Term Outline


Grade 3 Term I outline 2019-2020


Language Arts 

(Ms. Steinburg) 


Language Arts is the root of a student's development in areas of social, emotional, intellectual and academic growth. When students have well-developed language arts skills, they have the core tools required to be successful in all other areas of academic and professional growth. 


Students will continue to practice previously taught skills while learning to expand their library of knowledge within the language arts program. There are five curriculum components grade 3 students will focus on: Reading, Writing, Oral Communication, Printing, Spelling and Grammar.  


Oral Communication: opportunities to demonstrate oral language skills occur on a daily basis through participation, instructions given, during project-based learning and responding appropriately with well thought out questions and/or responses to classmates’ presentations/answers. 


Reading: Students will continue with strategies learned from previous grades to review and become experts (Read aloud, shared reading, guided reading, independent reading).

Students will also focus on how to be effective readers. The focus is to guide students through a variety of texts and explore these texts through modelled, guided and independent discovery so that students build the tools needed to successfully make connections in additional areas of social and academic growth. 


 Novel Study:

Students will complete two novel studies over the course of the school year. The first will be a class novel study. All students will read Charlotte’s Web by E.B. White. Students will be asked to complete a series of questions, worksheets and group discussions about basic facts and messages being presented. Students will also be asked to make connections to other areas of academics as well as text to world connections to support a wider range of understanding.  On top of developing basic skills, students will take on different roles throughout the novel (ie. Inference, visualizer, foreshadowing, making connections, word detective etc) to help gain a better understanding of the content presented in the novel. 



 Students will work through a variety of small written projects to practice and develop effective writing tools. These projects will be focused on journalism, poetry and persuasive writing. Students will also learn to properly and effectively edit their work. Editing practice will be assisted with the Standards Based Editing workbook and their own written work. Students will work as a class, in small groups, rotate through centers and spend independent time practicing editing skills in a variety of different ways.  



Each student will have a Handwriting Without Tears workbook that will be used to teach and model proper formation and construction of letters. Students will focus on several components of printing, including writing posture, letter formation, letter sizes, spatial relationships, likenesses and differences, fine motor co‐ordination and left to right progression. Students will also engage in center rotation with multiple different ways to practice their handwriting skills using materials commonly found in daily life (outside of the typical classroom) 


Spelling: Students will have weekly spelling words that are practiced as a class and sent home for homework. Students will also have the opportunity to practice their spelling words during center-based learning in a variety of different ways. (hands on manipulation, printing, visualization, using within sentences etc). Additionally, students will partake in Wordly Wise 3000 to enhance and support their development of spelling properly.  


Grammar: Students will explore grammar structure through the daily use of Spectrum Language Arts Program and other in class grammar resources and activities. Students grammar practice and development will also be done during spelling practice.  


Media Literacy:

This topic will be integrated in all areas of the language arts curriculum as additional viewpoints, perspectives, and platforms of communication. Students will also engage and explore how media literacy became such a large platform of today’s century.


(Mrs. Wilson) 

Saxon math

At Glenn Arbour Academy, the students use the Saxon Math program as a way to harness their mathematical skills. Throughout the year we will touch on all five math strands (number sense and numeration, probability, geometry and spatial sense, patterning and algebra, and measurement). 


Unlike many math programs, Saxon math continuously touches on all five strands throughout the year to ensure retention and understanding. 


Ways we learn 


Lesson: The class will participate in learning activities, games, and inquiry to assist with the understanding and growth of knowledge on one or more mathematical concepts. 


Guided class practice: This is work that will be completed during class time and allow for further understanding. This gives students a chance to ensure they understand the concepts prior to completing homework. 


Homework: The backside of Saxon worksheets or additional math sheets will be sent home for homework Monday to Thursday of each week. 


Assessment: Every Friday students will complete a math assessment that will be sent home for parent viewing. This is an excellent way to observe progress and for the students to put what they’ve learned into action. 


Word problems: A minimum of once a week the students will complete a word problem worksheet to ensure this mathematical skill is developed. 

Math facts: Throughout the week, students will be given math sheets that focus on addition, subtraction, multiplication and division. Additionally, the students will be sent home with their math practice games monthly. These are not compulsory; however, are great extra practice.  


(Mrs. Wilson) 

Growth and changes in plants: Students will explore the characteristics and needs of plants. Through observation and discussion, students will learn how plants are an important part of our daily life. Additionally, they’ll learn about humanity’s negative impact on the environment. 


Strong and stable structures: Students will learn about the structures that both people and animals build. By the end of term, students will be able to distinguish what makes a strong and stable structure. 

Social Studies 

(Ms. Steinburg) 


 Students will explore who they are, where they come from, where they belong and how they contribute to the society in which they live. Students will be given the opportunity to explore factual information and practice the inquiry process. Students will develop and acquire skills to empower them to think critically, solve problems, draw informed conclusions and effectively communicate their ideas. 


Canada & Beyond: Communities in Canada 1780-1850 

Students will explore life before their time. They will learn what it is like to be a settler, about Anishinaabe, Metis and First Nations communities and how much our past has shaped and influenced our present. Students will discover why we are proud to be Canadian through the use of the Canada & Beyond: Communities in Canada 1780-1850 text and other teaching resources. 


(Mrs. Grovum) 

The Grade 3 program will focus on the aural and oral development in the French language with increased exposure to guided reading and written expression.  Students will build on reading words from previous years and will be introduced to new blends. Students will be introduced to theme vocabulary: Halloween, Thanksgiving, Christmas as well as the French names for house vocabulary.  They will also learn the structure for writing and speaking closed questions in French and will continue with regular verb conjugations in the present tense (ER, IR). Students will learn through song, poetry, guided group reading and learning centres and written activities.

Physical Education 

(Mr. Fretz) 

In term one physical education, students will focus on activities and games to promote and develop
movement skills and concepts as well as encourage independence and group teamwork.
The fundamental movement skills will relate to stability, locomotion, and manipulation. Students will
take part in organized games and sports to develop and increase their body awareness, spatial
awareness, movement direction(e.g., forward, backwards, sideways, diagonal, up, down, left, right),
level (e.g., high, medium, low), pathway (e.g., zigzag, straight, curved, wavy), plane (e.g., frontal,
horizontal, vertical, sagittal) and extensions (e.g., near, far).
In term one, students will be participating in many kinds of group organized games including unique
games played around the world. Students will also develop soccer, cross country, ultimate frisbee and
european handball skills.


(Mr. Poaps) 

Students will continue to develop rhythmic skills through learning more complex rhythms. Students will start playing the recorder and work to obtain a solid, full tone on their instruments through playing in the classroom ensemble and through personal practice. Students will learn the role of a time signature and the effect it has on the music being played. Students will learn how to visually identify intervals and how to identify select intervals through listening. Students will prepare their song for the winter concert. Students will learn what various musical symbols mean and how they affect the music being played. 


(Mr. Poaps)



(Ms. James) 

Visual Arts in the primary grades will focus on exploration of the self, family, personal experiences, and the world. Through exploration, students will begin to develop and build on their creative and critical thinking processes.This term will focus on: 


Pop Art - Andy Warhol. Focus on contour lines, variations of colour and use of mixed media.


Pointillism - George Seurat. Students will be assessed  on technique and proper use of media. 

Media Arts 

(Mrs. Becke) 

In Term I, Grade 3 students will focus on the following concepts in Media Arts:

  • Review: Media Arts Centre (MAC) rules and routines, and how to use the Destiny programme.

  • Review: Destiny: Discovery programme, and learning how to use features such as refining searches, adding favourites, and more.

  • Mini book collection research project (details to be provided)

  • Settings in Fiction (identification, creation and more)


(Mr. Fretz) 

During the first term students will focus on two of the four Grade 3 health units; Healthy Eating and Personal Safety/Injury Prevention.

During the Healthy Eating unit, students will learn about the origins of food and how where it comes from can affect its nutritional value. Students will learn about different cultural foods and how our foods impact our environments. Students will also build on their knowledge of oral health.

During the Personal Safety/Injury Prevention unit, students will focus on learning about the differences between healthy and unhealthy relationships. They will also learn about the differing consequences between real and fictional violence.


(Ms. Togneri)