-ideas-with-evidence/index.md): Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points - [Poems, Drama & Prose](https://ai.page/c/poems-drama-and-prose/index.md): Explain major differences between poems, drama, and prose, identifying structural elements unique to each form: verse, rhythm, and meter in poetry; cast of characters, dialogue, and stage directions in drama; chapters and paragraphs in prose - [Narrator's Point of View](https://ai.page/c/narrator-s-point-of-view/index.md): 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 - [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 - [Comparing Characters Across Stories](https://ai.page/c/comparing-characters-across-stories/index.md): Compare and contrast the adventures and experiences of characters in familiar stories; identify similarities and differences between two texts on the same topic - [Comparing Books](https://ai.page/c/comparing-books/index.md): Make comparisons within and across books, identifying similarities and differences in themes, characters, settings, and authorial choices across multiple texts - [Characters' Viewpoints and Responses](https://ai.page/c/characters-viewpoints-and-responses/index.md): 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 - [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 ## 5. Foundational Reading - [Reading with Expression and Accuracy](https://ai.page/c/reading-with-expression-and-accuracy/index.md): Read aloud with accuracy, appropriate rate, and expression (prosody), re-reading familiar texts to build fluency and confidence, and using context to self-correct - [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 ## Health: 0 of 100 Of its 53 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): - Commas in lists has no explanation yet - Commas Before Joining Words has no explanation yet - Commas with yes, no, and names has no explanation yet - Capitals for Names, Days and I has no explanation yet - Punctuating Titles of Works has no explanation yet - Compound Words has no explanation yet - Expanded noun phrases (age 9+) has no explanation yet - Adjectives vs adverbs has no explanation yet - Subject-verb agreement has no explanation yet - Irregular past tense verbs has no explanation yet - Comparatives & Superlatives has no explanation yet - Pronouns has no explanation yet - Agreement in sentences has no explanation yet - Irregular Plural Nouns has no explanation yet - Apostrophes for possession (age 7+) has no explanation yet - Abstract nouns has no explanation yet - Describing Aloud has no explanation yet - Multimedia Presentations has no explanation yet - Reporting & Recounting has no explanation yet - Asking Questions has no explanation yet - Group discussions has no explanation yet - Short Research Projects has no explanation yet - Research & Note-Taking has no explanation yet - Writing Process Vocabulary has no explanation yet - Planning Ideas Before Writing has no explanation yet - Planning, Revising and Editing Writing has no explanation yet - Cohesion and Transitions Across Writing has no explanation yet - Structured Opinion Writing has no explanation yet - Writing for an audience has no explanation yet - Narrative Writing has no explanation yet - Basic Informational Writing has no explanation yet - Greek and Latin Roots for Word Meaning has no explanation yet - Literal vs Figurative Language has no explanation yet - Shades of Meaning has no explanation yet - Antonyms & Synonyms has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Characters, settings, and events has no explanation yet - Reading between the lines has no explanation yet - Why the author wrote it has no explanation yet - Pictures and Text Working Together has no explanation yet - Combining information from texts has no explanation yet - How Parts Build a Whole Text has no explanation yet - How authors support their points has no explanation yet - Supporting ideas with evidence has no explanation yet - Poems, Drama & Prose has no explanation yet - Narrator's Point of View has no explanation yet - Interpreting visual information in texts has no explanation yet - Comparing Characters Across Stories has no explanation yet - Comparing Books has no explanation yet - Characters' Viewpoints and Responses has no explanation yet Credit: The structure of Arkansas academic standards: English language arts (https://dese.ade.arkansas.gov/admin/Files/AR_2023_K-12_ELA_Standards_LS.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.