Grade 3 English Language Arts | Student Workbook Unit 1

LANGUAGE ARTS STUDENT PDF: Download the Language Arts-only fillable workbook. Read the passage and complete reading, vocabulary and writing tasks below. Save typed answers in a compatible PDF viewer, or print the document. This is Unit 1, not a complete annual Language Arts course.

Lesson 1: Main idea and supporting evidence

Read, Listen and Learn

Original reading: Original passage: ‘Each Friday, the class checked the garden. Priya measured the tallest bean plant while Malik recorded the date. When the second week was colder, the group noticed slower growth, but they did not assume temperature was the only cause.’

Learn: The main idea captures what the text is mainly about. Supporting details are statements from the text; an inference is a reasoned possibility rather than something directly stated.

Reading and Writing Practice: 10 Questions

1. What did the class do every Friday?
2. Who recorded the date?
3. Who measured the plant?
4. What did the class notice during the colder week?
5. Write the central idea in one sentence.
6. List two supporting details.
7. Is it proved that cold alone caused slower growth? Explain.
8. Write a five-sentence summary.
9. Correct: ‘priya measure the plant every friday’
10. Advanced: propose two factors other than temperature that might affect growth, labeling them hypotheses.

Writing and Revision

Write or dictate a complete response. Reread the passage, correct one unclear sentence, and identify which detail supports your answer. Reading comprehension, spelling and handwriting should be assessed separately.

Advanced Reader Extension

If you demonstrate the prerequisite skill independently, compare another unfamiliar text, explain an inference with evidence and write a longer organized response. Advanced is based on readiness, never birthday.

Print and Parent Resources

Select the text on this page to copy, or print from the browser. Return to Grade 3 subjects. Dedicated subject PDF and parent materials will be linked here.

Grade 3 | Five-Day Language Arts Reading and Writing Extension

A new instructional sequence added to the existing Unit 1. Includes reading, vocabulary, writing and an independent check. It is not the complete annual course.

Day 1: Central Idea and Evidence

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A central idea states what the whole informational passage teaches. A supporting detail is a specific fact. Compare direct evidence with conclusions that go beyond the passage.

Original reading: Each Friday, Priya recorded the date while Omar measured the class plant. The class compared weekly heights and noticed slower growth during a colder week.

• 1. Who recorded the date?
• 2. Who measured the plant?
• 3. State the passage’s central idea.
• 4. Does the passage prove cold caused the change?

Use evidence from the reading. Provide an independent written or dictated response as appropriate to reading level.

Day 2: Paragraph Structure

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A paragraph develops one main idea through relevant supporting sentences. A topic sentence introduces the subject, details provide evidence, and a concluding sentence closes the idea without inventing facts.

Original reading: Our class studies plants. Every Friday, students measure the plant and write the height. They compare their notes to learn how the plant changes.

• 1. Identify the topic sentence.
• 2. Give one supporting detail.
• 3. Suggest an accurate concluding sentence.
• 4. Write four sentences about a school observation using one central idea.

Use evidence from the reading. Provide an independent written or dictated response as appropriate to reading level.

Day 3: Grammar and Revision

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Proper nouns and days of the week begin with capitals. Verbs must agree with their subjects. Revision improves meaning; editing corrects conventions. A good writer does both.

Original reading: priya measure the plant every friday. the class keep a record.

• 1. Correct the first sentence.
• 2. Correct the second sentence.
• 3. Explain why Friday is capitalized.
• 4. Add one evidence-based detail to the revised sentences.

Use evidence from the reading. Provide an independent written or dictated response as appropriate to reading level.

Day 4: Summary Versus Inference

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A summary restates the author’s important claims briefly. An inference is a conclusion drawn from evidence. A hypothesis about why plant growth slowed must not be presented as fact.

Original reading: For three weeks, a school garden plant grew taller. On the fourth week, growth slowed. Students noticed that week was colder, but did not test the cause.

• 1. State two facts.
• 2. Write one reasonable hypothesis.
• 3. Why is that hypothesis unproven?
• 4. Write a three-sentence objective summary.

Use evidence from the reading. Provide an independent written or dictated response as appropriate to reading level.

Day 5: Independent Passage Assessment

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Read this new passage independently. Cite words from the passage, revise one sentence, and produce organized written work.

Original reading: Each Monday, Lina and Raj counted birds near the playground. They noted a larger number after a rainy weekend. They wanted to know whether weather affected the counts.

• 1. Who counted birds?
• 2. When did they count?
• 3. What did they observe after the rainy weekend?
• 4. Write an explanation of why rain alone was not proved causal.

Use evidence from the reading. Provide an independent written or dictated response as appropriate to reading level.

Daily Review and Advanced Reading

Review two previously taught spelling or comprehension skills every day using unfamiliar words. Advanced readers can compare passages, write a deeper inference and explain why it is supported.