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3rd Grade Tutoring
Personalized support from experienced teachers, with the flexibility of learning online.
I have seen such a boost in her grades and confidence — Jessica S
Personalized support from experienced teachers, with the flexibility of learning online.
I have seen such a boost in her grades and confidence — Jessica S
5 of 300+ tutors shown · 5.0 avg rating from 782 reviews
3rd grade, 4th grade, 5th grade
Available Tue, Wed, Thu
Can support: ESL, Gifted & talented
Hi! I’m passionate about helping elementary students build confidence and discover the joy in learning. I enjoy making lessons fun, supportive, and…
Certified classroom teacher
3rd grade, 4th grade, 5th grade
Available Tue, Wed, Thu
Can support: ESL, Gifted & talented
Hi! I’m passionate about helping elementary students build confidence and discover the joy in learning. I enjoy making lessons fun, supportive, and…
5.0
81 ratings
8 years
Experience
1st - 8th
Available Wed, Thu, Sat
Can support: ADHD, Dyslexia, Special ed ...
Hi families! I bring over 25 years of teaching experience, both in the classroom and online. Helping children learn to read is truly one of my…
Certified classroom teacher
1st - 8th
Available Wed, Thu, Sat
Can support: ADHD, Dyslexia, Special ed ...
Hi families! I bring over 25 years of teaching experience, both in the classroom and online. Helping children learn to read is truly one of my…
5.0
91 ratings
26 years
Experience
K - 3rd
Available Tue, Thu, Sat
Can support: Gifted & talented
👋 Hi! I’m Esther — and I’m thrilled to join your child on their learning journey! With two years of teaching experience and a passion for helping…
Certified classroom teacher
K - 3rd
Available Tue, Thu, Sat
Can support: Gifted & talented
👋 Hi! I’m Esther — and I’m thrilled to join your child on their learning journey! With two years of teaching experience and a passion for helping…
5.0
61 ratings
3 years
Experience
1st - 4th
Available Mon, Tue, Wed
Can support: ADHD, Behavioral, Gifted & talented
Tell families a bit about you Hello! My name is Kate and I live in North Carolina with my dog and 3 cats. In my free time I enjoy spending time with…
Certified classroom teacher
1st - 4th
Available Mon, Tue, Wed
Can support: ADHD, Behavioral, Gifted & talented
Tell families a bit about you Hello! My name is Kate and I live in North Carolina with my dog and 3 cats. In my free time I enjoy spending time with…
5.0
52 ratings
6 years
Experience
K - 4th
Available Mon, Thu, Fri
Hello! My name is Deborah and I am excited to have the opportunity to work with your child. I believe in caring and connecting with the student to…
Certified classroom teacher
K - 4th
Available Mon, Thu, Fri
Hello! My name is Deborah and I am excited to have the opportunity to work with your child. I believe in caring and connecting with the student to…
5.0
75 ratings
33 years
Experience
I love that Ms. Vanessa engaged Montrail by asking him what are some of the things that he liked. She allowed him to express his emotions an... d then gave him reassurance. By the end of class, his mood had changed! I like the idea that she asked questions that made him utilize his critical thinking skills! She also gave pointers on things that he can benefit from during the tutoring sessions.
Tyler - 3rd grade, Science
We have been working with Hannah for 2 years and my son looks forward to their sessions. She has made great suggestions and has boost my son... ’s writing capabilities.
Jannella - 3rd grade, Writing
Mrs. Boehm is an awesome tutor! I would love for Gracen to continue to work with her because she had Gracen engaged and excited to learn. I ... love how calm and caring she is. The way that she taught Gracen was with grace and kindness. I am excited for Gracen to work with Mrs. Boehm again.
Armenta - 3rd grade, Math
A third grader may need different kinds of support across the school day: reading a longer word, explaining an answer about a passage, organizing a few sentences, or deciding whether a word problem calls for addition or multiplication. A grade-level page should leave room for those different needs rather than assume every student is working on the same skill.
Tutors can use current work to choose a focused starting point. That might mean connecting equal groups to a multiplication expression, returning to a sentence that supports a reading answer, or helping a writer complete a thought. Drawings, spoken explanations, and written steps can give students ways to show what they understand and identify what to practice next.
Sound familiar?
A student may read a passage but need help explaining it, or write a clear idea but miss sentence endings. Tutors can look at the specific task rather than assume that difficulty in one area means every subject needs the same support.
Tutors can model a small routine: identify the question, choose a strategy, and check the result. The routine can look different across subjects, such as rereading for evidence, checking a complete sentence, or using a drawing to verify equal groups.
A familiar beginning can lead to a guess that misses the rest of a longer word. Tutors can help students notice a known spelling pattern or word part, read to the end, and check the spoken word against the print before returning to the sentence's meaning.
Students may offer a plausible answer without identifying what the passage says. Tutors can separate the question from the response, locate a relevant detail, and ask how that detail supports the answer. An inference also needs evidence, even when the text does not state it directly.
A phrase can contain several descriptive words while leaving the reader unsure what happened. Tutors can ask what is being said about the subject, help students complete the thought, and then check capitalization and the sentence ending. Sentence length alone does not show whether the thought is complete.
Adding detail is more useful when it answers a reader's question. Tutors can ask where an action happens, why a point matters, or which example supports an idea. Students can also remove a detail that distracts from the paragraph's main point.
In 42 − 17, four tens and two ones can be exchanged for three tens and twelve ones. The amount is still 42. Showing that exchange can explain why the written digits change before students subtract seven ones and one ten to get 25.
Four boxes with six crayons in each contain 24 crayons. Students can draw the boxes, count the equal groups, and connect the picture to 4 × 6. Asking what each number describes helps distinguish the number of groups from the amount in each group.
An array or equal-groups drawing can connect multiplication and division. If 24 crayons are shared equally among four boxes, each box contains six. Tutors can ask what 24 ÷ 4 means in that situation and connect the answer to 4 × 6 = 24, keeping the quantities and units clear.
Tutors can ask students to identify a stated detail before explaining a conclusion. Students can point to the words they used and describe how those words support the inference. This gives the discussion a concrete starting point when an answer relies mostly on outside knowledge.
Before drafting, students can decide what they want the reader to understand and choose a detail that fits. Tutors can then review the idea, the sentence's completeness, and its ending in separate passes. That keeps adding meaning from becoming a task of adding words without a purpose.
Original practice examples that connect an explanation to something students can show.
Read this original text: Leaves blew across the path. A jacket flapped on the fence. Ask what the weather might be like and which details support the answer. Students can explain that it may be windy because the leaves moved and the jacket flapped, then write a complete response that connects the inference to a detail.
Draw four boxes with six crayons in each. Count the total and write 4 × 6 = 24. Then begin with 24 crayons shared among four boxes and write 24 ÷ 4 = 6. Tutors can ask students to explain why the six represents crayons per box, rather than a different total.
Inside a 25-minute session
This illustrative lesson focuses on one Reading need: supporting an inference with text evidence. It includes a short written answer as part of that task. Another session could focus on a Math or Writing need instead.
0–3 min
Read a short passage and identify what the question asks. Check whether students need help reading a word or understanding what kind of answer is needed.
3–8 min
Use the original practice text about leaves and a jacket. Check the meaning of flapped if needed, then find the actions the passage describes.
8–15 min
Discuss whether the details suggest wind. Separate that inference from what the text states directly, and point to the words that support it.
15–22 min
Read the original sentence The flag stretched out, and loose papers slid across the yard. Ask what it suggests about the weather and which words support the response.
22–25 min
Write one response connecting an inference to a detail. Check that it answers the question and forms a complete thought, then choose a next Reading practice.
Example timings only. One lesson does not need to cover all three subjects; tutors can adjust the focus and pace.
