Yukon

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Skills available for Yukon 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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WNCP Common Curriculum Frameworks WNCP Common Curriculum Frameworks

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2 Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts.

2.1 Use Strategies and Cues
- make connections between texts, prior knowledge, and personal experiences
- set a purpose for listening, reading, and viewing; make and confirm predictions, inferences, and conclusions; reread to check meaning
- use textual cues [such as titles, covers, headings, illustrations, paragraphs as units of meaning...] to construct and confirm meaning
- use syntactic, semantic, graphophonic, and pragmatic cues [such as word order and punctuation...period, question mark, exclamation mark, apostrophe, and quotation marks; high-frequency sight words; structural analysis to identify prefixes, suffixes, compound words, contractions, singular and plural words, context...] to construct and confirm word meaning in context
2.2 Respond to Texts
- choose a variety of oral, print, and other media texts from a variety of genres [such as non-fiction, chapter books, novels, short stories...] and cultural traditions for shared and independent listening, reading, and viewing experiences
- describe similarities between experiences and traditions encountered in daily life and those portrayed in oral, print, and other media texts
- identify words that form mental images and create mood in a variety of oral, print, and other media texts
2.3 Understand Forms and Techniques
- recognize the distinguishing features of a variety of forms of texts [such as stories, poetry, plays, drum dances, news reports
- identify the sequence of events in a variety of texts, the time and place in which they occur, and the roles of main characters
- apply knowledge of word patterns [such as root words, prefixes, suffixes...] in a variety of contexts
- identify examples of repeated sound and poetic effects that contribute to enjoyment; respond to humour in a variety of texts
  - Determine the meanings of similes (3-K.1)
- create original texts [such as puppet plays, dramatizations, tableaux, visual art, personal narratives...] to communicate and demonstrate understanding of forms and techniques

3 Students will listen, speak, read, write, view, and represent to manage ideas and information.

3.1 Plan and Focus
- use self-questioning to determine personal knowledge of a topic and identify information needs
- ask topic-appropriate questions to identify information needs
- contribute knowledge of a topic in group discussion to help determine information needs
- recall and follow a sequential plan for accessing and gathering information
3.2 Select and Process
- record and share personal knowledge of a topic
- answer inquiry and research questions using a variety of information sources [such as children's magazines, plays, folktales, personal songs, storytelling, the land...]
- review information to determine its usefulness to inquiry or research needs
- use knowledge of visual and auditory cues and organizational devices [such as titles, pictures, headings, labels, diagrams, library files, dictionary guide words...] to locate and gather information and ideas
- determine main ideas in information using prior knowledge, predictions, connections, and inferences
3.3 Organize, Record, and Evaluate
- organize and explain information and ideas using a variety of strategies [such as clustering, categorizing, sequencing...]
- record facts and ideas using a variety of strategies [such as outlining, webbing, charting...]; list authors and titles of sources
- determine whether collected information is sufficient or inadequate for established purpose
- determine information needs during the inquiry or research process; assess inquiry or research experiences and skills

4 Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.

4.1 Generate and Focus
- generate and contribute ideas on particular topics for oral, written, and visual texts using a variety of strategies [such as brainstorming, creating thought webs...]
- use a variety of forms [such as puppet plays, drum dances, readers' theatre, murals, narrative stories...] for particular audiences and purposes
- develop and arrange ideas in own oral, written, and visual texts using organizers [such as story maps, research planners...]
4.2 Enhance and Improve
- identify strengths and areas for enhancement of own writing or creations through sharing with others in various ways [such as author's chair, paired sharing...]
- revise to accommodate new ideas and information
- print and write legibly, developing a personal style; space words consistently on a line and page or on an electronic screen
- select from a range of word choices and use simple sentence patterns to communicate ideas and information
- prepare neat and organized compositions, reports, and charts that engage the audience
4.3 Attend to Conventions
- edit for complete sentences
- know and apply conventional Canadian spelling patterns using a variety of strategies and resources [such as phonics, structural analysis, junior dictionaries, electronic spell-check functions, visual memory...] when editing and proofreading
  - Use guide words (3-JJ.5)
  - Use dictionary entries (3-JJ.6)
- know and use some punctuation conventions [including periods, exclamation marks, and question marks] when editing and proofreading
4.4 Present and Share
- present information and ideas on a topic to engage a familiar audience using a pre-established plan; use print and nonprint aids to enhance the presentation
- select and use appropriate volume, expression, and non-verbal cues in presentations; use physical stance and gestures to enhance communication
- demonstrate appropriate audience behaviours [such as showing enjoyment and appreciation...]

Yukon

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Actions

2 Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts.

2.1 Use Strategies and Cues

make connections between texts, prior knowledge, and personal experiences

set a purpose for listening, reading, and viewing; make and confirm predictions, inferences, and conclusions; reread to check meaning

use textual cues [such as titles, covers, headings, illustrations, paragraphs as units of meaning...] to construct and confirm meaning

2.2 Respond to Texts

choose a variety of oral, print, and other media texts from a variety of genres [such as non-fiction, chapter books, novels, short stories...] and cultural traditions for shared and independent listening, reading, and viewing experiences

describe similarities between experiences and traditions encountered in daily life and those portrayed in oral, print, and other media texts

identify words that form mental images and create mood in a variety of oral, print, and other media texts

2.3 Understand Forms and Techniques

recognize the distinguishing features of a variety of forms of texts [such as stories, poetry, plays, drum dances, news reports

identify the sequence of events in a variety of texts, the time and place in which they occur, and the roles of main characters

apply knowledge of word patterns [such as root words, prefixes, suffixes...] in a variety of contexts

identify examples of repeated sound and poetic effects that contribute to enjoyment; respond to humour in a variety of texts

create original texts [such as puppet plays, dramatizations, tableaux, visual art, personal narratives...] to communicate and demonstrate understanding of forms and techniques

3 Students will listen, speak, read, write, view, and represent to manage ideas and information.

3.1 Plan and Focus

use self-questioning to determine personal knowledge of a topic and identify information needs

ask topic-appropriate questions to identify information needs

contribute knowledge of a topic in group discussion to help determine information needs

recall and follow a sequential plan for accessing and gathering information

3.2 Select and Process

record and share personal knowledge of a topic

answer inquiry and research questions using a variety of information sources [such as children's magazines, plays, folktales, personal songs, storytelling, the land...]

review information to determine its usefulness to inquiry or research needs

use knowledge of visual and auditory cues and organizational devices [such as titles, pictures, headings, labels, diagrams, library files, dictionary guide words...] to locate and gather information and ideas

determine main ideas in information using prior knowledge, predictions, connections, and inferences

3.3 Organize, Record, and Evaluate

organize and explain information and ideas using a variety of strategies [such as clustering, categorizing, sequencing...]

record facts and ideas using a variety of strategies [such as outlining, webbing, charting...]; list authors and titles of sources

determine whether collected information is sufficient or inadequate for established purpose

determine information needs during the inquiry or research process; assess inquiry or research experiences and skills

4 Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.

4.1 Generate and Focus

generate and contribute ideas on particular topics for oral, written, and visual texts using a variety of strategies [such as brainstorming, creating thought webs...]

use a variety of forms [such as puppet plays, drum dances, readers' theatre, murals, narrative stories...] for particular audiences and purposes

develop and arrange ideas in own oral, written, and visual texts using organizers [such as story maps, research planners...]

4.2 Enhance and Improve

identify strengths and areas for enhancement of own writing or creations through sharing with others in various ways [such as author's chair, paired sharing...]

revise to accommodate new ideas and information

print and write legibly, developing a personal style; space words consistently on a line and page or on an electronic screen

select from a range of word choices and use simple sentence patterns to communicate ideas and information

prepare neat and organized compositions, reports, and charts that engage the audience

4.3 Attend to Conventions

edit for complete sentences

know and apply conventional Canadian spelling patterns using a variety of strategies and resources [such as phonics, structural analysis, junior dictionaries, electronic spell-check functions, visual memory...] when editing and proofreading

know and use some punctuation conventions [including periods, exclamation marks, and question marks] when editing and proofreading

4.4 Present and Share

present information and ideas on a topic to engage a familiar audience using a pre-established plan; use print and nonprint aids to enhance the presentation

select and use appropriate volume, expression, and non-verbal cues in presentations; use physical stance and gestures to enhance communication

demonstrate appropriate audience behaviours [such as showing enjoyment and appreciation...]