Grade 3, All Subjects (Digital Edition) · 1,373 pages · 315 lessons · PDF, print at home
Every subject of the Grade 3 year in one printable PDF: Bible, social studies, Science, Math, Reading and Writing. 315 lessons across 5 courses, with the parent script, student pages, worked examples, practice and answer keys for each, exactly as taught online. King James throughout.
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What is inside
Every unit and lesson in this year, in order. The same lessons are taught online at lettersanddevotion.com, so a family can move between paper and screen.
The whole Old Testament in thirty-six weeks, in order, with a third grader reading some of it aloud themselves: law, history, poetry and prophets, and how the pieces fit into one story.
A full-year study of what a community is, how geography shapes daily life, and how rules, government, and economies organize people's lives together. Students build map and globe skills, compare communities across the world and across time, and examine local and national government at the level of who makes rules and why. The course closes by asking students to apply everything learned to their own role as a contributing community member. All cultures studied are presented with specific, accurate detail, never as costume or stereotype.
Unit 1: What Makes a Community8 lessons
1.The definition of community as people who depend on each other, not just people who live near each other
2.The distinction between a community and a group that merely shares a location
3.The difference between a need and a want
4.Interdependence among roles within a specific community (e.g., class or town, held apart from the family example used in instruction)
5.The differing needs met by two named communities the student belongs to
6.The minimum conditions for a group to count as a community, applied to an unfamiliar hypothetical case
7.Needs met by family, class, and town communities
8.The structure connecting a named community, the need it meets, and the reason members depend on each other
Unit 2: Map and Globe Skills10 lessons
9.Cardinal directions (N, S, E, W) shown on a compass rose
10.Relative cardinal direction between two locations on a given map
11.Intermediate directions and their position between cardinal directions
12.Map symbols and their listed meanings in a map key/legend
13.The idea that mapmakers choose what to include, so maps of one place can differ
14.Scale as a tool relating map distance to real-world distance
15.Landforms (mountain, valley, island, plain) and bodies of water (river, lake, ocean)
16.Shape distortion that results from flattening a globe into a map
17.The seven continents and five oceans
18.A complete original map including title, legend, symbols, and compass rose
Unit 3: Communities Around the World8 lessons
19.Urban, suburban, and rural settlement types
20.The effect of climate and landform on daily life
21.Location of studied communities using map tools
22.Same need met by different methods across two communities
23.Resource choice inferred from climate and landform
24.Respectful versus judgmental language about another community's way of life
25.Comparison chart structure for community evidence
26.Written comparison of two communities' solutions to one need, applied to a new pairing
Unit 4: Communities Across Time8 lessons
27.Primary vs. secondary source classification
28.The defining feature (time of creation) of primary sources
29.Then/now comparison of homes, work, and transport in the studied local or regional community
30.Change and continuity within one community's traditions
31.Citing source evidence to support a then/now claim
32.The limits of a single piece of evidence for future historical inference
A full-year grade 3 science course built on the NGSS storyline: forces and motion, magnets and static electricity as invisible forces, plant and animal life cycles, inheritance and variation of traits, fossils and ancient environments, organisms in changing environments, and weather patterns and hazards. Students observe, measure, and argue from evidence using household materials with a parent nearby. Each unit opens with retrieval of prior content and closes with a delayed check at least a week later. The course builds one connected model of how living and nonliving systems change over time, rather than eight disconnected topics.
Unit 1: Forces and Motion11 lessons
1.Push and pull as the two basic forces
2.Force measured in newtons or spring-scale units on varying surfaces
3.Balanced forces on a stationary object
4.Unbalanced forces and net direction of motion
5.Speed and direction as the two parts of motion
6.Pattern between ramp height (force input) and roll distance (motion outcome)
7.Predicting an untested case from a data pattern
8.Balanced vs. unbalanced force applied to an unfamiliar device
9.Claim-evidence-reasoning structure applied to ramp investigation data
10.Limits of a single-variable pattern when a second force-changing variable is introduced
11.Force vocabulary applied to informational text about tools
Unit 2: Invisible Forces: Magnets and Static Electricity8 lessons
12.Contact force vs. non-contact force
13.Magnetic attraction and repulsion by pole orientation
14.Static electric charge produced by friction
15.Isolating distance as the one changed variable in a magnet-strength test
16.The pattern between distance and magnetic force strength
17.Contact vs. non-contact force in an unfamiliar mechanical system
18.Balanced/unbalanced force logic applied to magnetic force data, including the case of a stationary object under opposing forces
19.Definitions of static electric charge and non-contact force
Unit 3: Life Cycles of Plants and Animals10 lessons
20.The sequence of frog life cycle stages (egg, tadpole, froglet, adult)
21.The closed-loop diagram structure for a life cycle already demonstrated by the teacher (frog, then bean plant)
22.The relationship between a life stage and the trait it needs to survive that stage
23.The difference between metamorphosis and direct growth as two patterns of life cycle change
24.The bean plant's current growth stage and its change since the last recorded entry
25.The boundary between force (instant push or pull) and growth response (change over time)
26.The life cycle stage order of an organism not taught in this unit
27.The main idea and supporting details of a life-cycle informational text
28.Information located in diagrams versus information located in running text
29.The contrast between gradual life-cycle change and instant force-caused change
Unit 4: Inheritance and Variation of Traits9 lessons
30.Inheritance of traits from parent to offspring
31.Inherited vs. acquired traits
32.Inherited vs. acquired traits applied to new examples
33.Measured variation in a single trait across a sample
34.Range and typical value as evidence of variation, including that differing individual data points are not errors
35.Comparison of variation across two data sets
36.Context-dependence of whether a trait is helpful or harmful
37.Inherited vs. acquired traits in an unfamiliar organism and context
38.Written classification argument for trait cards
Unit 5: Fossils and Environments of the Past9 lessons
39.Fossils as evidence of past life
40.The three-way distinction between fossil, living thing, and non-living rock
41.Fossil traits compared to living-organism traits
42.Rock layers as a record of relative time, oldest at bottom
43.Relative age ranking from a new rock-layer diagram
44.Past environment inferred from fossil trait evidence
45.Limits of fossil evidence
46.Two texts describing the same fossil site
47.Past environment inference from a novel fossil sample
Unit 6: Organisms in a Changing Environment8 lessons
48.Environment as everything around an organism, including weather, food, water, and other organisms
49.The distinction between fast and slow environmental change
50.The fit between a specific trait and a specific environment
51.Trait-environment fit applied to an unfamiliar organism-environment pair
52.Population outcomes under fast versus slow environmental change
53.A trait-environment survival claim supported by cited evidence from a prior unit
54.The logical connection between claim, environmental change, and cited evidence in a peer's argument
55.Trait-environment fit judgment under a genuinely novel scenario
Unit 7: Weather Patterns and Hazards8 lessons
56.The three measurable weather variables: temperature, wind, precipitation
57.Thermometer reading procedure
58.A temperature line graph of a recorded data set
59.The relationship between season and typical weather pattern
60.The distinction between a repeating seasonal pattern and unpredictable daily variation
61.The match between a weather hazard and a preparedness action suited to it
62.A graph of the student's own collected weather data
63.A hazard-preparedness action justified by a student's own weather-pattern evidence
Unit 8: Capstone: Systems We Can Explain11 lessons
64.The definitions of pattern and evidence
65.The definitions of force and trait
66.The claim-evidence-reasoning structure
67.Contact vs. non-contact force in an unfamiliar scenario
68.Force, pattern, trait, and evidence as applied across all prior-unit contexts
69.The shared structure underlying 'pattern' across the fossil-layer and weather-data contexts
70.An original testable investigation combining force-and-weather or life-cycle-and-variation ideas
71.Their own chosen investigation's data collection
72.A claim-evidence-reasoning explanation linking their investigation to specific prior units
73.The match between a stated claim and the evidence offered for it
74.The limits of evidence from a single household investigation
Math: Number, Shape, and Pattern: Grade 3 Mathematics
A full-year grade 3 math course built from pictures to symbols. Students move from equal-group and array drawings into multiplication and division facts, then use those facts to measure area and read scaled graphs. Place value extends to 10,000 with rounding. Fractions are built as shaded parts of a bar and located as points on a number line before any fraction arithmetic. Perimeter, time to the minute, and data round out measurement. Every unit reuses the vocabulary and models of the units before it.
Unit 1: Equal Groups, Arrays, and the Meaning of Multiplication8 lessons
1.Equal-groups pictures as a model of multiplication
2.Arrays: rows, columns, and total
3.Factor and product vocabulary
4.Commutative property shown by rotating an array
5.Equal-groups and array pictures as two representations of one fact
6.Equal-groups word problems within 100
7.Limits of the repeated-addition analogy for multiplication
8.Commutative property as evidenced by array rotation
Unit 2: Division, Fact Families, and Fluency Within 1009 lessons
9.The four related facts (fact family) shown by one array
A full-year grade 3 ELA course built on short, complete public-domain and original passages. Students learn to find evidence for answers, recount stories and determine lessons, explain character motivation, find main idea and details in informational text, use text features, compare two texts on the same topic, and write opinion, informative, and narrative pieces. Grammar is taught inside the reading and writing students are already doing, not as isolated worksheets. Every unit reuses vocabulary and text structures from the unit before it so knowledge compounds instead of resetting.
Unit 1: Finding the Evidence7 lessons
1.The specific sentence in a text that answers a literal text-dependent question
2.The six question-word categories (who/what/when/where/why/how)
3.The distinction between directly relevant evidence and a true-but-irrelevant sentence from the same text
4.The two-part test for a complete sentence (subject present, verb present)
5.The specific missing part (subject or verb) in a given fragment
6.Two distinct valid answers to one text-dependent question, each backed by a different sentence in the same passage
7.Evidence sentences supporting answers to six mixed-type text-dependent questions on an unfamiliar passage
Unit 2: What the Story Is Really About8 lessons
8.Sequence of events in a fable, marked by past-tense verbs
9.The difference between a character's action and the character's motivation
10.Character motivation inferred from action plus situational detail
11.The central message or lesson of a fable and its supporting evidence
12.Lessons of two fables compared for similarity and difference
13.Relative strength of two competing evidence-based interpretations of the same fable
14.Past versus present tense verb use depending on whether recounting events or stating a lesson
15.Cause-effect link between a character's choice and a subsequent story event
Unit 3: Main Idea and How Nonfiction Is Built8 lessons
16.Main idea of a nonfiction paragraph
17.The relationship between a main idea and its supporting details
18.The fit between a specific detail and a stated main idea
19.The function of specific nonfiction text features
20.Information located specifically within a diagram or caption
21.Subject-verb agreement in simple sentences
22.The relative usefulness of different text features for a specific purpose
23.Main idea, supporting details, and text-feature use in an unseen informational text
Unit 4: Reading Nonfiction Closely9 lessons
24.Cause-and-effect relationships within informational sentence pairs
25.The distinction between causal and sequential text structure
26.Information carried by a diagram label that is absent from body text
27.Integration of textual and visual information to answer a single question
28.Future-tense verb forms, including irregular verbs
29.Irregular past-tense verb forms
30.The boundary between what running text states and what a visual feature adds, applied to an unpracticed passage and diagram
31.Text-feature vocabulary from Unit 3
32.The difference in organizing structure between two passages describing the same content
Unit 5: Comparing Two Texts8 lessons
33.A two-circle comparison chart (Venn-style) sorting shared and unique details from two texts on one topic
34.Shared versus unique details across two informational texts on the same topic
35.Coordinating conjunctions (and, but, or) used to join two ideas from a comparison
36.The idea that authors choose which true details to include or leave out
37.Lesson/theme comparison across two narrative texts
38.Evidence that a similarity or difference claim depends on
39.A short written comparison of two unfamiliar texts on a shared topic
40.The terms compare and contrast
Unit 6: Writing to Give an Opinion9 lessons
41.Opinion statement (claim sentence)
42.The difference between a reason, a fact, and a restated feeling
43.Matching textual support to a specific stated reason
44.Linking words joining reason and support
45.The 4-paragraph opinion structure
46.A complete 4-paragraph opinion piece
47.Support-for-reason check in peer drafts
48.Verb tense consistency across a paragraph
49.Independent construction of a supported opinion piece on an unseen topic
Unit 7: Writing to Inform10 lessons
50.Text features (heading, caption, diagram) and topic sentence as named parts of an informational text
51.Grouping related facts by subtopic within an informative topic
52.Topic sentences that state the main idea of a paragraph's facts
53.Note-taking from a source using paraphrased short phrases
54.A heading that names the shared topic of a completed 3-paragraph piece
55.Text features (diagram or caption) as carriers of a specific stated fact
56.Subject-verb agreement across a full paragraph
57.Consistent verb tense across a paragraph
58.Fit between a fact and a stated topic sentence
59.A complete informative piece organized into topic-grouped paragraphs with a text feature
Unit 8: Writing a Story in Order8 lessons
60.Chronological sequence of story events
61.Beginning-middle-end story structure
62.Showing character feeling through action rather than naming it
63.Temporal words signaling sequence relationships
64.A character's choices compared across a story's arc
65.Sentence-combining with coordinating conjunctions
66.Consistent verb tense across a paragraph
67.A complete original 3-paragraph narrative with beginning-middle-end sequence and a motivation detail