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• The Canadian Spelling Program 2.1 Grade 3 Answers Pdf
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3rd Grade Spelling Units (Level C) On this page, you'll find links to all units in the STW 3rd Grade (Level C) spelling curriculum. There are 30 units, each of which has a printable spelling list, several worksheets, ABC order activities, and assessment resources. 3rd Grade Master Spelling List (36 weeks/6 pages) Download Master Spelling List (PDF) This master list includes 36 weeks of spelling lists, and covers sight words, academic words, and 3rd grade level appropriate patterns for words, focusing on word families, prefixes/suffixes, homophones, compound words, word roots/origins and more.

1. The updated electronic version of The Ontario Curriculum, Grades 1-8: Science and Technology, 2007 includes the glossary, omitted from the previously posted version. Please note that this update also includes a revision in the Achievement Chart category 'Thinking and Investigation' and reflects factual corrections in some expectations.
2. Free grammar worksheets for grade 1, grade 2 and grade 3, organized by subject. Nouns, adjectives, verbs, adverbs and articles. No login required.
3. STD L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. CKLA Goal(s) Spell and write one-syllable words using the letter-sound correspondences taught in Grade 1, using the Individual Code Chart as needed CKLA Goal(s) Spell and write high-frequency Tricky Words.

The Canadian Spelling Program 2.1 Grade 3 Answers Pdf

The Canadian Spelling Program 2.1 Grade 3 Answers Free

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and knowhow to translate them into
spoken language by using phonics, syllabication, and wordparts. They apply this knowledge to achieve fluent oral
and silent reading.
Decoding and Word Recognition
1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowelspellings) when reading.
1.2 Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonant-vowel = su/per;
vowel-consonant/consonant-vowel = sup/per).
1.3 Decode two-syllable nonsense words and regular multisyllable words.
1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.).
1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/flies, wife/wives).
1.6 Read aloud fluently and accurately and with appropriate intonation and expression.Vocabulary and
Concept Development
1.7 Understand and explain common antonyms and synonyms.
1.8 Use knowledge of individual words in unknown compound words to predict theirmeaning.
1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, - ing, -ly).
1.10 Identify simple multiple-meaning words.

2.0 Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon avariety of comprehension
strategies as needed (e.g., generating and responding toessential questions, making predictions, comparing
information from several sources).The selections in Recommended Readings in Literature, Kindergarten Through
Grade Eightillustrate the quality and complexity of the materials to be read by students. In additionto their regular
school reading, by grade four, students read one-half million words annually, including a good representation of
grade-level-appropriate narrative andexpository text (e.g., classic and contemporary literature, magazines, news-
papers, onlineinformation). In grade two, students continue to make progress toward this goal.
Structural Features of Informational Materials
2.1 Use titles, tables of contents, and chapter headings to locate information in expositorytext.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 State the purpose in reading (i.e., tell what information is sought).
2.3 Use knowledge of the author’s purpose(s) to comprehend informational text.
2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if,how).
2.5 Restate facts and details in the text to clarify and organize ideas.
2.6 Recognize cause-and-effect relationships in a text
. 2.7 Interpret information from diagrams, charts, and graphs.
2.8 Follow two-step written instructions.

3.0. Literary Response and Analysis
Students read and respond to a wide variety of significant works of children’s literature.They distinguish between the
structural features of the text and the literary terms orelements (e.g., theme, plot, setting, characters). The selections in
Recommended Readingsin Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the
materials to be read by students.
Narrative Analysis of Grade-Level-Appropriate Text
3.1 Compare and contrast plots, settings, and characters presented by different authors.
3.2 Generate alternative endings to plots and identify the reason or reasons for, and theimpact of, the alternatives.
3.3 Compare and contrast different versions of the same stories that reflect different cultures.
3.4 Identify the use of rhythm, rhyme, and alliteration in poetry.

WRITING

1.0 Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea.Their writing shows they
consider the audience and purpose. Students progress throughthe stages of the writing process (e.g., prewriting,
drafting, revising, editing successiveversions).
Organization and Focus
1.1 Group related ideas and maintain a consistent focus.
Penmanship
1.2 Create readable documents with legible handwriting.
Research
1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus,atlas).
Evaluation and Revision
1.4 Revise original drafts to improve sequence and provide more descriptive detail.

2.0 Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, andexperiences. Student writing
demonstrates a command of standard American Englishand the drafting, research, and organizational strategies
outlined in Writing Standard 1.0.
Using the writing strategies of grade two outlined in Writing Standard 1.0, students:
2.1 Write brief narratives based on their experiences:
a. Move through a logical sequence of events.
b. Describe the setting, characters, objects, and events in detail.
2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

The standards for written and oral English language conventions have been placedbetween those for writing and
for listening and speaking because these conventions areessential to both sets of skills.

1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriateto this grade level.
Sentence Structure
1.1 Distinguish between complete and incomplete sentences.
1.2 Recognize and use the correct word order in written sentences.
Grammar
1.3 Identify and correctly use various parts of speech, including nouns and verbs, in writingand speaking.
Punctuation
1.4 Use commas in the greeting and closure of a letter and with dates and items in a series.
1.5 Use quotation marks correctly.
Capitalization
1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings, monthsand days of the week,
and titles and initials of people.
Spelling
1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why).
1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.

LISTENING AND SPEAKING

1.0 Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speakin a manner that guides the
listener to understand important ideas by using properphrasing, pitch, and modulation.
Comprehension
1.1 Determine the purpose or purposes of listening (e.g., to obtain information, to solveproblems, for enjoyment).
1.2 Ask for clarification and explanation of stories and ideas.
1.3 Paraphrase information that has been shared orally by others.
1.4 Give and follow three- and four-step oral directions.
Organization and Delivery of Oral Communication
1.5 Organize presentations to maintain a clear focus.
1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informaldiscussion,
report to class).
1.7 Recount experiences in a logical sequence.
1.8 Retell stories, including characters, setting, and plot.
1.9 Report on a topic with supportive facts and details.

2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral presentations about familiar experiences orinterests that are organized
around a coherent thesis statement. Student speaking demonstratesa command of standard American English
and the organizational and deliverystrategies outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade two outlined in Listening and Speaking Standard1.0, students:
2.1 Recount experiences or present stories:
a. Move through a logical sequence of events.
b. Describe story elements (e.g., characters, plot, setting).
2.2 Report on a topic with facts and details, drawing from several sources of information.

By the end of grade two, students understand place value and number relationshipsin addition and subtraction, and
they use simple concepts of multiplication.They measure quantities with appropriate units. They classify shapes and
seerelationships among them by paying attention to their geometric attributes. Theycollect and analyze data and
verify the answers.

NUMBER SENSE

1.0 Students understand the relationship between numbers, quantities, and placevalue in whole
numbers up to 1,000:
1.1 Count, read, and write whole numbers to 1,000 and identify the place value foreach digit.
1.2 Use words, models, and expanded forms (e.g., 45 = 4 tens + 5) to represent numbers(to 1,000).
1.3 Order and compare whole numbers to 1,000 by using the symbols <, =, >.
2.0 Students estimate, calculate, and solve problems involving addition andsubtraction of
two-and three-digit numbers:
2.1 Understand and use the inverse relationship between addition and subtraction(e.g., an opposite number
sentence for 8 + 6 = 14 is 14 - 6 = 8) to solve problemsand check solutions.
2.2 Find the sum or difference of two whole numbers up to three digits long.
2.3 Use mental arithmetic to find the sum or difference of two two-digit numbers.
3.0 Students model and solve simple problems involving multiplication anddivision:
3.1 Use repeated addition, arrays, and counting by multiples to do multiplication.
3.2 Use repeated subtraction, equal sharing, and forming equal groups with remaindersto do division.
3.3 Know the multiplication tables of 2s, 5s, and 10s (to “times 10”) and commit themto memory.
4.0 Students understand that fractions and decimals may refer to parts of a set and
parts of a whole:
4.1 Recognize, name, and compare unit fractions from 1 /12 to 1 /2.
4.2 Recognize fractions of a whole and parts of a group (e.g., one-fourth of a pie, two-thirdsof 15 balls).
4.3 Know that when all fractional parts are included, such as four-fourths, the result isequal to the whole and
to one.
5.0 Students model and solve problems by representing, adding, and subtractingamounts
of money:
5.1 Solve problems using combinations of coins and bills.
5.2 Know and use the decimal notation and the dollar and cent symbols for money.
6.0 Students use estimation strategies in computation and problem solving thatinvolve
numbers that use the ones, tens, hundreds, and thousands places:
6.1 Recognize when an estimate is reasonable in measurements (e.g., closest inch).

ALGEBRA AND FUNCTIONS

1.0 Students model, represent, and interpret number relationships to create andsolve
problems involving addition and subtraction:
1.1 Use the commutative and associative rules to simplify mental calculations and tocheck results.
1.2 Relate problem situations to number sentences involving addition and subtraction.
1.3 Solve addition and subtraction problems by using data from simple charts, picturegraphs, and
number sentences.

MEASUREMENT AND GEOMETRY

1.0 Students understand that measurement is accomplished by identifying a unitof measure,
iterating (repeating) that unit, and comparing it to the item to bemeasured:
1.1 Measure the length of objects by iterating (repeating) a nonstandard or standardunit.
1.2 Use different units to measure the same object and predict whether the measurewill be greater or smaller
when a different unit is used.
1.3 Measure the length of an object to the nearest inch and/or centimeter.
1.4 Tell time to the nearest quarter hour and know relationships of time (e.g., minutesin an hour, days in a
month, weeks in a year).
1.5 Determine the duration of intervals of time in hours (e.g., 11:00 a.m. to 4:00 p.m.).
2.0 Students identify and describe the attributes of common figures in the planeand of
common objects in space:
2.1 Describe and classify plane and solid geometric shapes (e.g., circle, triangle, square,rectangle,sphere,
pyramid, cube, rectangular prism) according to the number andshape of faces, edges, and vertices.
2.2 Put shapes together and take them apart to form other shapes (e.g., two congruentright triangles can
be arranged to form a rectangle).

STATISTRICS, DATA ANALYSIS, AND PROBABILITY

1.0 Students collect numerical data and record, organize, display, and interpret thedata on
bar graphs and other representations:
1.1 Record numerical data in systematic ways, keeping track of what has been counted.
1.2 Represent the same data set in more than one way (e.g., bar graphs and charts withtallies).
1.3 Identify features of data sets (range and mode).
1.4 Ask and answer simple questions related to data representations.
2.0 Students demonstrate an understanding of patterns and how patterns growand describe
them in general ways:
2.1 Recognize, describe, and extend patterns and determine a next term in linearpatterns (e.g., 4, 8, 12 .Ê .Ê .Ê ;
the number of ears on one horse, two horses, threehorses, four horses).
2.2 Solve problems involving simple number patterns.

MATHEMATICAL REASONING

1.0 Students make decisions about how to set up a problem:
1.1 Determine the approach, materials, and strategies to be used.
1.2 Use tools, such as manipulatives or sketches, to model problems.
2.0 Students solve problems and justify their reasoning:
2.1 Defend the reasoning used and justify the procedures selected.
2.2 Make precise calculations and check the validity of the results in the context of theproblem.
3.0 Students note connections between one problem and another.

Students in grade two explore the lives of actual people who make a difference in theireveryday lives and learn the
stories of extraordinary people from history whoseachievements have touched them, directly or indirectly. The study
of contemporarypeople who supply goods and services aids in understanding the complex interdepen-dencein our
free-market system.
2.1 Students differentiate between things that happened long ago and thingsthat happened
yesterday.
1. Trace the history of a family through the use of primary and secondary sources,including artifacts, photographs,
interviews, and documents.
2. Compare and contrast their daily lives with those of their parents, grandparents,and/or guardians.
3. Place important events in their lives in the order in which they occurred (e.g., on atime line or storyboard).
2.2 Students demonstrate map skills by describing the absolute and relative locationsof
people, places, and environments.
1. Locate on a simple letter-number grid system the specific locations and geographicfeatures in their
neighborhood or community (e.g., map of the classroom, the school).
2. Label from memory a simple map of the North American continent, including thecountries, oceans,
Great Lakes, major rivers, and mountain ranges. Identify the essentialmap elements: title, legend, directional
indicator, scale, and date.
3. Locate on a map where their ancestors live(d), telling when the family moved to thelocal community and
how and why they made the trip.
4. Compare and contrast basic land use in urban, suburban, and rural environments inCalifornia.
2.3 Students explain governmental institutions and practices in the United Statesand
other countries.
1. Explain how the United States and other countries make laws, carry out laws, determinewhether laws have
been violated, and punish wrongdoers.
2. Describe the ways in which groups and nations interact with one another to try toresolve problems in such
areas as trade, cultural contacts, treaties, diplomacy, andmilitary force.
2.4 Students understand basic economic concepts and their individual roles in theeconomy
and demonstrate basic economic reasoning skills.
1. Describe food production and consumption long ago and today, including the roles offarmers, processors,
distributors, weather, and land and water resources.
2. Understand the role and interdependence of buyers (consumers) and sellers (produc-ers)of goods and services.
3. Understand how limits on resources affect production and consumption (what toproduce and what to consume).
2.5 Students understand the importance of individual action and character andexplain how
heroes from long ago and the recent past have made a difference inothers’ lives (e.g.,
from biographies of Abraham Lincoln, Louis Pasteur, SittingBull, George Washington
Carver, Marie Curie, Albert Einstein, Golda Meir,Jackie Robinson, Sally Ride).

The Canadian Spelling Program 2.1 Grade 3 Answers Pdf

PHYSICAL SCIENCES

1. The motion of objects can be observed and measured. As a basis for understanding
this concept:
a. Students know the position of an object can be described by locating it in relationto another object or to
the background.
b. Students know an object’s motion can be described by recording the change inposition of the object
over time.
c. Students know the way to change how something is moving is by giving it a pushor a pull. The size of
the change is related to the strength, or the amount of force,of the push or pull.
d. Students know tools and machines are used to apply pushes and pulls (forces) tomake things move.
e. Students know objects fall to the ground unless something holds them up.
f. Students know magnets can be used to make some objects move without beingtouched.
g. Students know sound is made by vibrating objects and can be described by itspitch and volume.

LIFE SCIENCES

2. Plants and animals have predictable life cycles. As a basis for understanding thisconcept:
a. Students know that organisms reproduce offspring of their own kind and that theoffspring resemble their
parents and one another.
b. Students know the sequential stages of life cycles are different for different animals,such as butterflies, frogs,
and mice.
c. Students know many characteristics of an organism are inherited from the parents.Some characteristics
are caused or influenced by the environment.
d. Students know there is variation among individuals of one kind within a population.
e. Students know light, gravity, touch, or environmental stress can affect the germination,growth, and develop-
ment of plants.
f. Students know flowers and fruits are associated with reproduction in plants.

Earth Sciences

3. Earth is made of materials that have distinct properties and provide resources forhuman
activities. As a basis for understanding this concept:
a. Students know how to compare the physical properties of different kinds of rocksand know that rock
is composed of different combinations of minerals.
b. Students know smaller rocks come from the breakage and weathering of largerrocks.
c. Students know that soil is made partly from weathered rock and partly fromorganic materials and that soils
differ in their color, texture, capacity to retainwater, and ability to support the growth of many kinds of plants.
d. Students know that fossils provide evidence about the plants and animals thatlived long ago and that scientists
learn about the past history of Earth by studyingfossils.
e. Students know rock, water, plants, and soil provide many resources, includingfood, fuel, and building materials,
that humans use.

The Canadian Spelling Program 2.1 Grade 3 Answers Key

INVESTIGATION AND EXPERIMENTATION

4. Scientific progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the content
in the other three strands, students should develop their own questions and perform
investigations. Students will:
a. Make predictions based on observed patterns and not random guessing.
b. Measure length, weight, temperature, and liquid volume with appropriate toolsand express those measurements
in standard metric system units.
c. Compare and sort common objects according to two or more physical attributes(e.g., color, shape, texture,
size, weight).
d. Write or draw descriptions of a sequence of steps, events, and observations.
e. Construct bar graphs to record data, using appropriately labeled axes.
f. Use magnifiers or microscopes to observe and draw descriptions of small objectsor small features of objects.
g. Follow oral instructions for a scientific investigation.

The Canadian Spelling Program 2.1 Grade 3 Answers

The Canadian Spelling Program 2.1 Grade 3 Answers 1 5