# Grade 3: English language arts

A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 30 concepts ready. In the app: https://ai.page/roadmap/id-ela-grade-3

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

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

## 1. Grammar and Conventions · Use knowledge of spelling in writing.

- [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
- [Tricky words](https://ai.page/c/tricky-words/index.md): Spell common exception words from memory that do not follow regular phonic patterns, including the days of the week
- [Spelling from Dictation](https://ai.page/c/spelling-from-dictation/index.md): Write simple sentences from memory when dictated by the teacher, applying taught GPCs, spelling rules, and common exception words

## 2. Grammar and Conventions · Demonstrate command of the conventions of English punctuation and capitalization when writing and reading aloud to create meaning.

- [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

## 3. Grammar and Conventions · Demonstrate command of the conventions of English grammar and usage when writing or speaking.

- [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
- [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
- [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
- [Basic Nouns & Verbs](https://ai.page/c/basic-nouns-and-verbs/index.md): Use frequently occurring nouns (people, places, things) and verbs (action words) appropriately in speech and writing
- [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
- [Comparatives & Superlatives](https://ai.page/c/comparatives-and-superlatives/index.md): Form and use comparative and superlative adjectives and adverbs, choosing correctly between them
- [Past, Present and Progressive Tense](https://ai.page/c/past-present-and-progressive-tense/index.md): Use verbs to convey past and present tense correctly and consistently, including the progressive form (e.g., she is drumming, he was shouting), understanding how tense indicates time

## 4. Vocabulary Development · Determine how words and phrases provide meaning and nuance to grade-level texts.

- [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

## 5. Vocabulary Development · Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade-level 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
- [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

## 6. Reading Comprehension · Use evidence from nonfiction works to demonstrate understanding of grade-level texts.

- [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
- [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
- [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
- [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

## 7. Reading Comprehension · Use evidence from literature to demonstrate understanding of grade-level texts.

- [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
- [Inferring Characters' Feelings and Motives](https://ai.page/c/inferring-characters-feelings-and-motives/index.md): Draw inferences from independently-read texts, such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence from the text
- [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
- [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
- [Character Traits and Motivation](https://ai.page/c/character-traits-and-motivation/index.md): Analyse character traits, motivations, and feelings using text evidence, and distinguish one's own point of view from that of the narrator or characters
- [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
- [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
- [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

## 8. Foundational Reading · Use knowledge of grade-level phonics and word analysis skills to decode 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
- [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
- [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

## Health: 0 of 100

Of its 30 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 a Dictionary to Check Spellings has no explanation yet
- Tricky words has no explanation yet
- Spelling from Dictation comes before Starting and Ending Sentences, which it needs
- Spelling from Dictation has no explanation yet
- Starting and Ending Sentences has no explanation yet
- Listening and responding has no explanation yet
- Writing Process Vocabulary has no explanation yet
- Grammar Terms: Clauses and Conjunctions has no explanation yet
- Basic Nouns & Verbs has no explanation yet
- Irregular Plural Nouns has no explanation yet
- Comparatives & Superlatives has no explanation yet
- Past, Present and Progressive Tense has no explanation yet
- Shades of Meaning has no explanation yet
- Discussing and Questioning New Words has no explanation yet
- Domain Vocabulary Across Subject Areas has no explanation yet
- Supporting ideas with evidence has no explanation yet
- Structure of information texts has no explanation yet
- Non-Fiction Text Features has no explanation yet
- Connecting Ideas in Texts has no explanation yet
- Comparing Books has no explanation yet
- Inferring Characters' Feelings and Motives has no explanation yet
- Literary Evidence in Writing has no explanation yet
- Characters' Viewpoints and Responses has no explanation yet
- Character Traits and Motivation has no explanation yet
- Narrator's Point of View has no explanation yet
- Poems, Drama & Prose has no explanation yet
- Morals in Fables, Folktales and Myths has no explanation yet
- Blending Sounds to Read Words has no explanation yet
- Syllables (age 6+) has no explanation yet
- Greek and Latin Roots for Word Meaning has no explanation yet
- Prefixes and suffixes has no explanation yet

Credit: The structure of Idaho academic standards: English language arts (https://www.sde.idaho.gov/topics/admin-rules/files/negotiated-rulemaking/Idaho-K-12-State-Standards-for-ELA-Literacy.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.