Grade 3 Literacy

Reading, Writing, Speaking & Listening



  • different types of texts serve different purposes
  • the structure and organization of written language influences meaning
  • knowing what we aim to achieve helps us select useful reference material to research
  • participate in guided reading, shared reading, and independent reading
  • develops a personal criteria for choosing personal reading material (genre, topic, author, etc)
  • recognizes the preferences of other readers in the class
  • recognizes how chapters, table of contents, index and glossary operate to get information
  • identifies the main audience or purpose of a text
  • categorizes books based on genre
  • critiques author's use of language (word choice)
  • discusses and compares different elements of story (setting (time and place), plot, characters, problem)
  • describes how plot is structured and recognizes pivotal points in the plot
  • discusses how authors hold audience attention
  • identifies who is telling the story
  • critiques sites and sources that may show bias
  • identifies how textual features such as headings, subheadings, bold type and graphic organizers are used to present and order information
  • selects and uses texts for the accuracy of their information
  • participates in online searches
  • consults a range of sources when inquiring
  • General Reading Expectation: Above age level expectations (PM level 20-28)
  • Sight/High Frequency Words: reads all bank of high frequency phase words.

Phonological Awareness: Knows all of Elementary Spelling Inventory using Words Their Way inventory guide.

Processing Strategies:

  • securing use of strategies from phase 1 & 2, use phonic knowledge of beginning, middle, and end sounds, blends phonemes in words, identifies/segments syllables in polysyllabic words, re-reading, reading-on, self-correcting and confirming, prior knowledge of word architecture
  • use reading comprehension strategies before, during, and after reading (see stairs)
  • shares opinion of books using authorial language (I liked the author's use of descriptive words…) in writing and orally
  • compares author/texts using a graphic organizer
  • reads aloud with developing fluency and intonation
  • uses punctuation when reading aloud



  • the words we choose and how we choose them impacts our meaning
  • using a range of editing techniques makes our writing more readable
  • writing is an extension of our thinking


  • Text Forms: retells, letters, chapter stories, opinion, articles.
  • Editing: edits own and other's work using consistent style, GPS, readability, uses feedback
  • Point of view: Third person, first person, consistent
  • Creative word play: alliteration, onomatopoeia, simile, figurative language
  • Parts of speech: verb tense (past, present, future), a variety of pronouns, adjectives, adverbs, proper & common nouns, conjunctions (so, if, such as, as a result, etc), prepositions
  • Spelling: Knowledge of all Phase 3 frequency words, word families, phonological knowledge, consonant clusters, diphthongs, digraphs, sound-symbol relationships, word structures, word meanings, generalizations
  • Punctuation: Quotations, commas, hyphen, apostrophe (possession)
  • Stories: contain all elements (character, setting, conflict, resolution)


  • follows a writer’s process
  • follows modeled writing patterns
  • uses and contributes to class word wall
  • takes and uses notes
  • uses graphic organizers to plan and organize writing (charting, mapping, flowcharts, storyboards, plot visualizations, etc)
  • shares writing with an audience outside the classroom and publishes writing using a variety of strategies
  • uses correct posture and grip and writes all letters legibly
  • uses a dictionary and thesaurus to check spelling and choose new words
  • writes simple and compound sentences
  • writes multiple structured paragraphs
  • uses introduction and conclusion sentences (topic sentence)
  • maintains consistent tense
  • caters to audience and Identifies main idea of writing
  • gathers information for writing from different sources (people, books, peers, online sources, reference texts, etc)
  • considers word choice appropriate for text
  • uses text type specific words in writing
  • establishing a personal voice in writing

Speaking & Listening


  • spoken language varies according to the purpose and audience.
  • people interpret messages according to their unique experiences and ways of understanding.
  • spoken communication is different from written communication—it has its own set of rules.
  • taking time to reflect on what we hear and say helps us to make informed judgments and form new opinions
  • thinking about the perspective of our audience helps us to communicate more effectively and appropriately
  • the grammatical structures of a language enable members of a language community to communicate with each other



  • listen for a specific purpose in a variety of situations
  • listen to a variety of oral presentations including stories, poems, rhymes and report and respond with increasing confidence and detail
  • interprets ideas and information in spoken texts and listens for key points
  • responds to oral presentations by paraphrasing and asking questions to clarify
  • makes notes about a task, asking questions to clarify or follow up information, and seeks assistance if required


  • organise thoughts and feelings before speaking (mentally and visually)
  • explores how modal verbs (eg: must, might or could) indicate degrees of certainty, command or obligation
  • identifies ways thinking verbs are used to express opinions (eg: ‘I think’, ‘I believe’), and ways summary verbs are used to report findings (eg: ‘I concluded’)
  • debate respectfully, listening carefully to others points of view and responding to specific points

COLLECTIVE LANGUAGE (Group and peer discussions)

  • understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups on presentations
  • listen appreciatively and responsively, presenting their own point of view and respecting the views of others
  • participates in collaborative discussions, building on connecting ideas and opinions expressed by others, checking own understanding against group views
  • participates in pair, group, class and school speaking and listening situations, including informal conversations, class discussions and presentations
  • develops oral or multimodal presentations to report on a topic in an organised manner, providing relevant facts and descriptive detail to enhance audience understanding, and beginning to refer to reliable sources to support claims


  • use a range of specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and context
  • recognise that different forms of grammar are used in different contexts (tone)
  • realize that grammatical structures can be irregular and begin to use them appropriately and consistently
  • use oral language appropriately, confidently and with increasing accuracy
  • explores the effects of changing voice tone, volume, pitch and pace in formal and informal contexts