Language, Grade 3

My rights and choices online

I can tell one rule for going online with a grown-up's help.

Staying safe and private online

I can name one way to stay safe and private online.

Finding out and checking what we learn

I can find out information from more than one place, think about different points of view, and use it.

Noticing how videos and pictures are made

I can notice something about how a video or picture is made and use that to think about it.

Who made this and who is it for?

I can say who might have made a video or picture, its message, and who it's for.

Using digital tools to make something new

I can use a digital tool to help plan and make something that solves a real problem.

Working together kindly online

I can be safe, respectful, and inclusive when working with others online.

Seeing identity and belonging in stories

I can talk about identity and belonging in a story, and what a person or community contributed.

Learning from First Nations, Métis, and Inuit stories

I can name one theme from a First Nations, Métis, or Inuit story and what it shows about their ways of knowing.

Listening and asking questions to clarify

I can listen carefully and ask a question to clear up something I didn't understand.

Using tricks to understand and notice confusion

I can choose a listening trick, notice confusion, and figure out what to do about it.

Speaking to build a connection with my audience

I can think about who's listening and use a friendly way of speaking that connects with them.

Using gestures and expression to share meaning

I can use my face and hands to help share what I mean, and notice when others do too.

Choosing good words and full sentences

I can choose good words and connected sentences so others understand me clearly.

Reading and spelling longer words

I can sound out and spell words confidently, even longer ones.

Choosing the right spelling using position clues

I can use a spelling pattern to choose the right letters for a sound, even in trickier words.

Word parts that change meaning

I can use word parts to help read, spell, and understand a word.

Learning and using new words

I can learn a new word, use it correctly, and use word parts to figure out ones I don't know.

Reading smoothly and with the right expression

I can read complex sentences and paragraphs smoothly, with expression that matches why I'm reading.

Building complex sentences with adverbial clauses

I can build a complex sentence using a clause that tells when, where, or why.

Building simple, compound, and complex sentences

I can build a simple sentence and join two ideas into a compound sentence.

Showing ownership with possessive nouns

I can use a possessive noun to show that something belongs to someone.

Linking verbs and actions happening now

I can use a linking verb and show an action happening right now with the progressive tense.

Asking questions with which, whose, and how

I can use question words like which, whose, and how to ask about something.

Where things are and sudden feelings

I can use a preposition to show where something is and an interjection to show a sudden feeling.

Capital letters in dialogue and titles

I can capitalize the start of what someone says and the important words in a title.

Commas and quotation marks for talking and quoting

I can use a comma and quotation marks to show exactly what someone said or a quote from a text.

Joining words with apostrophes

I can use an apostrophe to join two words into a contraction.

Reading and understanding a range of texts

I can read a text and understand it, using more than just the words.

Describing story texts and information texts

I can describe what makes a story text different from an information text, and name its genre.

Using headings, an index, and text patterns

I can use headings or an index to help understand a text, and notice patterns like cause and effect.

How pictures and design connect to meaning

I can describe how a picture or design in a text connects to its content and purpose.

Noticing how a text sounds and feels

I can notice how a text sounds and explain how that style helps it make sense.

Whose voice is telling the story?

I can tell if a story is told in first or third person and think of another way to tell it.

Reading and viewing First Nations, Métis, and Inuit stories

I can share what I learned from a First Nations, Métis, or Inuit story, video, or text.

Using what I already know to make connections

I can think about what I already know to help understand a new text.

Why are we reading this?

I can say why I'm reading a text, like to learn facts or to see a new perspective.

Guessing what happens next and adjusting

I can guess what will happen next and change my guess when I learn something new.

Fixing up a confusing part

I can use a trick to fix a confusing part and check that I really understood it.

Connecting a text to my life, other texts, and the world

I can connect a text to my own life, another text I know, or the world around me.

Finding the main idea and important details

I can find the main idea of a text and its important details in order.

Naming which trick helped me understand

I can describe how a reading trick helped me understand a text.

Metaphor and assonance in texts

I can notice a metaphor or assonance in a text.

Figuring out clues the text doesn't say

I can figure out something a text hints at but doesn't say directly.

Comparing and sequencing text parts

I can find the main and supporting ideas, put events in order, and compare two texts.

Noticing symbols, language, and values in texts

I can notice a symbol, special language, or value in a text and ask a question about it.

Whose perspective is being shown?

I can notice whose perspective a text is showing, point to evidence, and explain its effect on the audience.

Sharing my own thoughts and feelings about a text

I can describe how a text made me think or feel, with reasons.

Connecting First Nations, Métis, and Inuit stories to today

I can connect a First Nations, Métis, or Inuit text to life today.

Naming the thinking skill that helped me

I can say which thinking skill helped me analyze and understand a text.

Choosing a topic, purpose, audience, and form

I can say what my text is about, why I'm writing it, who will read it, and why I chose that kind of text.

Coming up with and building on ideas

I can try more than one strategy to think of writing ideas and build on them.

Finding facts from more than one source

I can find facts and content about my topic from three or more sources.

Putting my ideas in order

I can use a strategy or tool to put my writing ideas in a sensible order.

Naming the strategy that helped me plan

I can say which planning strategy helped me get ideas and organize them.

Writing a first try of my text

I can write a short first try of a narrative, persuasive, or informational text.

Starting to write in cursive

I can start forming cursive letters with the right shape, size, and spacing.

Showing my own feelings with words and sentence patterns

I can use descriptive words and sentence patterns that show how I feel about my topic.

Writing as "I" or about someone else

I can notice whether my writing uses 'I' (first person) or names/'he, she, they' (third person).

Improving my writing with feedback

I can use feedback to replace a word or add a sentence and make my writing clearer.

Editing and proofreading my writing

I can edit my draft for mistakes and proofread it again to catch anything I missed.

Making a final copy of my text

I can make a neat final copy of my writing using a technique that fits its purpose.

Presenting my text with a strategy that fits

I can present my finished text using a strategy, like reading aloud with expression.

Naming what helped me present and communicate

I can say what helped me present my message well, and how it made me a better text creator.