Language Document link
READING
The Reading strand has four overall expectations, as follows:
Students will:
  •  read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;
  • recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; 
  • use knowledge of words to read fluently;
  • reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. 


WRITING
The Writing strand has four overall expectations, as follows;

Students will:
  • generate, gather, and organize ideas and information to write for an intended purpose and audience;
  • draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience; 
  • use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
  • reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process. 

ORAL COMMUNICATION
The Oral Communication strand has three overall expectations, as follows:

Students will:
  • listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
  • use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
  • reflect on and identify their strengths as listeners and speakers, areas for improvement,and the strategies they found most helpful in oral communication situations.

MEDIA LITERACY
The Media Literacy strand has four overall expectations, as follows;

Students will:
  • demonstrate an understanding of a variety of media texts;
  • identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
  • create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
  • reflect on and identify their strengths, areas for improvement, and the strategies they found most helpful in understanding and creating media texts




“One can’t believe impossible things.”
“I daresay you haven’t had much practice,” said the Queen.  “When I was your age I always did it for half-an-hour a day.  Why, sometimes I’ve believed as many as six impossible things before breakfast.”
Lewis Carroll,  Alice’s Adventures in Wonderland

5 Components of Reading Instruction
* Phonemic Awareness - the ability to hear, identify, and manipulate individual sounds
(phonemes)in spoken words
* Phonics - the understanding that there is a predictable relationship between phonemes (the
sound of spoken language) and graphemes (the letters and spellings that represent those sounds)
* Vocabulary - refers to words individuals use when speaking, listening, reading, and writing;
and the words we must know to communicate effectively
* Comprehension - the construction of the meaning of a written text through a reciprocal
interchange of ideas between the reader and the message in a particular text
* Fluency - the ability to read a text with speed, accuracy and proper expression with
understanding

Read to Self: "The best way to become a better reader is to practice
each
day, with books you
choose, on your
just-right reading level. It soon becomes habit."
Read to Someone: "Reading to someone allows for more time to practice
strategies, helping you work
on fluency and
expression, check for understanding, hear your own voice,
and share in the learning community."
Listen to Reading: "We hear examples of good literature and
fluent
reading. We learn more words,
thus expanding our
vocabulary and becoming better readers."
Work with Words: "Correct spelling allows for more fluent writing,
thus
speeding up the ability to
write and get
thinking down on paper. This is an essential foundation of writers."
Work on Writing: "Just like reading, the best way to become a better
writer is to practice writing
each day."
The quotes above come from the book, written by "The Two Sisters" called THE DAILY 5.
Current Focus: 
Text Type:  Narrative
Writing Traits:  Ideas/Organization
Comprehension Strategies:  Sequencing (Retelling)

Grade 3/4 Writing Rubric
This is a copy of the rubric I will be using to mark your child's writing assignments this year. 
EQAO Reading Booklet
EQAO Language Answers
EQAO Answer key
BookFlix reading program - username: tdsb,  password: trillium

KidsSpace - Toronto Public Library

Tumblebooks

Storyline Online