# Grade 3: English language arts

A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 30 concepts ready. In the app: https://ai.page/roadmap/tx-ela-grade-3

Part of: [Texas TEKS: English language arts](https://ai.page/roadmap/tx-ela.md)

Goal: Texas Essential Knowledge and Skills: English language arts, Grade 3

## 1. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

- [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
- [Paraphrasing What You Hear](https://ai.page/c/paraphrasing-what-you-hear/index.md): Paraphrase portions of a text read aloud or information presented in diverse media and formats, capturing the key ideas accurately in one's own words

## 2. The student uses genre characteristics and craft to compose multiple texts that are meaningful.

- [Writing Craft Vocabulary](https://ai.page/c/writing-craft-vocabulary/index.md): Know and use the vocabulary of writing craft and effect — form, structure, register, tone, voice, coherence, cohesion, argument, evidence, perspective, rhetoric, technique, formal, informal, and style — and understand that these words describe choices writers make intentionally to achieve a particular effect on the reader
- [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
- [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

## 3. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

- [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 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

## 4. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully

- [Author's word choices](https://ai.page/c/author-s-word-choices/index.md): Recognise how an author's deliberate choices — of words, structure, tone, and perspective — create particular effects on you as a reader
- [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
- [How Language Choices Affect the Reader](https://ai.page/c/how-language-choices-affect-the-reader/index.md): Evaluate how authors use language including figurative language, considering the impact of word choices, imagery, and literary devices on the reader

## 5. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

- [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
- [Poems, Drama & Prose](https://ai.page/c/poems-drama-and-prose/index.md): Explain major differences between poems, drama, and prose, identifying structural elements unique to each form: verse, rhythm, and meter in poetry; cast of characters, dialogue, and stage directions in drama; chapters and paragraphs in prose
- [Morals in Fables, Folktales and Myths](https://ai.page/c/morals-in-fables-folktales-and-myths/index.md): Explain how the central message, lesson, or moral of a story is conveyed through key details across diverse text types including fables, folktales, and myths

## 6. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

- [Characters, settings, and events](https://ai.page/c/characters-settings-and-events/index.md): 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
- [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

## 7. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

- [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
- [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
- [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
- [How authors support their points](https://ai.page/c/how-authors-support-their-points/index.md): 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
- [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

## 8. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

- [Monitoring Comprehension](https://ai.page/c/monitoring-comprehension/index.md): Notice the difference between decoding words and actually understanding them — recognise when you've read the words but not grasped the meaning, and do something about it
- [Connecting reading to experience](https://ai.page/c/connecting-reading-to-experience/index.md): Link what is read or heard to own experiences; draw on background knowledge and vocabulary to support understanding of texts
- [Pictures and Text Working Together](https://ai.page/c/pictures-and-text-working-together/index.md): Describe the relationship between illustrations and the text in which they appear; use pictures to support and extend comprehension

## 9. The student uses newly acquired vocabulary expressively.

- [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
- [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
- [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

## 10. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

- [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
- [Reciting Poetry](https://ai.page/c/reciting-poetry/index.md): Learn poems by heart and recite with appropriate intonation, adding visual displays to descriptions when appropriate, and producing complete sentences in spoken presentations

## 11. The student develops oral language through listening, speaking, and 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

## Health: 0 of 100

Of its 30 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):

- Short Research Projects comes before Shared Research Projects, which it needs
- Short Research Projects has no explanation yet
- Paraphrasing What You Hear has no explanation yet
- Writing Craft Vocabulary has no explanation yet
- Writing for an audience has no explanation yet
- Basic Informational Writing has no explanation yet
- Narrative Writing has no explanation yet
- Sharing and Publishing Your Writing has no explanation yet
- Writing Process Vocabulary has no explanation yet
- Author's word choices comes before Monitoring Comprehension, which it needs
- Author's word choices has no explanation yet
- Why the author wrote it has no explanation yet
- How Language Choices Affect the Reader has no explanation yet
- Structure of information texts has no explanation yet
- Poems, Drama & Prose has no explanation yet
- Morals in Fables, Folktales and Myths has no explanation yet
- Characters, settings, and events comes before Listening to Texts Read Aloud, which it needs
- Characters, settings, and events has no explanation yet
- Reading between the lines has no explanation yet
- Listening to Texts Read Aloud has no explanation yet
- Using New Vocabulary has no explanation yet
- Shared Research Projects has no explanation yet
- How authors support their points has no explanation yet
- Combining information from texts has no explanation yet
- Monitoring Comprehension has no explanation yet
- Connecting reading to experience has no explanation yet
- Pictures and Text Working Together has no explanation yet
- Antonyms & Synonyms has no explanation yet
- Word Parts as Clues has no explanation yet
- Discussing and Questioning New Words has no explanation yet
- Syllables (age 6+) has no explanation yet
- Reciting Poetry has no explanation yet
- Listening and responding has no explanation yet

Credit: The structure of Texas Essential Knowledge and Skills: English language arts (http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html); 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.