Grade 3. English language arts curriculum

Reading

• 2 recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
  • 1 identify and describe the characteristics of a variety of text forms, with a focus on literary texts such as a fable or adventure story (e.g., plot development, characters, setting), graphic texts such as a comic book (e.g., speech bubbles, illustrations, captions), and informational texts such as a nature magazine (e.g., table of contents, diagrams, photographs, labels, captions)
  • 2 recognize a few organizational patterns in texts of different types, and explain how the patterns help readers understand the texts (e.g., classification/grouping of ideas in a report or a factual recount)
  • 3 identify a variety of text features and explain how they help readers understand texts (e.g., table of contents, charts and chart titles, headings, an index, a glossary, graphs, illustrations, pictures, diagrams, hyperlinks, a menu)
  • 4 identify some elements of style, including voice, word choice, and different types of sentences, and explain how they help readers understand texts (e.g., different sentence types make the text more interesting for the reader and help the author express different kinds of ideas – questions express or stimulate curiosity; exclamations convey emotions such as surprise or excitement)
    • Is the sentence a statement, question, command or exclamation? (3-A.1)
    • Is the sentence simple or compound? (3-A.8)
  • 3 use knowledge of words and cueing systems to read fluently;
    • 1 automatically read and understand most high-frequency words, many regularly used words, and words of personal interest or significance, in a variety of reading contexts (e.g., words from grade-level texts; terminology used regularly in discussions and posted on anchor charts; words from shared-, guided-, and independent-reading texts, and some regularly used resource materials in the curriculum subject areas)
    • 2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including:
      • semantic (meaning) cues (e.g., prefixes, suffixes, base words, phrases, sentences, and visuals that activate existing knowledge of oral and written language);
        • Identify base words, prefixes and suffixes (3-K.1)
        • Determine the meaning of a word with pre-, re- or mis- (3-K.2)
        • Use the prefixes pre-, re- and mis- (3-K.3)
        • Determine the meaning of a word with -ful or -less (3-K.4)
        • Determine the meaning of a word with -ly or -ness (3-K.5)
        • Determine the meaning of a word with -able or -ment (3-K.6)
        • Determine the meaning of a word with a suffix: review (3-K.7)
        • Prefixes and suffixes: review (3-K.8)
        • Use Greek and Latin roots as clues to the meanings of words (3-L.1)
        • Determine the meanings of Greek and Latin roots (3-L.2)
        • Determine the meanings of words with Greek and Latin roots (3-L.3)
        • Form compound words (3-N.7)
        • Form and use compound words (3-N.8)
        • Which definition matches the sentence? (3-N.14)
        • Which sentence matches the definition? (3-N.15)
      • syntactic (language structure) cues (e.g., word order, language patterns, punctuation);
        • Which word is a noun? (3-B.1)
        • Identify nouns (3-B.2)
        • Identify nouns – with abstract nouns (3-B.3)
        • Identify common and proper nouns (3-B.4)
        • Identify personal pronouns (3-C.1)
        • Identify possessive pronouns (3-C.5)
        • Identify action verbs (3-D.2)
        • Identify articles (3-E.3)
        • Does the adjective tell you what kind or how many? (3-F.1)
        • Identify the adjective that describes the noun (3-F.2)
        • Identify adjectives (3-F.3)
        • Identify adverbs (3-F.5)
        • Is the word an adjective or adverb? (3-F.7)
        • Identify coordinating conjunctions (3-H.2)
        • Use subordinating conjunctions (3-H.3)
      • graphophonic (phonological and graphic) cues (e.g., onset and rime; syllables; similarities between words with common spelling patterns and unknown words; words within words)
        • Identify base words, prefixes and suffixes (3-K.1)
        • Determine the meaning of a word with pre-, re- or mis- (3-K.2)
        • Use the prefixes pre-, re- and mis- (3-K.3)
        • Determine the meaning of a word with -ful or -less (3-K.4)
        • Determine the meaning of a word with -ly or -ness (3-K.5)
        • Determine the meaning of a word with -able or -ment (3-K.6)
        • Determine the meaning of a word with a suffix: review (3-K.7)
        • Prefixes and suffixes: review (3-K.8)
        • Form compound words (3-N.7)
        • Form and use compound words (3-N.8)
        • Homophones with pictures (3-N.11)
        • Identify homophones (3-N.12)
        • Use the correct homophone (3-N.13)
      • 3 read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text readily to the reader and an audience (e.g., read a poem for two voices with a partner, using appropriate phrasing and expression)

Writing

• 1 generate, gather, and organize ideas and information to write for an intended purpose and audience;
  • 1 identify the topic, purpose, audience, and form for writing (e.g., an original fable, modelled on the structures and conventions of fables read, to entertain the class; a scientific explanation demonstrating how some common levers make work easier, for a peer group; a labelled map with a legend identifying the key components of an early settlement in Upper Canada, to accompany a small-group project)
  • 2 generate ideas about a potential topic, using a variety of strategies and resources (e.g., formulate and ask questions to identify personal experiences, prior knowledge, and information needs and to guide searches for information; brainstorm and record ideas on the topic)
  • 3 gather information to support ideas for writing in a variety of ways and/or from a variety of sources (e.g., from discussions with family and friends; from teacher read-alouds, mentor texts, shared-, guided-, and independent-reading texts, and media texts)
  • 4 sort ideas and information for their writing in a variety of ways (e.g., by using graphs, charts, webs, outlines, or lists)
  • 5 identify and order main ideas and supporting details into units that could be used to develop a short, simple paragraph, using graphic organizers (e.g., a story grammar, a T-chart, a paragraph frame) and organizational patterns (e.g., comparison, chronological order)
  • 6 determine whether the ideas and information they have gathered are relevant and adequate for the purpose, and gather new material if necessary (e.g., discuss the content with a peer or reading buddy; review material using a story map or web)
• 2 draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
  • 1 write short texts using a variety of forms (e.g., a personal or factual recount of events or experiences that includes photographs or drawings and captions; a report comparing transportation in urban and rural communities; a paragraph explaining how physical geography and natural resources affected the development of early settler communities; a letter from the point of view of a settler, describing how First Nations people have taught the settlers to adapt to their new environment; a familiar story told from a new perspective; a patterned poem using rhyme or repetition)
  • 2 establish a personal voice in their writing, with a focus on using concrete words and images to convey their attitude or feeling towards the subject or audience (e.g., words used literally or figuratively to communicate intensity of feeling: a shiver of excitement; hot anger)
    • Describe the difference between related words (3-N.9)
    • Positive and negative connotation (3-N.10)
  • 3 use words and phrases that will help convey their meaning as specifically as possible (e.g., comparative adjectives such as smaller, smallest; adverbs)
    • Does the adjective tell you what kind or how many? (3-F.1)
    • Identify the adjective that describes the noun (3-F.2)
    • Identify adjectives (3-F.3)
    • Does the adverb tell you how, when or where? (3-F.4)
    • Identify adverbs (3-F.5)
    • Choose between adjectives and adverbs (3-F.6)
    • Is the word an adjective or adverb? (3-F.7)
    • Use adjectives to compare (3-F.8)
    • Spell adjectives that compare (3-F.9)
    • Use adverbs to compare (3-F.10)
    • Describe the difference between related words (3-N.9)
  • 4 vary sentence structures and maintain continuity by using joining words (e.g., and, or) to combine simple sentences and using words that indicate time and sequence to link sentences (e.g., first, then, next, before, finally, later)
    • Is the sentence simple or compound? (3-A.8)
    • Prepositions: review (3-G.4)
    • Use coordinating conjunctions (3-H.1)
    • Identify coordinating conjunctions (3-H.2)
    • Use subordinating conjunctions (3-H.3)
    • Identify subordinating conjunctions (3-H.4)
  • 5 identify their point of view and other possible points of view on the topic, and determine if their information supports their own view
  • 6 identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus on specific features (e.g., a strong opening or “lead”; the clarity of the main idea)
  • 7 make revisions to improve the content, clarity, and interest of their written work, using several types of strategies (e.g., reordering sentences, removing repetition or unnecessary information, adding material needed to clarify meaning, adding or substituting words to increase interest, adding linking words or phrases to highlight connections between ideas, using gender-neutral language as appropriate)
    • Is it a complete sentence or a fragment? (3-A.5)
    • Is it a complete sentence or a run-on? (3-A.6)
    • Is it a complete sentence, a fragment or a run-on? (3-A.7)
  • 8 produce revised, draft pieces of writing to meet identified criteria based on the expectations related to content, organization, style, and use of conventions
• 3 use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
  • 1 spell familiar words correctly (e.g., words from their oral vocabulary, anchor charts, the class word wall, and shared-, guided-, and independent-reading texts)
    • Identify homophones (3-N.12)
    • Use the correct homophone (3-N.13)
  • 2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling (e.g., pronounce a word as it is spelled: Wed-nes-day; make analogies to rhyming words; apply knowledge of short-vowel and long-vowel patterns; cluster words by visual similarities; follow rules for changing base words when adding common endings: hope/hoping, slam/slammed; use memory aids such as visualization)
    • Form regular plurals with -s, -es and -ies (3-B.5)
    • Form and use irregular plurals (3-B.8)
    • Form the singular or plural possessive (3-B.10)
    • Identify and correct errors with plural and possessive nouns (3-B.11)
    • Form and use the regular past tense (3-D.9)
    • Form and use the irregular past tense: set 1 (3-D.12)
    • Spell adjectives that compare (3-F.9)
    • Pronoun-verb contractions (3-I.1)
    • Contractions with “not” (3-I.2)
    • Form compound words (3-N.7)
    • Form and use compound words (3-N.8)
    • Identify homophones (3-N.12)
    • Use the correct homophone (3-N.13)
    • Which definition matches the sentence? (3-N.14)
  • 3 confirm spellings and word meanings or word choice using several different types of resources (e.g., locate words in an alphabetized personal word book or dictionary using first, second, third, and fourth letters, entry words, or pronunciation; use a variety of dictionaries, such as a rhyming dictionary or a dictionary of synonyms and antonyms; use a thesaurus to find alternative words)
    • Order alphabetically based on the first letter (3-M.1)
    • Order alphabetically based on the first two letters (3-M.2)
    • Order alphabetically based on the first three letters (3-M.3)
    • Order alphabetically: challenge (3-M.4)
    • Use guide words (3-M.5)
    • Use dictionary entries (3-M.6)
    • Use dictionary definitions (3-M.7)
    • Which definition matches the sentence? (3-N.14)
    • Which sentence matches the definition? (3-N.15)
  • 4 use punctuation to help communicate their intended meaning, with a focus on the use of: quotation marks to indicate direct speech; commas to mark grammatical boundaries within sentences; capital letters and final punctuation to mark the beginning and end of sentences
    • Is the sentence a statement, question, command or exclamation? (3-A.1)
    • Is the sentence simple or compound? (3-A.8)
    • Use coordinating conjunctions (3-H.1)
    • Identify coordinating conjunctions (3-H.2)
    • Commas with dates (3-J.1)
    • Commas with direct addresses and after introductory words (3-J.2)
    • Greetings and closings of letters (3-J.6)
    • Punctuating dialogue (3-J.10)
  • 5 use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: proper nouns for titles (e.g., of businesses, teams); the possessive pronouns my, mine, your, yours, his, her, hers, its; action verbs in the present and simple past tenses; adjectives and adverbs; question words (e.g., when, where, why, how)
    • Identify common and proper nouns (3-B.4)
    • Identify personal pronouns (3-C.1)
    • Choose between subject and object personal pronouns (3-C.2)
    • Replace the noun with a personal pronoun (3-C.3)
    • Compound subjects and objects with “I” and “me” (3-C.4)
    • Identify possessive pronouns (3-C.5)
    • Use possessive pronouns (3-C.6)
    • Choose between personal and reflexive pronouns (3-C.7)
    • Use reflexive pronouns (3-C.8)
    • Use action verbs (3-D.1)
    • Identify action verbs (3-D.2)
    • Identify main verbs and helping verbs (3-D.3)
    • Is the subject singular or plural? (3-D.4)
    • Use the correct subject or verb (3-D.5)
    • Pronoun-verb agreement (3-D.6)
    • Which sentence is in the regular past tense? (3-D.7)
    • Identify verbs in the regular past tense (3-D.8)
    • Form and use the regular past tense (3-D.9)
    • Identify the irregular past tense I (3-D.10)
    • Identify the irregular past tense II (3-D.11)
    • Form and use the irregular past tense (3-D.12)
    • To be: use the correct form (3-D.17)
    • To have: use the correct form (3-D.18)
    • Is the sentence in the past, present or future tense? (3-D.19)
    • Change the sentence to future tense (3-D.20)
    • Use the correct article: a or an (3-E.1)
    • Use the correct article: a, an or the (3-E.2)
    • Identify articles (3-E.3)
    • Does the adjective tell you what kind or how many? (3-F.1)
    • Identify the adjective that describes the noun (3-F.2)
    • Identify adjectives (3-F.3)
    • Does the adverb tell you how, when or where? (3-F.4)
    • Identify adverbs (3-F.5)
    • Choose between adjectives and adverbs (3-F.6)
    • Is the word an adjective or adverb? (3-F.7)
    • Use adjectives to compare (3-F.8)
    • Use adverbs to compare (3-F.10)
  • 6 proofread and correct their writing using guidelines developed with peers and the teacher (e.g., a checklist modified in a teacher-student conference to support individual writing strengths and indicate next steps; a posted class writing guideline)
  • 7 use some appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout (e.g., use legible printing and some cursive writing; use different font sizes and colours on a poster to attract attention; use proper paragraph form including spacing and margins; supply captions for photographs)
  • 8 produce pieces of published work to meet identified criteria based on the expectations related to content, organization, style, use of conventions, and use of presentation strategies