ManitobaGrade 3
Manitoba Grade 3 ELA Curriculum
Video lessons and practice for every Grade 3 ELA topic. Aligned to what Manitoba schools teach. Help your child build reading, writing, and communication skills.
Manitoba Grade 3 ELA Curriculum | StudyPugHelp
GO_ID | Outcome | StudyPug Topic |
|---|---|---|
ELA.3.A1.2 | Social conventions and active listening: Use non-verbal cues and social conventions (turn taking - when to speak when to listen) to demonstrate listening to others in multiple contexts |
ELA.3.A1.6 | Personal expression and preference communication: Contribute their voice to discuss thoughts feelings ideas opinions and express preferences |
ELA.3.A2.1 | Sound manipulation and alphabet knowledge: Apply knowledge of sound awareness to identify notice segment blend and manipulate sounds (phonemes) in words; use alphabet knowledge flexibly/fluently in the context of decoding and spelling written words |
ELA.3.A2.2 | Alphabetic fluency across various fonts: Apply and consolidate knowledge of letters including various fonts with accuracy and fluency |
ELA.3.A2.6 | Word recognition rate pace and expression: Recognize a variety of words including high frequency words varying in spelling regularity quickly and accurately; notice and use punctuation in a variety of text forms to read with appropriate rate pace intonation phrasing pausing and word stress (prosody) |
ELA.3.B1.2 | Question formulation and observation: Develop focused questions based on observations to drive group investigations |
ELA.3.B2.3 | Predictive thinking and text engagement: Use prior knowledge to make predictions about a new text; continue to make predictions about what might happen next and confirm predictions while engaging in text |
ELA.3.C3.4 | End marks apostrophes and quotation marks: Know and use punctuation conventions (periods exclamation marks question marks apostrophes quotation marks) to communicate meaning clearly for others |
ELA.3.D1.2 | Artifact selection and enhancement: Choose artifacts to enhance message; use visual aids/digital tools to share ideas |
ELA.3.D2.1 | Strategy reflection and evaluation: Develop self-monitoring skills; begin to think aloud wondering What strategies are working to reflect on the strategies to strengthen |
ELA.3.D2.2 | Self-assessment tools and rubrics: Develop criteria with teacher support for assessing learning; use tools such as journals mind maps lists rubrics digital tools (podcasts) to self-assess own understanding/learning |
ELA.3.D2.4 | Specific learning goals across modalities: Set specific learning goals related to listening speaking reading writing viewing or representing |
ELA.3.B2.1 | Understanding organizational patterns: Identify how the form/genre and structure of texts can help organize the expression of ideas or information to help with understanding (poetry: haiku (3 lines - 5 7 5 syllables)) |
ELA.3.B3.1 | Critical text analysis for representation: Recognize and share how ideas about diversity and inclusion are presented in texts |
ELA.3.C3.1 | Legibility font selection and formatting: Form letters/words with accurate formation size placement and spacing using margins to ensure legibility; use fluent word processing skills choose font style font size and color to enhance text for an audience |
ELA.3.C1.3 | Pre-writing organization techniques: Use strategies (brainstorming listing asking questions word webbing drawings thinking maps research planners) to plan for text creation |
ELA.3.A2.3 | Decoding encoding and spelling accuracy: Apply and consolidate knowledge of word reading and spelling skills to decode/encode (spell) more complex multisyllabic words in isolation and in various texts with increasing accuracy and automaticity |
ELA.3.C3.2 | Patterns morphemes and digital tools: Demonstrate knowledge of word meanings spelling patterns (vowel combinations) word parts (morphemes prefixes suffixes) and digital spell check to spell multisyllabic words |
ELA.3.B2.4 | Personal textual and world connections: Make connections to texts by drawing on personal experiences a variety of multimodal texts and the world to construct meaning |
ELA.3.B3.2 | Critical evaluation of trustworthiness: Recognize and decide whether ideas sources and/or characters should or should not be trusted; begin to identify examples of stereotyping bias or prejudice with guidance |
ELA.3.B3.3 | Perspective recognition in texts: Recognize content presented in both fiction and nonfiction can highlight different viewpoints |
ELA.3.B2.5 | Self-monitoring and inferencing: Use strategies (visualizing rereading reading on asking questions and inferencing (drawing conclusions based on text evidence/sources)) to confirm understanding |
ELA.3.B2.6 | Recall and logical sequencing: Recall and share important information from texts in logical order using own words |
ELA.3.C1.2 | Information gathering from multiple sources: Discuss new information gathered from a variety of relevant sources including modelled text various text styles and mentors (experts audio digital online sources) |
ELA.3.C3.3 | Proper nouns titles and dialogue: Use capital letters consistently and accurately for proper nouns titles and dialogue |
ELA.3.C2.5 | Self-editing and peer feedback: Notice when writing does not make sense and make simple revisions; seek feedback to reorganize ideas add or remove text and change words to improve content and clarity |
ELA.3.C3.5 | Final text integration of multiple modes: Develop final text and understand the purpose and effect of different modes of communication; integrate more than one mode (text images sound video) to communicate message for a specific purpose and audience |
ELA.3.C2.2 | Simple and compound sentence construction: Produce expand and rearrange complete simple and compound sentences; use connecting words (and but so); vary the way sentences start |
ELA.3.A1.1 | Listening comprehension and reflection: Listen to and reflect on the ideas and opinions of others by highlighting key ideas heard |
ELA.3.A1.5 | Grammar syntax and rich vocabulary: Use complex sentences with various transition words rich vocabulary and grammar to expand and communicate thoughts and ideas |
ELA.3.A1.4 | Critical thinking and supporting arguments: Ask thoughtful questions to begin to think critically about content and respond to questions by providing evidence to support thinking |
ELA.3.D1.1 | Intonation tone volume and expression: Adjust intonation tone volume expression and communication style to share ideas |
ELA.3.D1.3 | Logical sequencing and audience awareness: Present ideas and information with supporting details in an organized logical sequence to an audience |
ELA.3.A2.4 | Word structure and meaning analysis: Examine words and word parts (morphemes) in reading and writing to determine word meaning and increase accurate spelling |
ELA.3.A2.5 | Topic vocabulary acquisition and usage: Acquire and use new vocabulary related to learning experiences topic and subject specific (life cycles communities) |
ELA.3.B2.7 | Vocabulary categorization and application: Acquire understand categorize and use new topic and subject specific vocabulary to communicate new understanding |
ELA.3.B2.2 | Visual literacy and text feature analysis: Use images photographs and other text features (charts diagrams labels) from multimodal forms of fiction and nonfiction to construct meaning |
ELA.3.B1.3 | Text selection and perspective building: Select a variety of multimodal texts for different uses including gaining new perspectives or learning new information to build background knowledge |
ELA.3.B3.4 | Opinion formation and justification: Express a personal response and share an opinion about text; explain why and give reasons using text evidence; begin to respond to stereotyping bias or prejudice with guidance |
ELA.3.C1.4 | Narrative informational descriptive persuasive: Experiment with different types of writing (narrative informational descriptive and persuasive) and genres to inform text creation for different purposes and audiences |
ELA.3.C2.1 | Text structure and closure: Experiment with organizational patterns (description compare and contrast problem-solution); introduce topic and provide a sense of closure to match the text form chosen |
ELA.3.C1.1 | Idea generation for writing: Generate and select a topic with ideas integrated from personal experience background knowledge and prior learning appropriate for a particular audience and purpose |
ELA.3.C1.5 | Digital and visual text composition: Create multimodal texts (oral storytelling written stories posters songs research reports/projects photo essays interactive notebooks slide show with narration); use digital tools and organizers with increasing independence; plan layouts; select relevant visuals and use appropriate elements (font colour imagery) to draft ideas effectively and creatively |
ELA.3.D2.3 | Descriptive feedback and reflection: Receive descriptive feedback from others to understand what they did well and what they need to work on and decide on changes; reflect on learning processes/strategies (using criteria) and think about next steps |
ELA.3.B1.1 | Background knowledge and inquiry: Activate prior knowledge including knowledge gained from field trips experts Elders texts and personal diverse experiences to understand new topics and forms of text |
ELA.3.A1.3 | Collaborative communication and idea exchange: Engage in dialogue with others (partners small/large group) to express and understand ideas |
ELA.3.C2.3 | Specific nouns adjectives and verbs: Use more specific word choice (more precise nouns adjectives and verbs) in text creation to enhance meaning for the audience |
ELA.3.C2.4 | Descriptive language and personal expression: Demonstrate personal voice in texts using descriptive words varied sentence patterns and images/illustrations to communicate thoughts feelings and opinions about a topic with others |