How to learn Grade 3: English language arts

Nebraska academic standards: English language arts, Grade 3

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1. Speaking and Listening · Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details.

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

2. Speaking and Listening · Prepare for and participate in structured discussions and collaborations about 3rd grade topics and texts.

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
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

3. Writing · Locate evidence from literary and/or informational text sources to answer questions about a topic.

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
2. Evidence-Based Writing: Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction

4. Writing · Write informative/explanatory pieces to examine a topic or text and convey ideas and information.

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

5. Writing · Write opinion pieces with supporting reasons and/or 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

6. Writing · Write creative and/or expressive pieces that describe a well-developed event or experience.

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

7. Writing · Use a recursive writing process to develop, strengthen, and produce writing appropriate to the audience, purpose, and discipline.

1. Writing Process Vocabulary: 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
2. 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
3. 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

8. Writing · Write paragraphs using a variety of sentence types.

1. Rehearsing and Varying Sentences: Compose and rehearse sentences orally before writing, progressively building varied and rich vocabulary and an increasing range of sentence structures including dialogue
2. Types of Sentences: Choose among and construct simple, compound, complex, and compound-complex sentences to signal different relationships among ideas, varying sentence patterns deliberately for meaning, interest, and style
3. Organising Writing into Paragraphs: Organise writing into paragraphs, grouping related material around a theme, and use simple organisational devices such as headings and sub-headings in non-narrative writing

9. Vocabulary · Interpret an author's use of figurative, connotative, and technical language in grade-level literary and informational text.

1. Inference vs Explicit Meaning: Distinguish between what a text explicitly says and what you have inferred, assumed, or read in — knowing which is which is fundamental to honest comprehension
2. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing
3. Literal vs Figurative Language: Distinguish literal from nonliteral (figurative) language in context and interpret common idioms and phrases

10. Vocabulary · Acquire and use grade-level academic vocabulary appropriately.

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

11. Foundations of Reading · Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level text to support 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

12. Foundations of Reading · Know and apply phonics and word analysis skills in decoding and encoding (spelling) words.

1. 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
2. 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
3. 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