# Grade 3: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 35 concepts ready. In the app: https://ai.page/roadmap/ga-ela-grade-3 Part of: [Georgia: English language arts](https://ai.page/roadmap/ga-ela.md) Goal: Georgia academic standards: English language arts, Grade 3 ## 1. Texts (T) Students grow in their learning as they purposefully engage with texts. · Curating Sources & Evidence Integrate evidence from print and digital sources, assessing credibility and relevance a - [Revising and editing (age 7+)](https://ai.page/c/revising-and-editing-age-7/index.md): 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 - [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 - [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 ## 2. Texts (T) Students grow in their learning as they purposefully engage with texts. · Research & Inquiry Conduct research to ask and answer questions that clarify, deepen, and extend understanding of a - [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 - [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 ## 3. Texts (T) Students grow in their learning as they purposefully engage with texts. · Poetic Techniques Explain, analyze, and use poetic techniques to shape understandings. - [Reciting Poetry](https://ai.page/c/reciting-poetry/index.md): Learn poems by heart and recite with appropriate intonation, adding visual displays to descriptions when appropriate, and producing complete sentences in spoken presentations - [Forms of Poetry and Performance](https://ai.page/c/forms-of-poetry-and-performance/index.md): Recognise different forms of poetry (free verse, narrative poetry, haiku) and discuss their features; prepare poems and play scripts to read aloud and perform with understanding through intonation, tone, volume and action ## 4. Texts (T) Students grow in their learning as they purposefully engage with texts. · Opinion Techniques Explain, analyze, and use opinion techniques to shape understandings. - [Author's word choices](https://ai.page/c/author-s-word-choices/index.md): Recognise how an author's deliberate choices — of words, structure, tone, and perspective — create particular effects on you as a reader - [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 - [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 ## 5. Texts (T) Students grow in their learning as they purposefully engage with texts. · Expository Techniques Explain, analyze, and use expository techniques to shape understandings. - [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 - [Explaining Events & Ideas](https://ai.page/c/explaining-events-and-ideas/index.md): 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 ## 6. Texts (T) Students grow in their learning as they purposefully engage with texts. · Narrative Techniques Explain, analyze, and use narrative techniques to shape understandings. - [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 ## 7. Texts (T) Students grow in their learning as they purposefully engage with texts. · Craft Use language to interpret meaning and craft engaging texts. - [Revising and editing (age 8+)](https://ai.page/c/revising-and-editing-age-8/index.md): Read back your own writing critically and independently — notice where meaning is unclear, where a word could be stronger, or where the reader might be confused; make revisions without needing teacher prompts, using your own judgment about what is and isn't working ## 8. Texts (T) Students grow in their learning as they purposefully engage with texts. · Organization Demonstrate and apply understanding of organizational structures and elements to create coherent and en - [Text Features & Presentation](https://ai.page/c/text-features-and-presentation/index.md): Identify how language choices, text structure and presentational features (illustrations, diagrams, bold print, layout) contribute to the overall meaning and effect of a text - [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 - [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 ## 9. Texts (T) Students grow in their learning as they purposefully engage with texts. · Authors & Speakers Make connections between authors of texts, speakers in texts, varying perspectives, and the circu - [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 ## 10. Texts (T) Students grow in their learning as they purposefully engage with texts. · Purpose & Audience Use knowledge of purposes and audiences, as well as the language that develops those relationship - [Choosing Form and Tone for Your Audience](https://ai.page/c/choosing-form-and-tone-for-your-audience/index.md): Identify the audience for and purpose of writing before beginning, selecting the appropriate form, tone, and register to match the intended reader and communicative goal - [Purpose, audience, and context](https://ai.page/c/purpose-audience-and-context/index.md): Identify the purpose, audience, and context of a text and use this knowledge to support comprehension — recognising how writing aimed at different audiences (academic, popular, persuasive) uses different conventions, register, and tone ## 11. Language (L) Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determi - [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 - [Formal and Informal English](https://ai.page/c/formal-and-informal-english/index.md): Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context - [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 - [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 - [Conjunctions, Prepositions and Interjections](https://ai.page/c/conjunctions-prepositions-and-interjections/index.md): Explain the function of conjunctions, prepositions, and interjections in general and in particular sentences, understanding how each word class contributes to meaning ## 12. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Collaboration Collaborate with oth - [Shared Research Projects](https://ai.page/c/shared-research-projects/index.md): Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question ## 13. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Writing like a Reader Construct te - [Sharing and Publishing Your Writing](https://ai.page/c/sharing-and-publishing-your-writing/index.md): Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing ## 14. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Context Develop and apply knowledg - [Connecting reading to experience](https://ai.page/c/connecting-reading-to-experience/index.md): Link what is read or heard to own experiences; draw on background knowledge and vocabulary to support understanding of texts ## 15. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Writing Processes Compose a range - [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 ## 16. Practices (P) Students engage routinely in four literacy practices that ground, shape, and inform the expectations of the Foundations, Language, and Texts domains. · Comprehension Strategies Engage wi - [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 - [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 ## 17. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Read Cursive Read texts written in cursive. - [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 ## 18. Foundations (F) Students build a foundation for achieving dynamic literacy practices to aid reading comprehension. · Decoding & Encoding with Phonics Use knowledge of phonics to decode and encode grad - [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 - [Blending Sounds to Read Words](https://ai.page/c/blending-sounds-to-read-words/index.md): Apply phonic knowledge to blend sounds in unfamiliar words containing taught grapheme-phoneme correspondences; respond speedily to graphemes for all 40+ phonemes - [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 35 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): - Revising and editing (age 7+) has no explanation yet - Combining information from texts has no explanation yet - Evidence-Based Writing has no explanation yet - Short Research Projects comes before Shared Research Projects, which it needs - Short Research Projects has no explanation yet - Asking Questions has no explanation yet - Reciting Poetry has no explanation yet - Forms of Poetry and Performance comes before Reading with Expression and Accuracy, which it needs - Forms of Poetry and Performance has no explanation yet - Author's word choices has no explanation yet - Structured Opinion Writing has no explanation yet - Why the author wrote it has no explanation yet - Pictures and Text Working Together has no explanation yet - Explaining Events & Ideas has no explanation yet - Narrative Writing has no explanation yet - Revising and editing (age 8+) comes before Sharing and Publishing Your Writing, which it needs - Revising and editing (age 8+) has no explanation yet - Text Features & Presentation has no explanation yet - Writing for an audience has no explanation yet - Structure of information texts has no explanation yet - Text & Media Connections has no explanation yet - Choosing Form and Tone for Your Audience has no explanation yet - Purpose, audience, and context has no explanation yet - Using New Vocabulary has no explanation yet - Formal and Informal English has no explanation yet - Starting and Ending Sentences has no explanation yet - Grammar Terms: Clauses and Conjunctions has no explanation yet - Conjunctions, Prepositions and Interjections has no explanation yet - Shared Research Projects has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Connecting reading to experience has no explanation yet - Writing Process Vocabulary has no explanation yet - Reading between the lines has no explanation yet - Discussing Texts as a Group has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Prefixes and suffixes has no explanation yet - Blending Sounds to Read Words has no explanation yet - Syllables (age 6+) has no explanation yet Credit: The structure of Georgia academic standards: English language arts (https://case.georgiastandards.org/391c3abe-c1ec-4a4a-a942-c9e152b35102/81848a48-ee42-417b-ab91-b3c54ec40b99/68); 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.