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How to learn Grade 3: English language arts

North Carolina academic standards: English language arts, Grade 3

0 of 38 concepts ready to learn · Markdown, for your AI

1. Language · Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness lev

  1. 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

2. Language · Demonstrate understanding of figurative language and nuances in word meanings.

  1. 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

3. Language · Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, word relationships, and consulting general an

  1. 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. Language · Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions cont

  1. Revising and editing (age 7+): 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

5. Speaking and Listening · Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

  1. Multimedia Presentations: Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes

6. Speaking and Listening · Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to tas

  1. Reporting & Recounting: Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace

7. Speaking and Listening · Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

  1. Identifying Reasons Behind a Speaker's Points: Identify the reasons and evidence a speaker provides to support particular points, evaluating whether the reasoning is logical and the evidence is relevant
  2. Evaluating a Speaker's Argument: Summarise the points a speaker makes and explain how each claim is supported by reasons and evidence, evaluating the logic and relevance of the support

8. Speaking and Listening · Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

  1. Summarising Spoken and Media Presentations: Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally

9. Speaking and Listening · Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and pe

  1. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions
  2. 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
  3. Preparing for and Explaining in Discussions: Come to discussions prepared, draw on preparation and known information, and explain ideas in light of the discussion

10. Writing · Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

  1. 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
  2. Research & Source Evaluation: Summarise and organise material from reading and research — gathering relevant information from multiple sources, assessing credibility, integrating evidence without plagiarising, and supporting ideas with factual detail

11. Writing · Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

  1. 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

12. Writing · Use digital tools and resources to produce and publish writing and to interact and collaborate with others.

  1. 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

13. Writing · Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

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

14. Writing · Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

  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

15. Writing · Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  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

16. Reading Foundational Skills

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

17. Reading Informational Text · Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

  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

18. Reading Informational Text · Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

  1. 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

19. Reading Informational Text · Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

  1. 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

20. Reading Informational Text · Assess how point of view, perspective, or purpose shapes the content and style of a text.

  1. 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

21. Reading Informational Text · Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each o

  1. 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

22. Reading Informational Text · Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

  1. 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
  2. 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

23. Reading Informational Text · Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.

  1. 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

24. Reading Informational Text · Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusi

  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

25. Reading Literature · Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

  1. Comparing Books: Make comparisons within and across books, identifying similarities and differences in themes, characters, settings, and authorial choices across multiple texts

26. Reading Literature · Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

  1. 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

27. Reading Literature · Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and

  1. Structural terminology: Use structural terminology (chapter, scene, stanza) to refer to parts of literary texts and describe how each successive part builds on earlier sections
  2. How Parts Build a Whole Text: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a story, drama, or poem, analysing how each part contributes to the whole

28. Reading Literature · Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

  1. Author's word choices: Recognise how an author's deliberate choices — of words, structure, tone, and perspective — create particular effects on you as a reader

29. Reading Literature · Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.

  1. 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
  2. Finding Theme and Summarising: 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
  3. Characters, settings, and events: Identify characters, settings, and major events in stories; become familiar with key stories, fairy tales, and traditional tales and retell them with key details in sequence

30. Reading Literature · Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions draw

  1. Literary Evidence in Writing: Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature