# Grade 3: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 16 concepts ready. In the app: https://ai.page/roadmap/nj-ela-grade-3 Part of: [New Jersey: English language arts](https://ai.page/roadmap/nj-ela.md) Goal: New Jersey academic standards: English language arts, Grade 3 ## 1. Speaking and Listening Domain · Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on other - [Group discussions](https://ai.page/c/group-discussions/index.md): Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions ## 2. Writing Domain · With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. - [Revising and editing (age 8+)](https://ai.page/c/revising-and-editing-age-8/index.md): 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 - [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 ## 3. Writing Domain · Write narratives to develop real or imagined experiences or events with basic story elements. - [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 ## 4. Writing Domain · Write informative/explanatory texts to examine a topic and convey ideas and information clearly. - [Writing to inform](https://ai.page/c/writing-to-inform/index.md): Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it - [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 - [Developed Informational and Explanatory Writing](https://ai.page/c/developed-informational-and-explanatory-writing/index.md): Write informative and explanatory texts that examine a topic and convey ideas clearly — organising information logically with headings and formatting, developing the topic with relevant facts, definitions, details, and quotations, and using precise vocabulary ## 5. Writing Domain · Write opinion texts to present an idea with reasons and information. - [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. Language Domain · Demonstrate understanding of figurative language, word relationships and nuances in word meanings. - [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 ## 7. Language Domain · Demonstrate command of the conventions of encoding and spelling. - [Spelling from Dictation](https://ai.page/c/spelling-from-dictation/index.md): Write simple sentences from memory when dictated by the teacher, applying taught GPCs, spelling rules, and common exception 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 - [Suffixes](https://ai.page/c/suffixes/index.md): Apply suffix spelling rules that require changes to the root word: dropping final -e before vowel suffixes, changing -y to -i, doubling final consonants in short-vowel words; use suffixes -ment, -ness, -ful, -less, -ly - [Using a Dictionary to Check Spellings](https://ai.page/c/using-a-dictionary-to-check-spellings/index.md): 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 - [Advanced Spelling Conventions](https://ai.page/c/advanced-spelling-conventions/index.md): Spell words using assorted Y5-6 conventions: doubling after -fer when the stress remains (referring but reference), using hyphens to join prefixes to root words (co-ordinate, re-enter), the /iː/ sound spelt ei after c (receive, ceiling), and the letter string ough representing different sounds (though, through, thought, thorough, plough) ## 8. Language Domain · Read with sufficient accuracy and fluency 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 ## 9. Language Domain · Know and apply grade-level phonics and word analysis skills in decoding and encoding 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 16 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): - Group discussions has no explanation yet - Revising and editing (age 8+) has no explanation yet - Writing for an audience has no explanation yet - Narrative Writing has no explanation yet - Writing to inform has no explanation yet - Basic Informational Writing has no explanation yet - Developed Informational and Explanatory Writing has no explanation yet - Structured Opinion Writing has no explanation yet - Domain Vocabulary Across Subject Areas has no explanation yet - Spelling from Dictation has no explanation yet - Syllables (age 6+) has no explanation yet - Suffixes has no explanation yet - Using a Dictionary to Check Spellings has no explanation yet - Advanced Spelling Conventions has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Greek and Latin Roots for Word Meaning has no explanation yet Credit: The structure of New Jersey academic standards: English language arts (https://docs.google.com/document/d/1Lnt3kbxyJ1XDaYhm8-jzLULMUQxljy4V/edit?usp=sharing&ouid=112511048841336886170&rtpof=true&sd=true); 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.