Courses

Prince Edward Island · Grade 3

English Language Arts, Grade 3

Prince Edward Island’s Grade 3 English course, from Speaking and Listening to Writing and Representing.

Learn thisPractice test
Units
3
Lessons
8
Skills
18
Provincial exam
None
Official curriculum
Prince Edward Island Department of Education

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 3 skills

Speaking and Listening

Discussing ideas and explaining opinions

The official wording · 3 outcomes
1.1
describe, share, and discuss thoughts, feelings, and experi- ences and consider others’ ideas ask and respond to questions to clarify information and to explore possibilities or solutions toproblems express and explain opinions and respond to the questions and reactions of others listen critically to others’ ideas and opinions
1.2
participate in conversation, small-group and whole-group discussion, understanding when to speak and when to listen adapt volume, projection, facial expression, gestures, and tone of voice to the speaking occasion give and follow instructions and respond to questions and direc- tions engage in and respond to a variety of oral presentations and other texts
1.3
use basic courtesies and conven- tions of conversation in group work and co-operative play identify some forms of oral language that are unfair to particular individuals and cul- tures and use vocabulary that shows respect for all people demonstrate a growing awareness that different kinds of language are appropriate to different situations

Key ideas

  1. Discussing means building on each other's ideas, not just taking turns.

  2. Questions can explore possibilities and solutions to a problem.

  3. Explaining an opinion means giving clear reasons and answering back.

  4. Knowing when to speak and when to listen keeps discussion balanced.

  5. Volume, expression, gestures, and tone change with the occasion.

Watch out for

  • Sharing without listening critically to others' ideas.
  • Stating an opinion but never explaining the reasons.
  • Using the same voice and manner for every occasion.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 8 skills

Reading and Viewing

Reading widely and solving words

Understanding stories deeply

Responding personally and critically

The official wording · 8 outcomes
2.1
select, independently and with teacher assistance, texts appropri- ate to their interests and learning needs read widely and experience a variety of children’s literature use pictorial, typographical, and organizational features of written text to determine content, locate topics, and obtain information use and integrate, with support, the various cueing systems (pragmatic, semantic, syntactic, and graphophonic) and a range of strategies to construct meaning
2.2
- use a variety of self-correcting strategies (e.g., rereading, reading on and trying to think about what would make sense) - read silently, vocalizing only when a major problem with word recognition or meaning occurs - word solve by using analogy with known words; knowledge of affixes, roots, or compounds; and syllabication - use blending as one strategy for decoding words - recognize a wide variety of sight words - use a dictionary
2.3
- identify main idea and support- ing details of a text - identify principles of order in text (time, cause and effect, space)
2.4
- interpret figurative language - use clues from the text and personal experi- ences to gain an understanding of character - recognize different emotions and empathize with literary characters - recognize the elements of a story or plot
2.5
- use prereading/previewing strategies, such as predicting what the text will be about based on its title and pictures - use during reading/viewing strategies, such as verifying and adjusting predictions/making further predictions, visualizing characters, settings, and situa- tions - use after-reading/viewing strategies such as reflecting about the text, responding to the text, asking questions about the text describe their own reading and viewing proc- esses and strategies
2.6
answer, with assistance, their own questions and those of others by seeking information from a variety of texts - identify their own personal and learning needs for information - generate their own questions as a guide for research - use a range of print and non- print materials to meet their needs - use basic reference materials and a database or electronic search - reflect on their own research process
2.7
make personal connections to texts and describe, share, and discuss their reactions and emotions express and explain opinions about texts and types of texts, and the work of authors and illustrators, demonstrating an increasing awareness of the reasons for their opinions
2.8
question information presented in print and visual texts identify some different types of print and media texts respond critically to texts - identify the point of view in a text and demonstrate an awareness of whose voices/ positions are and are not being expressed - identify instances of prejudice, bias, and stereotyping

Key ideas

  1. Reading widely means experiencing many kinds of children's literature.

  2. Figurative language means words that paint a picture (a simile, an idiom).

  3. A personal connection links the text to your reactions and emotions.

  4. Text features (pictures, headings, organization) help you locate information.

  5. You understand a character from clues in the text plus your experience.

Watch out for

  • Relying on only one cueing system.
  • Taking figurative language literally.
  • Sharing a reaction with no awareness of why you feel it.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 7 skills

Writing and Representing

Writing to think and create

The writing process from start to finish

Conventions of written language

Writing every day

The official wording · 7 outcomes
3.1
use writing and other forms of representation to - formulate questions - generate and organize language andideas - discover and express personal attitudes and opinions - expressfeelings and imaginative ideas - record experiences - explore how and what they learn explore, with assistance, ways for making their own notes experiment with language choices in imaginative writing and other ways of representing
3.2
create written and media texts using a variety of forms - experiment with a combination of writing with other media to increase the impact of their presentations demonstrate some awareness of purpose and audience - make choices about form for a specificpurpose/audience - realize that work to be shared with an audience needs editing consider their readers’/ listeners’/ viewers’ questions, comments, and other responses in assessing their work
3.3
experiment with a range of prewriting, drafting, revising, editing, proofread- ing, and presentation strategies - use a variety of prewriting strategies for generating and organizing ideas for writing (e.g., brainstorming, webbing, story mapping, reading, researching, interviewing, reflecting) - use appropriate drafting techniques (focussing on getting ideas on paper, taking risks with temporary spelling when necessary, keeping audience in mind, using a word processor to compose)
3.4
- use revision techniques to ensure writing makes sense and is clear for the audience (e.g., reading/rereading, adding ideas, crossing out repetition, sequencing ideas/information, rearranging, using feedback from conferences) - use editing strategies (e.g., checking punctuation and language usage; checking spelling by circling words that don’t look right) - use appropriate techniques for publishing/presenting (e.g., a word processor to publish; illustrations, charts, and diagrams to enhance writing)
3.5
use some conventions of written language - punctuation and capitalization . use capitals for proper names, titles, places, days, months, holidays, beginning of sentences . use periods at the ends of sentences and for abbrevia- tions . use commas in a series, and in dates . use apostrophes for possessives and contractions . use question marks, exclama- tion marks, and quotation marks
3.6
- language structure . make subjects and verbs agree . begin to use simple para- graphing . use a variety of simple and more complex sentence structures . use pronouns appropriately - spelling . use meaning and syntax patterns as well as sound cues . use a range of spelling strategies . spell many words conven- tionally . use a variety of strategies to edit for spelling
3.7
demonstrate engagement with the creation of pieces of writing and other representations - engage in writing and repre- senting activities every day - sustain engagement in writing and other forms of representa- tion (drawing, role-play, plasticine art, collage, etc.) - choose to write independently during free choice time - share writing and other repre- sentations with others and seek response - contribute during shared writing activities

Key ideas

  1. Writing helps you formulate questions and organize ideas.

  2. Prewriting strategies include brainstorming, webbing, and researching.

  3. Capitals go on proper names, titles, places, days, months, and sentence starts.

  4. Writing every day builds skill and confidence.

  5. Notes are a quick way to hold ideas before writing more.

Watch out for

  • Thinking writing is only for finished products, not thinking.
  • Skipping prewriting and drafting without a plan.
  • Using an apostrophe for a plural instead of a possessive.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

The official curriculum

This page follows Prince Edward Island’s own curriculum for English Language Arts, Grade 3.

English Language Arts Grades 1-3, Transitional developmental level resolved to Grade 3Prince Edward Island Department of Education · princeedwardisland.ca · Read August 7, 2026

Study it in MapleMind

MapleMind teaches English Language Arts, Grade 3 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Biology 11 (BIO521A) in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsBiology 11 (BIO521A) in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Biology 11 (BIO521A), another Prince Edward Island course, partway through Unit 1.

Practise it

Course Companion

Your year in one workbook

A fun way to keep English Language Arts, Grade 3 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

Pages
25
Fillable fields
1,182
Price
$4.99
See the Course Companion

Questions about English Language Arts, Grade 3

What is English Language Arts, Grade 3?

Prince Edward Island’s Grade 3 English course: 3 units and 18 skills, from Speaking and Listening to Writing and Representing.

What units are in English Language Arts, Grade 3?

1. Speaking and Listening, 2. Reading and Viewing and 3. Writing and Representing.

Is there a provincial exam for English Language Arts, Grade 3?

No. Prince Edward Island gives no provincial exam for English Language Arts, Grade 3.

What comes after English Language Arts, Grade 3?

English Language Arts, Grade 4.

Can MapleMind help with English Language Arts, Grade 3?

Yes. MapleMind teaches every skill of English Language Arts, Grade 3, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

Before this course

After this course

Get ready for English Language Arts, Grade 3

Practise every skill of English Language Arts, Grade 3 in MapleMind, free with daily limits.