Grade 3 Spanish Language Arts

Grade 3 Spanish Language Arts

1 Explores thoughts, ideas, feelings and experiences, in Spanish

2 Uses Spanish to comprehend and respond personally and critically to oral, print, visual and multimedia texts

3 Manages ideas and information in Spanish

4 Enhances the Clarity and Artistry of Communication in Spanish

5 Uses Spanish to celebrate and build Community

6 Acquires Spanish to understand and appreciate languages, and uses Spanish confidently and competently in a variety of situations for communication, personal satisfaction and further learning.

7 Will explore, understand, appreciate and value Spanish culture in Canada and the world for personal growth, enrichment and satisfaction, and for participating in and contributing to an interdependent and multicultural global society

1.1 Discovers and Explores

1.2 Clarifies and Extends

2.1 Use Strategies and Cues

2.2 Respond to Texts

2.3 Understand Forms and Techniques

3.1 Plan and Focus

3.2 Selects and Processes

3.3 Organizes, Records and Assesses

4.1 Generates and Focuses

4.2 Enhances and Improves

4.3 Attends to Conventions

4.4 Presents and Shares

5.1 Develops and Celebrates Community

5.2 Encourages, Supports and Works with Others

6.1 Linguistic Elements

6.2 Language Competence

6.3 Sociolinguistic/Sociocultural Elements

6.4 Language Learning Strategies

6.5 Language Use Strategies

6.6 General Learning Strategies

7.1 Self-identity

7.2 Cultures of the Spanish-speaking World

7.3 Building Community

7.4 Global Citizenship

describes and represent personal observations, experiences and feelings

considers ideas and observations of others to discover and explore personal understanding

experiments with language to express feelings and talk about significant experiences and events

explains why an oral, print, visual or multimedia text is a personal favourite

develops a sense of self as a reader, writer and illustrator

examines how new experiences, ideas and information connect with prior knowledge and experiences

explains understanding of new concepts

arrange ideas and information in more than one way to make sense for self and others

reflects on ideas and experiences to clarify and extend understanding

makes connections among texts, prior knowledge and personal experiences

sets a purpose for listening, reading and viewing; make and confirm predictions, inferences and conclusions; and reread to check meaning

uses textual cues to construct and confirm meaning

uses morphological, syntactic, semantic, graphophonic and phonological cues to construct and confirm word meaning in context

participates in listening, reading and viewing experiences, using texts from a variety of genres and cultural traditions

describes similarities between experiences and traditions encountered in daily life and those portrayed in oral, print, visual and multimedia texts

identifies words that form mental images and create mood in oral, print, visual and multimedia texts

recognizes the distinguishing features of a variety of forms and texts

identifies the sequence of events in oral, print, visual and multimedia texts, the time and place in which they occur, and the roles of main characters

uses knowledge of commonalities in word families to increase vocabulary in a variety of contexts

identifies examples of repeated sounds and poetic effects that contribute to enjoyment; and recognize humour in oral, print, visual and multimedia texts

creates original texts to communicate and demonstrate understanding of forms and techniques

identifies and categorize personal knowledge of a topic to determine information needs

asks topic-appropriate questions, and identifies and communicate information needs

contributes knowledge of a topic in group discussion to assist in group understanding of a topic or task

recalls and follows a sequential plan for accessing and gathering information

records and shares personal knowledge of a topic

accesses information to answer questions, using a variety of sources

matches information to inquiry or research needs

uses knowledge of visual and auditory cues and organizational devices to locate and gather information and ideas

determines the main ideas in information, using prior knowledge, predictions, connections and inferences

organizes and explains information and ideas, using a variety of strategies, such as clustering, categorizing and sequencing

records facts and ideas, using a variety of strategies, and list authors and titles of sources

determines whether collected information is sufficient or inadequate for the established purpose

uses gathered information and questions to review and add to knowledge

generates and contributes ideas on particular topics for oral, print and visual texts

uses a variety of text forms for particular audiences and purposes

orders ideas to create a beginning, middle and end in own oral, print and visual texts

shares own stories and creations with peers, and respond to questions or comments

revises own ideas to accommodate new ideas and information

prints, writes or types letters legibly, developing a personal style; and space words appropriately

experiments with words and simple sentence patterns

uses print and nonprint aids to illustrate ideas and information in oral, print and visual texts

edits a text to ensure it includes complete sentences

spells familiar words, using a variety of strategies and resources

uses basic writing conventions when editing and proofreading

shares information and ideas on a topic with a familiar audience, and clarifies information by responding to questions

presents information and ideas using appropriate media and forms

demonstrates appropriate audience behaviours

records ideas and experiences, and shares them with others

examines ideas within stories in oral, print, visual and multimedia texts from various communities

connects situations portrayed in oral, print, visual and multimedia texts to personal experiences

acknowledges and celebrates special individual, class and community occasions

cooperates in a variety of partnership and group structures

asks others for their ideas, and expresses interest in their contributions

shows consideration for those whose ideas, abilities and language use differ from own

recognizes how class members help each other

uses, in structured oral and written situations, all elements of the sound symbol system

uses vocabulary and expressions appropriately in various situations in the classroom and school environment

Uses, in modelled, structured, and independent situations, grammatical elements, as appropriate for the grade level

uses basic mechanical features, such as capital letters, exclamation marks, commas and quotation marks

uses basic discourse features in oral, print and visual texts

listens to and understands a series of oral sentences or a short oral presentation on a familiar topic in structured situations

produces, spontaneously and/or with guidance, a series of interrelated ideas on a familiar topic

reads and understands a series of sentences or a short text on a familiar topic

produces, spontaneously and/or with guidance, a simple written text on a familiar topic in a structured situation

views and understands simple events and/or representations

uses a variety of forms to create representations of ideas, events and information

recognizes that some topics, words or intonations are inappropriate in certain contexts

understands and use a variety of simple idiomatic expressions as set phrases

accepts individual differences in speech

uses appropriate oral forms of address for people frequently encountered

recognizes that some nonverbal behaviours may be inappropriate in certain contexts

uses a variety of simple cognitive strategies, with guidance, to enhance language learning; e.g., make personal dictionaries, place new words or expressions in a context to make them easier to remember

uses a variety of simple metacognitive strategies, with guidance, to enhance language learning; e.g., reflect on learning tasks with the guidance of the teacher

uses a variety of simple social and affective strategies, with guidance, to enhance language learning; e.g., reread familiar self-chosen texts to enhance understanding and enjoyment

uses a variety of simple interactive strategies with guidance; e.g., ask for clarification or repetition when they do not understand

uses a variety of simple interpretive strategies with guidance; e.g., determine the purpose of listening, listen or look for key words

uses a variety of simple productive strategies with guidance; e.g., uses illustrations to provide detail when producing own texts

uses simple cognitive strategies to enhance general learning; e.g., experiment with, and concentrate on, one thing at a time

uses simple metacognitive strategies to enhance general learning; e.g., discover how their efforts can affect their learning

uses simple social and affective strategies to enhance general learning; e.g., participate in cooperative group learning tasks

expresses own self-concept, and compares the perception of others with own perception

understands own strengths and abilities

recognizes and appreciates various elements of language and culture of the Spanish-speaking world

recognizes benefits of a multilingual/ multicultural education

participates in activities and experiences that reflect traditional elements of cultures of the Spanishspeaking world

participates in activities and experiences that reflect contemporary elements of cultures of the Spanishspeaking world

identifies diverse elements of cultures of the Spanishspeaking world in school and/or in the local community

identifies how people's actions and lifestyles change to accommodate their changing needs

recognizes that helping others is personally rewarding

explores diversity in the classroom, school and local community; and reflect on its significance to self

explores similarities among members of the immediate community, and reflect on the significance of this to self

participates cooperatively in daily classroom duties, and support peers and classmates

recognizes that growing up involves making decisions and accepting consequences

identifies the advantages and disadvantages of working collaboratively with a partner or group

explores ways to resolve interpersonal conflict

identifies personal strengths and areas for improvement, and set personal goals