Get help with English Language Arts 3
Most tutoring makes your child sit through material your child already knows. MapleMind flips that: pick the exact skill that's causing trouble — any of the 51 below — and the tutor teaches just that one, step by step, as many times as it takes. Ask questions in plain words, any time of day, in English, French, or 12 other languages.
The official British Columbia English Language Arts 3 curriculum
British Columbia defines English Language Arts 3 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source BC's official English language arts curriculumRead it on the government site — curriculum.gov.bc.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Content — Story and Text | 17 | Story and Text |
| Content — Strategies and Processes | 23 | Strategies and Processes |
| Content — Language Features, Structure, and Conventions | 11 | Language Features, Structure, and Conventions |
Every skill below, taught one on one.
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How MapleMind teaches English Language Arts 3 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Story and TextOfficial strand · Content — Story and Text
Big Idea: stories are built from parts you can name — a character, a plot, a setting, a conflict, a theme — texts do jobs and come in genres, text features help you find things, and authors use literary devices to make writing vivid.
Elements of Story
- Character3.ES.1 — Identify the character — the person or animal a story is about — and describe what they are like.
- Plot3.ES.2 — Identify the plot — the things that happen in a story, in order — from beginning to end.
- Setting3.ES.3 — Identify the setting — where and when a story takes place — using clues from the text.
- Conflict3.ES.4 — Identify the conflict — the problem a character faces — that a story is really about.
- Theme3.ES.5 — Identify the theme — the big lesson or message a story is trying to share.
Functions and Genres of Text
- Functions of text3.FG.1 — Identify the function of a text — what job it is doing, like telling a story, giving facts, or giving directions.
- Genres of text3.FG.2 — Name a text's genre — like a fairy tale, a fact book, or a poem — from what it looks and sounds like.
Text Features
- Using text features3.TF.1 — Use text features — like a title, a picture, or a bold word — to help find and understand information in a text.
Literary Elements and Devices
- Descriptive language3.LED.1 — Notice descriptive language — words that tell exactly what something looks, sounds, or feels like — in a story.
- Poetic language3.LED.2 — Notice poetic language — words a poem uses that sound and feel different from everyday talk.
- Figurative language3.LED.3 — Recognize figurative language — words that are not meant literally, like "the sun smiled" — and say what picture or feeling it creates.
- Images3.LED.4 — Notice the images — the pictures words paint — that an author uses to help a reader see a scene.
- Imagery3.LED.5 — Notice imagery — a group of descriptive words working together — that helps a reader picture, hear, or feel a whole scene.
- Rhythm3.LED.6 — Notice the rhythm — the beat you can clap or tap — in a poem or rhyme.
- Rhyme3.LED.7 — Notice rhyme — words that end with the same sound, like "cat" and "hat" — in a poem.
- Simile3.LED.8 — Recognize a simile — a comparison using "like" or "as", such as "quick as a fox" — in a sentence.
- Alliteration3.LED.9 — Recognize alliteration — several words in a row starting with the same sound, like "silly slippery snake" — in a sentence or poem.
The official wording — 17 outcomes in this unit
- 3.ES.1
character
- 3.ES.2
plot
- 3.ES.3
setting
- 3.ES.4
conflict
- 3.ES.5
theme
- 3.FG.1
functions of text
- 3.FG.2
genres of text
- 3.TF.1
text features
- 3.LED.1
descriptive language
- 3.LED.2
poetic language
- 3.LED.3
figurative language
- 3.LED.4
images
- 3.LED.5
imagery
- 3.LED.6
rhythm
- 3.LED.7
rhyme
- 3.LED.8
simile
- 3.LED.9
alliteration
Unit 2Strategies and ProcessesOfficial strand · Content — Strategies and Processes
Big Idea: strong readers, speakers, thinkers, and writers each use a toolkit of strategies. Using reading strategies to figure out and understand words and texts, oral language strategies to speak and listen well, metacognitive strategies to think about your own thinking, and the writing process to improve a piece of writing.
Reading Strategies
- Predicting from illustrations and prior knowledge3.RS.1 — Use the pictures in a book and what you already know to guess what a story will be about.
- Rereading3.RS.2 — Read a tricky part again to understand it better.
- Retelling in your own words3.RS.3 — Tell what happened in a story using your own words, not the exact words from the book.
- Locating the main idea and details3.RS.4 — Find the main idea of a text and the small details that support it.
- Using language patterns and phonics to decode words3.RS.5 — Use the sounds letters make and familiar word patterns to sound out a new word.
- Identifying sight words3.RS.6 — Recognize familiar and "sight" words right away, without needing to sound them out.
- Monitoring3.RS.7 — Keep checking while you read that what you are reading actually makes sense.
- Self-correcting errors3.RS.8 — Notice when you have read a word or sentence wrong and fix it yourself.
Oral Language Strategies
- Focusing on the speaker3.OL.1 — Look at and pay attention to whoever is speaking, instead of looking away or thinking about something else.
- Asking questions to clarify3.OL.2 — Ask a question when you do not understand something a speaker said.
- Listening for specifics3.OL.3 — Listen carefully for a specific detail you need, like a name, a number, or a next step.
- Expressing opinions3.OL.4 — Share your own opinion out loud, clearly enough that others understand what you think.
- Speaking with expression3.OL.5 — Use your voice to show feeling when you speak, instead of talking in a flat, same-sounding way.
- Staying on topic3.OL.6 — Keep what you say connected to what the group is actually talking about.
- Taking turns3.OL.7 — Wait for your turn to speak and let other people finish talking first.
- Connecting with audience3.OL.8 — Speak in a way that reaches the people listening to you, like looking at them and speaking clearly.
Metacognitive Strategies
- Reflecting3.MC.1 — Think back on something you did and notice what you learned about it.
- Questioning your own thinking3.MC.2 — Ask yourself a question like "does this make sense?" while you are learning.
- Goal setting3.MC.3 — Pick one clear thing you want to get better at, so you know what to work on.
- Self-evaluating3.MC.4 — Look at your own work and honestly decide what you did well and what still needs work.
Writing Processes
- Revising3.WP.1 — Make a piece of writing better by adding, changing, or taking out ideas.
- Editing3.WP.2 — Fix the spelling, punctuation, and grammar mistakes in a piece of writing.
- Considering audience3.WP.3 — Think about who will read your writing and choose words that will make sense to them.
The official wording — 23 outcomes in this unit
- 3.RS.1
using illustrations and prior knowledge to predict meaning
- 3.RS.2
rereading
- 3.RS.3
retelling in own words
- 3.RS.4
locating the main idea and details
- 3.RS.5
using knowledge of language patterns and phonics to decode words
- 3.RS.6
identifying familiar and "sight" words
- 3.RS.7
monitoring
- 3.RS.8
self-correcting errors
- 3.OL.1
focusing on the speaker
- 3.OL.2
asking questions to clarify
- 3.OL.3
listening for specifics
- 3.OL.4
expressing opinions
- 3.OL.5
speaking with expression
- 3.OL.6
staying on topic
- 3.OL.7
taking turns
- 3.OL.8
connecting with audience
- 3.MC.1
reflecting
- 3.MC.2
questioning
- 3.MC.3
goal setting
- 3.MC.4
self-evaluating
- 3.WP.1
revising
- 3.WP.2
editing
- 3.WP.3
considering audience
Unit 3Language Features, Structure, and ConventionsOfficial strand · Content — Language Features, Structure, and Conventions
Big Idea: the smaller building blocks of language — how we sound when we talk, patterns and families of words, neat handwriting, well-built sentences, and the rules of punctuation — give both speech and writing their clarity.
Features of Oral Language
- Tone3.FOL.1 — Notice the tone of a speaker's voice — happy, cross, excited — and how it changes what their words mean.
- Volume3.FOL.2 — Notice how loud or soft a speaker is, and pick the right volume for your own speaking.
- Inflection3.FOL.3 — Notice how a speaker's voice goes up or down, like it does at the end of a question.
- Pace3.FOL.4 — Notice how fast or slow a speaker talks, and slow down or speed up your own speaking on purpose.
- Gestures3.FOL.5 — Notice the hand movements and facial expressions a speaker uses to help show what they mean.
Word Patterns and Word Families
- Word patterns3.WPF.1 — Notice a spelling pattern that repeats across words, like the "-ight" in "light" and "night".
- Word families3.WPF.2 — Group words that share the same ending sound and spelling, like "cat", "hat", and "bat".
Legible Handwriting
- Legible handwriting3.LH.1 — Write your letters neatly and evenly so that other people can read your writing easily.
Sentence Structure
- Structure of compound sentences3.SS.1 — Join two related short sentences into one compound sentence using a word like "and", "but", or "or".
Conventions
- Punctuation3.CV.1 — Use punctuation — periods, question marks, and commas — correctly so your writing is easy to read.
- Apostrophe use in contractions3.CV.2 — Use an apostrophe correctly to join two words into a contraction, like "do not" into "don't".
The official wording — 11 outcomes in this unit
- 3.FOL.1
tone
- 3.FOL.2
volume
- 3.FOL.3
inflection
- 3.FOL.4
pace
- 3.FOL.5
gestures
- 3.WPF.1
word patterns
- 3.WPF.2
word families
- 3.LH.1
legible handwriting
- 3.SS.1
structure of compound sentences
- 3.CV.1
punctuation
- 3.CV.2
apostrophe use in contractions
Printable workbook · A keepsake of the year
A English Language Arts 3 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
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Common questions
Can MapleMind help my child with English Language Arts 3?
Yes. MapleMind's AI tutor covers all 51 skills in British Columbia's English Language Arts 3 — your child picks the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to British Columbia's official curriculum?
Yes. Every skill in this course maps to an official outcome code from British Columbia's Grade 3 English Language Arts curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if my child is stuck on just one topic?
That's the point of skill-level tutoring: open English Language Arts 3 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons your child doesn't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language your child chooses.
Where can I see the official British Columbia curriculum for English Language Arts 3?
The official source is linked on this page — BC's official English language arts curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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