# Grade 3: English language arts

A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 51 concepts ready. In the app: https://ai.page/roadmap/ok-ela-grade-3

Part of: [Oklahoma: English language arts](https://ai.page/roadmap/ok-ela.md)

Goal: Oklahoma academic standards: English language arts, Grade 3

## 1. Independent Reading and Writing

- [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
- [Wide Independent Reading Across Genres](https://ai.page/c/wide-independent-reading-across-genres/index.md): Read widely and independently across fiction and non-fiction — including whole novels, short stories, plays, poetry, and non-fiction from different genres, periods, and cultures — building stamina, breadth, and personal taste as a reader

## 2. Multimodal Literacies

- [Combining information from texts](https://ai.page/c/combining-information-from-texts/index.md): 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

## 3. Research

- [Short Research Projects](https://ai.page/c/short-research-projects/index.md): Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes
- [Research & Note-Taking](https://ai.page/c/research-and-note-taking/index.md): 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
- [Interpreting visual information in texts](https://ai.page/c/interpreting-visual-information-in-texts/index.md): 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

## 4. Language

- [Commas Before Joining Words](https://ai.page/c/commas-before-joining-words/index.md): Use a comma before a coordinating conjunction (and, but, or, so, yet) when joining two independent clauses in a compound sentence
- [Apostrophes: Contraction and Possession](https://ai.page/c/apostrophes-contraction-and-possession/index.md): Use apostrophes in writing for both contraction (marking omitted letters) and singular possession, distinguishing the two uses
- [Starting and Ending Sentences](https://ai.page/c/starting-and-ending-sentences/index.md): 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
- [Punctuating Titles of Works](https://ai.page/c/punctuating-titles-of-works/index.md): Use underlining, quotation marks, or italics to indicate titles of works, applying conventions for different types of works such as books, stories, poems, songs, and articles
- [Pronouns for clarity](https://ai.page/c/pronouns-for-clarity/index.md): Choose pronouns for clarity and cohesion, avoiding ambiguity and repetition; use reflexive pronouns correctly (e.g., myself, ourselves, himself)
- [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
- [Conjunctions, Prepositions and Interjections](https://ai.page/c/conjunctions-prepositions-and-interjections/index.md): Explain the function of conjunctions, prepositions, and interjections in general and in particular sentences, understanding how each word class contributes to meaning
- [Compound Words](https://ai.page/c/compound-words/index.md): Recognise and spell compound words by identifying the two component words that combine to form a single word

## 5. Vocabulary

- [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
- [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
- [Discussing and Questioning New Words](https://ai.page/c/discussing-and-questioning-new-words/index.md): Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known
- [Word Parts as Clues](https://ai.page/c/word-parts-as-clues/index.md): 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
- [Antonyms & Synonyms](https://ai.page/c/antonyms-and-synonyms/index.md): Demonstrate understanding of words by relating them to their antonyms (opposites) and synonyms (words with similar meanings), using synonym and antonym relationships to refine vocabulary and improve precision in writing

## 6. Critical Reading and Writing

- [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
- [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
- [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
- [Structure of information texts](https://ai.page/c/structure-of-information-texts/index.md): 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
- [Why the author wrote it](https://ai.page/c/why-the-author-wrote-it/index.md): Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose
- [Fact vs opinion](https://ai.page/c/fact-vs-opinion/index.md): Distinguish between statements of fact and statements of opinion in texts, recognising how authors blend factual information with subjective viewpoints
- [Reading between the lines](https://ai.page/c/reading-between-the-lines/index.md): Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do
- [Narrator's Point of View](https://ai.page/c/narrator-s-point-of-view/index.md): 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

## 7. Reading and Writing Process

- [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
- [Explaining Events & Ideas](https://ai.page/c/explaining-events-and-ideas/index.md): 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
- [Retelling Stories with Structure](https://ai.page/c/retelling-stories-with-structure/index.md): 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)
- [Different Types of Texts](https://ai.page/c/different-types-of-texts/index.md): 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
- [Main Topic & Key Details](https://ai.page/c/main-topic-and-key-details/index.md): 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

## 8. Reading and Writing Foundations

- [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
- [Consonant Digraphs](https://ai.page/c/consonant-digraphs/index.md): Read and spell words containing consonant digraphs and less common consonant spellings (ch, sh, th, ck, tch, ng, ph, wh, k for /k/)
- [Silent Letters in Words](https://ai.page/c/silent-letters-in-words/index.md): 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
- [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
- [Reading High-Frequency Words by Sight](https://ai.page/c/reading-high-frequency-words-by-sight/index.md): Read common high-frequency and exception words automatically by sight, including words with irregular spelling patterns
- [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
- [Alternative Spellings for Sounds](https://ai.page/c/alternative-spellings-for-sounds/index.md): Spell words using alternative grapheme choices for known phonemes, learning new spellings for sounds already encountered (e.g., /ɔ:/ as 'a' before ll, /ʌ/ as 'o', words ending -tion), including distinguishing common homophones

## 9. Listening and Speaking

- [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
- [Discussing Texts as a Group](https://ai.page/c/discussing-texts-as-a-group/index.md): Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities
- [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
- [Asking Questions](https://ai.page/c/asking-questions/index.md): Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood
- [Identifying Reasons Behind a Speaker's Points](https://ai.page/c/identifying-reasons-behind-a-speaker-s-points/index.md): Identify the reasons and evidence a speaker provides to support particular points, evaluating whether the reasoning is logical and the evidence is relevant

## 10. Share & Reflect: Create and distribute information with others. Reflect on the inquiry

- [Shared Research Projects](https://ai.page/c/shared-research-projects/index.md): Participate in shared research and writing projects; recall information from experiences or gather information from sources to answer a question

## 11. Collect & Organize: Record, classify, and use information and resources in meaningful and ethical ways.

- [Sorting & Categorising Words](https://ai.page/c/sorting-and-categorising-words/index.md): Sort common objects and words into categories to understand how concepts relate; demonstrate understanding of opposites (antonyms) for common verbs and adjectives
- [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
- [Main Ideas & Note-Taking](https://ai.page/c/main-ideas-and-note-taking/index.md): Identify main ideas drawn from more than one paragraph and summarise them; retrieve and record information from non-fiction texts using notes, tables or other methods

## 12. Research & Explore: Use resources to search for and evaluate information in context.

- [Using Multiple Sources](https://ai.page/c/using-multiple-sources/index.md): 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

## 13. Read & Grow: Consume a variety of texts and resources, and plan for future reading.

- [Recommending Books](https://ai.page/c/recommending-books/index.md): 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
- [Listening to Texts Read Aloud](https://ai.page/c/listening-to-texts-read-aloud/index.md): 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

## Health: 0 of 100

Of its 51 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):

- Sharing and Publishing Your Writing has no explanation yet
- Wide Independent Reading Across Genres comes before Recommending Books, which it needs
- Wide Independent Reading Across Genres has no explanation yet
- Combining information from texts has no explanation yet
- Short Research Projects comes before Shared Research Projects, which it needs
- Short Research Projects has no explanation yet
- Research & Note-Taking has no explanation yet
- Interpreting visual information in texts has no explanation yet
- Commas Before Joining Words has no explanation yet
- Apostrophes: Contraction and Possession has no explanation yet
- Starting and Ending Sentences has no explanation yet
- Punctuating Titles of Works has no explanation yet
- Pronouns for clarity has no explanation yet
- Rehearsing and Varying Sentences has no explanation yet
- Conjunctions, Prepositions and Interjections has no explanation yet
- Compound Words has no explanation yet
- Writing for an audience has no explanation yet
- Using New Vocabulary has no explanation yet
- Discussing and Questioning New Words has no explanation yet
- Word Parts as Clues has no explanation yet
- Antonyms & Synonyms has no explanation yet
- Structured Opinion Writing has no explanation yet
- Basic Informational Writing has no explanation yet
- Narrative Writing has no explanation yet
- Structure of information texts has no explanation yet
- Why the author wrote it has no explanation yet
- Fact vs opinion has no explanation yet
- Reading between the lines has no explanation yet
- Narrator's Point of View has no explanation yet
- Writing Process Vocabulary has no explanation yet
- Explaining Events & Ideas has no explanation yet
- Retelling Stories with Structure has no explanation yet
- Different Types of Texts has no explanation yet
- Main Topic & Key Details has no explanation yet
- Prefixes and suffixes has no explanation yet
- Consonant Digraphs has no explanation yet
- Silent Letters in Words has no explanation yet
- Reading with Expression and Accuracy has no explanation yet
- Reading High-Frequency Words by Sight has no explanation yet
- Syllables (age 6+) has no explanation yet
- Alternative Spellings for Sounds has no explanation yet
- Reporting & Recounting has no explanation yet
- Discussing Texts as a Group has no explanation yet
- Listening and responding has no explanation yet
- Asking Questions has no explanation yet
- Identifying Reasons Behind a Speaker's Points has no explanation yet
- Shared Research Projects has no explanation yet
- Sorting & Categorising Words has no explanation yet
- Evidence-Based Writing has no explanation yet
- Main Ideas & Note-Taking has no explanation yet

Credit: The structure of Oklahoma academic standards: English language arts (https://sde.ok.gov/sites/default/files/documents/files/2021%20Oklahoma%20Academic%20Standards%20for%20English%20Language%20Arts.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.