ManitobaGrade 3
MB Grade 3 English Curriculum
Lessons and practice for every Grade 3 English topic. Aligned to what Manitoba schools teach. Help your child keep up or get ahead.
MB Grade 3 English 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 |
Manitoba Grade 3 English Curriculum Overview
Grade 3 English in Manitoba covers a wide range of literacy skills. Students develop their ability to read and understand different types of texts, write for various purposes, listen carefully, and communicate their ideas clearly. StudyPug's lessons follow what Manitoba schools teach, so your child always gets relevant, on-track support.
Reading and Phonics in Grade 3
Grade 3 students work on applying sound awareness, blending and manipulating phonemes, and recognizing high frequency words quickly and accurately. They also learn to use punctuation cues to read with appropriate pacing and expression. StudyPug breaks these skills into clear, manageable lessons with guided practice at every step.
Writing Skills for Grade 3
In Grade 3, students experiment with narrative, informational, descriptive, and persuasive writing. They learn to organize their ideas, use capital letters correctly, form sentences with variety, and revise their work based on feedback. StudyPug's practice exercises help students build these skills step by step.
- Forming letters and words with accurate size, placement, and spacing
- Using punctuation conventions including periods, exclamation marks, and apostrophes
- Producing complete simple and compound sentences
- Using connecting words such as and, but, and so
- Experimenting with organizational patterns like description and compare-and-contrast
Vocabulary and Word Study
Grade 3 students expand their vocabulary by examining word parts, spelling patterns, and subject-specific terms. They learn to use context and morphemes to figure out word meanings and apply new vocabulary related to topics like life cycles and communities.
Listening, Speaking, and Representing
Manitoba's Grade 3 English curriculum also focuses on communication skills. Students learn to take turns in conversation, adjust their tone and volume for different audiences, ask thoughtful questions, and present ideas in an organized sequence. StudyPug's lessons support these skills with clear explanations and practice activities.
Get Help with Grade 3 English in Manitoba
Whether your child needs help with homework, wants to prepare for class, or is looking to strengthen a specific skill, StudyPug makes it easy. Browse the topic table above to find exactly what your child is working on and start learning today.