ai.page · roadmaps

How to learn Grade 3: English language arts

Missouri academic standards: English language arts, Grade 3

0 of 50 concepts ready to learn · Markdown, for your AI

1. Speaking/Listening · Speak clearly, audibly and to the point, using conventions of language when presenting individually or with a group by:

  1. Describing Aloud: Describe familiar people, places, things, and events with detail; speak audibly and express thoughts, feelings, and ideas clearly; give well-structured descriptions and explanations
  2. 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

2. Speaking/Listening · Speak clearly and to the point, using conventions of language when presenting individually or with a group by:

  1. Preparing for and Explaining in Discussions: Come to discussions prepared, draw on preparation and known information, and explain ideas in light of the discussion

3. Speaking/Listening · Develop and apply effective listening skills and strategies in formal and informal settings by:

  1. Engaging Listeners and Valuing Viewpoints: 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
  2. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions

4. Language · In written text:

  1. 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
  2. Compound Words: Recognise and spell compound words by identifying the two component words that combine to form a single word
  3. Punctuating Titles of Works: Use underlining, quotation marks, or italics to indicate titles of works, applying conventions for different types of works such as books, stories, poems, songs, and articles
  4. 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'
  5. 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
  6. Apostrophes for possession: Use the possessive apostrophe with singular nouns to show ownership (e.g., the girl's book, the dog's bone)
  7. 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

5. Language · In speech and written form, apply standard English grammar to:

  1. Standard English Verbs: Use Standard English verb inflections in place of non-standard local forms
  2. Comparatives & Superlatives: Form and use comparative and superlative adjectives and adverbs, choosing correctly between them

6. Writing · Apply research process to:

  1. Shared Research Projects: Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question
  2. 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
  3. 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
  4. Quoting Accurately from Texts: Quote accurately from literary and informational texts when explaining what the text says explicitly and when drawing inferences, using quotation marks and citations correctly

7. Writing · Write fiction or non-fiction narratives and poems that:

  1. 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 · Write informative/explanatory texts that:

  1. 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 · Write opinion texts that:

  1. 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. Writing · Reread, revise and edit drafts with assistance from adults/peers, to:

  1. 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

11. Writing · Appropriate to genre type, develop a draft from prewriting by:

  1. 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
  2. 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

12. Reading Foundations · Read appropriate texts with fluency (rate, accuracy, expression, appropriate phrasing) with purpose and for comprehension.

  1. 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

13. Reading Foundations · Develop phonics in the reading process by:

  1. 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
  2. Reading fluently: Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression
  3. 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

14. Reading · Read to develop an understanding of media and its components by:

  1. 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
  2. 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
  3. Multimedia elements in texts: Analyse how visual and multimedia elements contribute to the meaning, tone, or beauty of a text such as graphic novels, multimedia presentations, or illustrated editions of fiction and poetry
  4. Text & Media Connections: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions from the text

15. Reading · Read, infer and draw conclusions to:

  1. 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
  2. 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
  3. 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
  4. Pictures and Text Working Together: Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension
  5. 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
  6. 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
  7. Fact vs opinion: Distinguish between statements of fact and statements of opinion in texts, recognising how authors blend factual information with subjective viewpoints
  8. Firsthand and Secondhand Accounts: Compare and contrast a firsthand account (autobiography, diary, letter) with a secondhand account (biography, textbook, news report) of the same event or topic, identifying differences in focus and information provided
  9. Forms of Poetry and Performance: Recognise different forms of poetry (free verse, narrative poetry, haiku) and discuss their features; prepare poems and play scripts to read aloud and perform with understanding through intonation, tone, volume and action

16. Reading · Read, infer, analyze, and draw conclusions to:

  1. 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
  2. Predicting what happens next: Predict what might happen next in a story based on what has been read so far; discuss the significance of titles and events

17. Reading · Read independently for multiple purposes over sustained periods of time by:

  1. Reading for Meaning: Understand that reading is about making meaning, not just saying words correctly — a text that can be decoded but not understood has not been read

18. Reading · Develop an understanding of vocabulary by:

  1. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing
  2. Similes & Metaphors: Understand and identify similes (comparisons using like or as) and metaphors (direct comparisons stating something is something else) in texts, explaining how each creates imagery and conveys meaning
  3. 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
  4. Alternative Spellings for Sounds: Spell words using alternative grapheme choices for known phonemes, learning new spellings for sounds already encountered (e.g., /ɔ:/ as 'a' before ll, /ʌ/ as 'o', words ending -tion), including distinguishing common homophones

19. Reading · Develop and demonstrate reading skills in response to text by:

  1. Self-Correcting While Reading: Check that text makes sense while reading and self-correct inaccurate reading by re-reading or using context
  2. Literary Evidence in Writing: Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature