English Language Arts, Grade 3

Unit 1: Explore and Discover Language and Literacy

Strand A: oral language communication, and language as the foundation for reading and writing - receiving, exchanging and developing ideas, plus the phonics, word study, vocabulary and fluency that underpin early literacy.

• Listen to and reflect on the ideas
• Use non-verbal cues and social conventions (turn

• Engage in dialogue with others (partners, small/large
• Ask thoughtful questions to begin to think

• Use complex sentences with various transition words
• Contribute their voice to discuss thoughts, feelings

• Apply knowledge of sound awareness to identify

• Apply and consolidate knowledge of letters, including

• Apply and consolidate knowledge of word reading

• Examine words and word parts (morphemes) in

• Acquire and use new vocabulary related to

• Recognize a variety of words including high

Unit 2: Comprehend and Respond to Multimodal Texts

Strand B: acquiring new information through inquiry, constructing meaning with comprehension strategies, and thinking critically about multimodal texts and responding to what is seen, heard and read.

• Activate prior knowledge including knowledge gained from
• Develop focused questions based on observations to

• Select a variety of multimodal texts for

• Review information gathered, and text selected and

• Identify how the form/genre and structure of
• Use images, photographs, and other text features

• Use prior knowledge to make predictions about

• Make connections to texts by drawing on

• Use strategies to confirm understanding
• Recall and share important information from texts

• Acquire, understand, categorize and use new topic

• Recognize and share how ideas about diversity

• Recognize and decide whether ideas, sources, and/or
• Recognize content presented in both fiction and

• Express a personal response and share an

Unit 3: Compose and Create Multimodal Texts

Strand C: generating ideas and planning, enhancing the clarity and artistry of writing, and editing and publishing multimodal texts for a range of purposes and audiences.

• Generate and select a topic with ideas

• Discuss new information gathered from a variety

• Use strategies to plan for text creation

• Experiment with different types of writing (narrative

• Create multimodal texts; use digital tools and

• Experiment with organizational patterns; introduce topic and

• Produce, expand and rearrange complete simple and

• Use more specific word choice (more precise

• Demonstrate personal voice in texts, using descriptive

• Notice when writing does not make sense

• Form letters/words with accurate formation, size, placement

• Demonstrate knowledge of word meanings, spelling patterns

• Use capital letters consistently and accurately for

• Know and use punctuation conventions to communicate

• Develop final text and understand the purpose

Unit 4: Communicate Ideas and Build New Understandings

Strand D: sharing ideas and information for different audiences, and using metacognition to self-assess, set goals and monitor progress as an independent learner.

• Adjust intonation, tone, volume, expression and communication
• Choose artifacts to enhance message; use visual
• Present ideas and information with supporting details

• Develop self-monitoring skills; begin to think aloud
• Develop criteria with teacher support for assessing
• Receive descriptive feedback from others to understand

• Set specific learning goals related to listening
• Monitor and track progress; reflect on accomplishments