# Grade 3: English language arts

A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 31 concepts ready. In the app: https://ai.page/roadmap/hi-ela-grade-3

Part of: [Hawaii: English language arts](https://ai.page/roadmap/hi-ela.md)

Goal: Hawaii academic standards: English language arts, Grade 3

## 1. Language · Demonstrate understanding of word relationships and nuances in word meanings:

- [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

## 2. Language · Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies:

- [Discussing and Questioning New Words](https://ai.page/c/discussing-and-questioning-new-words/index.md): Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known

## 3. Language · Demonstrate command of the conventions of English grammar and usage when reading, writing, or speaking:

- [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
- [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
- [Comparatives & Superlatives](https://ai.page/c/comparatives-and-superlatives/index.md): Form and use comparative and superlative adjectives and adverbs, choosing correctly between them
- [Simple Past, Present and Future](https://ai.page/c/simple-past-present-and-future/index.md): Form and use the simple past, present, and future verb tenses consistently in 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
- [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
- [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
- [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

## 4. Speaking and Listening · Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others’ ideas

- [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
- [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
- [Preparing for and Explaining in Discussions](https://ai.page/c/preparing-for-and-explaining-in-discussions/index.md): Come to discussions prepared, draw on preparation and known information, and explain ideas in light of the discussion

## 5. Writing · Conduct short research projects that build knowledge about a topic:

- [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

## 6. Writing · Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences:

- [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. Writing · Write informative/explanatory texts to examine a topic and convey ideas and information clearly:

- [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

## 8. Writing · Write opinion pieces on topics or texts, supporting a claim with reasons:

- [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

## 9. Writing Foundations · Demonstrate command of the conventions of English when writing, including multi-paragraph texts:

- [Literary Evidence in Writing](https://ai.page/c/literary-evidence-in-writing/index.md): Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature
- [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

## 10. Writing Foundations · Know and apply phonics and word analysis skills when encoding words:

- [Using a Dictionary to Check Spellings](https://ai.page/c/using-a-dictionary-to-check-spellings/index.md): Use the first two or three letters of a word to check its spelling in a dictionary; consult reference materials including beginning dictionaries to verify and correct spellings
- [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
- [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
- [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
- [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

## 11. Writing Foundations · Demonstrate and apply correct handwriting skills:

- [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

## 12. Reading Literature · Describe story elements:

- [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)

## 13. Reading Literature · Analyze literary text development:

- [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
- [Finding Theme and Summarising](https://ai.page/c/finding-theme-and-summarising/index.md): Determine the theme of a story, drama, or poem from details in the text, and provide an objective summary that captures the key events without personal opinions

## 14. Reading Informational · Analyze informational text development:

- [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

## 15. Reading Foundations · Know and apply grade-level phonics and word analysis skills to read:

- [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
- [Reading fluently](https://ai.page/c/reading-fluently/index.md): Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression

## Health: 0 of 100

Of its 31 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):

- Shades of Meaning has no explanation yet
- Discussing and Questioning New Words has no explanation yet
- Writing for an audience has no explanation yet
- Grammar Terms: Clauses and Conjunctions has no explanation yet
- Comparatives & Superlatives has no explanation yet
- Simple Past, Present and Future has no explanation yet
- Formal and Informal English has no explanation yet
- Abstract nouns has no explanation yet
- Irregular Plural Nouns has no explanation yet
- Conjunctions, Prepositions and Interjections has no explanation yet
- Listening and responding has no explanation yet
- Group discussions has no explanation yet
- Preparing for and Explaining in Discussions has no explanation yet
- Short Research Projects has no explanation yet
- Narrative Writing has no explanation yet
- Basic Informational Writing has no explanation yet
- Structured Opinion Writing has no explanation yet
- Literary Evidence in Writing has no explanation yet
- Starting and Ending Sentences has no explanation yet
- Using a Dictionary to Check Spellings has no explanation yet
- Reading High-Frequency Words by Sight has no explanation yet
- Antonyms & Synonyms has no explanation yet
- Compound Words has no explanation yet
- Syllables (age 6+) comes before Blending Sounds to Read Words, which it needs
- Syllables (age 6+) has no explanation yet
- Sharing and Publishing Your Writing has no explanation yet
- Retelling Stories with Structure has no explanation yet
- Morals in Fables, Folktales and Myths has no explanation yet
- Finding Theme and Summarising has no explanation yet
- Main Topic & Key Details has no explanation yet
- Blending Sounds to Read Words has no explanation yet
- Reading fluently has no explanation yet

Credit: The structure of Hawaii academic standards: English language arts (https://docs.google.com/document/d/1IJBp5DMmlPSO2ftfvgPQ8dLJMMfq71XR1LLH4HIrtnQ/edit?pli=1&tab=t.0); 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.