Grade 3 Learning Outcomes

Language

Strand: Oral Language ( Listening & speaking)

Strand: Visual language (Viewing & Presenting)

Strand: Written language (Reading)

Strand: Written language (Writing)

listen attentively and speak appropriately in small and large group interaction

with guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful

read texts at an appropriate level, independently, confidently and with good understanding

write to communicate a message to a particular audience, for eg a news story, instructions, a fantasy story, a poem

understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations

identify aspects of body language in a dramatic presentation and explain how they are used to convey the mood and personal traits of characters

make predictions about a story, based on their own knowledge and experiences ; revise or confirm predictions as the story progresses

write an increasing number of frequently used words or ideas independently

express thoughts, ideas & opinion and discuss them, respecting contribution from others

use actions and body language to reinforce and add meaning to oral presentations

wonder about texts and ask questions to try to understand what the author is saying to the reader

use graphic organizers to plan writing, for example, Mind Maps, storyboards

reflect on communication to monitor and assess their own learning

view, respond to and describe visual information, communicating understanding in oral, written and visual form

participate in learning engagements involving reading aloud-taking roles and reading dialogue, repeating refrains from familiar stories, reciting poems

organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end

use language to explain inquire & compare

view visual information and show understanding by asking relevant questions and discussing possible meaning

use a range of strategies to self monitor and self correct, for ex meaning, context, rereading, reading on, cross checking one cue source against another

-Determining importance,

-Activating background knowledge,

-Asking questions

-Monitoring your inner conversation

use planning, drafting, editing and reviewing processes independently and with increasing competence

appreciate that language is not always used literally; understand and use figurative language (Simile/Alliteration/ Onomatopoeia)

realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding

instantly recognize an increasing bank of high frequency and high - interest word, characters or symbols (fryList)

use familiar aspects of written language with increasing confidence and accuracy, for eg spelling patterns, high frequency words, high interest words

understand and use specific vocabulary to suit different purposes

discuss their own feelings in response to visual messages; listen to other responses, realizing that people react differently

use reference books, dictionaries and computer and web based applications with increasing independence and responsibility

proofread their own writing and make some corrections and improvements

listen reflectively to stories read aloud in order to identify story structures and ideas

explain how relevant personal experiences can add to the meaning of a selected film/movie; write and illustrate a personal response

recognize and understand figurative language- (Revise Simile, Alliteration, Onomatopoeia and introduction to Personification)

with teacher guidance, publish written work, in handwritten form or in digital format

retell familiar stories in sequence

discuss their own experiences and relate them to fiction and non fiction texts (self to text)

participate in teacher conferences with teachers recording progress and noting new learning goals; self-monitor and take responsibility for improvement

anticipate and predict when listening to text read aloud

understand that stories have a plot; identify the main idea; discuss and outline the sequence of events leading to the final outcome

use increasingly accurate grammatical constructs.

pick out main events and relevant points in oral texts

discuss personality and behaviour of story book characters, commenting on reasons why they might react in particular ways

use appropriate punctuation to support meaning

listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail

begin to understand that Language use is influenced by its purpose & the audience

use language for a variety of personal purposes eg. Invitation PIE: Persuade, Inform, Entertain

recognize patterns in language(s) of instruction and use increasingly accurate grammar

Math

Strand: Numbers

Strand: Measurement

Strand: Patterns and Functions

Strand: Shape and Space

Strand: Data Handling

read, write and model whole numbers from 9,999 to 9,99,999

understand the need and use of standard units of measurement to measure length/distance, mass, capacity, money (currency), time and temperature

understand the commutative property and associative property of addition and multiplication e.g. 4x5= 5x4 and 2x(3x4) = (2x3)x4

understand the meaning of Point, line, line segment and how to identify the same in their surroundings

understand and use these terms in context of survey - purpose, population, sample, sample size etc

identify the number's place and its value

estimate measurement of length, mass and capacity with fair accuracy. (capacity – milliliters and liters; temperature – Celsius and Fahrenheit (Centigrade is the old name for Celsius); Length/Distance - centimeters, meters and kilometers; mass - grams and kilograms.

understand the inverse relationship between multiplication and division

understand the relationship between point,ray, line segment & the difference between them

assign numbers to words - impossible = 0, likely = 1/2 or 0.5, certain = 1

read and write the number names from 9,999 to 9,99,999

apply their understanding of standard units of measurement to solve problems in real life situations

understand the concept of multiplication is repeated addition

understand the concept of division is repeated subtraction of the same number.

identify lines of reflective symmetry

recognize and explain simple symmetrical designs in the environment

understand that the results will be better if asked from more people

read and write the number in its expanded form

derive the formulas for length, mass and capacity, e.g 1m = 100cm , 1l = 1000ml , 1 kg = 1000 grams

skip counting and even numbers (identification of numbers as even or odd)

understand rotational symmetry (A shape has Rotational Symmetry when it still looks the same after a rotation (of less than one full turn) (Order 1 = no rotational symmetry; Order 2 or above = have rotational symmetry)

create dichotomous, multiple choice, continuum / rating and open-ended survey questions to collect information

read, write, compare and order numbers up to lakh (place value, missing numbers, preceding and succeeding numbers, greater than/less than, ascending and descending order, odd/even number, skip counting)

select appropriate tools and units of measurement

identify patterns in a 100 grid by shading all multiples of 2, multiples of 3 etc.

understand that lines and axis of reflective and rotational symmetry assist with the construction of shapes

create 3-5 good survey questions

(check for survey question errors and improve them)

use contextual situations to apply an approximation to nearest 10's, 100's & 1000's

read and write digital and analogue time on 12-hour and 24-hour clocks.

understand tessellation patterns (A tessellation of a flat surface is the tiling of a plane using one or more geometric shapes, called tiles, with no overlaps and no gaps)

gather information using tally marks and record responses in the frequency table

recall multiplication tables up to 10 (11 and 12 will be done in grade 3)

use measures of time to assist with problem solving in real-life situations.

represent data using a bar graph

revise multiplication sums (1 x 1 digit) followed by the introduction of multiplying numbers 2 x 1 digit, 2 x 2 digits, 3 x 1 digit & 3 x 2 digits

understand that a bar graph is useful for comparing things between different groups at a given point in time or to track changes over time. However, when trying to measure change over time, bar graphs are best when the changes are larger

solve multiplication sums up to 3 digit by 2 digit multiplier (456 X 34) using area method, partial product method and traditional method

understand that a line graph is used to track changes over short and long periods of time. When smaller changes exist, line graphs are better to use than bar graphs. Line graphs can also be used to compare changes over the same period of time for more than one group

apply multiplication skills in currency conversion. (Converting one form of currency into another country's usable currency.)

compare and contrast a more representative presentation of data from - tally marks / frequency table / numbers vs charts and graphs

use mathematical vocabulary like multiplicand, multiplier, product

are able to analyze graphs and make obvious inferences

(bar graph and line graph)

understand and use mathematical vocabulary like prime & composite numbers

are able to conclude survey

understand the concept of division is repeated subtraction of the same number. (Pattern & function)

understand etiquette for conducting surveys - being patient, respecting others' time by taking appointment and showing up on time

solve division sums 3-4 digit dividend by 2 digit divisor

use mental and written strategies for multiplication and division number in real life situations

apply multiplication & division skills in real life problem solving contexts. e.g Planning for a fun fair, Shopping, planning for an event for a family etc.

select an effective method for solving a problem, for example, mental estimation or by using mental or written strategies

factors and multiples

divisibility Rule 2, 3, 5, 10

Hindi

Oral - Listening and Speaking

Visual - Viewing and Presenting

Written Language - Reading

Written Language - Writing

participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems

realize that visual information reflects and contributes to the understanding of context

read texts at an appropriate level, independently, confidently and with good understanding

demonstrate an awareness of the conventions of written text, for example, sequence, spacing, directionality

follow multi-step directions

use actions and body language to reinforce and add meaning to oral presentations

participate in guided reading situations, observing and applying reading behaviours and interacting effectively with the group

enjoy writing and value their own efforts

listen attentively and speak appropriately in small and large group interaction

view, respond to and describe visual information, communicating understanding in oral, written and visual form

listen attentively and respond actively to read- aloud situations; make predictions, anticipate possible outcomes

use knowledge of written code patterns to accurately spell high-frequency and familiar words

express thoughts, ideas and opinions and discuss them, respecting contributions from others

participate in learning engagements involving reading aloud—taking roles and reading dialogue, repeating refrains from familiar stories, reciting poems

participate in shared and guided writing observing the teacher's model, asking questions and offering suggestions

listen appreciatively and responsively, presenting their own point of view and respecting the views of others.

discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways

proofread their own writing and make some corrections and improvements

understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations

read and understand the meaning of self-selected and teacher-selected texts at an appropriate level

with teacher guidance, publish written work, in handwritten form or in digital format

use language to explain inquire & compare

use feedback from teachers and other students to improve their writing

listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail

organize ideas in a logical sequence

pick out main events and relevant points in oral texts

anticipate and predict when listening to text read aloud

begin to understand that language use is influenced by its purpose and the audience

understand and use specific vocabulary to suit different purposes

recognize that different forms of grammar are used in different contexts

recognize patterns in language(s) of instruction and use increasingly accurate grammar

Gujarati

Oral - Listening and Speaking

Visual - Viewing and Presenting

Written Language - Reading

Written Language - Writing

Standard Level

AB Initio

Standard Level

AB Initio

Standard Level

AB Initio

Standard Level

AB Initio

listen attentively and speak appropriately in small and large group interactions

use language to express their needs, express feelings and opinions

attend to visual information showing understanding through discussion, role play, illustration

discuss personal experiences that connect with visual images

understand sound–symbol relationships and apply reliable phonetic strategies when decoding print

understand sound-symbol relationships and recognize familiar sounds/symbols/words of the language community

show an awareness of sound–symbol relationships and begin to recognize the way that some familiar sounds can be recorded

show an awareness of sound–symbol relationships and begin to recognize the way that some familiar sounds can be recorded

listen and respond in small or         

large groups for increasing

periods of time

understand and use specific vocabulary to suit different purposes

Discuss personal experiences that connect with visual images

use body language in mime and role play to communicate ideas and feelings visually

wonder about texts and ask questions to try to understand what the author is saying to the reader

make connections between personal experience and storybook characters

write their own name independently

show an awareness of sound-symbol relationship and is able to write legibly

listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail

retell familiar stories in sequence

use body language in mime and role play to communicate ideas and feelings visually

view visual information and show understanding by asking relevant questions and discussing possible meaning

participate in shared reading, posing and responding to questions and joining in the refrains

join in with chants, poems, songs, word games and clapping games, gaining familiarity with the sounds and patterns of the language of instruction

show an awareness of sound-symbol relationship and is able to write legibly

retell familiar stories in sequence

follow multi-step directions.

listen attentively and respond actively to read- aloud situations; make predictions, anticipate possible outcomes

show curiosity and ask questions about the pictures or text

begin to discriminate between letters/characters, numbers and Symbols

pick out main events and relevant points in oral texts

listen and respond in small or         

large groups for increasing

periods of time

join in with chants, poems, songs, word games and clapping games, gaining familiarity with the sounds and patterns of the language of instruction

use oral language to communicate during classroom activities, conversations and imaginative play.

listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail

understand and use specific vocabulary to suit different purposes

use oral language to communicate during classroom activities, conversations and imaginative play.

follow multi-step directions.

Arts - Visual Arts

Responding

Creating

identify the stages of their own and others’ creative processes.

identify, plan and make specific choices of materials, tools and processes.

sharpen their powers of observation

engage with, and enjoy a variety of visual arts experiences

use appropriate terminology to discuss artwork.

combine a variety of formal elements to communicate ideas, feelings and/or experiences (Integrated with TDT HWEO)

create artwork in response to a variety of stimuli (integrated with the TDT HWEO)

demonstrate control of tools, materials and processes

express opinions about an artwork

take responsibility for the

care of tools and materials

take responsibility for their own and others’ safety in the working environment

Arts - Drama

Responding

Creating

talk about ideas and feelings in response to dramatic performances (HWEO)

develop the ability to cooperate and communicate with others in creating drama (Integrated with TDT HWEO) (Imagination)

use drama performance to tell stories about people and events from various cultures.

engage in imaginative play using a range of stimuli (HWEO)

realize that dramatic conventions are used to craft performance

use performance as a problem-solving tool (HWEO)

describe and evaluate the learning and understandings developed through their exploration of drama

make use of simple performance conventions to share ideas (Integrated with the TDT HWEO)

identify with characters through role-play development

work individually or in groups with confidence

value and develop imaginary roles or situation (HWEO)

create roles in response to props, set and costume

Arts - Music

Responding

Creating

sing with accuracy and control focusing awareness on the musical elements

deliver a musical message to different audiences (for example, peace message to parents, kindergarten children, friends)

share performances with each other and give constructive criticism

explore sound as a means of expressing imaginative ideas (Imagination)

explore individually or collectively a musical response to a narrated story (Imagination)

express themselves as individuals through musical composition (Body system)

explore body and untuned percussion instrument sounds (Imagination)

create their own basic musical instruments ( Imagination)

use vocal sounds, rhythms and instruments to express feelings or ideas

use vocal sounds, rhythms and instruments to express feelings or ideas

Recreate sounds from familiar experiences

collaboratively create a musical sequence using known musical elements (for example, rhythm, melody, contrast)

read and write music using non-traditional notation.

PSPE

Identity

examine possible strategies to deal with change , including thinking flexibly and reaching out to seek help.

describe how personal growth has resulted in new skills and abilities.

express hopes , goals and aspirations.

Active Living

reflect on the interaction between body systems during exercise.

identify some of the effects of different physical activity on the body.

demonstrate greater body control when performing movements.

explore different movements that can be linked to create sequences.

reflect upon aesthetic value of movement and movement sequence.

Interaction

Recognize the different group roles and responsibilities.

Assume responsibility for a role in a group.