Get help with English Language Arts, Grade 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 36 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 Nova Scotia English Language Arts, Grade 3 curriculum
Nova Scotia defines English Language Arts, Grade 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 Nova Scotia's official curriculumRead it on the government site — curriculum.novascotia.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand A | 11 | Language |
| Strand B | 11 | Comprehension |
| Strand C | 10 | Composition |
| Strand D | 4 | Literacy in the Content Areas |
Every skill below, taught one on one.
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How MapleMind teaches English Language Arts, Grade 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 1LanguageOfficial strand · Strand A
Strand A: oral communication, foundational language knowledge, and the conventions of sentences, grammar, capitalization and punctuation that underpin reading and writing.
Oral and Non-Verbal Communication
- Using listening strategies (Grade 3)NS-ELA-3.A1.i1 — Use listening strategies to understand oral communication and interact with various contexts including cultural contexts.
- Oral and non-verbal communication strategies (Grade 3)NS-ELA-3.A1.i2 — Use oral and non-verbal communication strategies to interpret and contribute to the meaning of messages and information.
- Using taught vocabulary, syntax and grammar in talk (Grade 3)NS-ELA-3.A1.i3 — Use explicitly taught vocabulary, syntax, and grammar to expand on communicating ideas and information.
Foundational Language: Phonics, Vocabulary and Fluency
- Phonics: blending and segmenting to read and spell (Grade 3)NS-ELA-3.A2.i1 — Use consolidated phonics knowledge, including phonemic blending and segmentation, to fluently read and spell multisyllabic words various text contexts.
- Letters and alphabetic knowledge / orthographic patterns (Grade 3)NS-ELA-3.A2.i2 — Use consolidated orthographic knowledge, including position-based tendencies, to spell or recognize words while reading.
- Grapheme-phoneme correspondences / morphology and vocabulary (Grade 3)NS-ELA-3.A2.i3 — Use developing knowledge of the meanings of words and common morphemes to understand, read and spell words.
- Vocabulary through instruction and word awareness (Grade 3)NS-ELA-3.A2.i4 — Identify the meaning of vocabulary through implicit learning, explicit instruction, and word awareness.
- Reading fluently with accuracy, pacing and expression (Grade 3)NS-ELA-3.A2.i5 — Read texts fluently with accuracy, pacing, and expression to support comprehension.
Sentence Structure, Grammar and Conventions
- Composing sentences (Grade 3)NS-ELA-3.A3.i1 — Compose simple, compound and complex sentences in writing using syntax and sentence structure.
- Parts of speech to support reading and writing (Grade 3)NS-ELA-3.A3.i2 — Identify how parts of speech and sentence structures support reading comprehension and writing.
- Capitalization and punctuation (Grade 3)NS-ELA-3.A3.i3 — Apply knowledge of capitalization and appropriate punctuation when reading and writing.
The official wording — 11 outcomes in this unit
- NS-ELA-3.A1.i1
Use listening strategies to understand oral communication and interact with various contexts including cultural contexts
- NS-ELA-3.A1.i2
Use oral and non-verbal communication strategies to interpret and contribute to the meaning of messages and information
- NS-ELA-3.A1.i3
Use explicitly taught vocabulary, syntax, and grammar to expand on communicating ideas and information
- NS-ELA-3.A2.i1
Use consolidated phonics knowledge, including phonemic blending and segmentation, to fluently read and spell multisyllabic words various text contexts
- NS-ELA-3.A2.i2
Use consolidated orthographic knowledge, including position-based tendencies, to spell or recognize words while reading
- NS-ELA-3.A2.i3
Use developing knowledge of the meanings of words and common morphemes to understand, read and spell words
- NS-ELA-3.A2.i4
Identify the meaning of vocabulary through implicit learning, explicit instruction, and word awareness
- NS-ELA-3.A2.i5
Read texts fluently with accuracy, pacing, and expression to support comprehension
- NS-ELA-3.A3.i1
Compose simple, compound and complex sentences in writing using syntax and sentence structure
- NS-ELA-3.A3.i2
Identify how parts of speech and sentence structures support reading comprehension and writing
- NS-ELA-3.A3.i3
Apply knowledge of capitalization and appropriate punctuation when reading and writing
Unit 2ComprehensionOfficial strand · Strand B
Strand B: applying knowledge of text forms and features, and using reading, listening and viewing strategies and critical thinking, to comprehend a variety of texts.
Text Forms, Features and Style
- Narrative and informational text forms (Grade 3)NS-ELA-3.B1.i1 — Identify characteristics of text forms and organizational structures.
- Organizational structures and text features (Grade 3)NS-ELA-3.B1.i2 — Identify organizational structures and text features and apply this knowledge to support reading comprehension.
- Visual elements and design (Grade 3)NS-ELA-3.B1.i3 — Recognize the relationship between visual elements, visual design and text, describe how they communicate meaning.
- Elements of style (Grade 3)NS-ELA-3.B1.i4 — Identify elements of style in texts and explain how they help communicate meaning.
Reading, Listening and Viewing Strategies
- Purpose for reading / background knowledge (Grade 3)NS-ELA-3.B2.i1 — Develop and apply both implicitly learned and explicitly taught background knowledge to support comprehension before and during reading
- Purpose for reading and reading goals (Grade 3)NS-ELA-3.B2.i2 — Identify and describe the purpose for reading a text and develop reading goals to support this purpose.
- Monitoring comprehension (Grade 3)NS-ELA-3.B2.i3 — Use strategies to support reading goals. Identify when comprehension has broken down and select strategies to clarify meaning.
- Making inferences to support comprehension (Grade 3)NS-ELA-3.B2.i4 — Make inferences using implicit and explicitly taught background knowledge and evidence from the text to support comprehension.
Critical Thinking and Response
- Literary devices and rhetorical techniques (Grade 3)NS-ELA-3.B3.i1 — Identify and describe literary devices and rhetorical techniques and explain how they communicate meaning.
- Examining the narrator's point of view (Grade 3)NS-ELA-3.B3.i2 — Examine how texts present the narrator’s point of view in texts
The official wording — 11 outcomes in this unit
- NS-ELA-3.B1.i1
Identify characteristics of text forms and organizational structures
- NS-ELA-3.B1.i2
Identify organizational structures and text features and apply this knowledge to support reading comprehension
- NS-ELA-3.B1.i3
Recognize the relationship between visual elements, visual design and text, describe how they communicate meaning
- NS-ELA-3.B1.i4
Identify elements of style in texts and explain how they help communicate meaning
- NS-ELA-3.B2.i1
Develop and apply both implicitly learned and explicitly taught background knowledge to support comprehension before and during reading
- NS-ELA-3.B2.i2
Identify and describe the purpose for reading a text and develop reading goals to support this purpose
- NS-ELA-3.B2.i3
Use strategies to support reading goals. Identify when comprehension has broken down and select strategies to clarify meaning
- NS-ELA-3.B2.i4
Make inferences using implicit and explicitly taught background knowledge and evidence from the text to support comprehension
- NS-ELA-3.B3.i1
Identify and describe literary devices and rhetorical techniques and explain how they communicate meaning
- NS-ELA-3.B3.i2
Examine how texts present the narrator’s point of view in texts
- NS-ELA-3.B3.i3
Analyse how the author’s use of literary elements in various texts influences a reader's understanding of the text
Unit 3CompositionOfficial strand · Strand C
Strand C: pre-writing, drafting, revising and editing, and publishing and presenting a variety of texts for authentic audiences and purposes.
Pre-Writing and Planning
- Writing strengths, growth areas and goals (Grade 3)NS-ELA-3.C1.i1 — Identify strengths and areas for growth for and develop relevant writing goals.
- Identifying topic, audience and purpose for writing (Grade 3)NS-ELA-3.C1.i2 — Identify the topic, audience, and purpose for writing.
- Generating and documenting ideas for writing (Grade 3)NS-ELA-3.C1.i3 — Use explicitly taught strategies to generate and document ideas or topics for writing.
- Organizing writing (Grade 3)NS-ELA-3.C1.i4 — Use explicitly taught strategies to organize writing
Drafting, Revising and Editing
- Writing fluently and legibly by hand (Grade 3)NS-ELA-3.C2.i1 — Write fluently by hand to develop more legible and automatic hand writing skills
- Drafting with audience, purpose, topic and conventions (Grade 3)NS-ELA-3.C2.i2 — Draft texts using knowledge of audience, purpose, topic, and conventions
- Reflecting on goals and revising writing (Grade 3)NS-ELA-3.C2.i3 — Reflect on personal writing goals and use revision strategies to improve content, clarity, and style
- Editing and proofreading with correct spelling (Grade 3)NS-ELA-3.C2.i4 — Use strategies to edit and proofread with correct spelling drafts of texts.
Publishing and Presenting
- Producing and presenting final texts (Grade 3)NS-ELA-3.C3.i1 — Produce and Present text to audiences.
- Reflecting on the writing process (Grade 3)NS-ELA-3.C3.i2 — Reflect on strengths and areas for growth throughout the writing process
The official wording — 10 outcomes in this unit
- NS-ELA-3.C1.i1
Identify strengths and areas for growth for and develop relevant writing goals
- NS-ELA-3.C1.i2
Identify the topic, audience, and purpose for writing
- NS-ELA-3.C1.i3
Use explicitly taught strategies to generate and document ideas or topics for writing
- NS-ELA-3.C1.i4
Use explicitly taught strategies to organize writing
- NS-ELA-3.C2.i1
Write fluently by hand to develop more legible and automatic hand writing skills
- NS-ELA-3.C2.i2
Draft texts using knowledge of audience, purpose, topic, and conventions
- NS-ELA-3.C2.i3
Reflect on personal writing goals and use revision strategies to improve content, clarity, and style
- NS-ELA-3.C2.i4
Use strategies to edit and proofread with correct spelling drafts of texts
- NS-ELA-3.C3.i1
Produce and Present text to audiences
- NS-ELA-3.C3.i2
Reflect on strengths and areas for growth throughout the writing process
Unit 4Literacy in the Content AreasOfficial strand · Strand D
Strand D: applying literacy skills to comprehend and communicate ideas in the content areas.
Literacy in the Content Areas
- Subject vocabulary in the content areas (Grade 3)NS-ELA-3.D1.i1 — Use subject-specific vocabulary and background knowledge to support reading, writing, and communication in content area.
- Gathering key information across sources (Grade 3)NS-ELA-3.D1.i2 — Gather and use key information from texts and multiple sources to build, organize and communicate understanding.
- Synthesizing sources for a content concept (Grade 3)NS-ELA-3.D1.i3 — Use information from multiple sources to a cohesive communicate understanding of a content-area concept.
- Writing to learn in the content areas (Grade 3)NS-ELA-3.D1.i4 — Use writing and other communication forms to organize, refine, and express ideas for learning in different content areas.
The official wording — 4 outcomes in this unit
- NS-ELA-3.D1.i1
Use subject-specific vocabulary and background knowledge to support reading, writing, and communication in content area
- NS-ELA-3.D1.i2
Gather and use key information from texts and multiple sources to build, organize and communicate understanding
- NS-ELA-3.D1.i3
Use information from multiple sources to a cohesive communicate understanding of a content-area concept
- NS-ELA-3.D1.i4
Use writing and other communication forms to organize, refine, and express ideas for learning in different content areas
Printable workbook · A keepsake of the year
A English Language Arts, Grade 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, Grade 3?
Yes. MapleMind's AI tutor covers all 36 skills in Nova Scotia's English Language Arts, Grade 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 Nova Scotia's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Nova Scotia'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, Grade 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 Nova Scotia curriculum for English Language Arts, Grade 3?
The official source is linked on this page — Nova Scotia's official 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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