Grade 3 - English Language Arts (2022)

English Language Arts

Text Forms and Structures: Identifying and applying text forms and structures improves understanding of content, literary style, and our rich language traditions.

Oral Language: Listening and speaking form the foundation for literacy development and improve communication, collaboration, and respectful mutual understanding.

Vocabulary: Communication and comprehension are improved by understanding word meaning and structures.

Phonics: Foundational literacy is supported by understanding relationships between sounds in oral language and the letters that represent them.

Fluency: Comprehension and literary appreciation are improved by the ability to read a range of texts accurately, automatically, and with expression.

Comprehension: Text comprehension is supported by applying varied strategies and processes and by considering both particular contexts and universal themes.

Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author�s craft.

Conventions: Understanding grammar, spelling, and punctuation makes it easier to communicate clearly, to organize thinking, and to use language for desired effects.

Students relate the form and structure of texts to the communication of ideas and information.

Students examine and apply listening and speaking skills, processes, or strategies in a variety of formal and informal interactions.

Students analyze new words and morphemes to enhance vocabulary.

Students investigate how phonics connects to word formation and supports the processes of reading and writing.

Students apply fluency strategies and develop reading comprehension.

Students analyze text and make connections to personal experiences to support meaning.

Students investigate writing and research processes that support informed written expression.

Students investigate and demonstrate how conventions support written communication.

Knowledge

Understanding

Skills & Procedures

Knowledge

Understanding

Skills & Procedures

Knowledge

Understanding

Skills & Procedures

Knowledge

Understanding

Skills & Procedures

Knowledge

Understanding

Skills & Procedures

Knowledge

Understanding

Skills & Procedures

Knowledge

Understanding

Skills & Procedures

Knowledge

Understanding

Skills & Procedures

A text is anything, digital or non-digital, that has meaning for the individual or group who creates or engages with it.

The purpose of a text can be to inform and provide enjoyment.

Texts can be categorized according to their content and include fiction and non-fiction.

Fiction is a type of text that uses imagination to tell a story.

Non-fiction is a type of text that expresses information and facts.

Literary forms of fiction and non-fiction texts include drama, short stories and images.

Stories can be fiction or non-fiction and can follow a structure, including beginning, problem, events, solution and ending.

Text features can be digital or non-digital, including images, tables of contents, maps and graphs.

Fictional texts can be categorized by sub-forms that include traditional literature, including myths, realistic fiction, historical fiction and mystery.

A myth is a traditional or legendary story usually concerning a courageous hero or heroine or an event.

Realistic fiction takes place in modern times and describes believable characters involved in plausible events.

Historical fiction takes place in a setting of the past.

A mystery describes the solution of a crime or the unravelling of secrets.

Fictional texts can have structures that include books with chapters, collections of stories related to a single idea and circular plots.

Elements of fiction include major characters, setting and plot.

A major character is central to the plot or problem in a story.

A circular plot is sequenced to end with characters returning to a similar situation to where they started.

A narrator can be a character in a story or someone telling the story from the outside looking in.

Non-fiction texts include biographies, content-area texts, interactions with people and land.

Content-area texts refer to texts from subjects such as science, social studies, and fine arts.

Non-fiction texts can have structures that include main idea or topic, supporting details, linear or cyclical sequencing and compare and contrast.

Poetry includes words or phrases used in a non-literal way to create a desired effect (figurative language).

Poetic structures include haiku and limerick.

A haiku is a short Japanese poem of seventeen syllables (organized into three lines of five, seven, and five syllables) that traditionally emphasizes images from nature.

A limerick is a poem that consists of five lines with a rhyme scheme of AABBA.

The purpose, form, or structure of texts can help organize the expression and understanding of ideas and information.

Text features can provide information that is not in the main body of a text.

Fictional texts are often products of a text creators imagination and are not factual.

Non-fiction texts have structures that support the sharing of factual information to explain or describe real people, places, things, or events.

Poetry is a form of expression that encourages creativity and new ways of thinking about ideas and feelings.

Examine the purpose of a variety of texts.

Explain personal preferences for texts that provide enjoyment.

Differentiate between fiction and non-fiction texts according to content.

Examine the form of a variety of fiction and non-fiction texts.

Examine the structure of a variety of fiction and non-fiction texts.

Determine how the structure of texts can help organize the expression or understanding of ideas or information.

Examine a variety of text features that provide additional information in a text.

Include a variety of text features to organize, clarify, or enhance personal messages.

Differentiate between a variety of fiction sub-forms, considering content, characters, time, or place.

Examine fictional text structures that contribute to organization, clarity, or personal engagement.

Examine circular plot structures found in fictional texts.

Examine elements within a variety of fictional texts.

Examine major characters in fictional texts.

Create imaginative representations or dramatizations of fictional texts that depict understandings of characters, setting, and plot.

Investigate the narrators' contribution to a text.

Compare and contrast ways that non-fiction texts can be organized.

Investigate linear and cyclical sequencing in a variety of non-fiction texts.

Investigate words or phrases applied creatively in poetry.

Examine poetic structures that contribute to creative expression of ideas.

Experiment with creating haikus and limericks.

Throughout history, languages developed orally before being written.

Stories can last and be retold over long periods of time.

Oral traditions support interactions between generations of people, such as ancestors, grandparents, parents or guardians, children and kin.

Traditional knowledge shared through oral traditions can vary in form or delivery , build community and serve as a guide for living and learning.

Dialogue is an exchange of ideas, information, or opinions.

Effective dialogue includes listening, staying on topic, asking questions and contributing.

Speaking involves grouping and separating words through phrasing and pausing.

Pauses can be used to support meaning or create emphasis.

Speaking can be supported through relaxation, breathing and posture.

Listening strategies include identifying purpose, asking relevant questions, seeking clarification and responding appropriately.

Texts that are listened to can build connections, interest, vocabulary, background knowledge, curiosity, engagement and motivation.

A combination of verbal and non-verbal language can be used to communicate ideas, information, and feelings.

Effective communication considers voice quality and audibility and articulation and clarity.

Preparation supports effective communication through relaxation, breathing techniques and focus.

Presentations can be improvised or prepared.

Presentations can be delivered in different ways, including oral reports, readers theatre, dramatizations, digital stories and recorded interviews.

Thoughts and ideas in speech can be grouped together in logical sequences.

Effective communication involves consideration of an audience's situation, thoughts, feelings and beliefs.

Audience participation and behaviour may affect the presenter or other audience members.

Oral tradition is listening and speaking to pass information from generation to generation.

Listening and speaking can enhance the exchange of ideas, information, or opinions.

Listening can enhance interactions and learning.

Communication can be supported by integrating verbal and non-verbal language.

Presentations share stories, ideas, or information with an audience.

Investigate oral traditions that have been shared over time.

Discuss how oral stories show respect for traditional shared knowledge.

Share information of personal or cultural significance passed between generations of people.

Engage in dialogue to express and understand messages.

Examine the effectiveness of dialogue in learning and social interactions.

Identify where phrasing and pausing can support understanding or create effects.

Support speech through relaxation, breathing, or posture.

Consider the contributions of others when exchanging ideas or opinions.

Use a variety of listening strategies to enhance interactions and learning.

Combine verbal and non-verbal language to enhance communication.

Adjust voice quality, audibility, articulation, or clarity to communicate effectively.

Group relevant ideas, events, or information in a logical sequence when presenting.

Develop communication skills through individual or group presentations.

Present dramatizations of characters and events encountered in texts.

Share a poem from memory with some awareness of phrasing and pausing.

Compose and share a short speech or oral report.

Participate in presentations as a respectful audience member.

The meaning of a word can change when used in a different context.

Language involves phrases with literal and figurative meanings that can be used to enhance communication.

Figurative language includes imagery, hyperbole, simile.

Imagery is when words or phrases describe ideas or things that can be experienced visually.

Hyperbole is when words or phrases are used to exaggerate meaning.

A simile compares two unlike things using like or as.

Morphemes include bases and affixes.

A base is a word or word part that has meaning and to which an affix can be added.

An affix is a letter or group of letters that comes at the beginning (prefix) or ending (suffix) of a word and has a meaning of its own.

Prefixes, including <re>, <un>, <in>, <dis>, <non>, <mis>, <mal>, <sub>, and <super>, are morphemes that change the meaning of words when added to the beginning of a base.

Suffixes, including <ly>, are morphemes that form adverbs and change the meaning of words when added to the ending of a base.

Suffixes, including <er>, <or>, <ar>, and <ist>, are morphemes that change the meaning of words when added to the ending of a base.

Vocabulary knowledge can be supported and developed through literacy interactions and experiences.

The study of words and how they are formed (morphology) can support development of vocabulary and enhance comprehension.

Use tier 2 words in a variety of literacy contexts.

Develop tier 3 vocabulary through content-area learning.

Engage with texts that include more sophisticated concepts and ideas expressed through expanded vocabulary.

Integrate knowledge of vocabulary across multiple literacy contexts.

Recognize and use figurative language in oral and written communication.

Analyze and use synonyms, antonyms, homophones, homographs, and words with multiple meanings in a variety of texts.

Analyze bases and affixes for meaning.

Recognize and use suffixes to form adverbs that describe a specific manner, period of time, or order.

Recognize and use suffixes to name a person that does something.

Analyze frequently used compound words and their meanings.

Distinguish syllables in words.

Consonant clusters blend two or three consonant sounds.

Consonant clusters appear at the beginning and ending of words.

Consonant digraphs are two consonant letters that appear together and represent a single sound that is different from the sound of either letter (e.g., sh).

Some consonant letters represent no sound (e.g., know, write).

Chunking is a phonetic strategy used to decode that breaks large words into small parts.

Connections can be made between phonemes and graphemes, including consonant clusters and digraphs.

Phonics supports the reading and writing of texts.

Recognize consonant clusters at the beginning and ending of a word.

Recognize and apply less frequent consonant digraphs.

Recognize and apply consonant letters that represent no sounds.

Recognize and apply a wide variety of long and short vowel sounds when decoding unknown multisyllabic words.

Use phonetic strategies to decode complex words in continuous text.

Fluency develops over time with practice.

Fluent reading includes accuracy, automaticity in word recognition and prosody (stress, expression, intonation, and pausing) in oral text reading.

Comprehension is enhanced when high-frequency words are read in continuous text at an appropriate pace.

Reading fluency involves accuracy, automaticity, and prosody to engage an audience or improve comprehension.

Fluent recognition of high-frequency words (the 300 learned in grades 1 and 2) supports effective and efficient reading comprehension.

Demonstrate automaticity in reading complex words, phrases, and continuous text.

Read increasingly complex text with appropriate pace, word stress, phrasing, and pausing.

Read a variety of text forms with fluency and expression.

Read the 300 high-frequency words learned in grades 1 and 2 fluently in continuous text.

Comprehension of longer, more complex texts is supported by increased reading practice.

Connections can be made prior to, during, or after reading a text.

Connections can be made between texts and ideas that relate to past, present, or future world events (text to world).

Predictions can be made by combining information from texts with background knowledge, personal experience and anticipation of logical outcomes or events.

Inferencing involves drawing conclusions based on known facts or evidence.

Inferencing can involve making connections, questioning, predicting and visualizing.

Summarizing information involves determining key ideas and specific details, logically ordering ideas and writing ideas in own words.

Self-monitoring skills that can be used when facing challenges in comprehension include noticing where meaning breaks down, rereading, reading ahead, creating mental or visual images and asking and answering how, why, and what if questions.

Critical thinking can be applied to comprehend texts that vary in length or complexity.

Comprehension involves connecting relevant background knowledge and experiences with new information in text.

Comprehension involves predicting outcomes or events that reflect clues from texts.

Comprehension can be enhanced by inferring meanings that are not stated explicitly in text.

Comprehension is enhanced when information is summarized.

The reading comprehension process involves the strategies of monitoring understandings and assessing options if meaning lacks clarity.

Independently read and demonstrate comprehension of texts that vary in length or complexity.

Make connections between a text and personal feelings, experiences, or background knowledge.

Make connections between various aspects within or between texts.

Make connections between texts and ideas that relate to past, present, or future world events.

Make predictions using background knowledge and information within a text.

Identify information from texts that supports predictions.

Modify predictions based on new or additional information.

Reflect on predictions to confirm or change understandings.

Make inferences by combining background knowledge with information that is not explicitly stated within a text.

Identify connections between the actions, feelings, or motives of a character and evidence in text.

Determine the most important information in a text.

Order significant information from a text in a logical sequence.

Share important information from a text in a logical order using own words.

Examine the location in texts where reading comprehension becomes challenging.

Identify self-monitoring skills that are personally effective in supporting reading comprehension.

Writing processes used to organize and share messages include planning, drafting, revising, editing and sharing.

Planning includes consideration of audience, purpose, form and idea generation.

Methods and tools that can support planning include graphic organizers and sketching.

Drafting involves organizing words on paper during the writing process.

Interest can be created by varying sentence beginnings.

Run-on sentences make reading difficult, as the reader often cannot tell where to pause or stop.

Writers generally avoid repetitions and run-on sentences.

Three to five sentences that add detail or description to ideas or information can be combined to construct a paragraph.

Revising includes adding or removing words or sentences to enhance writing clarity, accuracy, or appeal.

Fluent writing sounds like speaking when read aloud.

Sharing can involve selecting a variety of text features to enhance written messages.

Creative thinking involves considering audience and purpose, brainstorming to expand ideas, seeking out information to help transform ideas into representations and persevering through challenges that may arise.

Writing is a craft that involves personal expression of ideas through organization, word choice and presentation.

Creative ideas for expression can be inspired by a variety of sources, including personal experiences, background knowledge, imagination and experiences with text.

The author � s voice or style helps a reader or an audience picture or feel what a writer is describing.

In creative writing, word choice includes interesting details that keep audiences engaged.

Words selected to enhance written texts include sensory details, synonyms, antonyms and specific words or phrases.

Dialogue can be used to add variety to written texts.

Questioning can help focus research topics and processes.

Information can be accessed, stored, and shared in a variety of digital and non-digital ways.

Information can be categorized or sequenced to enhance organization.

Organizational tools, such as graphic organizers, can help plan and write about factual information.

Research findings can be shared in a variety of digital or non-digital forms, including reports, presentations and visual representations.

The information and ideas of others need to be listed (cited) in research writing.

Written messages can be created using a variety of digital or non-digital methods or tools, such as printing, keyboarding and cursive handwriting.

Cursive handwriting involves letter formation, size, proportion and slant.

Basic keyboarding involves finger reaches, keystroking and key recognition.

Writing can capture ideas, memories, investigations, and stories.

Creative expression can channel imaginative thought and emotion into a variety of texts.

Research processes can support accessing and logically organizing information.

Practice using digital or non-digital methods or tools can support writing fluency.

Create written texts for a variety of audiences and purposes.

Create written texts using a variety of forms and structures.

Use organizational processes, methods, or tools to support the creation of written texts.

Create drafts of writing that maintain audience interest by focusing the number of ideas in sentences and limiting repetitions.

Include a range of sentence beginnings and types to vary and add interest to writing.

Sequence sections of writing in a logical order.

Revise written texts for accuracy, clarity, or appeal by adding, removing, or changing words or sentences.

Edit writing for spelling, punctuation, and grammar.

Read written texts aloud to check for writing fluency.

Select a variety of texts to be shared according to their purpose.

Examine how relationships between audience, purpose, and text form can influence creative expression.

Examine how other writers use words, sensory detail, and figurative language for creative expression of thoughts and emotions.

Create written texts that draw upon a variety of sources of inspiration.

Select from a variety of text forms or structures to express personal thoughts or feelings.

Create beginnings that catch the audience � s attention by experimenting with ideas and word choice.

Include a variety of carefully selected words and sensory detail to add interest and keep audiences engaged.

Include dialogue to add variety to texts.

Use punctuation to generate effects in creative expression.

Create thoughtful conclusions to tie up events or leave readers wondering.

Select from a variety of presentation forms or text features to enhance and share selections of creative writing.

Persevere through challenges that may arise in the creative expression of ideas.

Access information from a variety of sources to answer questions or expand knowledge.

Organize, categorize, or sequence information using a variety of methods or tools.

Use research to create written text that is appropriate for an audience.

List sources of information used to inform research.

Demonstrate writing fluency using at least one method or tool.

Use cursive handwriting to write some texts with appropriate letter formation, size, proportion, and slant.

Demonstrate basic keyboarding skills.

Capitalization is used for headings.

Punctuation includes commas quotation marks and apostrophes in contractions and possessives.

A comma indicates a pause between parts of a sentence or separates items in a list.

Quotation marks identify the words of a speaker or bring attention to a word that is used in a special way.

Adding an apostrophe and < s > can be used to show ownership or possession.

A sentence can command someone to do or not to do something (imperative).

A sentence has two main parts, a subject and a predicate.

The subject of a sentence is who or what the sentence is about.

The predicate of a sentence is what the subject does.

Words can be used to connect phrases and sentences (conjunctions) (e.g., and, but, or, so, for).

An adjective is a word that describes a noun.

An adverb is a word that describes a verb.

Subject-verb agreement means that the subject and the verb must agree, with both being either singular or plural.

Words can tell who or what owns a noun (possessive), and include possessive nouns (� s), possessive adjectives (e.g., my, your, his, her, its, our, their) and possessive pronouns (e.g., mine, yours, his, hers, ours, theirs).

Some words can be used with other words to show time or place (prepositions) (e.g., under, with, before, after).

Spelling patterns include nouns ending in < y >: change < y > to < I > and add < es > (e.g., pony � ponies) and nouns ending in < f > or < fe >: change < f > or < fe > to < v > and add < es > (e.g., leaf � leaves).

Some plural nouns may be spelled the same as or differently from their singular form (e.g., moose-moose, person-people).

Adding an apostrophe and < s > can be used to show ownership or possession.

If a noun is plural and already ends in an < s >, only an apostrophe and not an < s > is added to show ownership.

Prefixes and suffixes are spelled consistently in words.

Some words are not spelled in predictable ways.

Spelling strategies can be used to spell words accurately, including articulating, visualizing, transferring prior knowledge and trial and error.

Digital or non-digital tools can be used to help spell words correctly.

Abbreviations include titles, days of the week, time, measurements and addresses.

An abbreviation is the shortened form of a word or words (e.g., Rd., St., AB).

An inflectional ending is a suffix added to a base that indicates tense, plurality, possession and comparison.

The basic guidelines for adding inflectional endings consist of dropping the < e > and adding < ing > and doubling the letter before adding < ing > or < ed >.

Capitalization and punctuation can enhance written expression.

Grammar can provide a consistent structure for the building of sentences.

Correct spelling can be supported by applying knowledge of word patterns and parts.

A variety of spelling strategies and tools can be used to enhance written expression.

Basic guidelines for spelling transferred to writing new text can increase accuracy.

Capitalize words appropriately in different contexts.

Include a variety of punctuation at the end of sentences.

Insert commas to indicate a pause between parts of sentences or to separate items in a list.

Insert quotation marks to identify the words of a speaker.

Insert quotation marks to bring attention to a word that is used in a special way.

Insert apostrophes in place of letters in contractions.

Insert apostrophes to show possession.

Distinguish between a variety of sentence types.

Identify the subject of a variety of sentences.

Identify the predicate of a variety of sentences.

Examine conjunctions in a variety of sentences.

Use adjectives to describe nouns.

Use adverbs to describe verbs.

Identify subject-verb agreement in a variety of sentences.

Differentiate between possessive nouns, possessive adjectives, and possessive pronouns.

Recognize and use prepositions in sentences to show time and place.

Identify spelling patterns within and across words.

Apply knowledge of known words, word parts, and word patterns to spell unfamiliar words.

Identify plural nouns that are spelled the same as or differently from their singular form.

Add an apostrophe and an < s > to nouns to show ownership.

Add only an apostrophe to show ownership if a noun is plural and already ends in an < s >.

Spell a variety of prefixes and suffixes accurately in words.

Identify words that are not spelled in predictable ways.

Apply a variety of spelling strategies to enhance written expression.

Use a variety of tools to spell or confirm the spelling of words.

Spell common abbreviations in writing.

Recognize and spell contractions in writing.

Apply inflectional endings in writing.

Spell compound words accurately.

Spell singular and plural possessives.

Spell some complex plural words.

Apply endings that show comparisons.

Recognize basic guidelines for adding inflectional endings.