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How to learn Grade 3: English language arts

Ohio academic standards: English language arts, Grade 3

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1. Language Standards · Demonstrate understanding of word relationships 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

2. Language Standards · Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

  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

3. Language Standards · Use knowledge of language and its conventions when writing, speaking, reading, or listening.

  1. Standard English: Know and understand the differences between spoken and written language — including differences in formality, register, grammar, and vocabulary — and between Standard English and other varieties of English, using Standard English confidently in writing and speech
  2. Using New Vocabulary: Use words and phrases acquired through conversations, being read to, and responding to texts in own speech and writing

4. Language Standards · Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  1. 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

5. Language Standards · Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  1. 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
  2. Grammar Terms: Clauses and Conjunctions: Use and understand Year 3 grammatical terminology accurately when discussing reading and writing: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant letter, vowel letter, inverted commas/speech marks
  3. Comparatives & Superlatives: Form and use comparative and superlative adjectives and adverbs, choosing correctly between them
  4. Standard English Verbs: Use Standard English verb inflections in place of non-standard local forms
  5. Simple Past, Present and Future: Form and use the simple past, present, and future verb tenses consistently in writing
  6. Abstract nouns: Understand and use abstract nouns to name ideas, qualities, and states that cannot be perceived by the senses
  7. Formal and Informal English: Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context
  8. Conjunctions, Prepositions and Interjections: Explain the function of conjunctions, prepositions, and interjections in general and in particular sentences, understanding how each word class contributes to meaning

6. Speaking and Listening Standards · 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 ot

  1. 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. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions
  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

7. Writing Standards · Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear 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

8. Writing Standards · Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

  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 Standards · Write opinion pieces on topics or texts, supporting a point of view with reasons.

  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. Reading Standards for Foundational Skills · Read with sufficient accuracy and fluency to support comprehension.

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

11. Reading Standards for Foundational Skills · Know and apply grade-level phonics and word analysis skills in decoding words.

  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. 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
  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
  4. 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

12. Reading Standards for Informational Text · Analyze informational text development.

  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

13. Reading Standards for Literature · Analyze literary text development.

  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

14. Reading Standards for Literature · Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as “chapter,” “scene,” and “stanza”; describe how each successiv

  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

15. Reading Standards for Literature · Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

  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. 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
  3. Literal vs Figurative Language: Distinguish literal from nonliteral (figurative) language in context and interpret common idioms and phrases

16. Reading Standards for Literature · Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

  1. 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
  2. Retelling Stories with Structure: Retell stories including key details in sequence, describe characters, settings, and major events using evidence from the text, and describe the overall structure of a story (beginning, middle, ending)
  3. 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
  4. Character Traits and Motivation: Analyse character traits, motivations, and feelings using text evidence, and distinguish one's own point of view from that of the narrator or characters

17. Reading Standards for Literature · Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

  1. Asking Questions: Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood

18. Language

  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. Word Parts as Clues: Use knowledge of common inflections and affixes (-ed, -s, un-, -er) as clues to the meaning of unknown words; understand how the prefix un- changes meaning
  3. 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
  4. 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
  5. Forming Capital Letters: Form capital letters correctly; print many upper- and lowercase letters legibly
  6. Writing Poetry: Write poetry, exploring patterns of language, rhyme and rhythm, and learning poems by heart for recitation with appropriate intonation
  7. 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

19. Speaking and Listening

  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. Multimedia Presentations: Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes
  3. Reciting Poetry: Learn poems by heart and recite with appropriate intonation, adding visual displays to descriptions when appropriate, and producing complete sentences in spoken presentations
  4. Reporting & Recounting: Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace
  5. 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
  6. 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
  7. Summarising Spoken and Media Presentations: Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally

20. Writing

  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
  2. Shared Research Projects: Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question
  3. Onsets & Rimes: Blend and segment onsets and rimes in single-syllable words; isolate and pronounce individual phonemes (initial, medial, final) in CVC words; add or substitute phonemes to make new words
  4. Compound Words: Recognise and spell compound words by identifying the two component words that combine to form a single word
  5. Reading High-Frequency Words by Sight: Read common high-frequency and exception words automatically by sight, including words with irregular spelling patterns
  6. Trigraphs: Read and spell words containing trigraphs — three-letter graphemes representing a single sound (igh, air, ear, are)
  7. Silent Letters in Words: Spell words containing silent letters that are remnants of earlier pronunciation or etymology, recognising common silent-letter patterns and using word origins to remember them
  8. Building Writing Stamina: Write about real events and for different purposes, developing stamina for sustained writing across genres beyond narrative (e.g., recounts, letters, instructions)
  9. Writing to inform: Compose informative or explanatory texts using drawing, dictating, or writing that name a topic and supply some information about it
  10. Sorting & Categorising Words: Sort common objects and words into categories to understand how concepts relate; demonstrate understanding of opposites (antonyms) for common verbs and adjectives
  11. 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. 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
  13. Evidence-Based Writing: Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction
  14. Using Multiple Sources: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or solve a problem efficiently
  15. 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
  16. Writing opinions: Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it

21. Foundational Skills

  1. Self-Correcting While Reading: Check that text makes sense while reading and self-correct inaccurate reading by re-reading or using context
  2. Tricky words: Spell common exception words from memory that do not follow regular phonic patterns, including the days of the week
  3. Vowel Digraphs: Read and spell words containing common vowel digraphs (ai, ay, ee, ea, oa, oe, oo, oi, oy) including where a digraph can represent more than one sound
  4. Diphthongs and complex vowels: Read and spell words containing diphthongs and complex vowel patterns (ow, ou, ew, ue, ie, aw, au) and words ending in -y as a vowel sound

22. Reading Standards for Informational Text

  1. Discussing Texts as a Group: Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities
  2. 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
  3. 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
  4. Alternative Spellings for Known Sounds: Recognise alternative grapheme-phoneme correspondences for known phonemes (e.g., /dʒ/ as ge/dge/g, /s/ as c, /n/ as kn/gn, /r/ as wr, /ʒ/ as s), reading words with less common spellings for familiar sounds
  5. 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
  6. 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
  7. Pictures and Text Working Together: Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension
  8. 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
  9. 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
  10. Non-Fiction Text Features: Recognise different non-fiction text structures and features (headings, contents, glossary, index), understanding how texts are organised to present information

23. Reading Standards for Literature

  1. Comparing Characters Across Stories: Compare and contrast the adventures and experiences of characters in familiar stories; identify similarities and differences between two texts on the same topic
  2. Connecting reading to experience: Link what is read or heard to own experiences; draw on background knowledge and vocabulary to support understanding of texts
  3. Recommending Books: Recommend books to peers, giving reasons for choices based on knowledge of a wide range of genres, authors, and themes, and making comparisons within and across books
  4. Comparing Books: Make comparisons within and across books, identifying similarities and differences in themes, characters, settings, and authorial choices across multiple texts
  5. Consonant Digraphs: Read and spell words containing consonant digraphs and less common consonant spellings (ch, sh, th, ck, tch, ng, ph, wh, k for /k/)
  6. Different Types of Texts: Recognise common types of texts (storybooks, poems, non-fiction); name the author and illustrator and define the role of each in telling or presenting a text
  7. Narrator's Point of View: Compare and contrast the point of view from which different stories are narrated, including distinguishing between first-person and third-person narration and explaining how the narrator's perspective shapes the reader's understanding