How to learn Grade 3: English language arts

Louisiana academic standards: English language arts, Grade 3

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

Shades of Meaning: 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 Standards · Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

Discussing and Questioning New Words: Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known

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

Standard English: 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
Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing

4. Language Standards · Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Starting and Ending Sentences: 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

5. Language Standards · Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Writing for an audience: 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: 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: Form and use comparative and superlative adjectives and adverbs, choosing correctly between them
Standard English Verbs: Use Standard English verb inflections in place of non-standard local forms
Simple Past, Present and Future: Form and use the simple past, present, and future verb tenses consistently in writing
Abstract nouns: Understand and use abstract nouns to name ideas, qualities, and states that cannot be perceived by the senses
Formal and Informal English: Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context
Conjunctions, Prepositions and Interjections: Explain the function of conjunctions, prepositions, and interjections in general and in particular sentences, understanding how each word class contributes to meaning

6. Speaking and Listening Standards · Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on ot

Listening and responding: 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: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions
Preparing for and Explaining in Discussions: Come to discussions prepared, draw on preparation and known information, and explain ideas in light of the discussion

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

Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations

8. Writing Standards · Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Basic Informational Writing: Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section

9. Writing Standards · Write opinion pieces on topics or texts, supporting a point of view with reasons.

Structured Opinion Writing: 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

10. Reading Standards for Foundational Skills · Read with sufficient accuracy and fluency to support comprehension.

Reading fluently: 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: 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. Reading Standards for Foundational Skills · Know and apply grade-level phonics and word analysis skills in decoding words.

Blending Sounds to Read Words: 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+): 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: 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: 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. Language

Sorting & Categorising Words: Sort common objects and words into categories to understand how concepts relate; demonstrate understanding of opposites (antonyms) for common verbs and adjectives
Literal vs Figurative Language: Distinguish literal from nonliteral (figurative) language in context and interpret common idioms and phrases
Using a Dictionary to Check Spellings: 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
Word Parts as Clues: 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
Commas to avoid ambiguity: Use commas to clarify meaning and avoid ambiguity in sentences where the absence of a comma could cause misreading
Capitals for Names, Days and I: Use capital letters for proper nouns (names of people, places) the days of the week, and the personal pronoun 'I'
Building sentences: Understand that words combine to make sentences — a sentence expresses a complete thought; produce and expand complete sentences in speech and writing
Agreement in sentences: Ensure subject-verb agreement and pronoun-antecedent agreement within and across sentences
Adjectives vs adverbs: Use adjectives and adverbs correctly, choosing between them depending on whether a noun or verb/adjective is being modified (e.g., 'She ran quickly' vs 'She is quick')

13. Speaking & Listening

Multimedia Presentations: Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes
Reporting & Recounting: Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace
Asking Questions: Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood
Summarising Spoken and Media Presentations: Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally
Listening to Texts Read Aloud: 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
Building on Others in Discussions: Pose and respond to specific questions in discussions, making comments that contribute to the discussion and elaborate on the remarks of others

14. Writing

Short Research Projects: Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes
Research & Note-Taking: 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
Main Topic & Key Details: 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
Connecting Ideas in Texts: 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
Combining information from texts: 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
Sharing and Publishing Your Writing: Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing
Responding to Writing Feedback: With teacher guidance, re-read own writing aloud to check it sounds right; listen and respond to questions and suggestions from teacher or peers to add detail, clarify meaning, and strengthen writing — this is the scaffolded beginning of writing self-evaluation, not an independent skill
Revising and editing (age 8+): Read back your own writing critically and independently — notice where meaning is unclear, where a word could be stronger, or where the reader might be confused; make revisions without needing teacher prompts, using your own judgment about what is and isn't working
Planning Ideas Before Writing: Plan before writing by saying aloud or noting down what will be written, writing down ideas and key words, and encapsulating ideas sentence by sentence before composing
Simple Stories with Beginning and Ending: Write simple narratives by sequencing sentences to describe events in order; narrate a single event or linked events with a beginning, middle, and ending or reaction
Pictures and Text Working Together: Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension
Writing to inform: Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it

15. Reading: Foundational Skills

Self-Correcting While Reading: Check that text makes sense while reading and self-correct inaccurate reading by re-reading or using context
Reading High-Frequency Words by Sight: Read common high-frequency and exception words automatically by sight, including words with irregular spelling patterns

16. Reading: Informational Text

Main Topic of Informational Texts: Identify the main topic and retell key details of informational texts; describe connections between individuals, events, ideas, or pieces of information
Structure of information texts: 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
Interpreting visual information in texts: 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
Explaining Events & Ideas: 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
Why the author wrote it: Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose
Non-Fiction Text Features: Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information
Domain Vocabulary Across Subject Areas: 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
How authors support their points: 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

17. Reading: Literature

Comparing Books: Make comparisons within and across books, identifying similarities and differences in themes, characters, settings, and authorial choices across multiple texts
Reading between the lines: Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do
Inferring Characters' Feelings and Motives: 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: Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature
Retelling Stories with Structure: 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)
Characters' Viewpoints and Responses: 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: 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: 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: 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
Story Lessons and Morals: Determine the central message, lesson, or moral of a story, fable, or folktale, explaining what the story teaches the reader and supporting the interpretation with key details from the text
Morals in Fables, Folktales and Myths: 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
Comparing Characters, Settings and Events: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details about how characters interact, settings influence action, or events connect