Grade 3 Language Arts Chapter 3 | Practice Workbook

Grade 3 Language Arts: Practice and Assessment

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Lesson 1: Characters and Actions

Read: Amara wanted to finish the class mural before lunch. When a jar of paint tipped over, she stopped painting and helped Luis wipe the table. ‘We can finish the sky after lunch,’ she said. Luis found clean paper for their next sketch. The mural was not finished that morning.

1. Who are two characters?

2. What did Amara want to finish?

3. What happened to the paint?

4. What did Amara do after the spill?

5. Name a possible trait for Amara and give evidence.

6. Did they finish the mural that morning?

Advanced extension: Explain how Amara’s words affect the next step in the story.

Lesson 2: Setting and Plot

Read: After school, Jonah walked to the community garden. He found that the gate was stuck. He called an adult, who lifted the latch while Jonah held the gate steady. Together they entered and checked the seedlings. The story does not name the town.

1. Where does the story take place?

2. When does it begin?

3. What problem does Jonah find?

4. Who helps open it?

5. What happens after the gate opens?

6. Does the story name the town?

Advanced extension: Explain how the stuck gate changes what Jonah does before checking the seedlings.

Lesson 3: Problem, Response, and Message

Read: The class planned a welcome table, but their sign was hard to read. Talia suggested making larger letters. Ben brought a marker, and together they wrote a new sign. The class could read the new sign from the doorway.

1. What was wrong with the first sign?

2. What did Talia suggest?

3. What did Ben bring?

4. What did they make together?

5. What happened after they made it?

6. Give a possible message and one detail supporting it.

Advanced extension: Suggest another supported message and explain why it fits.

Lesson 4: Compare Two Stories

Read: Story A: At home, Eli found a loose button on his coat. He asked an adult to help sew it back on. Story B: At the library, Nara found a torn book cover. She told a librarian, who set the book aside for repair.

1. Where is Eli?

2. Where is Nara?

3. What problem does Eli find?

4. What problem does Nara find?

5. How are the responses alike?

6. How are the settings different?

Advanced extension: Compare the two problems and explain what neither story tells you.

Lesson 5: Write a Narrative with a Sequence

Read: Practice plan: Character: Mina. Setting: a park. Problem: a glove is found. Response: Mina takes the glove to the park office. Ending: an attendant places it in lost and found. These are invented practice details.

1. Who is the character?

2. Where is the story set?

3. What does Mina find?

4. Where does she take it?

5. Does the plan say who owns the glove?

6. Write two or three sentences using the plan in order.

Advanced extension: Add one sentence of dialogue that fits the plan, then edit its punctuation with an adult.

Independent Chapter Check

After lunch, Rosa went to the art room. She found that the box of paper had fallen open. Rosa gathered the sheets and asked the teacher where they belonged. The teacher showed her a shelf. Rosa placed the paper there and returned to her drawing.

1. Where does the story take place?

2. When does it begin?

3. What problem did Rosa find?

4. What did Rosa do first after finding the paper?

5. Who showed her the shelf?

6. Give one possible trait for Rosa and support it with a detail.

7. Give a possible message supported by the story.

8. Does the passage say who opened the box?