# Grade 3: English language arts A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 36 concepts ready. In the app: https://ai.page/roadmap/wi-ela-grade-3 Part of: [Wisconsin: English language arts](https://ai.page/roadmap/wi-ela.md) Goal: Wisconsin academic standards: English language arts, Grade 3 ## 1. Engage · Inquiry and Investigation - [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 ## 2. Engage · System Structure and Outcomes - [Connecting Ideas in Texts](https://ai.page/c/connecting-ideas-in-texts/index.md): 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. Explore · Decision Making - [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 ## 4. Explore · Multiple Perspectives - [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 ## 5. Connect · Curiosity and Wonder - [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 ## 6. Language · Demonstrate contextually appropriate use of the conventions of standardized English capitalization, punctuation, and spelling when writing. Discern when and where it is appropriate to use s - [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 ## 7. Language · Demonstrate contextually appropriate use of the conventions of standardized English grammar and usage when writing or speaking. Discern when and where it is appropriate to use standardized - [Formal and Informal English](https://ai.page/c/formal-and-informal-english/index.md): Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context - [Standard English Verbs](https://ai.page/c/standard-english-verbs/index.md): Use Standard English verb inflections in place of non-standard local forms ## 8. Language · Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms an - [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 ## 9. Language · Demonstrate understanding of figurative language, word relationships and nuances in word meanings. - [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 - [Shades of Meaning](https://ai.page/c/shades-of-meaning/index.md): Distinguish shades of meaning among verbs describing similar actions and among adjectives differing in intensity; make real-life connections between words and their use - [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. Language · Demonstrate an understanding of how language functions in different cultures, contexts, and disciplines; apply this knowledge to comprehend more fully when reading and listening, and make e - [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 ## 11. Speaking and Listening · Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on topics and texts, building on others' ideas and ex - [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 ## 12. Writing · Create writing that utilizes: - [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 - [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 ## 13. Writing · Write text in a variety of modes: - [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 ## 14. Reading Foundational Skills · Read with sufficient accuracy and fluency to support comprehension. - [Reading fluently](https://ai.page/c/reading-fluently/index.md): Read aloud books matched to phonic ability accurately and with growing fluency; reread familiar texts to build confidence, speed, and expression - [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 ## 15. Reading Foundational Skills · Know and apply grade-level phonics and word analysis skills in decoding words. - [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 - [Blending Sounds to Read Words](https://ai.page/c/blending-sounds-to-read-words/index.md): Apply phonic knowledge to blend sounds in unfamiliar words containing taught grapheme-phoneme correspondences; respond speedily to graphemes for all 40+ phonemes - [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 ## 16. Language · Demonstrate understanding of conventions of standardized English. - [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 - [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 - [Commas to avoid ambiguity](https://ai.page/c/commas-to-avoid-ambiguity/index.md): Use commas to clarify meaning and avoid ambiguity in sentences where the absence of a comma could cause misreading - [Capitals for Names, Days and I](https://ai.page/c/capitals-for-names-days-and-i/index.md): Use capital letters for proper nouns (names of people, places) the days of the week, and the personal pronoun 'I' ## 17. Language · Demonstrate standardized English grammar and usage when communicating. - [Past, Present and Progressive Tense](https://ai.page/c/past-present-and-progressive-tense/index.md): Use verbs to convey past and present tense correctly and consistently, including the progressive form (e.g., she is drumming, he was shouting), understanding how tense indicates time - [Regular Plural Nouns](https://ai.page/c/regular-plural-nouns/index.md): Form and use regular plural nouns orally and in writing by adding -s or -es; understand that plural means more than one ## 18. Language · Demonstrate knowledge of word meanings. - [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 - [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 ## 19. Language · Use language to achieve desired outcomes when communicating. - [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 ## 20. Speaking and Listening · Engage in collaborative discussions. - [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 - [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 ## 21. Writing · With guidance and support, use writing, dictation and/or drawing to compose: - [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 - [Writing opinions](https://ai.page/c/writing-opinions/index.md): Compose opinion pieces using drawing, dictating, or writing that name a topic or book and state a preference or opinion about it ## 22. Reading Foundational Skills · Read words intext. Read familiar text comprised of known words. - [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 ## Health: 0 of 100 Of its 36 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): - Shared Research Projects has no explanation yet - Connecting Ideas in Texts has no explanation yet - Author's word choices has no explanation yet - Using Multiple Sources has no explanation yet - Sorting & Categorising Words has no explanation yet - Starting and Ending Sentences has no explanation yet - Formal and Informal English has no explanation yet - Standard English Verbs comes before Past, Present and Progressive Tense, which it needs - Standard English Verbs has no explanation yet - Using New Vocabulary has no explanation yet - Discussing and Questioning New Words has no explanation yet - Shades of Meaning has no explanation yet - Literal vs Figurative Language has no explanation yet - Writing for an audience has no explanation yet - Group discussions comes before Listening and responding, which it needs - Group discussions has no explanation yet - Narrative Writing has no explanation yet - Structured Opinion Writing comes before Writing opinions, which it needs - Structured Opinion Writing has no explanation yet - Basic Informational Writing comes before Writing to inform, which it needs - Basic Informational Writing has no explanation yet - Reading fluently comes before Blending Sounds to Read Words, which it needs - Reading fluently has no explanation yet - Reading with Expression and Accuracy has no explanation yet - Prefixes and suffixes has no explanation yet - Blending Sounds to Read Words has no explanation yet - Syllables (age 6+) has no explanation yet - Sharing and Publishing Your Writing has no explanation yet - Compound Words has no explanation yet - Commas to avoid ambiguity has no explanation yet - Capitals for Names, Days and I has no explanation yet - Past, Present and Progressive Tense has no explanation yet - Regular Plural Nouns has no explanation yet - Word Parts as Clues has no explanation yet - Listening to Texts Read Aloud has no explanation yet - Asking Questions comes before Listening and responding, which it needs - Asking Questions has no explanation yet - Listening and responding has no explanation yet - Discussing Texts as a Group has no explanation yet - Writing to inform has no explanation yet - Writing opinions has no explanation yet - Reading between the lines has no explanation yet Credit: The structure of Wisconsin academic standards: English language arts (https://dpi.wi.gov/sites/default/files/imce/standards/New%20pdfs/ELAStandards2020.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.