SaskatchewanGrade 3
SK Grade 3 English Curriculum
Lessons and practice for every Grade 3 English topic. Aligned to what Saskatchewan schools teach. Help your child master reading, writing, listening, and speaking skills.
SK Grade 3 English Curriculum | StudyPugHelp
SO_ID | Outcome | StudyPug Topic |
|---|---|---|
ELA.3.CR3.1.a | Identity themes; Community themes; Social responsibility; Personal connections; Text comparison: View listen to read and respond to a variety of texts that reflect the issues related to identity community and social responsibility and connect to personal experiences other texts and other areas of study |
ELA.3.CR3.1.b | Cultural similarities; Daily life experiences; First Nations and Métis texts; Traditional portrayals: Describe similarities between experiences and traditions encountered in daily life and those portrayed in various texts including First Nations and Métis texts |
ELA.3.CR3.1.c | Individual portrayals; Personal experience comparison; Character situations; Text-to-self connections: Compare portrayals of individuals or situations in various texts to personal experiences |
ELA.3.CR3.1.d | Cultural range; Human behaviors; Emotional understanding; Literary ideas; First Nations and Métis perspectives: Recognize the range of cultures human behaviours experiences emotions and ideas conveyed through literary texts including First Nations and Métis texts |
ELA.3.CR3.2.a | Main ideas in visual texts; Safe websites; First Nations and Métis resources; Visual comprehension strategies: Determine main ideas in visual and multimedia texts including safe websites designed for children including First Nations and Métis resources |
ELA.3.CR3.2.b | Before during after viewing strategies; Meaning construction; Viewing comprehension confirmation: Select and use appropriate strategies before during and after to construct and confirm meaning when viewing |
ELA.3.CR3.2.c | Pragmatic cues; Textual cues; Visual conventions; Meaning construction through viewing: Understand and apply the suitable pragmatic textual syntactical semantic lexical morphological graphophonic and other cues and conventions to construct and confirm meaning when viewing |
ELA.3.CR3.2.d | Facts and ideas recording; Visual text analysis; Multimedia resources; Reference materials: Record facts and ideas from grade-appropriate visual and multimedia texts including DVD television program magazine and reference resources |
ELA.3.CR3.2.e | Design layout; Color features; Bold typeface; Sound effects; Visual text comprehension: Identify design layout and other features such as colour bold typeface and sound effects that help to understand grade-appropriate visual and multimedia texts including First Nations and Métis resources |
ELA.3.CR3.2.f | Visual perspectives; Message analysis; Film/video interpretation; Magazine article analysis: Describe perspectives or messages promoted by particular visual depictions in a film video DVD or magazine article |
ELA.3.CR3.2.g | Visual feature purposes; Design intent; Visual communication; Media literacy: View and identify purpose for visual features used |
ELA.3.CR3.2.h | Visual representation comparison; Story variations; First Nations and Métis art; Cross-media analysis: Compare a variety of visual representations of the same story or tale including contemporary and traditional First Nations and Métis stories and art and compare ideas and points of view expressed in various media |
ELA.3.CR3.2.i | Visual features; Color line size analysis; Illustrator style; Text-image relationship: Identify and discuss the key visual features such as colour line and size of an illustrator's style and how they relate to print text and add to or supplement words |
ELA.3.CR3.2.j | Personal preferences; Text evaluation; Opinion formation; Critical thinking: Express preferences for particular texts |
ELA.3.CR3.3.a | Listening skills; Note-taking strategies; Presentation comprehension; Information recording: Listen to a short presentation and make some notes |
ELA.3.CR3.3.b | Before during after listening strategies; Meaning construction; Listening comprehension: Select and use appropriate strategies before during and after to construct and confirm meaning when listening |
ELA.3.CR3.3.c | Pragmatic cues; Textual cues; Syntactical conventions; Listening comprehension strategies: Understand and apply the suitable pragmatic textual syntactical semantic lexical morphological graphophonic and other cues and conventions to construct and confirm meaning when listening |
ELA.3.CR3.3.d | Direction following; Multi-step instructions; Independent task completion; Listening accuracy: Follow multi-step directions independently |
ELA.3.CR3.3.e | Opinion identification; Fact verification; Critical listening; Speaker analysis: Distinguish between speaker's opinions and verifiable fact |
ELA.3.CR3.3.f | Peer communication; Discussion analysis; Text interpretation; Collaborative learning: Identify and explain what peers said about a particular text or subject |
ELA.3.CR3.3.g | Message retelling; Paraphrasing; Elder perspectives; Community member knowledge; Cultural learning: Retell paraphrase and explain what a speaker said including Elders Knowledge Keepers and community members |
ELA.3.CR3.3.h | Poetic effects; Rhymes; Repeated sounds; Onomatopoeia; Alliteration: Identify simple poetic effects in oral language such as rhymes repeated sounds instances of onomatopoeia and alliteration |
ELA.3.CR3.3.i | Respectful listening; Discussion courtesy; Guest speaker respect; Thoughtful responses; Communication styles: Listen attentively and courteously to each other in discussions and to guest speakers show respect for the ideas language and communication styles of others and give sensitive and thoughtful responses |
ELA.3.CR3.4.a | Oral reading; Silent reading; Reading fluency; Reading enjoyment; Information reading; Oral to silent reading transition: Read orally and silently for 10 to 15 minutes for enjoyment and information and move comfortably from oral to silent reading |
ELA.3.CR3.4.b | Before during after reading strategies; Meaning construction; Reading comprehension strategies: Select and use appropriate strategies before during and after to construct and confirm meaning when reading |
ELA.3.CR3.4.c | Pragmatic cues; Textual conventions; Syntactical understanding; Reading comprehension cues: Understand and apply the suitable pragmatic textual syntactical semantic lexical morphological graphophonic and other cues and conventions to construct and confirm meaning when reading |
ELA.3.CR3.4.d | Question formation; Answer support; Prior knowledge; Text inference; First Nations and Métis resources: Ask questions and support answers by connecting prior knowledge with literal information found in and inferred from texts including First Nations and Métis resources |
ELA.3.CR3.4.e | Main idea identification; Supporting details; Information extraction; Informational text analysis: Identify the main idea and supporting details in informational text and extract appropriate and significant information |
ELA.3.CR3.4.f | Multi-step instructions; Functional messages; Environmental print; Instruction comprehension: Follow simple written multi-step instructions such as how to assemble a product or play a board game and functional and instructional messages in the environment such as instructions menus invitations announcements |
ELA.3.CR3.4.g | Traditional tales; First Nations and Métis narratives; Fairy tales; Fables; Story elements; Author's craft: Comprehend the basic plots of traditional tales including First Nations and Métis narratives fairy tales and fables from around the world identify the common elements such as characters setting problem solution and note and talk about author's content and craft |
ELA.3.CR3.4.h | Poetry interpretation; Main ideas inference; Lesson identification; Moral understanding; First Nations and Métis texts: Interpret poetry and infer main ideas lessons or morals in a variety of prose selections including First Nations and Métis texts |
ELA.3.CR3.4.i | Meaning monitoring; Rereading strategies; Fluency development; Reading rate; Comprehension assessment: Monitor for meaning and reread when meaning is not clear read and reread just-right texts to increase fluency 80-110 wcpm orally 120-170 silently and comprehension |
ELA.3.CC3.1.a | Words and symbols; Technology use; Topic understanding; Cross-curricular connections; Learning integration: Use words symbols and other forms including appropriate technology to express understanding of topics themes and issues and make connections to learning in other areas of study |
ELA.3.CC3.1.b | Clear communication; Artistic expression; Thought and feeling expression; Creative communication: Communicate thoughts feelings and ideas clearly and when appropriate artistically |
ELA.3.CC3.1.c | Main ideas with details; Text organization; Beginning middle end; Language conventions; Print conventions: Create spoken written and other representations that include a main idea with supporting details explanations and examples a beginning that introduces the topic a middle that is sequenced and connected to the topic and an ending appropriate use of language and conventions including conventional print |
ELA.3.CC3.1.d | Visual formats; Oral presentations; Written reports; Clear purpose; Easy-to-follow organization: Communicate ideas findings and information pertaining to topics problems questions or issues by creating easy-to-follow visual oral and written formats with a clear purpose such as short report explanation of a procedure |
ELA.3.CC3.1.e | Narrative writing; Poetry creation; Creative expression; Literary forms: Create a variety of narratives and poems |
ELA.3.CC3.1.f | Inquiry process; Research skills; Information organization; Source evaluation; Knowledge sharing; Understanding assessment: Use inquiry to explore a question topic problem or issue that students individually or as a group want to know more about or want to resolve solve Record and share personal knowledge and understanding of a topic Answer inquiry questions using a variety of sources such as children's magazines folktales the environment and online resources Review information and ideas to determine their usefulness to inquiry or research needs Determine main ideas that will inform inquiry questions Organize and explain understandings ideas and information using a variety of strategies such as clustering categorizing and sequencing Record understanding ideas and facts using a variety of strategies such as webbing and charting and list the sources Determine whether ideas and information collected is sufficient or adequate for established purpose Share and report what was learned in an easy-to-follow visual oral and written format Assess inquiry or research experiences and skills Use the language of inquiry such as We learned |
ELA.3.CC3.2.a | Dance pieces; Visual representations; Drama in context; Diagrams; Demonstrations; Charts: Demonstrate understanding of the topic problem question or issue in a variety of ways such as dance pieces visual representations drama in context diagram demonstration chart |
ELA.3.CC3.2.b | Before during after strategies; Meaning communication; Representation techniques: Select and use appropriate strategies before during and after to communicate meaning when using other forms of representing |
ELA.3.CC3.2.c | Pragmatic conventions; Textual cues; Communication meaning; Representation skills: Understand and apply the suitable pragmatic textual syntactical semantic lexical morphological graphophonic and other cues and conventions to construct and communicate meaning when using other forms of representing |
ELA.3.CC3.2.d | Main idea depiction; New format creation; Safety posters; Three-dimensional objects; Multimedia response: Depict main ideas in a new form such as designing a safety poster or three-dimensional safety object in response to a multimedia presentation or story |
ELA.3.CC3.2.e | Visual aids; Props; Charts; Sound effects; Illustrations; Movement; Oral presentation enhancement: Use visual aids to enhance spoken and written products such as props charts sound illustrations or movement to accompany a story and to clarify and enhance oral presentations |
ELA.3.CC3.2.f | Resource variety; Human resources; Print materials; Multimedia tools; Clear messaging; Purpose-appropriate communication: Experiment with a variety of resources such as human print multimedia to communicate a clear and complete message appropriate to purpose |
ELA.3.CC3.3.a | Personal understanding; Courteous interaction; Idea sharing; Task completion; Conversation sustaining: Use oral language to clarify and extend personal understanding interact courteously with others such as share ideas and opinions complete tasks discuss concerns or problems and sustain conversations by extending others' contributions |
ELA.3.CC3.3.b | Before during after speaking strategies; Meaning communication; Speaking effectiveness: Select and use appropriate strategies before during and after to communicate meaning when speaking |
ELA.3.CC3.3.c | Pragmatic conventions; Textual cues; Speaking conventions; Communication meaning: Understand and apply the suitable pragmatic textual syntactical semantic lexical morphological graphophonic and other cues and conventions to construct and communicate meaning when speaking |
ELA.3.CC3.3.d | Chronological organization; Major information points; Idea sequencing; Presentation structure: Organize and present ideas chronologically or around major points of information |
ELA.3.CC3.3.e | Beginning middle end; Concrete details; Central idea; Link words; Idea organization: Provide a beginning a middle and an end and include concrete details that develop a central idea and link words to organize and present their ideas |
ELA.3.CC3.3.f | Brief recitations; Oral presentations; Familiar experiences; Central idea focus; Class reporting: Deliver brief recitations and oral presentations including reporting to class about familiar experiences or interests organized and focused on a central idea |
ELA.3.CC3.3.g | Narrative presentations; Context provision; Memorable incidents; Character development; Setting; Plot: Make narrative presentations providing a context for an incident and insight into why the selected incident is memorable and include well-chosen details to develop character setting and plot |
ELA.3.CC3.3.h | Narrative retelling; First Nations and Métis perspectives; Cultural stories; Oral tradition: Retell a narrative including an oral story from a First Nations and Métis perspective |
ELA.3.CC3.3.i | Fluent reading; Expression; Appropriate pace; Intonation; Vocal patterns; Text emphasis: Read prose scripts and poetry including First Nations and Métis texts aloud with fluency expression and appropriate pace using intonation and vocal patterns to emphasize important ideas and passages of the text being read |
ELA.3.CC3.3.j | Dramatic interpretations; Clear diction; Pitch tempo tone; Experiences; Stories; Poems; Plays: Plan and present with clear diction pitch tempo and tone dramatic interpretations of experiences stories poems or plays |
ELA.3.CC3.4.a | Writing stages; Pre-writing; Drafting; Revising; Sharing; Extended writing periods: Work through the stages of a writing process such as pre-writing drafting revising selected draft material sharing and begin to write for extended periods of time |
ELA.3.CC3.4.b | Before during after writing strategies; Meaning communication; Writing effectiveness: Select and use appropriate strategies before during and after to communicate meaning when writing |
ELA.3.CC3.4.c | Pragmatic conventions; Textual cues; Writing conventions; Communication meaning: Understand and apply the suitable pragmatic textual syntactical semantic lexical morphological graphophonic and other cues and conventions to construct and communicate meaning when writing |
ELA.3.CC3.4.d | Three-paragraph reports; Familiar objects; Event description; Experience explanation; Composition structure: Write compositions such as three-paragraph reports that describe and explain familiar objects events and experiences |
ELA.3.CC3.4.e | Context provision; Action setting; Character traits; Setting; Problem and solution; Story structure: Write narratives that provide a context within which an action takes place and includes characters and their traits setting and problem and solution in students' stories |
ELA.3.CC3.4.f | Character creation; Event development; Personal environment extension; Creative writing: Create characters and events from outside students' personal environment |
ELA.3.CC3.4.g | Concrete sensory details; Descriptive writing; Sensory language; Writing enhancement: Write descriptions that use concrete sensory details |
ELA.3.CC3.4.h | Excitement; Humor; Suspense; Creative devices; Writing engagement techniques: Begin to use excitement humour suspense and other creative devices |
ELA.3.CC3.4.i | Personal letters; Thank-you notes; Invitations; Logs; Functional writing: Write personal letters thank-you notes invitations and logs |
ELA.3.CC3.4.j | Writing extension; Reworking; Polishing; Audience consideration; Classroom and beyond publishing: Extend rework and polish pieces of writing for an audience in and beyond the classroom |
ELA.3.AR3.1.a | Reflection guidance; Effective analysis; Text evaluation; Communication assessment: Reflect with guidance on viewing listening reading representing speaking and writing by explaining what is effective or what works in a text |
ELA.3.AR3.1.b | Strategy reflection; Self-evaluation; Improvement consideration; Guided self-assessment: Reflect with guidance on own strategies What do I do well How could I be better and consider how to improve What must I do to make this better |
ELA.3.AR3.1.c | Importance determination; Memory strategies; Learning prioritization; Knowledge retention: Consider What is important to know and How can I remember this |
ELA.3.AR3.1.d | Understanding monitoring; Fix-up strategies; Self-questioning; Comprehension support: Ask self Am I understanding and employ specific fix-up strategies such as slow down re-view reread listen again get help when something does not make sense |
ELA.3.AR3.1.e | Criteria development; Teacher support; Assessment creation; Quality evaluation: Develop criteria with teacher support for creating and assessing viewing listening speaking reading writing and other representing experiences |
ELA.3.AR3.1.f | Criteria application; Quality judgment; Self-assessment; Work evaluation: Apply criteria to judge the quality of their viewing listening reading representing speaking and writing |
ELA.3.AR3.2.a | Personal goals; Communication improvement; Goal planning; Achievement discussion: Set personal goals to view listen read speak write and use other forms of representing more effectively and discuss a plan for achieving them |