Multiple Organizing Ideas
COMPREHENSION 3: Students analyze text and make connections to personal experiences to support meaning.
VOCABULARY 3: Students analyze new words and morphemes to enhance vocabulary.
FLUENCY 3: Students apply fluency strategies and develop reading comprehension.
ORAL LANGUAGE 3: Students examine and apply listening and speaking skills, processes, or strategies in a variety of formal and informal interactions.
TEXT FORMS AND STRUCTURES 3: Students relate the form and structure of texts to the communication of ideas and information.
GR. 3 - ORGANIZING IDEA: COMPREHENSION
Text comprehension is supported by applying varied strategies and processes and by considering both particular contexts and universal themes.
Guiding Question: How can the development of skills and strategies support comprehension of text?
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Learning Outcome: Students analyze text and make connections to personal experiences to support meaning. |
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Comprehension of longer, more complex texts is supported by increased reading practice. |
Critical thinking can be applied to comprehend texts that vary in length or complexity. |
Independently read and demonstrate comprehension of texts that vary in length or complexity. |
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Connections can be made prior to, during, or after reading a text.
Connections can be made between texts and ideas that relate to past, present, or future world events (text to world). |
Comprehension involves connecting relevant background knowledge and experiences with new information in text. |
Make connections between a text and personal feelings, experiences, or background knowledge.
Make connections between various aspects within or between texts.
Make connections between texts and ideas that relate to past, present, or future world events. |
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Predictions can be made by combining information from texts with
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Comprehension involves predicting outcomes or events that reflect clues from texts. |
Make predictions using background knowledge and information within a text.
Identify information from texts that supports predictions.
Modify predictions based on new or additional information.
Reflect on predictions to confirm or change understandings. |
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Inferencing involves drawing conclusions based on known facts or evidence. Inferencing can involve
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Comprehension can be enhanced by inferring meanings that are not stated explicitly in text. |
Make inferences by combining background knowledge with information that is not explicitly stated within a text.
Identify connections between the actions, feelings, or motives of a character and evidence in text. |
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Summarizing information involves
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Comprehension is enhanced when information is summarized. |
Determine the most important information in a text.
Order significant information from a text in a logical sequence.
Share important information from a text in a logical order using own words. |
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Self-monitoring skills that can be used when facing challenges in comprehension include
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The reading comprehension process involves the strategies of monitoring understandings and assessing options if meaning lacks clarity. |
Examine the location in texts where reading comprehension becomes challenging.
Identify self-monitoring skills that are personally effective in supporting reading comprehension. |
GR. 3 - ORGANIZING IDEA: VOCABULARY
Communication and comprehension are improved by understanding word meaning and structures.
Guiding Question: How can building vocabulary and understanding morphology support language use and comprehension?
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Learning Outcome: Students analyze new words and morphemes to enhance vocabulary. |
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The meaning of a word can change when used in a different context.
Language involves phrases with literal and figurative meanings that can be used to enhance communication.
Figurative language includes
Imagery is when words or phrases describe ideas or things that can be used to enhance communication.
Hyperbole is when words or phrases are used to exaggerate meaning.
A simile compares two unlike things using like or as. |
Vocabulary knowledge can be supported and developed through literacy interactions and experiences. |
Use tier 2 words in a variety of literacy contexts.
Develop tier 3 vocabulary through content-area learning.
Engage with texts that include more sophisticated concepts and ideas expressed through expanded vocabulary.
Integrate knowledge of vocabulary across multiple literacy contexts.
Recognize and use figurative language in oral and written language.
Analyze and use synonyms, antonyms, homophones, homographs, and words with multiple meanings in a variety of texts. |
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Morphemes include
A base is a word or word part that has meaning and to which an affix can be added.
An affix is a letter ro group of letters that comes at the beginning (prefix) or ending (suffix) of a word and has a meaning of its own.
Prefixes, including <re>, <un>, <in>, <dis>, <non>, <mis>, <mal>, <sub>, and <super>, are morphemes that change the meaning of words when added to the beginning of a base.
Suffixes, including <ly>, are morphemes that form adverbs and change the meaning of words when added to the ending of a base.
Suffixes, including <er>, <or>, <ar>, and <ist>, are morphemes that change the meaning of words when added to the ending of a base. |
The study of words and how they are formed (morphology) can support development of vocabulary and enhance comprehension. |
Analyze bases and affixes for meaning.
Recognize and use suffixes to form adverbs that describe a specific manner, period of time, or order.
Recognize and use suffixes to name a person that does something.
Analyze frequently used compound words and their meanings.
Distinguish syllables in words. |
GR. 3 - ORGANIZING IDEA: FLUENCY
Comprehension and literary appreciation are improved by the ability to read a range of texts accurately, automatically, and with expression.
Guiding Question: In what ways does fluency improve comprehension?
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Learning Outcome: Students apply fluency strategies and develop reading comprehension. |
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Fluency develops over time with practice. Fluent reading includes
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Reading fluency involves accuracy, automaticity, and prosody to engage an audience or improve comprehension. |
Demonstrate automaticity in reading complex words, phrases, and continuous text.
Read increasingly complex text with appropriate pace, word stress, phrasing, and pausing.
Read a variety of text forms with fluency and expression. |
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Comprehension is enhanced when high-frequency words are read in continuous text at an appropriate pace. |
Fluent recognition of high-frequency words (the 300 learned in grades 1 and 2) supports effective and efficient reading comprehension. |
Read the 300 high-frequency words learned in grades 1 and 2 fluently in continuous text. |
GR. 3 - ORGANIZING IDEA: ORAL LANGUAGE
Listening and speaking form the foundation for literacy development and improve communication, collaboration, and respectful mutual understanding.
Guiding Question: In what ways can listening and speaking be enhanced to improve oral communication?
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Learning Outcome: Students examine and apply listening and speaking skills, processes, or strategies in a variety of formal and informal interactions. |
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Throughout history, languages developed orally before being written.
Stories can last and be retold over long periods of time.
Oral traditions support interactions between generations of people, such as
Traditional knowledge shared through oral traditions can
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Oral tradition is listening and speaking to pass information from generation to generation. |
Investigate oral traditions that have been shared over time.
Discuss how oral stories show respect for traditional shared knowledge.
Share information of personal or cultural significance passed between generations of people. |
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Dialogue is an exchange of ideas, information, or opinions.
Effective dialogue includes
Speaking involves grouping and separating words through phrasing and pausing.
Pauses can be used to support meaning or create emphasis.
Speaking can be supported through
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Listening and speaking can enhance the exchange of ideas, information, or opinions. |
Engage in dialogue to express and understand messages.
Examine the effectiveness of dialogue in learning and social interactions.
Identify where phrasing and pausing can support understanding or create effects.
Support speech through relaxation, breathing, or posture.
Consider the contributions of others when exchanging ideas or opinions. |
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Listening strategies include
Texts that are listened to can build
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Listening can enhance interactions and learning. |
Use a variety of listening strategies to enhance interactions and learning. |
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A combination of verbal and non-verbal language can be used to communicate ideas, information, and feelings. Effective communication considers
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Communication can be supported by integrating verbal and non-verbal language. |
Combine verbal and non-verbal language to enhance communication.
Adjust voice quality, audibility, articulation, or clarity to communicate effectively. |
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Preparation supports effective communication through
Presentations can be improvised or prepared.
Presentations can be delivered in different ways, including
Thoughts and ideas in speech can be grouped together in logical sequences.
Effective communication involves consideration of an audience’s
Audience participation and behaviour may affect the presenter or other audience members. |
Presentations share stories, ideas, or information with an audience. |
Group relevant ideas, events, or information in a logical sequence when presenting.
Develop communication skills through individual or group presentations.
Present dramatizations of characters and events encountered in texts.
Share a poem from memory with some awareness of phrasing and pausing.
Compose and share a short speech or oral report.
Participate in presentations as a respectful audience member. |
GR. 3 - ORGANIZING IDEA: TEXT FORMS AND STRUCTURES
Text Forms & Structures: Identifying and applying text forms and structures improves understanding of content, literary style, and our rich language traditions.
Guiding Question: How can text organization enhance meaning?
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Learning Outcome: Students relate the form and structure of texts to the communication of ideas and information. |
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A text is anything, digital or non-digital, that has meaning for the individual or group who creates or engages with it.
The purpose of a text can be to
Texts can be categorized according to their content and include fiction and non-fiction.
Fiction is a type of text that uses imagination to tell a story.
Non-fiction is a type of text that expresses information and facts.
Literary forms of fiction and non-fiction texts include
Stories can be fiction or non-fiction and can follow a structure, including
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The purpose, form, or structure of texts can help organize the expression and understanding of ideas and information. |
Examine the purpose of a variety of texts.
Explain personal preferences for texts that provide enjoyment.
Differentiate between fiction and non-fiction texts according to content.
Examine the form of a variety of fiction and non-fiction texts.
Examine the structure of a variety of fiction and non-fiction texts.
Determine how the structure of texts can help organize the expression or understanding of ideas or information. |
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Text features can be digital or non-digital, including
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Text features can provide information that is not in the main body of a text. |
Examine a variety of text features that provide additional information in a text.
Include a variety of text features to organize, clarify, or enhance personal messages. |
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Fictional texts can be categorized by sub-forms that include
A myth is a traditional or legendary story usually concerning a courageous hero or heroine or an event. Realistic fiction takes place in modern times and describes believable characters involved in plausible events. Historical fiction takes place in a setting of the past. A mystery describes the solution of a crime or the unravelling of secrets. Fictional texts can have structures that
Elements of fiction include
A major character is central to the plot or problem in a story. A circular plot is sequenced to end with characters returning to a similar situation to where they started. A narrator can be a character in a story or someone telling the story from the outside looking in. |
Fictional texts are often products of a text creator’s imagination and are not factual. |
Differentiate between a variety of fiction sub-forms, considering content, characters, time, or place.
Examine fictional text structures that contribute to organization, clarify, or personal engagement.
Examine circular plot structures found in fictional texts.
Examine elements within a variety of fictional texts.
Examine major characters in fictional texts.
Create imaginative representations or dramatizations of fictional texts that depict understandings of characters, setting, and plot.
Investigate the narrator’s contribution to a text. |
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Non-fiction texts include
Content-area texts refers to texts from subjects such as science, social studies, and fine arts. Non-fiction texts can have structures that include
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Non-fiction texts have structures that support the sharing of factual information to explain or describe real people, places, things, or events. |
Compare and contrast ways that non-fiction texts can be organized.
Investigate linear and cyclical sequencing in a variety of non-fiction texts. |
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Poetry includes words or phrases used in a non-literal way to create a desired effect (figurative language).
Poetic structures include
A haiku is a short Japanese poem of seventeen syllables (organized into three lines of five, seven, and five syllables) that traditionally emphasizes images from nature.
A limerick is a poem that consists of five lines with a rhyme scheme of AABBA. |
Poetry is a form of expression that encourages creativity and new ways of thinking about ideas and feelings. |
Investigate words or phrases applied creatively in poetry.
Examine poetic structures that contribute to creative expression of ideas.
Experiment with creating haikus and limericks. |
