Apply Online click here

Primary Three


Teaching Literature during the third grade ensures that students gain adequate exposure to a range of texts and tasks. 

    In Primary Three, Students will:

  • Ask and answer such questions as who, what, where, when, why, and howto demonstrate understanding of key details in a text.
  • Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
  • Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
  • Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
  • Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
  • Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
  • Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
  • Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
  • By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    Informational text
    In Primary Three, Students will:
  • Ask and answer such questions as who, what, where, when, why, and howto demonstrate understanding of key details in a text.
  • Identify the main topic of a mult-iparagraph text as well as the focus of specific paragraphs within the text.
  • Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
  • Determine the meaning of words and phrases in a text relevant to a grade 2 topics or subject area.
  • Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
  • Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
  • Describe how reasons support specific points the author makes in a text.
  • Compare and contrast the most important points presented by two texts on the same topic.
  • By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Foundational Skills

Literacy instruction is focused on fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to understand texts across a range of types and disciplines. The Readers Workshop Model is the primary approach used throughout elementary literacy instruction. 

    In Primary Three, Students will:
  • Read with sufficient accuracy and fluency to support comprehension.
  • Know and apply grade-level phonics and word analysis skills in decoding words.
    Speaking & Listening
    In Primary Three, Students will:

  • Participate in collaborative conversations with diverse partners about grade 2 topics and textswith peers and adults in small and larger groups.
  • Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  • Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
  • Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  • Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
    In Primary Three, Students will:

  • Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
  • Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
  • Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
  • Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Course Book: Family and Friends
This course focuses on enabling the child to comprehend social English and daily use language, by implanting different vocabularies through several methods and in the same time, enhancing the children’s four lingual skills summed up as follows; Listening , Speaking , Reading and Writing. 

Scope and Sequence:

  1. Introducing Countries , Seasons, different weather conditions and feelings. Also, revising Simple Present Tense in all its forms.
  2. Weekend activities and hobbies and introducing children to ‘gerunds’ and using them with ‘like – love – hate’. On the same track revising demonstratives and Simple Present Tense with all spelling details.
  3. My things, Phrasal verbs and collections. Revising Possessive adjectives and Possessive‘s. From Grammar book, revising There is / are, Prepositions of place and ‘Can’ for permission and requests.
  4. Water sports and adjectives for describing places. Concerning Grammar Review; Progressive Present Tense in all its forms.
  5. Learning about animals at the Zoo and adjectives to describe emotions and things. Introducing kids to Simple Past Tense of ‘Verb to be’ in all its forms.
  6. Get to know about daily expressions and routine and time words. Introducing kids to Simple Past Tense of ‘Regular verbs’ and how to spell them. Introducing kids to Simple Past Tense of Irregular verbs.
  7. Identifying different places in town for hanging out time and also different performances. Grammar focus; Adverbs of Frequency and Prepositions of Time.
  8. Food types and different cuisine expressions. Grammar Focus; Countable and Uncountable nouns, ( a , an, some / any ).
  9. Describing places, countries and how to form a fact file about a country. Grammar Focus; Comparative and Superlative forms for short and long adjectives and children are taught how to differentiate between long and short adjectives.
  10. Learning about different vocabularies of the park and obligation verbs. Grammar Focus; Must / Mustn’t – Can / Can’t – Have to / Has to – Don’t have to / Doesn’t have to.
  11. Identifying different Means of Transport and prepositions of movement. Grammar Focus; Yes/ No questions and Wh. words questions.
  12. Learning adjectives to describe people through their external appearance and attitude or behavior. Grammar Focus; differentiating between How much and How many and asking about prices.

By the end of the year, Primary Three Students are expected to be able to do the following:

  1. Read perfectly well all kinds of words and be able to realize homophonic words and homographs, too.
  2. Be able to write their own essays and express themselves through writing.
  3. Express their needs and desires through more complicated sentences and form correct sent
  4. Give information about self and other.
  5. Raising self-esteem especially in speaking skills.

We would like to inform you that we enhance our course book with other books in an attempt of improving our kids’ skills through highlighting their potentials and dealing with them.

Thematic Units for Primary Three:

  1. Countries and Seasons
  2. Weekend activities & hobbies
  3. My things, Phrasal verbs & collections
  4. Water sports and Adjectives for describing places
  5. Zoo animals and describing emotions
  6. Daily routine and time words
  7. Different places in town
  8. Food types & cuisine expressions
  9. Describing places and geographic landmarks
  10. In the park vocab.
  11. Means of transport
  12. Describing people using adjectives for external appearance and characterization


We focus on teaching math conceptually. The primary resource we use is everyday Mathematics and that is supplemented by a variety of other resources that support, enhance and extend the learning experience for students. The aim is to have students develop a deep understanding of math concepts while ensuring computational proficiency, strategic competency and positive attitudes towards mathematics. The connection to real-world application is explicit. The instruction is a balance of direct instruction, hands-on exploration, open-ended projects and on-going practice. 

    In Primary Three, Students will:
  • Represent numbers up to 10,000
  • Name the number that is 1 more than or 10 more than any number from 0 through 9999 and 1 less than or 10 less than any number from 10 through 9999.
  • Read and write whole numbers up to 10,000
  • Compare and order whole numbers to 10,000
  • Round numbers
  • Use fractions to represents describe and compare parts of a whole
  • Performs addition and subtraction of 3-4 digits
  • Use various strategies for multiplication and division facts to show meaning
  • Demonstrate that multiplication and division are inverse operations
  • Relate story problems to equations
  • Prove answers using words or another strategy
  • Use patterns and describe number relationships and extends growing patterns
  • Demonstrate congruence of polygons
  • Classify/describe/identify attributes of polygons
  • Analyze the results of combining and subdividing circles, triangles, quadrilaterals, pentagons, hexagons, and octagons
  • Identify, draw, and describe horizontal, vertical, and oblique lines
  • Appropriately measures time and elapsed time
  • Use appropriate tools and determine equivalences of measurement
  • Estimates and measures perimeter and area using metric units.
  • Collect and interpret data on charts/graphs to make predictions
  • Determine approximate probability


At ALS, we believe that science is a way of making sense of the natural world and that it is our responsibility to prepare students to be scientifically literate in the 21st century.

Our Science curriculum ensures that students are knowledgeable about the important concepts and theories of the three major branches of scientific study: earth, life, and physical sciences.

    Through inquiry-based instruction our students will be able to: 
  • Think scientifically and use scientific knowledge to make decisions about real–world problems 
  • Construct new knowledge for themselves through research, investigation and discovery 
  • Become familiar with the natural world, and respectful of its unity, diversity, and fragility 
  • Make informed judgments on statements and debates claiming to have a scientific basis 
  • Reflect in an informed way on the role of science in human affairs