Get help with English as a Second Language (Core), 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 26 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 Quebec English as a Second Language (Core), Grade 3 curriculum
Quebec defines English as a Second Language (Core), 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 Québec's official education programRead it on the government site — quebec.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Course outcomes | 26 | Contextual and Functional Language · Strategies · Language Conventions · Text Components · Cultural Elements and Cultural Products |
Every skill below, taught one on one.
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How MapleMind teaches English as a Second Language (Core), 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 1Contextual and Functional Language
Functional English for real classroom and social situations — the two-column phrase/function inventory (Cycle One Contextual + Cycles Two-Three Functional), pitched for francophone learners.
Interacting orally in familiar situations
- Discover: Participates in classroom routines1A.rout.c23 — Guided introduction of “Participates in classroom routines” (Interacting orally in familiar situations) at English as a Second Language (Core), Grade 3 ESL (A1).
- Discover: Identifies people, animals, objects, places1A.ident.c23 — Guided introduction of “Identifies people, animals, objects, places” (Interacting orally in familiar situations) at English as a Second Language (Core), Grade 3 ESL (A1).
- Discover: States others’ capabilities1A.cap2.c23 — Guided introduction of “States others’ capabilities” (Interacting orally in familiar situations) at English as a Second Language (Core), Grade 3 ESL (A1).
- Discover: Inquires about agreement/disagreement1A.agree2.c23 — Guided introduction of “Inquires about agreement/disagreement” (Interacting orally in familiar situations) at English as a Second Language (Core), Grade 3 ESL (A1).
- Discover: Expresses personal needs and wants1A.needs.c23 — Guided introduction of “Expresses personal needs and wants” (Interacting orally in familiar situations) at English as a Second Language (Core), Grade 3 ESL (A1).
- Discover: Expresses others’ feelings, interests, tastes, preferences1A.feel2.c23 — Guided introduction of “Expresses others’ feelings, interests, tastes, preferences” (Interacting orally in familiar situations) at English as a Second Language (Core), Grade 3 ESL (A1).
- Discover: Thanks1A.court.thank — Guided introduction of “Thanks” (Interacting orally in familiar situations) at English as a Second Language (Core), Grade 3 ESL (A1).
- Discover: Contributes to teamwork1A.team.c23 — Guided introduction of “Contributes to teamwork” (Interacting orally in familiar situations) at English as a Second Language (Core), Grade 3 ESL (A1).
Reinvesting understanding of texts
- Discover: Uses expressions containing action words1B.action.c1 — Guided introduction of “Uses expressions containing action words” (Reinvesting understanding of texts) at English as a Second Language (Core), Grade 3 ESL (A1).
- Discover: Uses personal pronouns and possessive forms in context to ta1B.pron.self — Guided introduction of “Uses personal pronouns and possessive forms in context to ta” (Reinvesting understanding of texts) at English as a Second Language (Core), Grade 3 ESL (A1).
- Discover: Uses prepositions and location words required for tasks1B.prep — Guided introduction of “Uses prepositions and location words required for tasks” (Reinvesting understanding of texts) at English as a Second Language (Core), Grade 3 ESL (A1).
The official wording — 12 outcomes in this unit
- 1A.rout.c23
Participates in classroom routines (e.g. Teacher: “What’s the date?” Student: “It’s April second.” Teacher: “What is the weather today?” Student: “It’s sunny.” Teacher: “Open your binder.” Student: “I forgot my binder.”)
- 1A.ident.c23
Identifies people, animals, objects, places (e.g. I’m a hockey player. This is my sister. It’s a polar bear.)
- 1A.cap2.c23
States others’ capabilities (e.g. He can’t sing. She’s good at drawing. They can run fast.)
- 1A.agree2.c23
Inquires about agreement/disagreement (e.g. Do you agree? Is this okay? Does she disagree?)
- 1A.needs.c23
Expresses personal needs and wants (e.g. I need a pencil. I want a new skateboard.)
- 1A.feel2.c23
Expresses others’ feelings, interests, tastes, preferences (e.g. He’s excited. My sister doesn’t like rock music. They prefer pizza.)
- 1A.court.thank
Thanks (e.g. Thanks. Thank-you very much.)
- 1A.team.c23
Contributes to teamwork (e.g. Each our turn. Do you have all your things? Five minutes left.)
- 1B.obj.c23
Uses vocabulary related to objects (e.g. mittens, desk, flashcards)
- 1B.action.c1
Uses expressions containing action words (e.g. Clap your hands. Turn around. Come here.)
- 1B.pron.self
Uses personal pronouns and possessive forms in context to talk about self (e.g. I have my book. The pencil is mine.)
- 1B.prep
Uses prepositions and location words required for tasks (e.g. at, beside, right)
Unit 2Strategies
Learner strategies — communication, learning, self-management and metacognitive moves that help a francophone learner keep going in English.
Communication strategies
- Discover: Makes up for the lack of a precise word or expression by sub2A.circ.c23 — Guided introduction of “Makes up for the lack of a precise word or expression by sub” (Communication strategies) at English as a Second Language (Core), Grade 3 ESL (A1).
Learning and self-management strategies
- Discover: Questions the pronunciation of new words read or heard2B.selfmon.q.c1 — Guided introduction of “Questions the pronunciation of new words read or heard” (Learning and self-management strategies) at English as a Second Language (Core), Grade 3 ESL (A1).
- Discover: Decides to concentrate on the right things2B.att.c23 — Guided introduction of “Decides to concentrate on the right things” (Learning and self-management strategies) at English as a Second Language (Core), Grade 3 ESL (A1).
- Discover: Makes use of material resources2B.res.mat.c23 — Guided introduction of “Makes use of material resources” (Learning and self-management strategies) at English as a Second Language (Core), Grade 3 ESL (A1).
- Discover: Dares to use functional classroom language2B.risk.c23 — Guided introduction of “Dares to use functional language frequently used in class to” (Learning and self-management strategies) at English as a Second Language (Core), Grade 3 ESL (A1).
The official wording — 5 outcomes in this unit
- 2A.circ.c23
Makes up for the lack of a precise word or expression by substituting known words or expressions
- 2B.selfmon.q.c1
Questions the pronunciation of new words read or heard
- 2B.att.c23
Decides to concentrate on the right things
- 2B.res.mat.c23
Makes use of material resources (e.g. word and expression banks, graphic organizers, posters, checklists, quick references, books, thematic and visual dictionaries, information technology)
- 2B.risk.c23
Dares to use functional language frequently used in class to speak only English, in spite of making errors
Unit 3Language Conventions
Conventions in the service of comprehensible English — word order, plurals, articles, verb tenses, sound-symbol and punctuation, framed as learner supports (not native craft).
Grammar in the service of meaning
- Discover: Uses knowledge of word order in simple sentences to construc3A.wordord.und — Guided introduction of “Uses knowledge of word order in simple sentences to construc” (Grammar in the service of meaning) at English as a Second Language (Core), Grade 3 ESL (A1).
- Discover: Uses irregular plurals frequently encountered in class3A.plur.irr — Guided introduction of “Uses irregular plurals frequently encountered in class” (Grammar in the service of meaning) at English as a Second Language (Core), Grade 3 ESL (A1).
Pronunciation and intonation
- Discover: Uses understandable intonation and pronunciation3B.phon — Guided introduction of “Uses intonation and pronunciation that can be understood by ” (Pronunciation and intonation) at English as a Second Language (Core), Grade 3 ESL (A1).
Punctuation and capitalization
- Discover: Uses knowledge of capital letters, periods, questions marks,3C.punct.und — Guided introduction of “Uses knowledge of capital letters, periods, questions marks,” (Punctuation and capitalization) at English as a Second Language (Core), Grade 3 ESL (A1).
Spelling conventions
- Discover: Spells words as found in explicit models and resources targe3D.spell.explicit — Guided introduction of “Spells words as found in explicit models and resources targe” (Spelling conventions) at English as a Second Language (Core), Grade 3 ESL (A1).
The official wording — 5 outcomes in this unit
- 3A.wordord.und
Uses knowledge of word order in simple sentences to construct meaning
- 3A.plur.irr
Uses irregular plurals frequently encountered in class (e.g. people, children, feet)
- 3B.phon
Uses intonation and pronunciation that can be understood by an English speaker
- 3C.punct.und
Uses knowledge of capital letters, periods, questions marks, and commas between items in an enumeration to construct meaning of texts
- 3D.spell.explicit
Spells words as found in explicit models and resources targeted for carrying out tasks
Unit 4Text Components
Using the parts of a text to build meaning in English — connecting words, contextual cues, main ideas and events, at a controlled-vocabulary level.
Understanding how a text works
- Discover: Uses knowledge of connecting words to construct meaning4.connect.c23 — Guided introduction of “Uses knowledge of connecting words to construct meaning” (Understanding how a text works) at English as a Second Language (Core), Grade 3 ESL (A1).
- Discover: Identifies and briefly describes characters, people, animals4.key.c23 — Guided introduction of “Identifies and briefly describes characters, people, animals” (Understanding how a text works) at English as a Second Language (Core), Grade 3 ESL (A1).
The official wording — 2 outcomes in this unit
- 4.connect.c23
Uses knowledge of connecting words to construct meaning
- 4.key.c23
Identifies and briefly describes characters, people, animals, objects, place and setting
Unit 5Cultural Elements and Cultural Products
Songs, rhymes, stories and cultural references from English-language cultures — the enjoyable, low-pressure input that builds a francophone learner’s ear for English.
Cultural elements and products
- Discover: Texts, media, games5.texts.c23 — Guided introduction of “Texts, media, games” (Cultural elements and products) at English as a Second Language (Core), Grade 3 ESL (A1).
- Discover: Idiomatic expressions5.idiom.c23 — Guided introduction of “Idiomatic expressions” (Cultural elements and products) at English as a Second Language (Core), Grade 3 ESL (A1).
The official wording — 2 outcomes in this unit
- 5.texts.c23
Texts, media, games (e.g. films, magazines, Web sites)
- 5.idiom.c23
Idiomatic expressions (e.g. Break a leg. That rings a bell. Cat got her tongue.)
Printable workbook · A keepsake of the year
A English as a Second Language (Core), 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 as a Second Language (Core), Grade 3?
Yes. MapleMind's AI tutor covers all 26 skills in Quebec's English as a Second Language (Core), 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 Quebec's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Quebec's Grade 3 English as an Additional Language 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 as a Second Language (Core), 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 Quebec curriculum for English as a Second Language (Core), Grade 3?
The official source is linked on this page — Québec's official education program. 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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