Grade 3 Language

Language 3

Language 3

Course Code:

Department:

Primary

Course development date:

2021

Curriculum Policy Document:

Language, Grades 1 – 8, 2006 Revised

Cost:

CA$ 1000.00

Course Developer:

Elite Private School

Grade 3 Language

Reading

Reading for Meaning
By the end of Grade 3 students will: read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning.

Variety of Texts
1.1 read a variety of literary texts , graphic texts and informational texts

Purpose
1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes

Comprehension Strategies
1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts

Demonstrating Understanding
1.4 demonstrate understanding of a variety of texts by identifying important ideas and some supporting details Making

Inferences/Interpreting Texts
1.5 make inferences about texts using stated and implied ideas from the texts as evidence

Extending Understanding
1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them

Analysing Texts
1.7 identify specific elements of texts and explain how they contribute to the meaning of the texts

Responding to and Evaluating Texts
1.8 express personal opinions about ideas presented in texts

Point of View
1.9 identify the point of view presented in a text and suggest some possible alternative perspectives

2. Understanding Form and Style
By the end of Grade 3 student will: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning.

Text Forms
2.1 identify and describe the characteristics of a variety of text forms, with a focus on literary texts such as a fable or adventure story

Text Patterns
2.2 recognize a few organizational patterns in texts of different types, and explain how the patterns help readers understand the texts

Text Features
2.3 identify a variety of text features and explain how they help readers understand texts

Elements of Style
2.4 identify some elements of style, including voice, word choice, and different types of sentences, and explain how they help readers understand texts

3. Reading With Fluency
By the end of Grade 3, students will: use knowledge of words and cueing systems to read fluently; Reading

Familiar Words
3.1 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

Reading Unfamiliar Words
3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including: • semantic (meaning) cues • syntactic (language structure) cues • graphophonic (phonological and graphic) cues

Reading Fluently
3.3 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

4. Reflecting on Reading Skills and Strategies
By the end of Grade 3, students will: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

Metacognition
4.1 identify, initially with some support and direction, what strategies they found most helpful before, during, and after reading and how they can use these and other strategies to improve as readers

Interconnected Skills
4.2 explain, initially with some support and direction, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read

Writing

1. Developing and Organizing Content
By the end of Grade 3, students will: generate, gather, and organize ideas and information to write for an intended purpose and audience.

Purpose and Audience
1.1 identify the topic, purpose, audience, and form for writing

Developing Ideas
1.2 generate ideas about a potential topic, using a variety of strategies and resources

Research
1.3 gather information to support ideas for writing in a variety of ways and/or from a variety of sources

Classifying Ideas
1.4 sort ideas and information for their writing in a variety of ways

Organizing Ideas
1.5 identify and order main ideas and supporting details into units that could be used to develop a short, simple paragraph, using graphic organizers

Review
1.6 determine whether the ideas and information they have gathered are relevant and adequate for the purpose, and gather new material if necessary

2. Using Knowledge of Form and Style in Writing
By the end of Grade 3, students will: draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience.

Form
2.1 write short texts using a variety of forms

Voice
2.2 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

Word Choice
2.3 use words and phrases that will help convey their meaning as specifically as possible

Sentence Fluency
2.4 vary sentence structures and maintain continuity by using joining words to combine simple sentences and using words that indicate time and sequence to link sentences

Point of View
2.5 identify their point of view and other possible points of view on the topic, and determine if their information supports their own view

Preparing for Revision
2.6 identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus on specific features

Revision
2.7 make revisions to improve the content, clarity, and interest of their written work, using several types of strategies

Producing Drafts
2.8 produce revised, draft pieces of writing to meet identified criteria based on the expectations related to content, organization, style, and use of conventions

3. Applying Knowledge of Language Conventions and Presenting Written Work Effectively
By the end of Grade 3, students will: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively.

Spelling Familiar Words
3.1 spell familiar words correctly

Spelling Unfamiliar Words
3.2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling

Vocabulary
3.3 confirm spellings and word meanings or word choice using several different types of resources

Punctuation
3.4 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

Grammar
3.5 use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: proper nouns for titles 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

Proofreading
3.6 proofread and correct their writing using guidelines developed with peers and the teacher

Publishing
3.7 use some appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout

Producing Finished Works
3.8 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

4. Reflecting on Writing Skills and Strategies
By the end of Grade 3, students will: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

Metacognition
4.1 identify what strategies they found most helpful before, during, and after writing and what steps they can take to improve as writers

Interconnected Skills
4.2 describe, with prompting by the teacher, how some of their skills in listening, speaking, reading, viewing, and representing help in their development as writers

Portfolio
4.3 select pieces of writing that they think show their best work and explain the reasons for their selection

Writing

1. Understanding Media Texts
By the end of Grade 3, students will: demonstrate an understanding of a variety of media texts;

Purpose and Audience
1.1 identify the purpose and intended audience of some media texts

Making Inferences/Interpreting Messages
1.2 use overt and implied messages to draw inferences and make meaning in simple media texts

Responding to and Evaluating Texts
1.3 express personal opinions about ideas presented in media texts

Audience Responses
1.4 describe how different audiences might respond to specific media texts

Point of View
1.5 identify whose point of view is presented or reflected in a media text and suggest how the text might change if a different point of view were used

Production Perspectives
1.6 identify who produces selected media texts and why those texts are produced

2.Understanding Media Forms, Conventions, and Techniques
By the end of Grade 3, students will: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.

Form
2.1 identify elements and characteristics of some media forms

Conventions and Techniques
2.2 identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning

3. Creating Media Texts
By the end of Grade 3, students will: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.

Purpose and Audience
3.1 identify the topic, purpose, and audience for media texts they plan to create

Form
3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create

Conventions and Techniques
3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create

Producing Media Texts
3.4 produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques

4. Reflecting on Media Literacy Skills and Strategies
By the end of Grade 3, students will: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Metacognition
4.1 identify, initially with support and direction, what strategies they found most helpful in making sense of and creating media texts

Interconnected Skills
4.2 explain, initially with support and direction, how their skills in listening, speaking, reading, and writing help them to make sense of and produce media texts

Media Literacy

1. Understanding Media Texts
By the end of Grade 3, students will: demonstrate an understanding of a variety of media texts;

Purpose and Audience
1.1 identify the purpose and intended audience of some media texts

Making Inferences/Interpreting Messages
1.2 use overt and implied messages to draw inferences and make meaning in simple media texts

Responding to and Evaluating Texts
1.3 express personal opinions about ideas presented in media texts

Audience Responses
1.4 describe how different audiences might respond to specific media texts

Point of View
1.5 identify whose point of view is presented or reflected in a media text and suggest how the text might change if a different point of view were used

Production Perspectives
1.6 identify who produces selected media texts and why those texts are produced

2.Understanding Media Forms, Conventions, and Techniques
By the end of Grade 3, students will: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.

Form
2.1 identify elements and characteristics of some media forms

Conventions and Techniques
2.2 identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning

3. Creating Media Texts
By the end of Grade 3, students will: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.

Purpose and Audience
3.1 identify the topic, purpose, and audience for media texts they plan to create

Form
3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create

Conventions and Techniques
3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create

Producing Media Texts
3.4 produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques

4. Reflecting on Media Literacy Skills and Strategies
By the end of Grade 3, students will: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Metacognition
4.1 identify, initially with support and direction, what strategies they found most helpful in making sense of and creating media texts

Interconnected Skills
4.2 explain, initially with support and direction, how their skills in listening, speaking, reading, and writing help them to make sense of and produce media texts

Final Reporting

Assessment is the process of gathering information from a variety of sources, such as assignments, day-to-day observations, conversations or conferences, demonstrations, projects, and performances. Teachers follow guidelines from Growing Success to analyze how well a student is achieving the curriculum expectations in a subject. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. The final grade reflects the student’s most consistent level of achievement throughout the course, although special consideration is given to more recent evidence of achievement. There is no final assessment, such as an exam, in this course.