Prince Edward Island

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Skills available for Prince Edward Island grade 3 English language arts curriculum

Objectives are in black and IXL English language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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4 Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

5 Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.

  • answer, with assistance, their own questions and those of others by seeking information from a variety of texts

    • identify their own personal and learning needs for information

    • generate their own questions as a guide for research

    • use a range of print and non-print materials to meet their needs

    • use basic reference materials and a database or electronic search

    • reflect on their own research process

6 Students will be expected to respond personally to a range of texts.

  • make personal connections to texts and describe, share, and discuss their reactions and emotions

  • express and explain opinions about texts and types of texts, and the work of authors and illustrators, demonstrating an increasing awareness of the reasons for their opinions

7 Students will be expected to respond critically to a range of texts, applying their knowledge of language, form, and genre.

  • question information presented in print and visual texts

    • use a personal knowledge base as a frame of reference

  • identify some different types of print and media texts

    • recognize some of their language conventions and text characteristics

    • recognize that these conventions and characteristics help them understand what they read and view

  • respond critically to texts

    • formulate questions as well as understandings

    • identify the point of view in a text and demonstrate an awareness of whose voices/positions are and are not being expressed

    • discuss the text from the perspective of their own realities and experiences

    • identify instances of prejudice, bias, and stereotyping