Prince Edward IslandGrade 3
PEI Grade 3 English Curriculum
Lessons and practice for every Grade 3 English topic. Aligned to what Prince Edward Island schools teach in reading, writing, and oral language.
PEI Grade 3 English Curriculum | StudyPugHelp
CO_ID | Curriculum Outcome | StudyPug Topic |
|---|---|---|
ELA.3.RV.1.a | Selecting and engaging with variety of text forms for specific purposes: Select independently and with teacher assistance texts appropriate to their interests and learning needs |
ELA.3.RV.1.b | Making more independent choices about appropriate texts for reading: Select independently and with teacher assistance texts appropriate to their interests and learning needs |
ELA.3.RV.2.a | Reading widely and experiencing variety of quality childrens literature: Read widely and experience a variety of childrens literature |
ELA.3.RV.2.b | Exploring multiple genres including fiction non-fiction poetry and drama: Read widely and experience a variety of childrens literature |
ELA.3.RV.2.c | Studying work of various authors and illustrators across genres: Read widely and experience a variety of childrens literature |
ELA.3.RV.3.a | Using text characteristics to understand story elements and structure: Use pictorial typographical and organizational features of written text to determine content locate topics and obtain information |
ELA.3.RV.3.b | Understanding how different text forms use specific features: Use pictorial typographical and organizational features of written text to determine content locate topics and obtain information |
ELA.3.RV.3.c | Using text features to locate specific information and topics: Use pictorial typographical and organizational features of written text to determine content locate topics and obtain information |
ELA.3.RV.4.a | Using consolidated phonics knowledge including advanced patterns: Use and integrate with support the various cueing systems and a range of strategies to construct meaning |
ELA.3.RV.4.b | Integrating phonemic blending skills for automatic word recognition: Use and integrate with support the various cueing systems and a range of strategies to construct meaning |
ELA.3.RV.4.c | Analyzing prefixes suffixes roots and base words for meaning: Use and integrate with support the various cueing systems and a range of strategies to construct meaning |
ELA.3.RV.4.d | Using context clues and set for variability to decode unfamiliar words: Use and integrate with support the various cueing systems and a range of strategies to construct meaning |
ELA.3.RV.4.e | Reading compound and multisyllabic words automatically: Use and integrate with support the various cueing systems and a range of strategies to construct meaning |
ELA.3.RV.4.f | Using self-monitoring strategies when comprehension breaks down: Use and integrate with support the various cueing systems and a range of strategies to construct meaning |
ELA.3.RV.4.g | Linking background knowledge to build understanding of new texts: Use and integrate with support the various cueing systems and a range of strategies to construct meaning |
ELA.3.RV.4.h | Responding accurately to literal questions using specific text details: Use and integrate with support the various cueing systems and a range of strategies to construct meaning |
ELA.3.RV.4.i | Making logical predictions and inferences citing text evidence: Use and integrate with support the various cueing systems and a range of strategies to construct meaning |
ELA.3.RV.4.j | Summarizing key story elements and events in proper sequence: Use and integrate with support the various cueing systems and a range of strategies to construct meaning |
ELA.3.RV.4.k | Explaining connections between text-to-text text-to-world text-to-self: Use and integrate with support the various cueing systems and a range of strategies to construct meaning |
ELA.3.RV.4.l | Responding critically to texts with questions opinions and reflections: Use and integrate with support the various cueing systems and a range of strategies to construct meaning |
ELA.3.RV.5.a | Describing personal reading comprehension strategies and processes: Describe their own reading and viewing processes and strategies |
ELA.3.RV.5.b | Understanding which strategies work best for different reading purposes: Describe their own reading and viewing processes and strategies |
ELA.3.RV.5.c | Developing awareness of thinking during reading process: Describe their own reading and viewing processes and strategies |
ELA.3.RV.6.a | Making sophisticated personal connections with detailed text support: Respond personally to a range of texts |
ELA.3.RV.6.b | Using various formats to express personal responses to texts: Respond personally to a range of texts |
ELA.3.RV.6.c | Expressing and supporting detailed opinions about texts and authors: Respond personally to a range of texts |
ELA.3.RV.6.d | Comparing multiple texts and analyzing similarities and differences: Respond personally to a range of texts |
ELA.3.RV.7.a | Using text knowledge to respond critically to variety of text features: Respond critically to a range of texts applying their understanding of language form and genre |
ELA.3.RV.7.b | Understanding and applying knowledge of genre conventions: Respond critically to a range of texts applying their understanding of language form and genre |
ELA.3.RV.7.c | Understanding and evaluating authors purposes and messages: Respond critically to a range of texts applying their understanding of language form and genre |
ELA.3.RV.8.a | Answering research questions using variety of sources independently: Interpret select and combine information using a variety of strategies resources and technologies |
ELA.3.RV.8.b | Using basic reference materials and databases for information: Interpret select and combine information using a variety of strategies resources and technologies |
ELA.3.RV.8.c | Combining information from multiple sources into coherent understanding: Interpret select and combine information using a variety of strategies resources and technologies |
ELA.3.RV.8.d | Reflecting on and evaluating own research processes and strategies: Interpret select and combine information using a variety of strategies resources and technologies |
ELA.3.RV.9.a | Identifying and analyzing point of view in various texts: Respond critically to a range of texts applying their understanding of language form and genre |
ELA.3.RV.9.b | Demonstrating awareness of whose voices are and are not expressed: Respond critically to a range of texts applying their understanding of language form and genre |
ELA.3.RV.9.c | Understanding and comparing different perspectives in texts: Respond critically to a range of texts applying their understanding of language form and genre |
ELA.3.RV.9.d | Identifying instances of prejudice bias and stereotyping in texts: Respond critically to a range of texts applying their understanding of language form and genre |
ELA.3.RV.9.e | Recognizing and analyzing stereotypical representations in media: Respond critically to a range of texts applying their understanding of language form and genre |
ELA.3.RV.9.f | Discussing texts from perspective of own realities and experiences: Respond critically to a range of texts applying their understanding of language form and genre |
ELA.3.SL.1.1a | Describing sharing and discussing thoughts feelings experiences with detail: Students will describe share and discuss thoughts feelings and experiences and consider others ideas with extended detail |
ELA.3.SL.1.1b | Asking and responding to questions to explore solutions to problems: Students will ask and respond to questions to clarify information and to explore possibilities or solutions to problems |
ELA.3.SL.1.1c | Expressing and explaining opinions and responding to reactions: Students will express and explain opinions and respond to the questions and reactions of others |
ELA.3.SL.1.1d | Listening critically to others ideas and opinions: Students will listen critically to others ideas and opinions with analysis and evaluation skills |
ELA.3.SL.2.1a | Participating in conversations understanding when to speak and listen: Students will participate in conversation small-group and whole-group discussion understanding when to speak and when to listen |
ELA.3.SL.2.1b | Adapting volume projection facial expression gestures and tone: Students will adapt volume projection facial expression gestures and tone of voice to the speaking occasion |
ELA.3.SL.2.1c | Giving and following instructions and responding to directions: Students will give and follow instructions and respond to questions and directions |
ELA.3.SL.2.1d | Engaging in and responding to variety of oral presentations: Students will engage in and respond to a variety of oral presentations and other texts |
ELA.3.SL.3.1a | Using basic courtesies and conventions in group work: Students will use basic courtesies and conventions of conversation in group work and cooperative play |
ELA.3.SL.3.1b | Identifying unfair language and using respectful vocabulary: Students will identify some forms of oral language that are unfair to particular individuals and cultures and use vocabulary that shows respect for all people |
ELA.3.SL.3.1c | Demonstrating awareness of appropriate language for situations: Students will demonstrate a growing awareness that different kinds of language are appropriate to different situations |
ELA.3.WR.1.a | Formulate questions generate organize discover express record explore: Students use writing and other forms of representation to formulate questions generate and organize language and ideas discover and express personal attitudes and opinions express feelings and imaginative ideas record experiences explore how and what they learn |
ELA.3.WR.1.b | Webs story maps point-form notes assistance ways: Students explore with assistance ways for making their own notes including webs story maps point-form notes |
ELA.3.WR.1.c | Imaginative writing other ways representing language choices: Students experiment with language choices in imaginative writing and other ways of representing |
ELA.3.WR.2.a | Variety forms combination writing media presentations impact: Students create written and media texts using variety of forms experiment with combination of writing with other media to increase impact of their presentations |
ELA.3.WR.2.b | Choices form specific audiences purposes editing sharing: Students demonstrate some awareness of purpose and audience making choices about form for specific purpose and audience realizing that work to be shared with audience needs editing |
ELA.3.WR.2.c | Readers listeners viewers questions comments responses assess extend learning: Students consider their readers listeners viewers questions comments and other responses in assessing their work and extending their learning |
ELA.3.WR.3 | Prewriting drafting revising editing proofreading presentation strategies range: Students experiment with range of prewriting drafting revising editing proofreading and presentation strategies |
ELA.3.WR.4.a | Punctuation capitalization language structure spelling paragraphing: Students use some conventions of written language punctuation and capitalization language structure spelling making subjects and verbs agree beginning to use simple paragraphing variety of simple and more complex sentence structures consistent pronoun usage |
ELA.3.WR.4.b | Meaning syntax patterns sound cues range strategies editing conventional spelling: Students use meaning and syntax patterns as well as sound cues use range of spelling strategies spell many words conventionally develop variety of strategies to edit for spelling identify misspelled words trying them another way using another resource to check them out |
ELA.3.WR.5 | Sustained periods willingly revising editing pride ownership: Students demonstrate engagement with creation of pieces of writing and other representation engage in activities for sustained periods of time work willingly on revising and editing for audience demonstrate pride and sense of ownership in efforts |
ELA.3.WR.6 | Tape recorder word processing drawing program database CD-ROM Internet communication: Students experiment with technology in writing and other forms of representing using tape recorder to tape dramatic presentations readings published work retellings using simple word processing program to draft revise edit publish using drawing program with assistance using database CD-ROM Internet as resources for finding information and for communication |
ELA.3.WR.7 | At least two sources without copying verbatim construct communicate meaning: Students select organize and combine relevant information with assistance from at least two sources without copying verbatim to construct and communicate meaning |
PEI Grade 3 English Curriculum Overview
Grade 3 English in Prince Edward Island covers a wide range of literacy skills. Students develop as readers, writers, and communicators by working through topics that build on what they learned in Grade 2. The curriculum focuses on reading a variety of texts, writing for different purposes and audiences, speaking and listening in group settings, and using language conventions correctly.
Reading and Viewing in Grade 3
Grade 3 students in Prince Edward Island learn to select texts that interest them and meet their learning needs. They read widely across different types of children's literature and use pictorial, typographical, and organisational features of texts to locate information. Students build cueing strategies to construct meaning as they read and begin describing their own reading processes. Responding personally and critically to texts is a key part of the Grade 3 reading programme.
Writing and Representing in Grade 3
In Grade 3, Prince Edward Island students use writing and other forms of representation to explore ideas, express opinions, and record experiences. They experiment with language choices in imaginative writing, create texts using a variety of forms, and begin to show awareness of purpose and audience. Students practise the writing process, including prewriting, drafting, revising, editing, and proofreading. They also work on conventions such as punctuation, capitalisation, subject-verb agreement, simple paragraphing, and spelling strategies.
Oral Language in Grade 3
Oral language is a central part of the PEI Grade 3 English curriculum. Students share thoughts, feelings, and experiences in detail, ask and respond to questions, and express and explain their opinions. They listen critically to others, participate in small-group and whole-group discussions, and adapt their volume, tone, and gestures to different speaking situations. Grade 3 students also practise giving and following instructions and learn to use courteous and respectful language with all people.
Research and Information Skills
Grade 3 students in Prince Edward Island begin to interpret, select, and combine information from more than one source. With teacher support, they learn to organise relevant information without copying it directly and use resources such as CD-ROMs, databases, and the Internet to find and communicate information.
- Select and read a variety of texts independently and with teacher support
- Use text features to locate and understand information
- Apply reading strategies to construct meaning from texts
- Respond personally and critically to a range of texts
- Write for a variety of purposes and audiences
- Use writing conventions including punctuation, spelling, and sentence structure
- Communicate clearly in oral language settings
- Gather and organise information from multiple sources