Saskatchewan

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Skills available for Saskatchewan 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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Saskatchewan Curriculum Outcomes Saskatchewan Curriculum Outcomes
Saskatchewan Foundational and Learning Objectives: Compose and Create Saskatchewan Foundational and Learning Objectives: Compose and Create
WNCP Common Curriculum Frameworks WNCP Common Curriculum Frameworks

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CC Students will develop their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.

CC3.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity (e.g., Spreading My Wings), community (e.g., Helping Others), social responsibility (e.g., Communities Around the World) and make connections across areas of study.
- a 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.
- b Communicate thoughts, feelings, and ideas clearly and, when appropriate, artistically.
- c Create spoken, written, and other representations that include:
- d 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 (e.g., short report, explanation of a procedure).
- e Create a variety of narratives and poems.
- f 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 (e.g., "We learned ….").
CC3.2 Communicate ideas and information pertaining to topics, problems, questions, or issues by creating easy-tofollow representations with a clear purpose.
- a Demonstrate understanding of the topic, problem, question, or issue in a variety of ways (e.g., dance pieces, visual representations, drama in context, diagram, demonstration, chart).
- b Select and use appropriate strategies (before, during, and after) to communicate meaning when using other forms of representing.
- c 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.
- d Depict main ideas in a new form (e.g., designing a safety poster or three-dimensional safety object in response to a multimedia presentation or story).
- e Use visual aids to enhance spoken and written products (e.g., props, charts, sound, illustrations, or movement to accompany a story) and to clarify and enhance oral presentations.
- f Experiment with a variety of resources (e.g., human, print, multimedia) to communicate a clear and complete message appropriate to purpose.
CC3.3 Speak to present ideas and information appropriately in informal (e.g., interacting appropriately with others to share ideas and opinions, complete tasks, and discuss concerns or problems) and some formal situations (e.g., giving oral explanations, delivering short, simple reports, demonstrating and describing basic procedures) for different audiences and purposes.
- a Use oral language to clarify and extend personal understanding, interact courteously with others (e.g., share ideas and opinions, complete tasks, discuss concerns or problems), and sustain conversations by extending others' contributions.
- b Select and use appropriate strategies (before, during, and after) to communicate meaning when speaking.
- c Understand and apply the suitable pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to construct and communicate meaning when speaking.
- d Organize and present ideas chronologically or around major points of information.
- e 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.
- f Deliver brief recitations and oral presentations (including reporting to class) about familiar experiences or interests, organized and focused on a central idea.
- g 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.
- h Retell a narrative including an oral story from a First Nations and Métis perspective.
- i 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.
- j Plan and present, with clear diction, pitch, tempo, and tone, dramatic interpretations of experiences, stories, poems, or plays.
CC3.4 Write to communicate ideas, information, and experiences pertaining to a topic by creating easy-to-follow writing (including a short report, a procedure, a letter, a story, a short script, and a poem) with a clear purpose, correct paragraph structure, and interesting detail.
- a Work through the stages of a writing process (e.g., pre-writing, drafting, revising selected draft material, sharing) and begin to write for extended periods of time.
- b Select and use appropriate strategies (before, during, and after) to communicate meaning when writing.
- c Understand and apply the suitable pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to construct and communicate meaning when writing.
- d Write compositions (e.g., three-paragraph reports) that describe and explain familiar objects, events, and experiences.
- e 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.
- f Create characters and events from outside students' personal environment.
- g Write descriptions that use concrete sensory details.
- h Begin to use excitement, humour, suspense, and other creative devices.
- i Write personal letters, thank-you notes, invitations, and logs.
  - Greetings and closings of letters (3-XX.1)
- j Extend, rework, and polish pieces of writing for an audience in and beyond the classroom.

AR Students will develop their abilities to assess and reflect on their own language skills, discuss the skills of effective viewers, listeners, readers, representers, speakers, and writers, and set goals for future improvement.

AR3.1 Reflect on and assess their viewing, listening, reading, speaking, writing, and other representing experiences and the selected strategies they have used (e.g., using class-generated criteria).
AR3.2 Set personal goals to view, listen, read, speak, write, and use other forms of representing more effectively and discuss a plan for achieving them.
- a Reflect, with guidance, on viewing, listening, reading, representing, speaking, and writing by explaining what is effective or what works in a text.
- b 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?").
- c Consider "What is important to know?" and "How can I remember this?"
- d Ask self "Am I understanding?" and employ specific "fix-up" strategies (e.g., slow down; re-view, reread, listen again; get help) when something does not make sense.
- e Develop criteria, with teacher support, for creating and assessing viewing, listening, speaking, reading, writing, and other representing experiences.
- f Apply criteria to judge the quality of their viewing, listening, reading, representing, speaking, and writing.

Saskatchewan

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CC Students will develop their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.

CC3.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: identity (e.g., Spreading My Wings), community (e.g., Helping Others), social responsibility (e.g., Communities Around the World) and make connections across areas of study.

a 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.

b Communicate thoughts, feelings, and ideas clearly and, when appropriate, artistically.

c Create spoken, written, and other representations that include:

a main idea(s) 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.

d 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 (e.g., short report, explanation of a procedure).

e Create a variety of narratives and poems.

f 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 (e.g., "We learned ….").

CC3.2 Communicate ideas and information pertaining to topics, problems, questions, or issues by creating easy-tofollow representations with a clear purpose.

a Demonstrate understanding of the topic, problem, question, or issue in a variety of ways (e.g., dance pieces, visual representations, drama in context, diagram, demonstration, chart).

b Select and use appropriate strategies (before, during, and after) to communicate meaning when using other forms of representing.

c 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.

d Depict main ideas in a new form (e.g., designing a safety poster or three-dimensional safety object in response to a multimedia presentation or story).

e Use visual aids to enhance spoken and written products (e.g., props, charts, sound, illustrations, or movement to accompany a story) and to clarify and enhance oral presentations.

f Experiment with a variety of resources (e.g., human, print, multimedia) to communicate a clear and complete message appropriate to purpose.

a Use oral language to clarify and extend personal understanding, interact courteously with others (e.g., share ideas and opinions, complete tasks, discuss concerns or problems), and sustain conversations by extending others' contributions.

b Select and use appropriate strategies (before, during, and after) to communicate meaning when speaking.

c Understand and apply the suitable pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to construct and communicate meaning when speaking.

d Organize and present ideas chronologically or around major points of information.

e 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.

f Deliver brief recitations and oral presentations (including reporting to class) about familiar experiences or interests, organized and focused on a central idea.

g 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.

h Retell a narrative including an oral story from a First Nations and Métis perspective.

i 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.

j Plan and present, with clear diction, pitch, tempo, and tone, dramatic interpretations of experiences, stories, poems, or plays.

CC3.4 Write to communicate ideas, information, and experiences pertaining to a topic by creating easy-to-follow writing (including a short report, a procedure, a letter, a story, a short script, and a poem) with a clear purpose, correct paragraph structure, and interesting detail.

a Work through the stages of a writing process (e.g., pre-writing, drafting, revising selected draft material, sharing) and begin to write for extended periods of time.

b Select and use appropriate strategies (before, during, and after) to communicate meaning when writing.

c Understand and apply the suitable pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to construct and communicate meaning when writing.

d Write compositions (e.g., three-paragraph reports) that describe and explain familiar objects, events, and experiences.

e 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.

f Create characters and events from outside students' personal environment.

g Write descriptions that use concrete sensory details.

h Begin to use excitement, humour, suspense, and other creative devices.

i Write personal letters, thank-you notes, invitations, and logs.

j Extend, rework, and polish pieces of writing for an audience in and beyond the classroom.

AR Students will develop their abilities to assess and reflect on their own language skills, discuss the skills of effective viewers, listeners, readers, representers, speakers, and writers, and set goals for future improvement.

AR3.1 Reflect on and assess their viewing, listening, reading, speaking, writing, and other representing experiences and the selected strategies they have used (e.g., using class-generated criteria).

AR3.2 Set personal goals to view, listen, read, speak, write, and use other forms of representing more effectively and discuss a plan for achieving them.

a Reflect, with guidance, on viewing, listening, reading, representing, speaking, and writing by explaining what is effective or what works in a text.

b 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?").

c Consider "What is important to know?" and "How can I remember this?"

d Ask self "Am I understanding?" and employ specific "fix-up" strategies (e.g., slow down; re-view, reread, listen again; get help) when something does not make sense.

e Develop criteria, with teacher support, for creating and assessing viewing, listening, speaking, reading, writing, and other representing experiences.

f Apply criteria to judge the quality of their viewing, listening, reading, representing, speaking, and writing.