In Grade 3, your child learns to understand and communicate about what he or she sees and hears in books, news articles, plays, art, videos, poems and other texts by:
Your child learns to:
In Grade 3, children learn how to show respect for others and how to help others when working in groups.
To find out more about what your child is learning, talk to the teacher.
You may also refer to the Manitoba curriculum documents.
There are two types of assessment in Grade 3 English Language Arts: teacher’s classroom assessments and the Grade 3 Provincial Assessment ( 1.77 MB). The teacher will report on your child’s progress three times a year.
Here are the English Language Arts reporting areas and some examples of what the teacher will assess.
Comprehension strategies (Reading, Listening and Viewing)
Communication (Writing, Speaking and Representing)
The Grade 3 Provincial Assessment measures reading and number (numeracy) skills. Teachers assess and collect information about your child's reading during the Fall. This assessment gives you information on your child's ability to read and to understand what he or she has read, as well as to set goals to be a better reader. This information will help teachers plan reading lessons to help your child build a solid foundation in reading.
Learning to read does not happen all at once. It involves a series of stages that lead, over time, to independent reading and to fluency. The best time for children to begin learning to read is when they are very young. In fact, children begin learning to read at home. They learn about books, language, and themselves when they are read to and when they play. Once they begin school they are taught how to choose books for interest or for learning new information. They are taught to recognize letter and their sounds as well as how the structure of the English language works. They work to understand what they read or what is read to them. They discuss these and make connections to previous personal experiences, to other stories that have been read to them, to videos or television programs they may have viewed.
Having discussions with your child about stories, videos, etc., are important for his or her learning. These are important skills for both reading and writing.
As a parent, you are your child’s first and most important teacher. When you help your child learn to read, you are opening the door to a world of books and learning. Reading aloud to children everyday is the best way to get them interested in reading. Before long they will grow to love the stories and books. Reading and writing can be family activities. Spending time with your child playing word games, writing grocery lists, birthday or everyday messages, reading stories, and watching appropriate television programs will provide him or her with many opportunities to practice reading and writing skills. As you discuss, ask lots of question, make predictions and encourage your child to tell you what he or she thinks and feels about what is going on in the story. Your child will gain insights, gather information, and learn about the world.
Don’t feel that you are alone. Family members and friends may be willing to support you in helping your child in his or her efforts to learn to read and write. Your child’s teacher and local librarians are knowledgeable and can offer help. You can also seek advice from community organizations such as child care centers and from your family doctor.
Your child’s teacher can provide advice about helping your child. Here are some topics you could discuss with the teacher:
Critical thinking helps students focus on developing their ability to reason, analyze, evaluate, and create in a way that expresses their thought, feelings and actions in a reasoned and clear manner. Therefore, it is necessary for students to understand that how we interact with new ideas, what we read, what we view, and experience is as important as what these texts and ideas are. We should hear children asking questions, discussing ideas, and opinions, and what the message of the author or artist is and why he or she is communicating it.