Subjects › Grade 3 English Language Arts
Grade 3 English Language Arts: grammar, reading, and writing by talking it through
This course covers the Grade 3 Common Core English Language Arts standards: parts of speech, plurals, verb tenses and agreement, comparatives, conjunctions and sentence types, capitalization and punctuation (titles, addresses, dialogue), possessives, spelling patterns, prefixes and suffixes, vocabulary strategies, reading fluency, story and informational text comprehension, poetry and story structure, speaking and listening, and opinion, informative, and narrative writing. The 54 topics build in order, from identifying nouns and verbs in a sentence up through independent reading of grade-level texts and multi-paragraph writing.
A session starts with something the student can already half-do: spot the verb in a sentence, say what happened first in a story, guess what a prefix might mean. The tutor asks a short question, listens to the actual answer, and follows up based on what the student said, not a script. Over time this checks both whether a student can explain an idea, like why 'children' doesn't take -s, and whether they can do it, like writing the plural correctly in a sentence.
Who it is for
- Third graders working on grammar, spelling, vocabulary, reading comprehension, or writing
- Parents who want a plain-language check on grade-level ELA skills without worksheets
- Teachers looking for extra spoken practice to go with classroom reading and writing units
- Students who read or write below grade level and need concepts explained one at a time
- Homeschooling families following Common Core Grade 3 ELA as their sequence
What you will be able to do
- Identify nouns, verbs, adjectives, adverbs, pronouns, and prepositions in a sentence and use them correctly
- Form regular and irregular plurals, possessives, and the three simple verb tenses, with subject-verb agreement
- Use commas and quotation marks correctly in dialogue, and capitalize titles correctly
- Use prefixes, suffixes, root words, and context clues to figure out unfamiliar word meanings
- Identify story elements, point of view, and theme in literature, and main idea and details in informational text
- Plan, draft, and revise opinion, informative, and narrative paragraphs with a clear structure and ending
A taste of a lesson on Singular and Plural Possessives
The tutor asks, you answer, and it works from what you actually said. No videos to sit through.
The 54 topics in Grade 3 English Language Arts
Each topic builds on the ones before it. The tutor checks what you already know and starts there.
Nouns, Verbs, Adjectives, Adverbs, and Pronouns in Sentences
Teach that nouns name people, places, things, or ideas; verbs show action or state of being; adjectives describe nouns; adverbs describe verbs, adjectives, or other adverbs (often answering how, when, where). Also teach pronouns as words that replace nouns (he, she, it, they) and that a pronoun refers back to an antecedent noun. Students identify each part of speech in given sentences and explain its function in that sentence.
Prepositions and Prepositional Phrases
Teach that prepositions (in, on, under, behind, beside, above, between, after, before, to, from, with) show relationships of place, time, or direction between a noun and other words, and that a preposition plus its object forms a prepositional phrase (the cup on the table). Teach that prepositional phrases tell where or when and that they modify nouns or verbs. Students identify prepositions and phrases in sentences and use them to describe location and time.
Builds on Nouns, Verbs, Adjectives, Adverbs, and Pronouns in Sentences
Regular and Irregular Plural Nouns
Teach the rule of adding -s to most nouns, -es after s, sh, ch, x, z, and changing consonant+y to -ies (city, cities). Teach irregular plurals such as child/children, man/men, woman/women, foot/feet, tooth/teeth, mouse/mice, person/people, and nouns that do not change (sheep, deer, fish). Students form and use plurals in sentences.
Builds on Nouns, Verbs, Adjectives, Adverbs, and Pronouns in Sentences
Abstract Nouns
Teach that concrete nouns can be touched or seen (dog, cup) while abstract nouns name ideas, qualities, feelings, or states (childhood, courage, freedom, kindness). Students sort nouns into concrete and abstract and use abstract nouns in sentences.
Builds on Nouns, Verbs, Adjectives, Adverbs, and Pronouns in Sentences
Regular and Irregular Verbs
Teach that regular verbs form the past tense by adding -ed (walk, walked; hop, hopped; try, tried) and irregular verbs change form (go/went, see/saw, eat/ate, run/ran, make/made, take/took, come/came). Teach that irregular past forms do not follow the -ed rule and must be memorized. Students form and correctly use regular and irregular past-tense verbs in sentences.
Builds on Nouns, Verbs, Adjectives, Adverbs, and Pronouns in Sentences
Simple Verb Tenses
Teach the three simple tenses: simple present (I walk, she walks), simple past (I walked), and simple future (I will walk). Explain that the tense shows when an action happens. Students form each tense correctly, convert sentences between tenses, and identify the tense of a sentence.
Builds on Regular and Irregular Verbs
Subject-Verb and Pronoun-Antecedent Agreement
Teach that a singular subject takes a singular verb form (The dog runs; the dogs run) and that third-person singular present verbs add -s or -es, while I/you/plural subjects do not. Teach that a pronoun must match the noun it replaces (antecedent) in number and gender (Maya lost her hat; the boys lost their bags). Students find and correct agreement errors in sentences.
Builds on Nouns, Verbs, Adjectives, Adverbs, and Pronouns in Sentences, Simple Verb Tenses
Comparative and Superlative Adjectives and Adverbs
Teach that comparatives compare two things (taller, more beautiful, faster) and superlatives compare three or more (tallest, most beautiful, fastest). Teach the -er/-est rule for short adjectives and more/most for longer ones, plus irregulars (good/better/best, bad/worse/worst). Teach that adjectives modify nouns and adverbs modify verbs, so students choose the form based on what is modified (She runs faster than he does; he is the fastest runner).
Builds on Nouns, Verbs, Adjectives, Adverbs, and Pronouns in Sentences, Regular and Irregular Verbs
Coordinating and Subordinating Conjunctions and Sentence Types
Teach coordinating conjunctions (for, and, nor, but, or, yet, so) that join equal parts, and subordinating conjunctions (because, although, when, since, if, after, before) that introduce dependent clauses. Teach that a simple sentence has one independent clause, a compound sentence joins two independent clauses with a coordinating conjunction, and a complex sentence has an independent clause plus a dependent clause. Students build and identify simple, compound, and complex sentences.
Builds on Nouns, Verbs, Adjectives, Adverbs, and Pronouns in Sentences, Subject-Verb and Pronoun-Antecedent Agreement
Capitalization in Titles and Commas in Addresses
Teach capitalizing the first word and important words in titles of books, stories, and articles, while not capitalizing short articles, prepositions, and conjunctions unless first or last (The Lion and the Mouse). Teach commas between city and state and after the day in dates, and between street, city, state, and ZIP in addresses (Dallas, Texas). Students correct capitalization and comma errors in titles and addresses.
Builds on Nouns, Verbs, Adjectives, Adverbs, and Pronouns in Sentences
Commas and Quotation Marks in Dialogue
Teach that quotation marks enclose a speaker's exact words, that a comma often introduces a quote (She said, "Let's go."), and that end punctuation goes inside the closing quotation mark. Teach that a new paragraph begins with each change of speaker. Students punctuate dialogue correctly in sentences and short passages.
Builds on Coordinating and Subordinating Conjunctions and Sentence Types, Capitalization in Titles and Commas in Addresses
Singular and Plural Possessives
Teach that possessives show ownership with an apostrophe: add -'s to singular nouns (the dog's bone) and to irregular plurals not ending in s (the children's toys), and add only an apostrophe to regular plurals ending in s (the dogs' bones). Students form and use possessives correctly and distinguish possessives from plurals (the dog's bone vs. the dogs).
Builds on Regular and Irregular Plural Nouns
Suffixes and Spelling Rules for Base Words
Teach adding inflectional suffixes -ing, -ed, -er, -est, -s, -es to base words, including dropping silent e (smile, smiled, smiling), doubling final consonants (sit, sitting), and changing y to i (cry, cries, cried). Teach -ful, -less, -ness, -ly as adding meaning to base words (happy, happiness; care, careless). Students spell base words with suffixes correctly in writing.
Builds on Regular and Irregular Plural Nouns, Regular and Irregular Verbs
Spelling Patterns, Syllable Types, and Word Families
Teach common spelling patterns and generalizations: word families (-ight, -ake), position-based spelling (ck at end of short vowel words, k before e/i/y), vowel teams, silent e, r-controlled vowels, and the six syllable types (closed, open, silent-e, vowel team, r-controlled, consonant-le). Teach meaningful word parts used to spell. Students apply these patterns to spell unfamiliar words and explain their choice.
Builds on Suffixes and Spelling Rules for Base Words
Using Dictionaries and Reference Materials to Check Spelling
Teach how to use a beginning dictionary, print or digital: alphabetical order to the second letter, guide words, entry parts (headword, pronunciation, part of speech, definition, example sentence), and spell-check limits. Students look up words to confirm spelling and meaning and correct their own misspellings.
Builds on Spelling Patterns, Syllable Types, and Word Families
Phonics, Decoding, and Reading Fluency
Teach grade-level phonics and word analysis for decoding one- and two-syllable words, reading on-level prose and poetry with accuracy, appropriate rate, and expression on repeated readings. Teach using context to confirm or self-correct word recognition, rereading when needed. Students read grade-level passages accurately and fluently and self-correct errors. Entry point of the course: assumes Grade 2 decoding.
Decoding Multisyllable, Irregular, and Latin-Suffix Words
Teach how to decode multisyllable words by dividing them into syllables using syllable types, and how to read common irregular words (said, ocean, friend) by pattern and memory. Teach common Latin suffixes such as -ion, -ous, -ive, -ment, -able, -ible, -al and how they change word endings. Students read unfamiliar multisyllable and irregular words accurately. Builds on fluency decoding and spelling patterns.
Builds on Spelling Patterns, Syllable Types, and Word Families, Phonics, Decoding, and Reading Fluency
Prefixes and Derivational Suffixes: Meaning
Teach the most common prefixes (un-, re-, pre-, dis-, mis-) and derivational suffixes (-ful, -less, -ness, -er/-or, -able) and their meanings, noting that Latin-origin suffixes such as -ion, -ous, -ive are decoded in the prior topic and their meaning is learned here. Teach how adding an affix to a known base changes meaning (happy/unhappy, care/careless, heat/preheat, agree/disagree). Students determine the meaning of new affixed words from known parts.
Builds on Suffixes and Spelling Rules for Base Words, Decoding Multisyllable, Irregular, and Latin-Suffix Words
Using Root Words and Sentence Context to Find Word Meaning
Teach using a known root word to unlock related words (company, companion; picture, pictures; help, helpful), and using the words around an unknown word (sentence-level context clues such as definitions, examples, contrast) to infer meaning. Students determine meanings of unfamiliar words in sentences and check by rereading.
Builds on Prefixes and Derivational Suffixes: Meaning
Multiple-Meaning, Literal, and Nonliteral Language
Teach that many words have multiple meanings (bat, bank, fair) selected by context, and that idioms and figures of speech are nonliteral (take steps, break a leg, raining cats and dogs). Teach distinguishing literal from nonliteral use in texts. Students choose the correct meaning from context and explain nonliteral phrases.
Builds on Using Root Words and Sentence Context to Find Word Meaning
Word Relationships, Real-Life Connections, and Shades of Meaning
Teach synonyms, antonyms, and categories of words, real-life connections between words and their use (friendly, helpful, kind people), and shades of meaning among related words: knew/believed/suspected/wondered for degrees of certainty and states of mind; walk/stroll/march for manner. Students order words by intensity and choose words for effect.
Builds on Multiple-Meaning, Literal, and Nonliteral Language
Academic, Domain, and Spatial/Temporal Vocabulary
Teach conversational, general academic, and domain-specific words used in school texts, and words signaling time and place (before, after, first, next, later, behind, beside, above, under, between). Teach that signal words guide the reader through sequence and location. Students use these words accurately in speech and writing.
Builds on Prepositions and Prepositional Phrases, Word Relationships, Real-Life Connections, and Shades of Meaning
Spoken and Written Standard English Conventions
Teach that spoken English often uses shortcuts, slang, and informal grammar that are not appropriate in writing, and that written standard English uses complete sentences, full words, and standard grammar. Students rewrite informal speech as standard written sentences and explain when each form fits the situation.
Builds on Academic, Domain, and Spatial/Temporal Vocabulary
Reading On-Level Text with Purpose and Understanding
Teach that readers set a purpose before reading, monitor whether text makes sense, and reread when confused. Teach that comprehension is checked by asking and answering questions that point to specific text evidence. Students read on-level literature and informational text independently and show understanding through text-based answers.
Builds on Phonics, Decoding, and Reading Fluency
Asking and Answering Questions with Text Evidence
Teach the skill of answering who, what, where, when, why, and how questions about a text by pointing to explicit evidence (quoting or citing a sentence or page), and asking questions that the text answers. Students answer questions about stories and informational texts and cite supporting lines.
Builds on Reading On-Level Text with Purpose and Understanding
Story Elements, Characters, and Plot Sequence
Teach the parts of a story: setting, characters, problem, events, solution, and ending. Teach describing characters by traits, motivations, and feelings, and explaining how a character's actions drive the sequence of events. Students describe a character with text evidence and trace how one action leads to the next event.
Builds on Asking and Answering Questions with Text Evidence
Chapters, Scenes, Stanzas, and Story Structure
Teach terms for parts of texts: chapter (prose), scene (drama, marked by setting or time change), stanza (group of lines in a poem). Teach that each successive part builds on earlier sections and how it advances the plot or theme. Students name parts of a story, drama, or poem and explain how a later part builds on an earlier one.
Builds on Story Elements, Characters, and Plot Sequence
Fables, Folktales, Myths, and Central Message
Teach the features of fables (animal characters, a moral stated at the end), folktales, and myths from diverse cultures, and how to recount them in order including beginning, middle, and end. Teach determining the central message, lesson, or moral and explaining how key details convey it. Students retell a fable or folktale and explain its moral using key details.
Builds on Story Elements, Characters, and Plot Sequence
Comparing Themes, Settings, and Plots Across a Series
Teach comparing and contrasting themes, settings, and plots of stories by the same author about the same or similar characters, such as books in a series. Students identify what stays the same and what changes across two or more stories and use text evidence.
Builds on Chapters, Scenes, Stanzas, and Story Structure, Fables, Folktales, Myths, and Central Message
Point of View: Narrator and Characters
Teach that a narrator is the voice telling a story and may be first person (I) or third person (he, she, they), and that characters have their own feelings and views. Teach distinguishing the reader's or author's view from the narrator's or characters' views by noticing what the text states versus what each voice believes. Students identify whose point of view a passage shows and contrast it with their own.
Builds on Subject-Verb and Pronoun-Antecedent Agreement, Story Elements, Characters, and Plot Sequence
Using Illustrations to Understand Stories and Texts
Teach that pictures in stories can create mood, emphasize a character's traits, or show setting, and that illustrations and words together convey meaning. Teach using photographs, maps, and diagrams in informational texts to understand where, when, why, and how events occur. Students explain how a specific illustration adds to the words.
Builds on Asking and Answering Questions with Text Evidence
Word and Phrase Meaning in Stories
Teach determining the meaning of words and phrases as used in a story or poem, including nonliteral language and words chosen for effect. Students explain what a word or phrase means in a specific passage and why the author chose it.
Builds on Multiple-Meaning, Literal, and Nonliteral Language, Story Elements, Characters, and Plot Sequence
Main Idea and Key Details in Informational Text
Teach that a main idea is the central point an informational text makes about its topic, supported by key details (facts, examples, reasons). Teach recounting key details and explaining how they support the main idea. Students state the main idea of a paragraph or short article and list supporting details.
Builds on Asking and Answering Questions with Text Evidence
Sequence, Cause and Effect, and Logical Connections in Informational Text
Teach describing relationships among historical events, scientific ideas, or technical steps using time, sequence, and cause/effect words (first, next, because, so). Teach describing how particular sentences and paragraphs connect logically through comparison, cause/effect, or sequence (first/second/third). Students explain the order of steps or events and identify the connecting relationship between paragraphs.
Builds on Academic, Domain, and Spatial/Temporal Vocabulary, Main Idea and Key Details in Informational Text
Text Features and Search Tools
Teach using text features (headings, captions, bold words, sidebars, table of contents, index, glossary) and digital search tools (key words, hyperlinks) to locate information on a topic efficiently. Students find specific facts using features and key-word searches.
Builds on Main Idea and Key Details in Informational Text
Author's Point of View and Comparing Two Informational Texts
Teach distinguishing the reader's own point of view from the author's in informational text, identifying what the author argues or believes. Teach comparing and contrasting the most important points and key details in two texts on the same topic. Students identify an author's stance and compare two texts with evidence.
Builds on Sequence, Cause and Effect, and Logical Connections in Informational Text, Text Features and Search Tools
Independent Reading at Grade 3 Complexity
Teach sustained independent reading of literature (stories, dramas, poetry) and informational texts at the high end of the grade 2-3 complexity band, including choosing books, tracking comprehension, and rereading for understanding. Students demonstrate independent, proficient comprehension across a range of texts.
Builds on Chapters, Scenes, Stanzas, and Story Structure, Fables, Folktales, Myths, and Central Message, Word and Phrase Meaning in Stories, Author's Point of View and Comparing Two Informational Texts
Collaborative Discussion Skills
Teach preparing for discussion by reading the material, following discussion rules (gaining the floor respectfully, listening carefully, speaking one at a time), staying on topic, asking clarifying questions, linking comments to others' remarks, and explaining one's own ideas in light of the discussion. Students take part in a group discussion meeting these rules.
Builds on Asking and Answering Questions with Text Evidence
Listening to Read-Alouds, Media, and Speakers
Teach determining main ideas and supporting details from a read-aloud, visual, quantitative, or oral presentation, and asking and answering questions about a speaker's information with elaboration and detail. Students summarize a read-aloud and ask a speaker a follow-up question with added detail.
Builds on Main Idea and Key Details in Informational Text, Collaborative Discussion Skills
Speaking in Complete Sentences and Clearly
Teach speaking in complete sentences when the task calls for detail or clarification, at a clear, understandable pace. Students restate a vague answer as a complete sentence with requested detail.
Builds on Spoken and Written Standard English Conventions, Collaborative Discussion Skills
Reporting, Telling Stories, and Recounting Experiences
Teach organizing an oral report or story with appropriate facts, relevant descriptive details, and a clear order, and speaking clearly at an understandable pace. Students give a short report on a topic or recount an experience.
Builds on Listening to Read-Alouds, Media, and Speakers, Speaking in Complete Sentences and Clearly
Recording Fluent Readings and Adding Visual Displays
Teach producing an engaging audio recording of a story or poem read with fluent, understandable pacing and expression, and adding a simple visual display (poster, picture, chart) to emphasize key facts. Students record and evaluate a reading and add a visual aid.
Builds on Phonics, Decoding, and Reading Fluency, Reporting, Telling Stories, and Recounting Experiences
Opinion Writing: Introduction, Opinion, and Reasons
Teach writing an opinion piece on a topic or text: introduce the topic, state a clear opinion, organize reasons (often in a list or with a 'reasons' plan), and provide reasons that support the opinion. Students write an opinion paragraph with a clear claim and at least two supported reasons.
Builds on Asking and Answering Questions with Text Evidence, Speaking in Complete Sentences and Clearly
Opinion Writing: Linking Words and Concluding Statement
Teach linking words and phrases (because, therefore, since, for example) that connect opinion to reasons, and writing a concluding statement or section that restates the opinion. Students complete an opinion piece with linked reasons and a conclusion.
Builds on Coordinating and Subordinating Conjunctions and Sentence Types, Opinion Writing: Introduction, Opinion, and Reasons
Informative Writing: Grouping Information and Developing Facts
Teach introducing an informative topic, grouping related information together, illustrating when useful, and developing the topic with facts, definitions, and details. Students write an informational paragraph with grouped facts and a definition.
Builds on Main Idea and Key Details in Informational Text, Speaking in Complete Sentences and Clearly
Informative Writing: Linking Words and Conclusion
Teach linking words (also, another, and, more, but) that connect ideas within a category, and writing a concluding statement or section. Students complete an informative piece with linked ideas and a conclusion.
Builds on Coordinating and Subordinating Conjunctions and Sentence Types, Informative Writing: Grouping Information and Developing Facts
Narrative Writing: Situation, Characters, and Event Sequence
Teach establishing a situation, introducing a narrator and/or characters, and organizing events in an order that unfolds naturally. Students plan and write the opening of a story that introduces a narrator or characters and an event sequence.
Builds on Story Elements, Characters, and Plot Sequence, Speaking in Complete Sentences and Clearly
Narrative Writing: Dialogue, Descriptions, and Temporal Words
Teach using dialogue and descriptions of actions, thoughts, and feelings to develop events and show characters' responses, and using temporal words and phrases (first, then, next, after that, finally) to signal event order. Students write narrative passages with dialogue, feelings, and time-order words.
Builds on Commas and Quotation Marks in Dialogue, Academic, Domain, and Spatial/Temporal Vocabulary, Narrative Writing: Situation, Characters, and Event Sequence
Planning, Revising, and Editing with Feedback
Teach the writing process: planning with a graphic organizer, drafting, revising for development and organization, and editing for capitalization, punctuation, spelling, and grammar, using feedback from peers and adults. Students improve a draft using a checklist and peer comments.
Builds on Spelling Patterns, Syllable Types, and Word Families, Opinion Writing: Linking Words and Concluding Statement, Informative Writing: Linking Words and Conclusion
Narrative Writing: Closure and Revision
Teach providing a sense of closure that resolves the story's problem, and using the planning, revising, and editing process with guidance from peers and adults. Students write a complete story with an ending and revise a draft for clarity and conventions.
Builds on Narrative Writing: Dialogue, Descriptions, and Temporal Words, Planning, Revising, and Editing with Feedback
Producing and Publishing Writing with Technology
Teach typing and keyboarding basics to produce a finished piece, using word processing to edit and publish, and using digital tools to share and collaborate on writing with guidance from adults. Students type and publish a short piece.
Builds on Planning, Revising, and Editing with Feedback
Short Research Projects and Note-Taking
Teach conducting a short research project to build knowledge on a topic: forming a question, recalling experience or gathering information from print and digital sources, taking brief notes with the source noted, and sorting evidence into provided categories. Students complete a short research task and organize notes into categories.
Builds on Main Idea and Key Details in Informational Text, Text Features and Search Tools
Routine Writing and Research Reports
Teach writing routinely over extended time (research, reflection, revision) and shorter time frames (single sitting or a day or two) for varied purposes and audiences, and combining research notes into an informative piece. Students produce a short research-based informative piece and a quick on-demand response.
Builds on Informative Writing: Linking Words and Conclusion, Planning, Revising, and Editing with Feedback, Short Research Projects and Note-Taking
Reading Complex Texts Independently and Proficiently
Teach sustained independent proficient reading of literature and informational texts at the high end of the grade 2-3 complexity band, confirming comprehension through questions and retellings. Students read and comprehend an unfamiliar grade 3 story and an informational text on their own and answer text-based questions.
Builds on Asking and Answering Questions with Text Evidence, Independent Reading at Grade 3 Complexity, Routine Writing and Research Reports
Practice questions in Grade 3 English Language Arts
A few of the kinds of questions you will work through, with answers.
What is the plural of 'city'?
See the answer
cities
When a noun ends in a consonant plus y, change the y to i and add -es.
Rewrite in simple future tense: 'She walks to school.'
See the answer
She will walk to school.
Simple future uses 'will' plus the base form of the verb.
What is the superlative form of 'fast'?
See the answer
fastest
Short adjectives and adverbs form the superlative by adding -est.
Punctuate this correctly: She said Let's go to the park
See the answer
She said, "Let's go to the park."
A comma introduces the quote, quotation marks enclose the speaker's exact words, and end punctuation goes inside the closing quotation mark.
What does 'unhappy' mean, based on the prefix un-?
See the answer
Not happy
The prefix un- means 'not' or the opposite of the base word.
A paragraph describes how bees collect pollen, store it, and bring it back to the hive. What is the main idea?
See the answer
Bees collect and bring pollen back to the hive.
The main idea is the central point the details (collecting, storing, bringing back) all support.
Questions about this subject
Does this follow the Common Core standards exactly?
Yes, the 54 topics are organized to cover the Grade 3 Common Core ELA standards for reading literature, informational text, foundational skills, writing, speaking and listening, and language.
My child struggles with reading fluency specifically. Can they focus there?
Yes. Phonics, decoding, and fluency are their own topics, and a student can spend more time there before moving into comprehension and writing topics that build on them.
Does this replace classroom writing instruction?
No. It gives students spoken practice explaining grammar rules and planning opinion, informative, and narrative pieces, which supports classroom writing but doesn't replace teacher feedback on a full draft.
What if my child hasn't mastered Grade 2 skills yet?
This course assumes basic letter-sound knowledge, reading simple sentences, and basic sight words from Grade 2. If those are shaky, a Grade 2 review would be a better starting point.
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