Quebec · Grade 3
English as a Second Language (Core), Grade 3
Quebec’s Grade 3 English language course, from Contextual and Functional Language to Cultural Elements and Cultural Products.
- Units
- 5
- Lessons
- 10
- Skills
- 26
- Provincial exam
- None
- Official curriculum
- Québec Progression des apprentissages
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 12 skills
Contextual and Functional Language
Interacting orally in familiar situations
Discover: Participates in classroom routines
Skill 1.1
Discover: Identifies people, animals, objects, places
Skill 1.2
Discover: States others’ capabilities
Skill 1.3
Discover: Inquires about agreement/disagreement
Skill 1.4
Discover: Expresses personal needs and wants
Skill 1.5
Discover: Expresses others’ feelings, interests, tastes, preferences
Skill 1.6
Discover: Thanks
Skill 1.7
Discover: Contributes to teamwork
Skill 1.8
Reinvesting understanding of texts
Using English: Uses vocabulary related to objects
I can use “Uses vocabulary related to objects” in English on my own, in familiar situations (A1).
Skill 1.9
Discover: Uses expressions containing action words
Skill 1.10
Uses personal pronouns and possessive forms in context to talk about self (e.g. I have my book. The pencil is mine.)
Skill 1.11
Discover: Uses prepositions and location words required for tasks
Skill 1.12
The official wording · 12 outcomes
- 1.1
- Participates in classroom routines (e.g. Teacher: “What’s the date?” Student: “It’s April second.” Teacher: “What is the weather today?” Student: “It’s sunny.” Teacher: “Open your binder.” Student: “I forgot my binder.”)
- 1.2
- Identifies people, animals, objects, places (e.g. I’m a hockey player. This is my sister. It’s a polar bear.)
- 1.3
- States others’ capabilities (e.g. He can’t sing. She’s good at drawing. They can run fast.)
- 1.4
- Inquires about agreement/disagreement (e.g. Do you agree? Is this okay? Does she disagree?)
- 1.5
- Expresses personal needs and wants (e.g. I need a pencil. I want a new skateboard.)
- 1.6
- Expresses others’ feelings, interests, tastes, preferences (e.g. He’s excited. My sister doesn’t like rock music. They prefer pizza.)
- 1.7
- Thanks (e.g. Thanks. Thank-you very much.)
- 1.8
- Contributes to teamwork (e.g. Each our turn. Do you have all your things? Five minutes left.)
- 1.9
- Uses vocabulary related to objects (e.g. mittens, desk, flashcards)
- 1.10
- Uses expressions containing action words (e.g. Clap your hands. Turn around. Come here.)
- 1.11
- Uses personal pronouns and possessive forms in context to talk about self (e.g. I have my book. The pencil is mine.)
- 1.12
- Uses prepositions and location words required for tasks (e.g. at, beside, right)
Unit 2 · 5 skills
Strategies
Communication strategies
Makes up for the lack of a precise word or expression by substituting known words or expressions
Skill 2.1
Learning and self-management strategies
Discover: Questions the pronunciation of new words read or heard
Skill 2.2
Discover: Decides to concentrate on the right things
Skill 2.3
Discover: Makes use of material resources
Skill 2.4
Discover: Dares to use functional classroom language
Skill 2.5
The official wording · 5 outcomes
- 2.1
- Makes up for the lack of a precise word or expression by substituting known words or expressions
- 2.2
- Questions the pronunciation of new words read or heard
- 2.3
- Decides to concentrate on the right things
- 2.4
- Makes use of material resources (e.g. word and expression banks, graphic organizers, posters, checklists, quick references, books, thematic and visual dictionaries, information technology)
- 2.5
- Dares to use functional language frequently used in class to speak only English, in spite of making errors
Unit 3 · 5 skills
Language Conventions
Grammar in the service of meaning
Uses knowledge of word order in simple sentences to construct meaning
Skill 3.1
Discover: Uses irregular plurals frequently encountered in class
Skill 3.2
Pronunciation and intonation
Discover: Uses understandable intonation and pronunciation
Skill 3.3
Punctuation and capitalization
Discover: Uses knowledge of capital letters, periods, questions marks,
Skill 3.4
Spelling conventions
Spells words as found in explicit models and resources targeted for carrying out tasks
Skill 3.5
The official wording · 5 outcomes
- 3.1
- Uses knowledge of word order in simple sentences to construct meaning
- 3.2
- Uses irregular plurals frequently encountered in class (e.g. people, children, feet)
- 3.3
- Uses intonation and pronunciation that can be understood by an English speaker
- 3.4
- Uses knowledge of capital letters, periods, questions marks, and commas between items in an enumeration to construct meaning of texts
- 3.5
- Spells words as found in explicit models and resources targeted for carrying out tasks
Unit 4 · 2 skills
Text Components
Understanding how a text works
Discover: Uses knowledge of connecting words to construct meaning
Skill 4.1
Discover: Identifies and briefly describes characters, people, animals
Skill 4.2
The official wording · 2 outcomes
- 4.1
- Uses knowledge of connecting words to construct meaning
- 4.2
- Identifies and briefly describes characters, people, animals, objects, place and setting
Unit 5 · 2 skills
Cultural Elements and Cultural Products
Cultural elements and products
Discover: Texts, media, games
Skill 5.1
Discover: Idiomatic expressions
Skill 5.2
The official wording · 2 outcomes
- 5.1
- Texts, media, games (e.g. films, magazines, Web sites)
- 5.2
- Idiomatic expressions (e.g. Break a leg. That rings a bell. Cat got her tongue.)
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Quebec’s own curriculum for English as a Second Language (Core), Grade 3.
Study it in MapleMind
MapleMind teaches English as a Second Language (Core), 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.
Course Companion
Your year in one workbook
A fun way to keep English as a Second Language (Core), 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
- 32
- Fillable fields
- 1,400
- Price
- $4.99
Questions about English as a Second Language (Core), Grade 3
What is English as a Second Language (Core), Grade 3?
Quebec’s Grade 3 English language course: 5 units and 26 skills, from Contextual and Functional Language to Cultural Elements and Cultural Products.
What units are in English as a Second Language (Core), Grade 3?
1. Contextual and Functional Language, 2. Strategies, 3. Language Conventions, 4. Text Components and 5. Cultural Elements and Cultural Products.
Is there a provincial exam for English as a Second Language (Core), Grade 3?
No. Quebec gives no provincial exam for English as a Second Language (Core), Grade 3.
What comes after English as a Second Language (Core), Grade 3?
English as a Second Language (Core), Grade 4.
Can MapleMind help with English as a Second Language (Core), Grade 3?
Yes. MapleMind teaches every skill of English as a Second Language (Core), 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.
Get ready for English as a Second Language (Core), Grade 3
Practise every skill of English as a Second Language (Core), Grade 3 in MapleMind, free with daily limits.
