GRADE 3 LONG RANGE PLANS
2013-2014
G. Bradshaw, M. Hoffman, T. Shklar
Month and
Character
Trait
September (Respect)
October (Responsibility)
November (Empathy)
Language
Arts
Reading:
 Introduction to a
variety of genres
 Short stories
 Reading
comprehension*
 Read aloud*
 Shared reading*
 Guided reading *
 DRA
*ongoing
December (Kindness/Caring)
January (Teamwork)
February (Fairness)
March (Honesty)
Reading:
 Reading text forms for a
specific purpose (e.g.
report writing)
 Identifying non-fiction
text features
 Research from a variety
of sources (e.g. books,
internet, articles)
April (Cooperation)
May (Integrity)
June (Perseverance)
Writing:
 Sentences*
 Narratives
 Journals*
 Paragraphs*
 Cursive*
 Spelling*
 Grammar*
 Punctuation*
Writing:
 Jot notes
 Report writing
 Editing
 Proofreading
 Letter writing
 Procedural writing
Writing:
 Poetry
 Persuasive writing
 Diary writing
 Drafting and revising
 Publishing to present
work effectively
Oral:
 Establish and practise
appropriate listening
and speaking skills
 Listen to understand
and respond
appropriately*
Oral:
 Oral presentations based
on research
 Responding to own and
other’s work through
appropriate questioning
and comments
Oral:
 Oral presentations in
role to own class and
other classes
 Reflect on and identify
strengths as listeners
and speakers
Media:
 Analyze and
demonstrate
understanding of a
variety of media texts
Media:
Media:
 Identify some media
 Create original media
forms and explain how
texts for different
the conventions are used
purposes and
to create meaning and
audiences
help understanding
 Respond to media
Reading:
 Inference skills
 Identifying points of
view
 Reading poetry
 Reflect on and identify
their strengths as
readers and areas for
improvement
These plans encompass an overview of the Grade 3 curriculum. Timelines are flexible, as is the method
of delivery amongst the Grade 3 classes.
Curriculum documents are available at http://www.edu.gov.on.ca
GRADE 3 LONG RANGE PLANS
2013-2014
G. Bradshaw, M. Hoffman, T. Shklar
Math
Data Management:
 Collect, organize and
display data in charts,
tables and graphs with
appropriate labels
 Interpret and draw
conclusions from data
presented
Patterning:
 Identify, describe,
extend and create
various patterns
 Create number
patterns involving
operations (+/-)
Number Sense:
 Read, represent,
compare and order
whole #s to 1000
 Compose and
decompose three-digit
numbers into
hundreds, tens, ones
 Solve number
problems involving
numbers up to 1000
Geometry – 2D:
 Compare and sort 2D
shapes according to
geometric properties
 Identify and compare
polygons
 Right angles, angles
greater and less than
right angles
 Rotations, reflections,
translations (slides,
flips, turns)
 Complete and describe
Number Sense:
 Addition and subtraction
problem solving
strategies
 Add and subtract single
and multi-digit whole
numbers using a variety
of strategies
 Identify and relate to
money
 Add and subtract money
amounts
Patterning:
 Demonstrate
understanding of
equality between pairs
of expressions
 Use the inverse
relationship between
addition and subtraction
to determine equality
 Properties of zero and 1
in multiplication
Measurement:
 Estimate, measure and
record mass and
capacity
 Compare, describe and
order objects using
standard units
 Kilogram and litre
Geometry – 3D:
 Identify common 3D
figures; sort and classify
these figures by their
geometric properties
 Describe relationships
between 2D and 3D
figures
Measurement:
 Tell time to the
nearest 5 minutes
 Estimate, read and
record temperature
 Identify benchmarks
for cold, cool, warm,
hot
 Solve problems
involving the
relationship between
hours and minutes
Probability:
 Predict and investigate
the frequency of a
specific outcome in a
simple experiment
 Demonstrate an
understanding of
fairness in a game and
relate to equally likely
outcome
Number Sense:
 Fractions –
determine the
relationship
between numbers
of fractional parts
of a whole
 Relating addition
and multiplication
Review
These plans encompass an overview of the Grade 3 curriculum. Timelines are flexible, as is the method
of delivery amongst the Grade 3 classes.
Curriculum documents are available at http://www.edu.gov.on.ca
GRADE 3 LONG RANGE PLANS
2013-2014
G. Bradshaw, M. Hoffman, T. Shklar
Science
Social
Studies
designs and pictures of
images with lines of
symmetry
Measurement:
 Estimate and measure
length, area and
perimeter
 Measuring using
standard units
 Describe relationship
betwee n size of unit
and units needed to
measure length
 Compare standard
units of length
Forces:
 Demonstrate an
understanding of how
forces cause
movement and
changes in movement
 Investigate devices that
use forces to create
controlled movement
Number Sense:
 Solve problems using
multiplication and
division
Mapping:
 Make and use maps
containing the
necessary elements of
title, scale, symbols,
legend and cardinal
directions
 Identify major
landform regions in
Ontario and describe
what makes them
unique
Urban and Rural
Communities:
 Identify and compare
features of urban and
rural communities
 Compare aspects of land
use in two or more
municipalities; describe
major types of land use
and how they address
human needs and wants
 Use a variety of tools to
Structures and Stability:
 Demonstrate an
understanding of
structure, strength and
stability
 Investigate strong and
stable structures
Plants and Soils:
 Investigate the
composition and
characteristics of
different soils,
including soil layers
 Assess ways human
activity impacts
plants/plant habitats
 Investigate
characteristics of
plants
Pioneers:
 Describe the
communities of the
early settlers and First
Nations peoples
 Compare aspects of
life in early settler and
present-day
communities
These plans encompass an overview of the Grade 3 curriculum. Timelines are flexible, as is the method
of delivery amongst the Grade 3 classes.
Curriculum documents are available at http://www.edu.gov.on.ca
GRADE 3 LONG RANGE PLANS
2013-2014
G. Bradshaw, M. Hoffman, T. Shklar
gather information
about urban and rural
communities
Drama
(ongoing)

Visual Arts
(ongoing)

Representing a variety
of situations through
role play and
movement
Identify the elements
of design and produce
two- and threedimensional works that
communicate
thoughts, feelings and
experiences
These plans encompass an overview of the Grade 3 curriculum. Timelines are flexible, as is the method
of delivery amongst the Grade 3 classes.
Curriculum documents are available at http://www.edu.gov.on.ca