# Grade 3: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 33 concepts ready. In the app: https://ai.page/roadmap/ks-ela-grade-3 Part of: [Kansas: English language arts](https://ai.page/roadmap/ks-ela.md) Goal: Kansas academic standards: English language arts, Grade 3 ## 1. Grade 3 · Demonstrate knowledge of language and command of the conventions of standard English grammar and usage when speaking. - [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 - [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 ## 2. Grade 3 · Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse on third grade topics and texts, building on others' ideas and expressing thei - [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 - [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. Grade 3 · Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. - [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 ## 4. Grade 3 · 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 ## 5. Grade 3 · 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 ## 6. Grade 3 · Write opinion pieces on topics or texts, supporting a point of view 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 - [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 ## 7. Grade 3 · 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 ## 8. Grade 3 · Determine or clarify the meaning of unknown and multiple-meaning words and phrases to expand language comprehension. - [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 - [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 - [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 ## 9. Grade 3 · Use knowledge of language and its conventions when reading. - [Standard English](https://ai.page/c/standard-english/index.md): Know and understand the differences between spoken and written language — including differences in formality, register, grammar, and vocabulary — and between Standard English and other varieties of English, using Standard English confidently in writing and speech ## 10. Grade 3 · Read with sufficient accuracy and fluency to support comprehension. - [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 ## 11. Grade 3 · Know and apply grade-level phonics and word analysis skills in decoding and encoding words. - [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 - [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 - [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 ## 12. Engage - [Book Features and Author's Reasons](https://ai.page/c/book-features-and-author-s-reasons/index.md): Identify front cover, back cover, and title page of a book; identify the reasons an author gives to support points in informational text - [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 - [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 ## 13. Explore - [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 - [Engaging Listeners and Valuing Viewpoints](https://ai.page/c/engaging-listeners-and-valuing-viewpoints/index.md): Gain, maintain and monitor the interest of listeners when speaking; consider and evaluate different viewpoints, attending to and building on others' contributions; begin to select appropriate language for different situations ## 14. Curate - [Writing to inform](https://ai.page/c/writing-to-inform/index.md): Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it - [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 - [Using Multiple Sources](https://ai.page/c/using-multiple-sources/index.md): Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or solve a problem efficiently - [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) ## 15. Include - [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 - [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 ## 16. Inquire - [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 - [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 ## Health: 0 of 100 Of its 33 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 - Grammar Terms: Clauses and Conjunctions has no explanation yet - Comparatives & Superlatives has no explanation yet - Simple Past, Present and Future has no explanation yet - Discussing Texts as a Group has no explanation yet - Group discussions comes before Listening and responding, which it needs - Group discussions has no explanation yet - Starting and Ending Sentences has no explanation yet - Narrative Writing has no explanation yet - Basic Informational Writing comes before Writing to inform, which it needs - Basic Informational Writing has no explanation yet - Structured Opinion Writing has no explanation yet - Fact vs opinion comes before Why the author wrote it, which it needs - Fact vs opinion has no explanation yet - Shades of Meaning has no explanation yet - Discussing and Questioning New Words has no explanation yet - Word Parts as Clues has no explanation yet - Antonyms & Synonyms has no explanation yet - Standard English has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Decoding unfamiliar words has no explanation yet - Syllables (age 6+) has no explanation yet - Prefixes and suffixes has no explanation yet - Book Features and Author's Reasons has no explanation yet - Combining information from texts has no explanation yet - Why the author wrote it has no explanation yet - Comparing Characters Across Stories has no explanation yet - Engaging Listeners and Valuing Viewpoints has no explanation yet - Writing to inform has no explanation yet - Research & Note-Taking has no explanation yet - Using Multiple Sources has no explanation yet - Retelling Stories with Structure has no explanation yet - Listening and responding has no explanation yet - Interpreting visual information in texts has no explanation yet - Asking Questions has no explanation yet - Reading between the lines has no explanation yet Credit: The structure of Kansas academic standards: English language arts (https://community.ksde.org/LinkClick.aspx?fileticket=lRPEqFzIgQA%3d&tabid=5280); 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.