Get help with Language, Grade 3
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The official Ontario Language, Grade 3 curriculum
Ontario defines Language, 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 Ontario's official curriculumRead it on the government site — dcp.edu.gov.on.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand A | 9 | Literacy Connections and Applications |
| Strand B | 13 | Foundations of Language |
| Strand C | 22 | Comprehension: Understanding and Responding to Texts |
| Strand D | 14 | Composition: Expressing Ideas and Creating Texts |
Every skill below, taught one on one.
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How MapleMind teaches Language, 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 1Literacy Connections and ApplicationsOfficial strand · Strand A
Using digital tools and online spaces safely and kindly, and exploring stories and voices from many communities, including First Nations, Métis, and Inuit cultures.
Being Safe and Kind Online
- My rights and choices onlineA2.1 — Understand that a student has rights and responsibilities when using online spaces with a grown-up's permission, and that their choices online help build who they are.
- Staying safe and private onlineA2.2 — Understand ways to stay safe online, keep private things private, and support their own and others' well-being, always with permission from a grown-up.
- Finding out and checking what we learnA2.3 — Gather, check, and use information from more than one place, thinking about different points of view, to build knowledge and show learning.
- Noticing how videos and pictures are madeA2.4 — Notice features of digital and media texts, like videos or picture books, and use that understanding when analyzing them.
- Who made this and who is it for?A2.5 — Understand how a text's form, message, and context connect to its audience and its creator.
- Using digital tools to make something newA2.6 — Use digital and media tools to support steps of a design process and to build creative solutions to real-world problems.
- Working together kindly onlineA2.7 — Communicate and work with others in a safe, respectful, responsible, and inclusive way when using online tools and platforms, and show cultural awareness with the community.
Stories From Many Voices
- Seeing identity and belonging in storiesA3.2 — Explore ideas about identity, self, and belonging through the contributions, lived experiences, and perspectives of diverse individuals and communities, including in Canada.
- Learning from First Nations, Métis, and Inuit storiesA3.3 — Notice themes in First Nations, Métis, and Inuit cultures that show varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing.
The official wording — 9 outcomes in this unit
- A2.1
demonstrate an understanding of their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities
- A2.2
demonstrate an understanding of how to navigate online environments safely, manage their privacy, and interact in a way that supports their well-being and that of others, including seeking appropriate permission
- A2.3
gather, evaluate, and use information, considering various perspectives, to construct knowledge and demonstrate learning
- A2.4
demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts
- A2.5
demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator
- A2.6
use digital and media tools to support stages of the design process and to develop creative solutions to authentic, real-world problems
- A2.7
communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community
- A3.2
demonstrate an understanding of the contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in culturally responsive and relevant texts
- A3.3
identify themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing
Unit 2Foundations of LanguageOfficial strand · Strand B
Listening and speaking well, sounding out and building words, and learning the next set of sentence, grammar, and punctuation building blocks.
Listening and Speaking With Others
- Listening and asking questions to clarifyB1.1 — Use effective listening skills, including asking questions to clarify information and ideas, in formal and informal contexts.
- Using tricks to understand and notice confusionB1.2 — Select and use listening strategies before, during, and after listening, notice when a message is difficult to understand, and develop an appropriate response.
- Speaking to build a connection with my audienceB1.3 — Identify the purpose and audience for speaking, and use speaking strategies, including establishing a rapport with the audience, to communicate clearly and coherently.
- Choosing good words and full sentencesB1.5 — Use appropriate word choice, new vocabulary, grammar, and cohesive sentences when speaking, to support audience comprehension.
Sounding Out Trickier Words
- Reading and spelling longer wordsB2.1 — Use consolidated phonics knowledge, blending, and adjusting close guesses to read words, and use segmenting to spell regular words with one or more syllables.
- Choosing the right spelling using position cluesB2.2 — Use consolidated knowledge of spelling patterns, like where a sound sits in a word, to choose the right spelling or pronounce a word correctly.
- Word parts that change meaningB2.3 — Use developing knowledge of word meanings and morphemes (bases, prefixes, and suffixes) to help read and spell words.
- Learning and using new wordsB2.4 — Understand a variety of words, acquire and use explicitly taught vocabulary across subjects, and use morphological knowledge to figure out new words in context.
- Reading smoothly and with the right expressionB2.5 — Read words, complex sentences, and paragraphs accurately and at a good pace, and read aloud using varied expression and intonation matched to the purpose of reading.
Kinds of Sentences
- Building complex sentences with adverbial clausesB3.1 — Identify and construct complex sentences containing adverbial clauses.
- Building simple, compound, and complex sentencesB3.1 — Identify and construct various sentence types and forms, including simple sentences and compound sentences.
New Naming Words, Verbs, and Describing Words
- Showing ownership with possessive nounsB3.2 — Understand and use possessive nouns to support comprehension and communicate meaning clearly.
- Linking verbs and actions happening nowB3.2 — Understand and use linking verbs and the progressive tense to support comprehension and communicate meaning clearly.
- Asking questions with which, whose, and howB3.2 — Understand and use interrogative adjectives and adverbs to support comprehension and communicate meaning clearly.
- Where things are and sudden feelingsB3.2 — Understand and use prepositions and interjections to support comprehension and communicate meaning clearly.
Capitals, Quotations, and Contractions
- Capital letters in dialogue and titlesB3.3 — Understand and use capital letters in dialogue and for words in titles to communicate meaning clearly.
- Commas and quotation marks for talking and quotingB3.3 — Understand and use commas and quotation marks to mark direct speech and direct quotations from texts within sentences.
- Joining words with apostrophesB3.3 — Understand and use apostrophes to indicate contractions to communicate meaning clearly.
The official wording — 13 outcomes in this unit
- B1.1
use effective listening skills, including asking questions to clarify information and ideas, in formal and informal contexts and for various purposes, including in small- and large-group conversations and various classroom activities
- B1.2
select and use a variety of listening strategies before, during, and after listening to comprehend information communicated orally and non-verbally, recognize when a message is difficult to understand, and develop an appropriate response
- B1.3
identify the purpose and audience for speaking in formal and informal contexts, and use appropriate speaking strategies, including establishing a rapport with the audience, to communicate clearly and coherently
- B1.4
identify and use oral and non-verbal communication strategies, including expression, gestures, and body language, and demonstrate an understanding of how these strategies can contribute to the meaning being conveyed
- B1.5
use appropriate word choice, including new vocabulary, grammar, and cohesive sentences when speaking and communicating ideas in various contexts, to support audience comprehension
- B2.1
use consolidated phonics knowledge, including phonemic blending to read words and set for variability to correct approximations, and phonemic segmentation to spell phonetically regular monosyllabic and multisyllabic words, in isolation and various text contexts
- B2.2
use consolidated orthographic knowledge, including position-based tendencies, to make a spelling choice or accurately pronounce a word when reading
- B2.3
use developing knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell words
- B2.4
demonstrate an understanding of a variety of words, acquire and use explicitly taught vocabulary in various contexts, including other subject areas, and use morphological knowledge to analyze and understand new words in context
- B2.5
read words, complex sentences, and paragraphs in a variety of texts fluently, with accuracy and appropriate pacing to support comprehension, and read aloud using varied expression and intonation according to the purpose of reading
- B3.1
complex sentences containing adverbial clauses
- B3.2
possessive nouns
- B3.3
capital letters in dialogue and for words in titles
Unit 3Comprehension: Understanding and Responding to TextsOfficial strand · Strand C
Reading and understanding a range of texts, noticing how they're built, making predictions, and thinking more deeply about what they mean.
Reading and Understanding Texts
- Reading and understanding a range of textsC1.1 — Read and understand a variety of texts using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge.
- Describing story texts and information textsC1.2 — Identify and describe characteristics of literary and informational text forms and their associated genres.
- Using headings, an index, and text patternsC1.3 — Notice text patterns, like order of importance and cause and effect, and text features like headings and an index, and explain how they help readers understand the meaning.
- How pictures and design connect to meaningC1.4 — Describe ways images, graphics, and visual design are used in a text, and understand their purpose and connection to the text's content.
- Noticing how a text sounds and feelsC1.5 — Identify elements of style in texts, including voice, word choice, word patterns, and sentence structure, and explain how they help communicate meaning.
- Whose voice is telling the story?C1.6 — Identify the narrator's point of view, including first person or third person, and suggest alternative points of view to tell each story.
- Reading and viewing First Nations, Métis, and Inuit storiesC1.7 — Read, listen to, and view diverse texts by First Nations, Métis, and Inuit creators to understand their histories, cultures, relationships, and lived experiences.
Tricks for Understanding What We Read
- Using what I already know to make connectionsC2.1 — Use knowledge from personal experiences and other texts to make connections and understand the topic and form of new texts.
- Why are we reading this?C2.2 — Identify specific purposes for engaging with texts, including learning facts or information, or gaining insight or new perspectives.
- Guessing what happens next and adjustingC2.3 — Make predictions using background knowledge, text features, and evidence from the text, and adjust their understanding based on new information.
- Fixing up a confusing partC2.4 — Use strategies like rereading, visualizing, and asking questions to monitor and confirm understanding of texts.
- Connecting a text to my life, other texts, and the worldC2.5 — Identify connections between ideas in texts and one's own knowledge and lived experiences, other texts, and the world around them.
- Finding the main idea and important detailsC2.6 — Identify the main idea in a simple text, and relate important details in sequence.
- Naming which trick helped me understandC2.7 — Describe how strategies, such as visualizing, making predictions, and connecting to their experiences, have helped them comprehend various texts.
Thinking Deeply About Texts
- Metaphor and assonance in textsC3.1 — Identify literary devices, including metaphor and assonance, and describe how they help communicate meaning.
- Figuring out clues the text doesn't sayC3.2 — Make inferences using stated and implied information and ideas to understand texts.
- Comparing and sequencing text partsC3.3 — Analyze texts by identifying main and supporting ideas, sequencing information, and comparing and contrasting elements.
- Noticing symbols, language, and values in textsC3.4 — Identify cultural elements, like symbols, language, and values, in texts and pose questions about how they contribute to the meaning.
- Whose perspective is being shown?C3.5 — Identify explicit and implicit perspectives communicated in texts, providing evidence, and explain how these perspectives could influence an audience.
- Sharing my own thoughts and feelings about a textC3.6 — Describe personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility.
- Connecting First Nations, Métis, and Inuit stories to todayC3.7 — Notice ways First Nations, Métis, and Inuit texts communicate about historical periods, cultural experiences, and events, and how they relate to current lived experiences.
- Naming the thinking skill that helped meC3.8 — Identify thinking skills that have helped analyze and better understand various texts.
The official wording — 22 outcomes in this unit
- C1.1
read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge
- C1.2
identify and describe some characteristics of literary and informational text forms and their associated genres
- C1.3
identify some text patterns, such as order of importance and cause and effect, and text features, such as headings and an index, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning
- C1.4
describe ways in which images, graphics, and visual design are used in a given text, and demonstrate an understanding of their purpose and connection to the content of the text
- C1.5
identify some elements of style in texts, including voice, word choice, word patterns, and sentence structure, and explain how they help communicate meaning
- C1.6
identify the narrator’s point of view, including first person or third person, in a variety of texts, and suggest alternative points of view to tell each story
- C1.7
read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators and demonstrate understanding of various aspects of First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences
- C2.1
activate prior knowledge, including knowledge gained from personal and text experiences, that they can use to make connections and understand the topic and form of new texts
- C2.2
identify specific purposes for engaging with texts, including learning facts or information, or to gain insight or new perspectives
- C2.3
make predictions using background knowledge, text features, and evidence from the text, and adjust their understanding based on new information
- C2.4
use strategies such as rereading, visualizing, and asking questions, to monitor and confirm their understanding of various texts
- C2.5
identify connections between ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the world around them
- C2.6
identify the main idea in a simple text, and relate important details in sequence
- C2.7
describe how strategies, such as visualizing, making predictions, and connecting to their experiences, have helped them comprehend various texts.
- C3.1
identify literary devices, including metaphor and assonance, and describe how they help communicate meaning
- C3.2
make inferences using stated and implied information and ideas to understand texts
- C3.3
analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing information, and comparing and contrasting elements
- C3.4
identify some cultural elements represented in various texts, including symbols, language, and values, and pose questions and share ideas about how these elements contribute to the meaning
- C3.5
identify explicit and implicit perspectives communicated in texts, providing evidence, and explain how these perspectives could influence an audience
- C3.6
describe personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility
- C3.7
identify some ways in which texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations communicate about historical periods, cultural experiences, and events, and how they relate to current lived experiences
- C3.8
identify thinking skills that have helped them analyze and better understand various texts
Unit 4Composition: Expressing Ideas and Creating TextsOfficial strand · Strand D
Planning, drafting, writing in cursive, revising, editing, and sharing our own texts.
Planning What to Write
- Choosing a topic, purpose, audience, and formD1.1 — Identify the topic, purpose, and audience for a text being planned, and describe how the chosen text form and genre will help communicate the intended meaning.
- Coming up with and building on ideasD1.2 — Generate and develop ideas about topics using various strategies and resources, including personal experiences and learning from other subjects.
- Finding facts from more than one sourceD1.3 — Gather information and content relevant to a topic using three or more sources.
- Putting my ideas in orderD1.4 — Sort and sequence ideas and information using appropriate strategies and tools, taking into account the text form and genre to be used.
- Naming the strategy that helped me planD1.5 — Identify the strategies that helped develop ideas for texts and organize content.
Writing and Beginning Cursive
- Writing a first try of my textD2.1 — Draft short texts of different kinds, like narrative, persuasive, and informational texts, using various media, tools, and strategies.
- Starting to write in cursiveD2.2 — Begin to write in cursive, forming letters with correct formation patterns, size, placement, and spacing.
- Showing my own feelings with words and sentence patternsD2.3 — Show a personal voice in writing using descriptive words and sentence patterns to express thoughts, feelings, and opinions about the topic.
- Writing as "I" or about someone elseD2.4 — Notice the point of view, including first person or third person, used in their own texts.
- Improving my writing with feedbackD2.5 — Make simple revisions to draft texts, including replacing words and adding sentences, to improve content and clarity, using feedback from others.
- Editing and proofreading my writingD2.6 — Edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and text conventions, and proofread edited texts to make corrections.
Sharing My Finished Text
- Making a final copy of my textD3.1 — Produce final texts using simple techniques to achieve the intended effect.
- Presenting my text with a strategy that fitsD3.2 — Present a finished text using appropriate strategies, including reading aloud with expression.
- Naming what helped me present and communicateD3.3 — Identify the strategies that helped present and communicate their message, and explain how they helped them improve as a text creator.
The official wording — 14 outcomes in this unit
- D1.1
identify the topic, purpose, and audience for various texts they plan to create, and describe how the chosen text form and genre will help communicate their intended meaning
- D1.2
generate and develop ideas about given and chosen topics, using various strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas
- D1.3
gather information and content relevant to a topic, using three or more sources
- D1.4
sort and sequence ideas and information, using appropriate strategies and tools, taking into account the text form and genre to be used
- D1.5
identify the strategies that helped them develop ideas for texts and organize content
- D2.1
draft short texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies
- D2.2
begin to write in cursive, forming letters with appropriate formation patterns, size, placement, and spacing
- D2.3
demonstrate a personal voice in their texts, using descriptive words and sentence patterns to express their thoughts, feelings, and opinions about the topic
- D2.4
identify the point of view, including first person or third person, used in their texts
- D2.5
make simple revisions to draft texts, including replacing words and adding sentences, to improve content and clarity, using feedback from others
- D2.6
edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and text conventions, and proofread edited texts to make corrections
- D3.1
produce final texts using simple techniques, to achieve the intended effect
- D3.2
present the texts they have created using appropriate strategies, including by reading aloud with expression
- D3.3
identify the strategies that helped them present and communicate their message, and explain how they helped them improve as a text creator
Printable workbook · A keepsake of the year
A Language, 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.
$4.99 CAD
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
What it looks like in the app
Preparing for the EQAO Grade 3 assessment?
Ontario runs EQAO assessments in Grade 3. MapleMind's practice and exam modes build questions from this course so the format feels familiar.
Common questions
Can MapleMind help my child with Language, Grade 3?
Yes. MapleMind's AI tutor covers all 64 skills in Ontario's Language, 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 Ontario's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Ontario'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 Language, 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 Ontario curriculum for Language, Grade 3?
The official source is linked on this page — Ontario'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.
Does MapleMind help with the EQAO Grade 3 assessment?
Yes. Ontario runs EQAO assessments in Grade 3. MapleMind's practice and exam modes build questions from this course so the format feels familiar.
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