Nova ScotiaGrade 3
NS Grade 3 English Curriculum
Lessons and practice for every Grade 3 English topic. Aligned to what Nova Scotia schools teach. Help your child with reading, writing, and communication skills.
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 |