Outcome Chart - Nova Scotia - English Language Arts Grade 3

Listening and Speaking

Outcome 1: Students will communicate effectively and clearly and respond personally and critically.

  • demonstrate effective active listening habits (skills) in keeping with the student’s cultural context
  • ask and respond to questions to seek clarification of others’ ideas to consolidate information
  • describe a personal experience in sequential order, and offer an opinion about a topic with at least three supporting details [Note to Teacher: Be mindful of different communication styles.] Ÿ express and explain opinions, and respond to questions and reactions of others
  • use intonation, expression, and tone in small- and whole-group interactions that contribute to conversation
  • demonstrate comprehension of oral language by engaging in, responding to, and reflecting upon informal and formal oral presentations with sensitivity and respect, considering audience and purpose
  • use complex sentences that incorporate rich vocabulary and transition words to connect phrases
  • respond to and give directions that are multi-step with increased complexity

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Outcome 2: Students will interact with sensitivity and respect, considering audience, purpose, and situation.

  • use social conventions, in a range of conversations and co-operative play situations, (turn taking, politeness, when to speak, and when to listen) in multiple cultural contexts
  • use intonation, expression, and tone to communicate ideas and feelings in small- and whole-group situations
  • recognize and apply respectful and non-hurtful vocabulary, and begin to make vocabulary choices that affirm sensitivity to the personal ideas and experiences of others
  • use different kinds of language dependent upon audience and purpose

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Reading and Viewing

Outcome 3: Students will demonstrate a variety of ways to comprehend and select from a range of culturally relevant texts.

Strategic processing

  • use all sources of information (meaning, structure, visual) to search, monitor, check, and self-correct)
  • monitor and self-correct quickly, confidently, and independently with automaticity
  • read independently with stamina
  • apply a variety of word-solving strategies
  • use punctuation to appropriately guide reading such as pausing, and use of inflection to support comprehension and fluency
  • use text features to gather information and support comprehension (captions, diagrams, maps)

View with Understanding (Print and Digital Text)

  • use picture cues to support understanding
  • retell a narrative, making reference to vocabulary, such as characters, problem, solution
  • explain orally and/or in writing their understanding of and reactions to fiction, non-fiction, and poetry texts they are reading
  • demonstrate comprehension—thinking within, thinking about, and thinking beyond the text
  • visualize, to support comprehension, with a variety of culturally relevant texts
  • infer meaning within and beyond a variety of texts
  • discuss how prior knowledge supports comprehension of culturally relevant text
  • talk about how using comprehension strategies enhanced their understanding
  • use before-, during-, and after-reading strategies

Selecting (Print and Digital Texts)

  • recognize growing range of genres—narrative (realistic fiction, adventure, mysteries, etc.), nonfiction (information text, biography, procedural text), and poetry
  • talk about what makes a text just right (being mindful of interests, background knowledge, and level) for them
  • select just-right texts for independent reading
  • explain how a non-fiction text is usually illustrated (photographs) versus a fiction text (drawings)


  • uses punctuation marks effectively to convey meaning
  • change the rate of reading depending on the mood of the text
  • chunk words into phrases to sound like talking
  • change expression for dialogue when signalled by words such as “screamed,” “whispered,” and “murmured.”

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Outcome 4: Students will select, interpret, and combine information in multiple cultural contexts.

  • formulate questions to guide their research
  • use a table of contents and index (print) and navigation menus (digital) to locate information
  • generate higher-level thinking questions (“in the head” versus “in the text”)
  • use key words in a search engine to locate information electronically
  • discuss how they researched and found answers to their questions

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Outcome 5: Students will respond personally and critically to a range of diverse texts

  • make meaningful personal connections that enhance comprehension
  • share connections orally and/or in writing
  • share opinions about the print and/or digital text and give reasons for those opinions in a variety of contexts
  • ask critical-thinking questions such as, who/what group is included/considered/represented in this text?
  • identify the point of view of the author of print and/or digital text Ÿ identify and use text features of fiction and nonfiction texts that support comprehension
  • give opinions about information in or message of a print and/or digital text based on a personal point of view
  • identify examples of stereotyping, bias, or prejudice
  • recognize different points of view

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Outcome 6: Students will convey meaning by creating print and digital texts, collaboratively and independently, using personal experiences, feelings, and imagination.

  • express ideas in complete thoughts using simple, compound, and complex sentences
  • label and define drawings to explain ideas/topics
  • understand and apply readers’/listeners’ comments to clarify meaning

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Writing and Other Ways of Representing

Outcome 7: Students will use writing and other forms of representing, including digital, to explore, clarify, and reflect on thoughts, feelings, experiences, and learnings.

  • write a variety of poetry, fiction, and non-fiction texts
  • explain the purpose for writing
  • write with attention to descriptive detail and word choice (e.g., about a character)—concrete nouns, adjectives, adverbs, precise verbs, description, etc.
  • create and record questions, both in print and/or digital format
  • write an organized text with a beginning, middle, and end; write an effective lead, write a descriptive middle, write a satisfying conclusion
  • select appropriate print and digital graphic organizers from several options
  • begin to make their own print and digital graphic organizers to plan their writing

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Outcome 8: Students will create text, including digital, collaboratively and independently, using a variety of forms for a range of audiences and purposes.

  • choose forms of writing that are appropriate to specific purposes and audiences (e.g., narrative, expository, descriptive, and persuasive)
  • include information that is relevant and purposeful for an intended audience
  • work with a partner, in small groups, and independently to create writing
  • use role plays to convey, enhance, and enrich meaning (other ways of representing)

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Outcome 9: Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness.

Writing Processes

  • prewriting - talk about the ideas they plan to write about - draw pictures to develop ideas for writing - choose, use, and create simple graphic organizers (such as the five-finger plan, story map, web, list, five Ws, and graphic organizers for specific forms of writing.) - create jot notes for research writing
  • drafting - recognize that writing is reflective of prewriting - write on a single topic, with a beginning, middle, and end; some elaboration and organization - reread their writing to monitor meaning and message
  • revision - make changes to writing to clarify meaning through strategies, such as crossing out words, inserting words using a caret, adding details, and replacing overused words (e.g., said, good, like) - begin to use a thesaurus
  • editing - use the word wall and personal spelling references to check high-frequency words - use self-editing checklists to edit for grade-level conventions
  • proofreading - use a co-created anchor chart of proofreading strategies - conduct a final reread of their draft before publishing
  • publishing / information sharing - publish student-selected final pieces of writing that demonstrate grade-level traits and conventions

Writing Traits

  • ideas - write about specific topics with elaboration - begin to experiment with dialogue
  • organization - experiment with a sense of flow throughout a piece, experimenting with leads, using sequencing (first, next, then, finally) when appropriate for the text - develop a sense of flow throughout a piece of writing - experiment with effective leads - experiment with transitional words (in the morning, later that day, etc.) - experiment with conclusions
  • language use (sentence fluency, word choice, voice) - use a variety of sentence beginnings (including people’s names) - use transitional words and phrases - use a variety of simple and compound sentences - use concrete nouns - use precise verbs - use multi-sensory details - use comparison words - begin to demonstrate a unique, energetic voice in writing - recognize voice through a comprehensive range of texts - demonstrate through writing a connection to audience
  • writing conventions - use proper page margins - use lower-case letters within words - use capitals for proper nouns (names or places and days/months) - use a comma in a date and series - edit for end punctuation and capitals- use compound sentences (two simple sentences combined with a comma and conjunction) - begin to use apostrophes for singular possessives and contractions - begin to use quotation marks (simple quote) - begin to use new paragraphs when starting a new idea/topic - use verb tense correctly

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