Nova ScotiaNS Grade 3 English Curriculum
Lessons and practice for every Grade 3 English topic. Aligned to what Nova Scotia schools teach. Help with reading, writing, and communication.
NS Grade 3 English Curriculum | StudyPugHelp
CO_ID | Curriculum Outcome | StudyPug Topic |
|---|---|---|
ELA.3.A1.1 | Active listening and communication strategies: Use listening strategies to understand oral communication and interact with various contexts including cultural contexts |
ELA.3.A1.2 | Interpreting and contributing to communication: Use oral and non-verbal communication strategies to interpret and contribute to the meaning of messages and information |
ELA.3.A1.3 | Language conventions for communication: Use explicitly taught vocabulary syntax and grammar to expand on communicating ideas and information |
ELA.3.A2.1 | Consolidated phonics and multisyllabic decoding: Use consolidated phonics knowledge including phonemic blending and segmentation to fluently read and spell multisyllabic words in various text contexts |
ELA.3.A2.2 | Position-based spelling patterns and word recognition: Use consolidated orthographic knowledge including position-based tendencies to spell or recognize words while reading |
ELA.3.A2.3 | Understanding word parts for reading and spelling: Use developing knowledge of the meanings of words and common morphemes to understand read and spell words |
ELA.3.A2.4 | Explicit and implicit vocabulary learning: Identify the meaning of vocabulary through implicit learning explicit instruction and word awareness |
ELA.3.A2.5 | Fluent reading to support comprehension: Read texts fluently with accuracy pacing and expression to support comprehension |
ELA.3.A3.1 | Writing varied sentence types: Compose simple compound and complex sentences in writing using syntax and sentence structure |
ELA.3.A3.2 | Parts of speech and sentence clarity: Identify how parts of speech and sentence structures support reading comprehension and writing |
ELA.3.A3.3 | Conventions for clear communication: Apply knowledge of capitalization and appropriate punctuation when reading and writing |
ELA.3.B1.1 | Understanding different text types and purposes: Identify characteristics of text forms and organizational structures |
ELA.3.B1.2 | Organizational structures and text elements: Identify organizational structures and text features and apply this knowledge to support reading comprehension |
ELA.3.B1.3 | Relationship between visuals and meaning: Recognize the relationship between visual elements visual design and text and describe how they communicate meaning |
ELA.3.B1.4 | Literary devices and stylistic choices: Identify elements of style in texts and explain how they help communicate meaning |
ELA.3.B2.1 | Prior knowledge activation and application: Develop and apply both implicitly learned and explicitly taught background knowledge to support comprehension before and during reading |
ELA.3.B2.2 | Goal-setting for text engagement: Identify and describe the purpose for reading a text and develop reading goals to support this purpose |
ELA.3.B2.3 | Monitoring and clarifying understanding: Use strategies to support reading goals identify when comprehension has broken down and select strategies to clarify meaning |
ELA.3.B2.4 | Drawing conclusions beyond literal meaning: Make inferences using implicit and explicitly taught background knowledge and evidence from the text to support comprehension |
ELA.3.B3.1 | Identifying and describing language techniques: Identify and describe literary devices and rhetorical techniques and explain how they communicate meaning |
ELA.3.B3.2 | Understanding narrative perspective: Examine how texts present the narrator's point of view in a text |
ELA.3.B3.3 | Author's use of elements to influence understanding: Analyze how the author's use of literary elements in various texts influences a reader's understanding of the text |
ELA.3.C1.1 | Self-reflection and goal development: Identify strengths and areas for growth and develop relevant writing goals |
ELA.3.C1.2 | Writing with clear intent and target: Identify the topic audience and purpose for writing |
ELA.3.C1.3 | Strategies for idea creation and documentation: Use explicitly taught strategies to generate and document ideas or topics for writing |
ELA.3.C1.4 | Structural planning and arrangement: Use explicitly taught strategies to organize writing |
ELA.3.C2.1 | Legible and automatic writing skills: Write fluently by hand to develop more legible and automatic handwriting skills |
ELA.3.C2.2 | Creating texts using audience purpose conventions: Draft texts using knowledge of audience purpose topic and conventions |
ELA.3.C2.3 | Improving writing through reflection and strategies: Reflect on personal writing goals and use revision strategies to improve content clarity and style |
ELA.3.C2.4 | Making corrections and improving precision: Make edits to draft texts to improve accuracy and proofread to make corrections |
ELA.3.C3.1 | Producing and sharing final texts with audiences: Produce and present text to audiences |
ELA.3.C3.2 | Assessment of writing process and growth: Reflect on strengths and areas for growth throughout the writing process |
ELA.3.D1.1 | Subject-specific language and concept application: Use subject-specific vocabulary and background knowledge to support reading writing and communication in content areas |
ELA.3.D1.2 | Information gathering and organization from multiple sources: Gather and use key information from texts and multiple sources to build organize and communicate understanding |
ELA.3.D1.3 | Combining information for cohesive understanding: Use information from multiple sources to communicate a cohesive understanding of a content-area concept |
ELA.3.D1.4 | Using communication forms to express content learning: Use writing and other communication forms to organize refine and express ideas for learning in different content areas |
Grade 3 English in Nova Scotia
Grade 3 is a pivotal year for English literacy in Nova Scotia. Students move from learning to read to reading to learn. They develop consolidated phonics knowledge, build spelling skills using orthographic patterns, and begin composing more complex sentences in their writing. Oral communication — listening, speaking, and interpreting messages — is also a core part of the Grade 3 English curriculum.
Reading and Comprehension Skills
Nova Scotia Grade 3 students practice reading fluently with accuracy, pacing, and expression. They learn to apply comprehension strategies before and during reading, make inferences using background knowledge and evidence from the text, and identify how organizational structures and text features support understanding. Students also begin to recognize how visual elements and design choices contribute to meaning in texts.
Writing and Grammar
In Grade 3, students compose simple, compound, and complex sentences. They learn how parts of speech and sentence structures support both reading and writing. Capitalization and punctuation rules are applied consistently. Students also work through the full writing process — generating ideas, organizing content, drafting, revising, editing, and presenting their writing to audiences.
Vocabulary and Word Study
Grade 3 English builds vocabulary through implicit learning, explicit instruction, and word awareness activities. Students use their knowledge of common morphemes and word meanings to understand, read, and spell new words. Subject-specific vocabulary is also introduced to support reading and communication across content areas.
- Phonics and phonemic blending for multisyllabic words
- Orthographic knowledge and spelling patterns
- Reading fluency with accuracy and expression
- Sentence composition and grammar skills
- Comprehension strategies and making inferences
- Writing process from planning to presenting
How StudyPug Supports Grade 3 English
StudyPug provides guided lessons and practice exercises for every Grade 3 English topic in the Nova Scotia curriculum. Students can work at their own pace, revisit explanations as many times as they need, and practice skills until they feel confident. Parents and students can find the exact topic their class is covering and get immediate support with homework or upcoming assessments.