# Grade 3: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 22 concepts ready. In the app: https://ai.page/roadmap/ne-ela-grade-3 Part of: [Nebraska: English language arts](https://ai.page/roadmap/ne-ela.md) Goal: Nebraska academic standards: English language arts, Grade 3 ## 1. Speaking and Listening · Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details. - [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 ## 2. Speaking and Listening · Prepare for and participate in structured discussions and collaborations about 3rd grade topics and texts. - [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 - [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 ## 3. Writing · Locate evidence from literary and/or informational text sources to answer questions about a topic. - [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 - [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 ## 4. Writing · Write informative/explanatory pieces to examine a topic or text and convey ideas and information. - [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 ## 5. Writing · Write opinion pieces with supporting reasons and/or evidence. - [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 ## 6. Writing · Write creative and/or expressive pieces that describe a well-developed event or experience. - [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. Writing · Use a recursive writing process to develop, strengthen, and produce writing appropriate to the audience, purpose, and discipline. - [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 - [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 - [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 ## 8. Writing · Write paragraphs using a variety of sentence types. - [Rehearsing and Varying Sentences](https://ai.page/c/rehearsing-and-varying-sentences/index.md): Compose and rehearse sentences orally before writing, progressively building varied and rich vocabulary and an increasing range of sentence structures including dialogue - [Types of Sentences](https://ai.page/c/types-of-sentences/index.md): 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 - [Organising Writing into Paragraphs](https://ai.page/c/organising-writing-into-paragraphs/index.md): 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. - [Inference vs Explicit Meaning](https://ai.page/c/inference-vs-explicit-meaning/index.md): 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 - [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 - [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 ## 10. Vocabulary · Acquire and use grade-level academic vocabulary appropriately. - [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 ## 11. Foundations of Reading · Develop accuracy, phrasing, and expression/prosody while reading a variety of grade-level text to support comprehension. - [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 ## 12. Foundations of Reading · Know and apply phonics and word analysis skills in decoding and encoding (spelling) words. - [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 - [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 - [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 ## Health: 0 of 100 Of its 22 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): - Reporting & Recounting has no explanation yet - Preparing for and Explaining in Discussions has no explanation yet - Listening and responding has no explanation yet - Literary Evidence in Writing has no explanation yet - Evidence-Based Writing has no explanation yet - Basic Informational Writing has no explanation yet - Structured Opinion Writing has no explanation yet - Narrative Writing has no explanation yet - Writing Process Vocabulary has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Writing for an audience has no explanation yet - Rehearsing and Varying Sentences has no explanation yet - Types of Sentences has no explanation yet - Organising Writing into Paragraphs has no explanation yet - Inference vs Explicit Meaning has no explanation yet - Using New Vocabulary has no explanation yet - Literal vs Figurative Language has no explanation yet - Domain Vocabulary Across Subject Areas has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Syllables (age 6+) has no explanation yet - Prefixes and suffixes has no explanation yet - Greek and Latin Roots for Word Meaning has no explanation yet Credit: The structure of Nebraska academic standards: English language arts (https://cdn.education.ne.gov/wp-content/uploads/2021/10/ELA-Standards-Final-Draft-edited-10.6.21.pdf); 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.