# Grade 3: English language arts

A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 29 concepts ready. In the app: https://ai.page/roadmap/ky-ela-grade-3

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

Goal: Kentucky 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
- [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
- [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

## 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 an array of strategies.

- [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

## 3. Language · Use knowledge of language and its conventions when writing, speaking, reading or listening.

- [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
- [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
- [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

## 4. Language · When 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
- [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
- [Suffixes (age 7+)](https://ai.page/c/suffixes-age-7/index.md): Spell words using productive suffixes (-ation, -ly, -ous) and less common sound-spelling correspondences (/ɪ/ as y, /ʌ/ as ou, endings sounding like /ʒə/, /tʃə/, /ʒən/, /ʃən/) introduced in the Year 3-4 programme
- [Apostrophes for possession](https://ai.page/c/apostrophes-for-possession/index.md): Use the possessive apostrophe with singular nouns to show ownership (e.g., the girl's book, the dog's bone)
- [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
- [Commas with yes, no, and names](https://ai.page/c/commas-with-yes-no-and-names/index.md): Use commas to set off the words yes and no, to set off tag questions, and to indicate direct address in sentences
- [Capitals for Names, Days and I](https://ai.page/c/capitals-for-names-days-and-i/index.md): Use capital letters for proper nouns (names of people, places) the days of the week, and the personal pronoun 'I'

## 5. Language · When writing or speaking, demonstrate command of the conventions of standard English grammar and us-age.

- [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
- [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
- [Choosing Tenses for Precise Meaning](https://ai.page/c/choosing-tenses-for-precise-meaning/index.md): Use verb tense to convey various times, sequences, states, and conditions, selecting tenses deliberately to express the precise timing and nature of actions and events
- [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
- [Grammar Terms: Pronouns and Determiners](https://ai.page/c/grammar-terms-pronouns-and-determiners/index.md): Know and use Year 4 grammar terminology including determiner, pronoun, possessive pronoun, and adverbial

## 6. Composition · Compose narratives, using writing and digital resources, to develop real or imagined experiences or multiple events or ideas using effective technique, descriptive details and clear sequ

- [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. Composition · Compose informative and/or explanatory texts, using writing and digital resources, to examine a topic and provide information.

- [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. Composition · Compose opinion pieces, using a combination of writing and digital resources, on topics or texts, with supporting 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. Reading Foundational Skills · Read fluently (accuracy, speed and prosody) on grade-level to support comprehension.

- [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

## 10. Reading Foundational Skills · Know and apply grade-level phonics and word analysis skills in decoding 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

## Health: 0 of 100

Of its 29 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
- Antonyms & Synonyms has no explanation yet
- Discussing and Questioning New Words has no explanation yet
- Domain Vocabulary Across Subject Areas has no explanation yet
- Standard English has no explanation yet
- Formal and Informal English has no explanation yet
- Using New Vocabulary has no explanation yet
- Using a Dictionary to Check Spellings has no explanation yet
- Writing Process Vocabulary has no explanation yet
- Suffixes (age 7+) has no explanation yet
- Apostrophes for possession has no explanation yet
- Starting and Ending Sentences has no explanation yet
- Commas with yes, no, and names has no explanation yet
- Capitals for Names, Days and I 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
- Listening and responding has no explanation yet
- Choosing Tenses for Precise Meaning has no explanation yet
- Abstract nouns has no explanation yet
- Irregular Plural Nouns has no explanation yet
- Grammar Terms: Pronouns and Determiners has no explanation yet
- Narrative Writing has no explanation yet
- Basic Informational Writing has no explanation yet
- Structured Opinion Writing has no explanation yet
- Reading fluently has no explanation yet
- Reading with Expression and Accuracy has no explanation yet
- Syllables (age 6+) has no explanation yet
- Prefixes and suffixes has no explanation yet

Credit: The structure of Kentucky academic standards: English language arts (https://kystandards.org/wp-content/uploads/2019/02/KAS-for-Reading-and-Writing-FINAL.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.