# Grade 3: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 74 concepts ready. In the app: https://ai.page/roadmap/la-ela-grade-3 Part of: [Louisiana: English language arts](https://ai.page/roadmap/la-ela.md) Goal: Louisiana academic standards: English language arts, Grade 3 ## 1. Language Standards · 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 ## 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](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 ## 3. Language Standards · 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 - [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 Standards · 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 ## 5. Language Standards · Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. - [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 - [Standard English Verbs](https://ai.page/c/standard-english-verbs/index.md): Use Standard English verb inflections in place of non-standard local forms - [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 - [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 - [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 - [Conjunctions, Prepositions and Interjections](https://ai.page/c/conjunctions-prepositions-and-interjections/index.md): 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](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 - [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 - [Preparing for and Explaining in Discussions](https://ai.page/c/preparing-for-and-explaining-in-discussions/index.md): 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](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 ## 8. Writing Standards · 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 ## 9. Writing Standards · 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 ## 10. Reading Standards for Foundational Skills · Read with sufficient accuracy and fluency 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 ## 11. Reading Standards for Foundational Skills · Know and apply grade-level phonics and word analysis skills in decoding 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 ## 12. Language - [Sorting & Categorising Words](https://ai.page/c/sorting-and-categorising-words/index.md): 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](https://ai.page/c/literal-vs-figurative-language/index.md): Distinguish literal from nonliteral (figurative) language in context and interpret common idioms and phrases - [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 - [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 - [Commas to avoid ambiguity](https://ai.page/c/commas-to-avoid-ambiguity/index.md): 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](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' - [Building sentences](https://ai.page/c/building-sentences/index.md): 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](https://ai.page/c/agreement-in-sentences/index.md): Ensure subject-verb agreement and pronoun-antecedent agreement within and across sentences - [Adjectives vs adverbs](https://ai.page/c/adjectives-vs-adverbs/index.md): 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](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 - [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 - [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 - [Summarising Spoken and Media Presentations](https://ai.page/c/summarising-spoken-and-media-presentations/index.md): Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally - [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 - [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 ## 14. Writing - [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 - [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 - [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 - [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 - [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 - [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 - [Responding to Writing Feedback](https://ai.page/c/responding-to-writing-feedback/index.md): 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+)](https://ai.page/c/revising-and-editing-age-8/index.md): 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](https://ai.page/c/planning-ideas-before-writing/index.md): 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](https://ai.page/c/simple-stories-with-beginning-and-ending/index.md): 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](https://ai.page/c/pictures-and-text-working-together/index.md): Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension - [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 ## 15. Reading: Foundational Skills - [Self-Correcting While Reading](https://ai.page/c/self-correcting-while-reading/index.md): Check that text makes sense while reading and self-correct inaccurate reading by re-reading or using context - [Reading High-Frequency Words by Sight](https://ai.page/c/reading-high-frequency-words-by-sight/index.md): 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](https://ai.page/c/main-topic-of-informational-texts/index.md): 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](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 - [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 - [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 - [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 - [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 - [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 - [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 ## 17. Reading: Literature - [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 - [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 - [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 - [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) - [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 - [Story Lessons and Morals](https://ai.page/c/story-lessons-and-morals/index.md): 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](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 - [Comparing Characters, Settings and Events](https://ai.page/c/comparing-characters-settings-and-events/index.md): 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 ## Health: 0 of 100 Of its 74 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 - Discussing and Questioning New Words has no explanation yet - Standard English has no explanation yet - Using New Vocabulary has no explanation yet - Starting and Ending Sentences comes before Building sentences, which it needs - Starting and Ending Sentences has no explanation yet - Writing for an audience comes before Planning Ideas Before Writing, which it needs - Writing for an audience has no explanation yet - Grammar Terms: Clauses and Conjunctions has no explanation yet - Comparatives & Superlatives comes before Adjectives vs adverbs, which it needs - Comparatives & Superlatives has no explanation yet - Standard English Verbs has no explanation yet - Simple Past, Present and Future has no explanation yet - Abstract nouns has no explanation yet - Formal and Informal English has no explanation yet - Conjunctions, Prepositions and Interjections has no explanation yet - Listening and responding has no explanation yet - Group discussions has no explanation yet - Preparing for and Explaining in Discussions has no explanation yet - Narrative Writing comes before Simple Stories with Beginning and Ending, which it needs - 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 - Reading fluently comes before Blending Sounds to Read Words, which it needs - Reading fluently comes before Reading High-Frequency Words by Sight, which it needs - Reading fluently has no explanation yet - Reading with Expression and Accuracy 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 - Sorting & Categorising Words has no explanation yet - Literal vs Figurative Language has no explanation yet - Using a Dictionary to Check Spellings has no explanation yet - Word Parts as Clues has no explanation yet - Commas to avoid ambiguity has no explanation yet - Capitals for Names, Days and I has no explanation yet - Building sentences has no explanation yet - Agreement in sentences has no explanation yet - Adjectives vs adverbs has no explanation yet - Multimedia Presentations has no explanation yet - Reporting & Recounting has no explanation yet - Asking Questions has no explanation yet - Summarising Spoken and Media Presentations has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Building on Others in Discussions has no explanation yet - Short Research Projects has no explanation yet - Research & Note-Taking has no explanation yet - Main Topic & Key Details comes before Main Topic of Informational Texts, which it needs Credit: The structure of Louisiana academic standards: English language arts (https://doe.louisiana.gov/docs/default-source/students-with-disabilities/k-12-louisiana-connectors-for-students-with-significant-disabilities.pdf?sfvrsn=c678971f_0); 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.