English Language Arts, Grade 3

Listen to and reflect on the ideas

I can listen to others and pull out the key ideas I hear.

Use non-verbal cues and social conventions

I can use turn-taking and body cues to show I'm listening in any setting.

Engage in dialogue with others

I can join a dialogue to trade ideas, opinions and information.

Ask thoughtful questions to begin to think

I can ask open-ended 'why' and 'how' questions and answer with evidence.

Use complex sentences with various transition words

I can use complex sentences with transition words to expand my ideas.

Contribute their voice to discuss thoughts, feelings

I can share my thoughts, feelings and opinions and say what I feel.

Apply knowledge of sound awareness to identify

I can notice, blend and switch sounds to help me read and spell.

Apply and consolidate knowledge of letters, including

I can read and write letters in different fonts quickly and correctly.

Apply and consolidate knowledge of word reading

I can decode and spell complex multisyllable words with accuracy and speed.

Examine words and word parts (morphemes) in

I can examine word parts to figure out what a word means and how to spell it.

Acquire and use new vocabulary related to learning experiences topic and subject specific

I can learn and use new words tied to what I'm studying.

Recognize a variety of words including high

I can read complex words automatically and use sentence structure to keep meaning.

Activate prior knowledge including knowledge gained from field trips, experts, Elders, texts and personal diverse experiences

I can use what I already know to understand a new topic or text.

Develop focused questions based on observations to drive group investigations

I can create detailed questions linking my experiences to bigger topics.

Select a variety of multimodal texts for different uses, including gaining new perspectives or learning new

I can pick texts from diverse creators for different purposes.

Review information gathered, and text selected and decide what to share or omit

I can review information and choose what facts and opinions to share.

Identify how the form/genre and structure of texts can help organize the expression of ideas or

I can see how a text's form and structure — including cultural forms — organize ideas.

Use images, photographs, and other text features

I can use images and text features like headings and charts to build meaning.

Use prior knowledge to make predictions about a new text

I can use what I know to predict and check my predictions as I read.

Make connections to texts by drawing on personal experiences, a variety of multimodal texts and the

I can connect texts to my experiences, other texts and the world to make meaning.

Use strategies to confirm understanding

I can use strategies like rereading and visualizing to confirm I understand.

Recall and share important information from texts

I can retell the key information in order using my own words.

Acquire, understand, categorize and use new topic

I can sort and use precise topic vocabulary to communicate new understanding.

Recognize and share how ideas about diversity

I can notice and share how diversity and inclusion show up in texts.

Recognize and decide whether ideas, sources, and/or characters should or should not be trusted

I can spot stereotyping, bias or prejudice and decide what to trust.

Recognize content presented in both fiction and nonfiction can highlight different viewpoints

I can identify how different perspectives in a text might affect an audience.

Express a personal response and share an opinion about text

I can share my opinion with text evidence and respond to bias with guidance.

Generate and select a topic with ideas

I can generate and select a topic that fits my audience and purpose.

Discuss new information gathered from a variety

I can gather information from a variety of sources including experts and media.

Use strategies to plan for text creation

I can use planning tools like mind maps and jot notes before I write.

Experiment with different types of writing

I can recognize different types of writing and match them to a purpose.

Create multimodal texts; use digital tools

I can make multimodal texts, planning layout and choosing visuals, more on my own.

Experiment with organizational patterns

I can use organizational patterns and give my text a clear start and finish.

Produce, expand and rearrange complete simple and compound sentences; use connecting words

I can vary my sentences, use transitions and keep verb tense correct.

Use more specific word choice

I can choose words, images or details that fit my purpose and add senses.

Demonstrate personal voice in texts, using descriptive

I can expand my voice with a tone that fits my purpose and context.

Notice when writing does not make sense

I can make revisions — add, remove, reorder, change words — to improve clarity.

Form letters/words with accurate formation, size, placement

I can write fluently and legibly and use word processing to enhance my text.

Demonstrate knowledge of word meanings, spelling patterns

I can use spelling patterns and word parts to spell multisyllable words.

Use capital letters consistently and accurately for proper nouns, titles, and dialogue

I can capitalize proper nouns, titles and dialogue consistently.

Know and use punctuation conventions to communicate

I can use basic punctuation, including commas and quotation marks, correctly.

Develop final text and understand the purpose

I can create a final text integrating text, images, sound or video.

Adjust intonation, tone, volume, expression and communication

I can adjust my intonation, tone, volume and expression to share ideas.

Choose artifacts to enhance message; use visual

I can integrate visual aids and digital tools to enhance my communication.

Present ideas and information with supporting details

I can present with an introduction, details and a conclusion in logical order.

Develop self-monitoring skills; begin to think aloud

I can ask myself what strategies I've learned and which ones work.

Develop criteria with teacher support for assessing

I can help build criteria and use tools to self-assess my learning.

Receive descriptive feedback from others to understand

I can use descriptive feedback to explore ways to improve my work.

Set specific learning goals related to listening

I can focus on a specific learning goal to improve a literacy skill.

Monitor and track progress; reflect on accomplishments

I can monitor and track my progress and reflect on new learning.