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 18 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 Prince Edward Island English Language Arts, Grade 3 curriculum
Prince Edward Island 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 Prince Edward Island's official curriculumRead it on the government site — princeedwardisland.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand SL | 3 | Speaking and Listening |
| Strand RV | 6 | Reading and Viewing |
| Strand WR | 5 | Writing and Representing |
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 1Speaking and ListeningOfficial strand · Strand SL
Discussing thoughts and solving problems in talk; explaining opinions and listening critically; adapting voice and gestures to the occasion; giving and following instructions; and using courteous, respectful, and inclusive language.
Discussing ideas and explaining opinions
- Discussing ideas and explaining opinionsPEI-ELA-3.SL.1 — Describe, share, and discuss thoughts and experiences while considering others' ideas, ask and answer questions to explore solutions, explain opinions, and listen critically.
- Adapting your voice and taking part in presentationsPEI-ELA-3.SL.2 — Participate in discussions knowing when to speak and listen, adapt volume, expression, gestures, and tone to the occasion, give and follow instructions, and engage in and respond to oral presentations.
- Courtesy, respect, and inclusive languagePEI-ELA-3.SL.3 — Use basic courtesies and conventions of conversation, identify oral language that is unfair to individuals and cultures and use vocabulary that shows respect for all people, and adjust language to different situations.
The official wording — 3 outcomes in this unit
- PEI-ELA-3.SL.1
describe, share, and discuss thoughts, feelings, and experi- ences and consider others’ ideas ask and respond to questions to clarify information and to explore possibilities or solutions toproblems express and explain opinions and respond to the questions and reactions of others listen critically to others’ ideas and opinions
- PEI-ELA-3.SL.2
participate in conversation, small-group and whole-group discussion, understanding when to speak and when to listen adapt volume, projection, facial expression, gestures, and tone of voice to the speaking occasion give and follow instructions and respond to questions and direc- tions engage in and respond to a variety of oral presentations and other texts
- PEI-ELA-3.SL.3
use basic courtesies and conven- tions of conversation in group work and co-operative play identify some forms of oral language that are unfair to particular individuals and cul- tures and use vocabulary that shows respect for all people demonstrate a growing awareness that different kinds of language are appropriate to different situations
Unit 2Reading and ViewingOfficial strand · Strand RV
Reading widely and integrating cueing systems; word-solving and reading silently with fluency; interpreting literary elements and using before/during/after-reading strategies; researching; and responding personally and critically to point of view and bias.
Reading widely and solving words
- Reading widely and integrating cueing systemsPEI-ELA-3.RV.1 — Select texts independently, read widely across children's literature, use features of written text to locate information, and integrate the cueing systems to predict and monitor while reading.
- Word-solving and reading silently with fluencyPEI-ELA-3.RV.2 — Use self-correcting strategies, read silently, word-solve using analogy, affixes, roots, compounds, and syllabication, use blending, recognize sight words, and use a dictionary.
- Main idea and how texts are organizedPEI-ELA-3.RV.2 — Identify the main idea and supporting details of a text and identify principles of order in text such as time, cause and effect, and space.
Understanding stories deeply
- Figurative language, character, and plotPEI-ELA-3.RV.3 — Interpret figurative language, use text clues and experience to understand character, empathize with characters, and recognize the elements of a story or plot.
- Strategies before, during, and after readingPEI-ELA-3.RV.3 — Use prereading strategies (predicting, connecting, setting purposes, questioning), during-reading strategies (verifying predictions, connecting, visualizing), and after-reading strategies (reflecting, responding, questioning), and describe their own reading processes.
- Researching to answer questionsPEI-ELA-3.RV.4 — Answer their own and others' questions by seeking information from a variety of texts: identify information needs, generate research questions, use print and non-print materials and reference tools, and reflect on the research process.
Responding personally and critically
- Personal connections and explained opinionsPEI-ELA-3.RV.5 — Make personal connections to texts and describe reactions and emotions, and express and explain opinions about texts and authors with increasing awareness of the reasons behind their opinions.
- Text types, point of view, and biasPEI-ELA-3.RV.6 — Question information in print and visual texts, identify types of print and media texts and their conventions, and respond critically by identifying point of view, whose voices are and are not expressed, and instances of prejudice, bias, and stereotyping.
The official wording — 6 outcomes in this unit
- PEI-ELA-3.RV.1
select, independently and with teacher assistance, texts appropri- ate to their interests and learning needs read widely and experience a variety of children’s literature use pictorial, typographical, and organizational features of written text to determine content, locate topics, and obtain information use and integrate, with support, the various cueing systems (pragmatic, semantic, syntactic, and graphophonic) and a range of strategies to construct meaning
- PEI-ELA-3.RV.2
- use a variety of self-correcting strategies (e.g., rereading, reading on and trying to think about what would make sense) - read silently, vocalizing only when a major problem with word recognition or meaning occurs - word solve by using analogy with known words; knowledge of affixes, roots, or compounds; and syllabication - use blending as one strategy for decoding words - recognize a wide variety of sight words - use a dictionary
- PEI-ELA-3.RV.3
- interpret figurative language - use clues from the text and personal experi- ences to gain an understanding of character - recognize different emotions and empathize with literary characters - recognize the elements of a story or plot
- PEI-ELA-3.RV.4
answer, with assistance, their own questions and those of others by seeking information from a variety of texts - identify their own personal and learning needs for information - generate their own questions as a guide for research - use a range of print and non- print materials to meet their needs - use basic reference materials and a database or electronic search - reflect on their own research process
- PEI-ELA-3.RV.5
make personal connections to texts and describe, share, and discuss their reactions and emotions express and explain opinions about texts and types of texts, and the work of authors and illustrators, demonstrating an increasing awareness of the reasons for their opinions
- PEI-ELA-3.RV.6
question information presented in print and visual texts identify some different types of print and media texts respond critically to texts - identify the point of view in a text and demonstrate an awareness of whose voices/ positions are and are not being expressed - identify instances of prejudice, bias, and stereotyping
Unit 3Writing and RepresentingOfficial strand · Strand WR
Writing to formulate ideas and make notes; creating texts across forms with audience awareness; working the full writing process; applying punctuation, language-structure, and spelling conventions; and staying engaged as a writer.
Writing to think and create
- Writing to formulate ideas and make notesPEI-ELA-3.WR.1 — Use writing and representing to formulate questions, generate and organize ideas, express opinions and feelings, and record experiences; explore ways to make notes; and experiment with language choices.
- Creating texts for an audiencePEI-ELA-3.WR.2 — Create written and media texts in a variety of forms, combining writing with other media, show awareness of purpose and audience by making form choices and editing, and consider readers' responses to assess and extend learning.
The writing process from start to finish
- Prewriting and draftingPEI-ELA-3.WR.3 — Use a variety of prewriting strategies for generating and organizing ideas and use appropriate drafting techniques focused on getting ideas on paper while keeping audience in mind.
- Revising, editing, and publishingPEI-ELA-3.WR.3 — Use revision techniques to ensure writing makes sense for the audience, use editing strategies for punctuation, usage, and spelling, and use appropriate techniques for publishing and presenting.
Conventions of written language
- Punctuation and capitalizationPEI-ELA-3.WR.4 — Use capitals for proper names, titles, places, days, months, and sentence beginnings, use periods, commas in series and dates, apostrophes for possessives and contractions, and question, exclamation, and quotation marks.
- Sentence structure and spellingPEI-ELA-3.WR.4 — Make subjects and verbs agree, begin to paragraph, use a variety of sentence structures and pronouns, and use spelling strategies including meaning and syntax patterns, sound cues, and editing strategies to spell many words conventionally.
Writing every day
- Staying engaged as a daily writerPEI-ELA-3.WR.5 — Show engagement with creating writing and representations: write every day, sustain engagement across forms, choose to write independently, share and seek response, and contribute to shared and classroom writing.
The official wording — 5 outcomes in this unit
- PEI-ELA-3.WR.1
use writing and other forms of representation to - formulate questions - generate and organize language andideas - discover and express personal attitudes and opinions - expressfeelings and imaginative ideas - record experiences - explore how and what they learn explore, with assistance, ways for making their own notes experiment with language choices in imaginative writing and other ways of representing
- PEI-ELA-3.WR.2
create written and media texts using a variety of forms - experiment with a combination of writing with other media to increase the impact of their presentations demonstrate some awareness of purpose and audience - make choices about form for a specificpurpose/audience - realize that work to be shared with an audience needs editing consider their readers’/ listeners’/ viewers’ questions, comments, and other responses in assessing their work
- PEI-ELA-3.WR.3
experiment with a range of prewriting, drafting, revising, editing, proofread- ing, and presentation strategies - use a variety of prewriting strategies for generating and organizing ideas for writing (e.g., brainstorming, webbing, story mapping, reading, researching, interviewing, reflecting) - use appropriate drafting techniques (focussing on getting ideas on paper, taking risks with temporary spelling when necessary, keeping audience in mind, using a word processor to compose)
- PEI-ELA-3.WR.4
use some conventions of written language - punctuation and capitalization . use capitals for proper names, titles, places, days, months, holidays, beginning of sentences . use periods at the ends of sentences and for abbrevia- tions . use commas in a series, and in dates . use apostrophes for possessives and contractions . use question marks, exclama- tion marks, and quotation marks
- PEI-ELA-3.WR.5
demonstrate engagement with the creation of pieces of writing and other representations - engage in writing and repre- senting activities every day - sustain engagement in writing and other forms of representa- tion (drawing, role-play, plasticine art, collage, etc.) - choose to write independently during free choice time - share writing and other repre- sentations with others and seek response - contribute during shared writing activities
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 18 skills in Prince Edward Island'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 Prince Edward Island's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Prince Edward Island'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 Prince Edward Island curriculum for English Language Arts, Grade 3?
The official source is linked on this page — Prince Edward Island'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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