LANGUAGE ARTS - Curriculum and Instruction

COMMONWEALTH OF THE BAHAMAS

MINISTRY OF EDUCATION AND TECHNICAL AND VOCATIONAL TRAINING

LANGUAGE ARTS

CURRICULUM GUIDELINES

GRADE 3

2022-2027

1

TABLE OF CONTENTS

Page

Preface---------------------------------------------------------------------------------------------------------------------------------Acknowledgements----------------------------------------------------------------------------------------------------------------Vision, Mission and Belief Statements -------------------------------------------------------------------------------------Belief Statements-------------------------------------------------------------------------------------------------------------------Profile of the Ideal Graduate----------------------------------------------------------------------------------------------------Rationale-------------------------------------------------------------------------------------------------------------------------------Definition of Terms ----------------------------------------------------------------------------------------------------------------Overarching Goals and Sub-Goals -------------------------------------------------------------------------------------------Standards and Benchmarks-----------------------------------------------------------------------------------------------------Teaching from the Language Arts Curriculum -----------------------------------------------------------------------------Scope and Sequence ----------------------------------------------------------------------------------------------------------------Summary of Language Arts Topics---------------------------------------------------------------------------------------------Scope of Work---------------------------------------------------------------------------------------------------------------------------

Listening and Speaking-------------------------------------------------------------------------------------------------------Phonemic Awareness---------------------------------------------------------------------------------------------------------Phonics/Spelling----------------------------------------------------------------------------------------------------------------Fluency---------------------------------------------------------------------------------------------------------------------------Comprehension/Literature----------------------------------------------------------------------------------------------------Handwriting-----------------------------------------------------------------------------------------------------------------------Grammar and Usage-----------------------------------------------------------------------------------------------------------

4 5-6 7 8 9 10 11 12 13-19 20-22 23-38 39-45 46-185 47-59 60-66 67-87 88-89 90-114 115-128 129-162

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Written Composition-----------------------------------------------------------------------------------------------------------Appendices

Language Arts Instructional Periods----------------------------------------------------------------------------------------The Reading Block and Useful Information about the Teaching of Reading-------------------------------------Important Phonics Rules-------------------------------------------------------------------------------------------------------Silent Consonants---------------------------------------------------------------------------------------------------------------Vowel Generalizations---------------------------------------------------------------------------------------------------------Consonant Blends and Digraphs--------------------------------------------------------------------------------------------Common Rimes or Word Families------------------------------------------------------------------------------------------Commonly Mispronounced Words------------------------------------------------------------------------------------------Grade 3 Word List---------------------------------------------------------------------------------------------------------------My Spelling Graph---------------------------------------------------------------------------------------------------------------Word Map-------------------------------------------------------------------------------------------------------------------------List of Homophones-------------------------------------------------------------------------------------------------------------List of Homonyms---------------------------------------------------------------------------------------------------------------List of Common Compound Words-----------------------------------------------------------------------------------------List of Contractions--------------------------------------------------------------------------------------------------------------D'Nealian Manuscript Handwriting Pattern--------------------------------------------------------------------------------D'Nealian Cursive Handwriting Pattern------------------------------------------------------------------------------------Writing Instruction---------------------------------------------------------------------------------------------------------------Useful Websites, Webpages and Links------------------------------------------------------------------------------------General Accommodations and Modifications for Students with Academic Difficulties-------------------------Websites for Information and Resources Related to Accommodations and Modifications-------------------Bibliography-----------------------------------------------------------------------------------------------------------------------------

163-185 186-221

187 188-190

191 192 193 193 194-195 196 197-202 203 204 205 206 207 208 209 210 211-215 216-218 219-220 221 222-225

3 Bahamas Ministry of Education ? Grade 3 Primary Language Arts Curriculum 2022-2027

PREFACE

To assist with the framing of the new Primary Language Arts Curriculum, several strategies were employed. The process began with a review of curriculum documents that were produced in various jurisdictions. These countries included Jamaica, the United Kingdom, the United States (Florida, Arizona, Illinois) Canada and The Bahamas (1982 and 1999 guides). The documents from these countries were examined to determine the composition of the curriculum teams, their rationale and philosophy, the level of integration of sub-goals, the design or format used for the Scope and Sequence as well as the Scope of Work. During the actual writing of the curriculum, additional documents from Scotland, South Africa and several other countries were referenced, in addition to the standards for the National Council for the Teachers of English and the Ministry of Education's Draft Standards and Benchmarks produced in 2001 by Dr. Linda Davis.

Opportunities were also provided for local stakeholders to provide input. Surveys were conducted with teachers throughout The Bahamas to ascertain what they wanted included in the new guides. A total of one hundred and sixteen teachers throughout The Bahamas responded. Discussions were also held with three classes of students in order to get their feedback on what they wanted to learn about and the types of learning activities that they enjoyed. Additionally, a focus group was conducted with members from the community that included business owners, parents and those who interact with students in after school clubs and sports.

This document was completed with the assistance of two sets of teams that operated several years apart. The core team consisted of seven primary teachers, one preschool teacher and a high school teacher. Also, providing feedback were representatives from the University of The Bahamas and the Ministry of Education's Examinations and Assessment Section. Opportunities were also provided for several of the Family Island teachers to submit content and activities through the Education Officers on their islands.

It is expected that, because of the comprehensive nature of the document, teachers will be able to spend less time engaged in research and lesson planning and more time focused on differentiating instruction in order to meet the needs of their students.

4 Bahamas Ministry of Education ? Grade 3 Primary Language Arts Curriculum 2022-2027

ACKNOWLEDGEMENTS

The revision of the 2022-2027 Curriculum Guidelines would not have been possible without the hard work and dedication of a number of committed teachers, officers, administrators, and community stakeholders. The Language Arts Unit is especially grateful to the Curriculum Team members who worked long hours to ensure that this document was completed. Special acknowledgement is given to the late Verona Seymour, who served as an Assistant Director of Education for the Primary Curriculum Section before she retired. She was an excellent Language Arts teacher, an outstanding Language Arts Officer, and a wise and supportive supervisor.

Department of Education

Vanria L. Jack, Actg. Assistant Director of Education Gwendelene Conliffe, Education Officer Yienderia Martin, Education Officer Ingrid Johnson, Education Officer

Original Core Team Members Dr. Sharmane C. Miller, Team Leader

Janatha Johnson Latia Johnson

Marjorie Pennerman Mary J. Roberts Yolanda Rolle Victoria Russell Tossie Strachan

5 Bahamas Ministry of Education ? Grade 3 Primary Language Arts Curriculum 2022-2027

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