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Grade Three

Learning Outcomes Framework              GRADE THREE - SPECIFIC CURRICULUM OUTCOMES                                    

    English Language Arts - P-6


Students will communicate effectively and clearly and respond personally and critically. 

  • demonstrate effective active listening habits (skills) in keeping with the student's cultural context
  • ask and respond to questions to seek clarification of others’ ideas to consolidate information
  • describe a personal  experience in sequential order, and offer an opinion about a topic with at least 3 supporting details [Note to Teacher: Be mindful of different communication styles.]
  • express and explain opinions, and respond to questions and reactions of others
  • use intonation, expression, and tone in small and whole group interactions that contribute to conversation
  • demonstrate comprehension of oral language by engaging in, responding to, and reflecting upon informal and formal oral presentations with sensitivity and respect considering audience and purpose 
  • use complex sentences that incorporate rich vocabulary and transition words to connect phrases
  • respond to and give directions that are multi-step with increased complexity


#                      Students will interact with sensitivity and respect, considering audience,  purpose, and situation.


  • use social conventions (turn-taking, politeness, when to speak, and when to listen) in a range of conversations and co-operative play situations, in multiple cultural contexts
  • choose when and where to use intonation, tone and expression to communicate ideas and feelings in selected small and whole group situations
  • use thoughtful, respectful and non-hurtful vocabulary, considering audience and purpose, and begin to make vocabulary choices that affirm sensitivity to the personal ideas and experiences of others 
  • use different language appropriate to audience and purpose
  • use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
  • Students will demonstrate a variety of ways to comprehend and select from a range of culturally diverse print and digital texts. 

Strategic Processing

  • use all sources of information (meaning, structure, visual) to search, monitor, check, and self-correct)
  • monitor and self-correct quickly, confidently, and independently with automaticity
  • read independently with stamina
  • apply a variety of word-solving strategies

  • use punctuation to appropriately guide reading such as pausing, and use of inflection to support comprehension and fluency

  • use text features to gather information and support comprehension (captions, diagrams, maps)read texts with understanding, at level P or beyond, through a variety of genres

View with Understanding (Print and Digital Text)

  • use picture cues to support understanding
  • retell a narrative, making reference to vocabulary such as characters, problem, solution
  • explain orally and/or in writing their understanding of and reactions to fiction, non-fiction, and poetry texts they are reading
  • talk about text with reference to titles, authors, and illustrators
  • demonstrate comprehension—thinking within, thinking about, and thinking beyond the text
  • visualize, to support comprehension, with a variety of  culturally relevant texts
  • infer meaning within and beyond  a variety of texts
  • discuss how prior  knowledge supports comprehension of culturally relevant text
  • talk about how using comprehension strategies enhanced their understanding
  • complete reading graphic organizers about their understanding of culturally relevant texts
  • use before-, during-, and after-reading strategies with culturally relevant text


Selecting (Print and Digital Texts)

  • growing range of genres—narrative (realistic fiction, adventure, mysteries, etc.), non-fiction (information text, biography, procedural text), and poetry
  • talk about what makes a text just-right** for them
  • select just-right** texts for independent reading
  • explain how a non-fiction text is usually illustrated (photographs) versus a fiction text (drawings)

**being mindful of interests, background knowledge, and level

Fluency (Accuracy/Automaticity/Prosody [Rhythm and Intonation])

  • uses punctuation marks effectively to convey meaning
  • change the rate of reading depending on the mood of the text
  • chunk words into phrases to sound like talking
  • change expression for dialogue when signaled by words such as, "screamed", "whispered",and "murmured"
Students will select, interpret, and combine information in multicultural contexts.
  • formulate questions to guide their research*
  • use a table of contents and index (print) and navigation menus (digital)  to locate information
  • generate higher-level thinking questions (“in the head” versus “in the text”)
  • use key words in a search engine to locate information electronically
  • discuss how they researched and found answers to their questions
Students will respond personally and critically to a range of culturally diverse texts.
  • make meaningful personal connections that enhance comprehension
  • share their connections orally and/or in writing
  • share their opinions about the print and/or digital text and give reasons for those opinions in a variety of multicultural contexts
  •  ask critical thinking questions such as, Who/What group is included/considered/ represented in this text? Who/What group
  • identify the point of view of the author of print and/or digital text
  • identify and use text features of fiction and non-fiction texts that support comprehension
  • give opinions about information in or message of a print and/or digital text based on a personal point of view*
  • identify examples of stereotyping, bias, or prejudice* 
  • recognize different points of view*
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feelings.
  • express ideas in complete thoughts using simple, compound, and complex sentences
  • label and define drawings to explain ideas/topics
  • understand and apply readers’/listeners’ comments to clarify meaning
 Students will be expected to use writing and other forms of representation including digital to explore, clarify and reflect on their thoughts feeling and experiences and learnings.
  • write a variety of poetry, fiction and non-fiction texts
  • explain the purpose for their writing
  • write with attention to descriptive detail and word choice (e.g., about a character)—concrete nouns, adjectives, adverbs, precise verbs, description, etc.
  • create and record higher level questions both in print and/or digital format
  • write an organized text with a beginning, middle, and end; write an effective lead, write a descriptive middle, write a satisfying conclusion
  • select appropriate print and digital  graphic organizers from several options
  • begin to make their own print and digital graphic organizers to plan their writing
Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
  • choose forms of writing that are appropriate to specific purposes and audiences (e.g. narrative, expository, descriptive, and persuasive)
  • include information that is relevant and purposeful for an intended audience
  • work with a partner, in small groups, and independently, to create writing
  • use role plays to convey meaning (other ways of representing)
Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision and effectiveness.

Writing Processes

  • prewriting

    • talk about the ideas they plan to write about

    • draw pictures to develop ideas for writing

    • choose, use, and create simple graphic organizers (such as the five-finger plan, story map, web, list, five Ws, and graphic organizers for specific forms of writing.)

    • create jot notes for research writing


  • drafting
    • recognize that writing is reflective of prewriting
    • write on a single topic, with a beginning, middle, and end; some elaboration and organization
    • reread their writing to monitor meaning and message



  • revision
    • make changes to writing to clarify meaning through strategies, such as crossing out words, inserting words using a caret, adding details, and replacing overused words (e.g., said, good, like)
    • begin to use a thesaurus
  • editing
    • use the word wall and personal spelling references to check high-frequency words
    • use self-editing checklists to edit for grade-level conventions
  • proofreading
    • use a co-created anchor chart of proofreading strategies
    • conduct a final reread of their draft before publishing
  • publishing / information sharing
    • publish student-selected final pieces of writing that demonstrate grade-level traits and conventions



Writing Traits


  • ideas
    • write about specific topics with elaboration
    • begin to experiment with dialogue


  • organization
    • experiment with a sense of flow throughout a piece, experimenting with leads, using sequencing (first, next, then, finally) when appropriate for the text
    • develop a sense of flow throughout a piece of writing
    • experiment with effective leads
    • experiment with transitional words (in the morning, later that day, etc.)
    • experiment with conclusions
  • language use (sentence fluency, word choice, voice)
    • use a variety of sentence beginnings (including people’s names)
    • use transitional words and phrases
    • use a variety of simple and compound sentences
    • use concrete nouns
    • use precise verbs
    • use multi-sensory details
    • use comparison words
    • begin to demonstrate a unique, energetic voice in writing
    • recognize voice through a comprehensive range of texts
    • demonstrate through writing a connection to audience
  • writing conventions
    • use proper page margins
    • use lower-case letters within words
    • use capitals for proper nouns (names or places and days/months)
    • use a comma in a date and series
    • edit for end punctuation and capitals
    • use compound sentences (two simple sentences combined with a comma and conjunction)
    • begin to use apostrophes for singular possessives and contractions
    • begin to use quotation marks (simple quote)
    • begin to use new paragraphs when starting a new idea/topic
    • use verb tense correctly


Word Study (Word Work)


  • demonstrate an increasing knowledge of spelling patterns and use patterns from simple words to spell more complex multi-syllabic words
  • use increasing numbers of accurately spelled high-frequency words
  • use meaning and syntax patterns as well as sound cues to spell words
  • use a range of spelling strategies with independence
  • begin to use other vowel combinations (au, aw, ui, oo, oy, oi, ow)
  • begin to spell the r-controlled vowels (ir, er, or, ur, ar) with more consistency
  • use apostrophes for contractions
  • begin to use possessives
  • begin to consider meanings of homophones
  • begin to use double consonants when necessary
  • use plurals and past tense consistently
  • spell many words conventionally



See also
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