B3.2. Grammar
Grammar refers to the set of rules and principles that govern the structure of language, including how words are used, combined, and ordered to form sentences. Understanding of grammar is important for both reading and writing. Knowing grammar helps us construct sentences that are clear, coherent, and grammatically correct, which enhances our ability to convey ideas accurately in writing. When reading, understanding grammar allows us to interpret the meaning of sentences and comprehend written texts more easily. Overall, grammar serves as the foundation for both written expression and comprehension, enabling effective communication in all aspects of literacy.
When teaching grammar and syntax, the goal should always be to focus on the function of words in sentences, not on labelling the parts.
“Rather than memorizing the labels for words in sentences (ie., parts of speech or sentence types) with little consideration to meaning making, the activities should promote an approach that places emphasis on the word function, which holds greater promise for making grammar stick.”
(Syntax: Knowledge to Practice, Gillis & Eberhardt p.9)
During Grade 2, the focus was on:
Nouns
- Abstract, an idea or quality instead of something concrete (e.g. peace, joy, imagination, reconciliation)
- Collective, referring to a collection of things (e.g. fleet, bunch, cluster, batch)
Personal pronouns
- Subject (e.g. you, he, she, it, they, we)
- Object, the who or what that the subject does something to (e.g. you, her, him, it, them, us)
- Possessive (e.g. my, mine; your, yours; their, theirs; our, ours)
Adjectives
- Comparative, comparing one thing to another (e.g. She is younger than her brother.)
- Superlative, describing the most or least (e.g. They use the smallest bag to carry their groceries.)
- Conjunctions
Coordinating, joining two independent clauses (e.g. Karim can be a plumber, or he can be a welder.) - Subordinating, joining an independent clause and a dependent clause (e.g. You need to walk slowly because you may fall on the ice.)
Forms of the verb “to be”
- e.g. am, are, be, was, being)
Recognition of the words that adverbs modify
- e.g. The principal spoke calmly during the meeting.
New for Grade 3:
In addition to continued consolidation of the skills listed in Grade 1 and Grade 2, in Grade 3 students get initial explicit instruction in:
- Possessive nouns (e.g., women’s, man’s, students’)
- Linking verbs (e.g., to be, to become, to seem)
- Progressive tense (e.g., He was writing an email when the phone rang.)
- Interrogative adjectives (e.g., what, which, whose)
- Prepositions (e.g., in, at, on, in front of, next to)
- Interjections (e.g., wow, hey ouch)
Note: This is not an exhaustive list of all expectations in this strand. For a more detailed view, please see the official Ontario curriculum.
Further Reading
- See Further Readings in B3. Language Conventions
Suggested Resources
See Suggested Resources in B3. Language Conventions
