# Grade 3: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 26 concepts ready. In the app: https://ai.page/roadmap/mn-ela-grade-3 Part of: [Minnesota: English language arts](https://ai.page/roadmap/mn-ela.md) Goal: Minnesota academic standards: English language arts, Grade 3 ## 1. Grade 3 · Thoughtfully and safely access, analyze, and create written, oral and digital content applicable to task, purpose, audience and discipline. - [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 ## 2. Grade 3 · Communicate with others, applying knowledge of vocabulary, language, structure and features of spoken language, considering audience 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 ## 3. Grade 3 · Exchange ideas in discussion and collaboration, as listener, speaker and participant, A) including the voices and perspectives of Dakota and Anishinaabe people as well other perspectives, id - [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 ## 4. Grade 3 · Support writing with evidence from sources, correctly citing those sources, and demonstrating an understanding of the rights and obligations of using intellectual property. - [Evidence-Based Writing](https://ai.page/c/evidence-based-writing/index.md): Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction ## 5. Grade 3 · Engage in inquiry-based learning and research processes to create texts and presentations for a variety of purposes and audiences. - [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 ## 6. Grade 3 · Write narratives, poetry and other creative texts with details and effective technique to express ideas. - [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. Grade 3 · Write informative or explanatory texts to examine and convey complex ideas and information clearly and accurately through use of informational and literary text, considering audience. - [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. Grade 3 · Write arguments to support claims and to persuade in an analysis of topics or texts, using valid reasoning and evidence while considering audience. - [Persuasive Writing](https://ai.page/c/persuasive-writing/index.md): Write arguments to support claims with clear reasons and relevant evidence — including introducing claims, acknowledging counterclaims, organising reasons logically, maintaining a formal style, and providing a concluding statement - [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 ## 9. Grade 3 · Develop and strengthen writing by using a writing process including planning, drafting, revising, editing and publishing. - [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 ## 10. Grade 3 · Write routinely for various purposes and disciplines, representing one's own personal perspective, identity and voice. - [Reviewing Own Writing](https://ai.page/c/reviewing-own-writing/index.md): Evaluate whether your own writing achieves the effect you intended on a reader — go beyond checking for correctness to asking whether it actually works ## 11. Grade 3 · Demonstrate knowledge of oral language, orthography, grammar and mechanics to express ideas in writing. - [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 - [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 ## 12. Grade 3 · Access and gather information from a variety of sources, representing diverse perspectives, and assessing relevancy and credibility of information. - [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 ## 13. Grade 3 · Examine the impact of vocabulary, including words and phrases, on content, style and meaning of complex literary and informational texts. - [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 Language Choices Affect the Reader](https://ai.page/c/how-language-choices-affect-the-reader/index.md): Evaluate how authors use language including figurative language, considering the impact of word choices, imagery, and literary devices on the reader ## 14. Grade 3 · Evaluate arguments and specific claims from complex informational texts. - [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 ## 15. Grade 3 · Analyze influences on content, meaning and style of text including fact and fiction, time period, and author perspective and identity, including Dakota and Anishinaabe perspective, in comple - [Different viewpoints in texts](https://ai.page/c/different-viewpoints-in-texts/index.md): Describe how a narrator's or speaker's point of view influences how events are described, recognising the difference between limited and omniscient narration and how perspective shapes storytelling ## 16. Grade 3 · Apply knowledge of text structure to understand and evaluate a wide variety of complex literary and informational texts. - [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 - [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 ## 17. Grade 3 · Read critically to comprehend, interpret and analyze themes and central ideas in complex literary and informational texts. - [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 - [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 - [Finding Theme and Summarising](https://ai.page/c/finding-theme-and-summarising/index.md): Determine the theme of a story, drama, or poem from details in the text, and provide an objective summary that captures the key events without personal opinions - [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 ## 18. Grade 3 · Read and comprehend independently A) both self- selected and teacher-directed texts, B) complex literary and informational texts, and C) from multiple sources representing perspectives and i - [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 ## 19. Grade 3 · Demonstrate knowledge of oral language, phonological and phonemic awareness, phonics and morphology to read accurately and fluently. - [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 ## Health: 0 of 100 Of its 26 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): - Sharing and Publishing Your Writing has no explanation yet - Using New Vocabulary has no explanation yet - Engaging Listeners and Valuing Viewpoints has no explanation yet - Evidence-Based Writing has no explanation yet - Shared Research Projects has no explanation yet - Narrative Writing has no explanation yet - Basic Informational Writing has no explanation yet - Persuasive Writing has no explanation yet - Literary Evidence in Writing has no explanation yet - Writing Process Vocabulary has no explanation yet - Reviewing Own Writing has no explanation yet - Grammar Terms: Clauses and Conjunctions has no explanation yet - Revising and editing (age 7+) has no explanation yet - Using Multiple Sources has no explanation yet - Domain Vocabulary Across Subject Areas has no explanation yet - How Language Choices Affect the Reader has no explanation yet - How authors support their points has no explanation yet - Different viewpoints in texts has no explanation yet - Interpreting visual information in texts has no explanation yet - Non-Fiction Text Features has no explanation yet - Connecting Ideas in Texts has no explanation yet - Morals in Fables, Folktales and Myths has no explanation yet - Finding Theme and Summarising has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Combining information from texts has no explanation yet - Reading with Expression and Accuracy has no explanation yet Credit: The structure of Minnesota academic standards: English language arts (https://education.mn.gov/MDE/dse/stds/ela/education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName=PROD081705&RevisionSelectionMethod=latestReleased&Rendition=primary); 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.