# Grade 3: English language arts

A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 44 concepts ready. In the app: https://ai.page/roadmap/in-ela-grade-3

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

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

## 1. Communication and Collaboration · Students participate and engage in collaborative discussions and paraphrase information provided in grade-level texts and presentations.

- [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
- [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

## 2. Writing · Students research and write for various purposes using processes and applying their knowledge of language and sentence structure.

- [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
- [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
- [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

## 3. Reading Comprehension · Students comprehend grade-level text, including fiction and nonfiction, and can demonstrate their comprehension orally and through 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
- [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
- [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
- [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
- [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
- [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
- [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
- [Story Sequence and Central Message](https://ai.page/c/story-sequence-and-central-message/index.md): Discuss the sequence of events in narrative texts and how items of information are related in non-fiction, retelling stories including key details and demonstrating understanding of central message or lesson
- [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
- [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
- [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

## 4. Reading Foundations · Students read grade-level text independently and fluently.

- [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
- [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
- [Reading Inflectional Endings](https://ai.page/c/reading-inflectional-endings/index.md): Read words containing taught GPCs with common inflectional endings (-s, -es, -ing, -ed, -er, -est) and the prefix un-; read multi-syllable words with taught patterns
- [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

## 5. Communication and Collaboration · Create oral presentations that maintain a clear focus, using various media when appropriate to emphasize or enhance certain facts or details.

- [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

## 6. Communication and Collaboration · Use appropriate language to report on a topic or text, or provide a narrative that organizes ideas chronologically using major points of information. Use appropriate 

- [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

## 7. Communication and Collaboration · Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

- [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

## 8. Communication and Collaboration · Retell, paraphrase, and explain the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, 

- [Paraphrasing What You Hear](https://ai.page/c/paraphrasing-what-you-hear/index.md): Paraphrase portions of a text read aloud or information presented in diverse media and formats, capturing the key ideas accurately in one's own words

## 9. Communication and Collaboration · Ask questions to check understanding of information presented, stay on topic, and link comments to the remarks of others. (E)

- [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
- [Building on Others in Discussions](https://ai.page/c/building-on-others-in-discussions/index.md): Pose and respond to specific questions in discussions, making comments that contribute to the discussion and elaborate on the remarks of others

## 10. Writing · Demonstrate command of capitalization, punctuation, and spelling, focusing on: a. Capitalization – Capitalizing appropriate words in titles, historical periods, company names, product names,

- [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

## 11. Writing · Demonstrate command of English grammar and usage, focusing on: a. Nouns/Pronouns – Writing sentences using abstract nouns (e.g., hope, thought). b. Verbs – Writing sentences that use regular

- [Rehearsing and Varying Sentences](https://ai.page/c/rehearsing-and-varying-sentences/index.md): Compose and rehearse sentences orally before writing, progressively building varied and rich vocabulary and an increasing range of sentence structures including dialogue

## 12. Writing · Conduct research on a topic. a. Identify a specific topic or question of interest (e.g., where did Benjamin Harrison grow up?). b. Locate information in reference texts, electronic resources

- [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

## 13. Writing · Write persuasive compositions in a variety of forms that: a. State the opinion in an introductory statement or section. b. Support the opinion with reasons in an organized way. c. Connect op

- [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

## 14. Reading Comprehension · Use a known word as a clue to the meaning of an unknown word with the same root, and identify when an affix is added to a known root word.

- [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

## 15. Reading Comprehension · Identify relationships among words, including synonyms, antonyms, homographs, homonyms, and multiple-meaning words (e.g., puzzle, fire). (E)

- [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

## 16. Reading Comprehension · Compare and contrast the most important points and key details presented in two texts on the same topic.

- [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

## 17. Reading Comprehension · Identify how a nonfiction text can be structured to indicate a problem and solution or to put events in chronological order. (E)

- [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

## 18. Reading Comprehension · Apply knowledge of text features to locate information and gain meaning from a text (e.g., maps, illustrations, charts, font/format).

- [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

## 19. Reading Comprehension · Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in processes or procedures in a text, using words such as first, next, f

- [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

## 20. Reading Comprehension · Determine the main idea of a text; recount the key details and explain how they support the main idea. (E)

- [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

## 21. Reading Comprehension · Distinguish personal point of view from that of the narrator or those of the 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

## 22. Reading Comprehension · Describe characters in a story (e.g., their traits, motivations, or feelings), and explain how their actions contribute to the plot.

- [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

## 23. Reading Comprehension · Recount folktales, fables, and tall tales from diverse cultures; identify the themes in these works. (E)

- [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

## 24. Reading Foundations · Read multisyllabic words composed of roots and related prefixes and suffixes; read irregular contractions (e.g., will not = won't) and possessives (e.g., children’s, Dennis’s). (

- [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

## 25. Reading Foundations · Know and use more difficult word families when reading unfamiliar words (e.g., -ight).

- [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

## Health: 0 of 100

Of its 44 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):

- Shared Research Projects has no explanation yet
- Discussing Texts as a Group has no explanation yet
- Sharing and Publishing Your Writing has no explanation yet
- Narrative Writing has no explanation yet
- Basic Informational Writing has no explanation yet
- Writing Process Vocabulary has no explanation yet
- Listening to Texts Read Aloud has no explanation yet
- Reading between the lines has no explanation yet
- Text & Media Connections has no explanation yet
- Why the author wrote it has no explanation yet
- Fact vs opinion has no explanation yet
- How authors support their points has no explanation yet
- Non-Fiction Text Features has no explanation yet
- Story Sequence and Central Message has no explanation yet
- Interpreting visual information in texts 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
- Characters' Viewpoints and Responses has no explanation yet
- Reading fluently has no explanation yet
- Reading with Expression and Accuracy has no explanation yet
- Reading Inflectional Endings has no explanation yet
- Syllables (age 6+) has no explanation yet
- Multimedia Presentations has no explanation yet
- Reporting & Recounting has no explanation yet
- Asking Questions has no explanation yet
- Paraphrasing What You Hear has no explanation yet
- Group discussions has no explanation yet
- Building on Others in Discussions has no explanation yet
- Starting and Ending Sentences has no explanation yet
- Rehearsing and Varying Sentences has no explanation yet
- Short Research Projects has no explanation yet
- Structured Opinion Writing has no explanation yet
- Greek and Latin Roots for Word Meaning has no explanation yet
- Word Parts as Clues has no explanation yet
- Antonyms & Synonyms has no explanation yet
- Combining information from texts has no explanation yet
- Structure of information texts has no explanation yet
- Text Features & Presentation has no explanation yet
- Explaining Events & Ideas has no explanation yet
- Main Topic & Key Details has no explanation yet
- Narrator's Point of View comes before Character Traits and Motivation, which it needs
- Narrator's Point of View has no explanation yet
- Character Traits and Motivation has no explanation yet
- Morals in Fables, Folktales and Myths has no explanation yet
- Prefixes and suffixes has no explanation yet
- Decoding unfamiliar words has no explanation yet

Credit: The structure of Indiana academic standards: English language arts (https://www.doe.in.gov/sites/default/files/standards/journalism-standards-updated-march-2020.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.