Third Grade Curriculum

	Language Arts
	Our Language Arts program emphasizes the skills of writing, grammar and spelling. One skill objective is the development of writing a descriptive paragraph. This includes a clearly written topic sentence that piques the interest of the reader, and a body that plainly supports the main idea, developing a paragraph that is both engaging and logically sequenced. The students are guided to develop more sophisticated sentences using descriptive adjectives and vivid verbs. In grammar, students differentiate between complete sentences and fragments, determine types of sentences, and recognize the importance of subjects and predicates. Additionally, the children are expected to use the basic editing skills of spelling, capitalization and punctuation. Introductory dictionary skills which include parts of a dictionary, alphabetical order, guide words, and multiple meaning for entry words are also presented. Students are accountable for integrating the rules they have learned in spelling with their everyday writing. The students explore common, proper, plural and possessive nouns. Students also examine the appropriate format for newspaper article writing and the elements that make it effective. This information is then applied to the written piece of their explorers' research projects. Students are also required to express their written opinions when discussing various qualities of Pippi Longstocking. Objectives: to use the writing process effectively to write using complete sentences to write in a variety of forms for different purposes and audiences to use legible handwriting to apply spelling rules to everyday writing to spell weekly assigned words correctly to use a dictionary to spell unknown words to apply rules for capitalization and punctuation to recognize parts of speech Our reading series emphasizes many strategies and critical thinking skills. Throughout our first theme, Off to Adventure, we observe the students' progress as readers and writers. We emphasize the strategies of reading that included predicting and inferring, as well as rereading to monitor and clarify their understanding of the text. We also address phonics and decoding skills by looking at base words, inflected endings, and syllabication. We stress the critical thinking skills of summarization, sequence of events, making inferences, and determining cause and effect through guided reading comprehension and class work reinforcement. Students read a variety of stories that center on family traditions and how they are celebrated throughout the generations. Students build upon their skills and expand them to include new strategies. Among these are interpreting author's viewpoint, evaluating text, noting details, categorizing and classifying details, and summarization. Comprehension skills include identifying the topic, determining the main idea, and finding supporting details. To complement and extend their reading skills, the students also explore compounds words, word families, plurals, contractions, and dictionary skills. The children have been expected to apply these skills to other readings outside of the textbook. The students engage in reading for information as they read about various animal habitats and explorers. This necessitates factual interpretation of encyclopedias, periodicals, and both nonfiction and biographical books. Students read to follow directions in daily activities, projects, and monthly book reports. Students take advantage of the opportunity to escape into the world of imagination through reading Pippi Longstocking. Objectives: to use a variety of decoding skills to use comprehension skills and strategies to use critical thinking skills to read for information to read with fluency and expression to select and read a variety of books at independent reading level to demonstrate effort and a positive attitude towards reading to contribute meaningfully to class and group discussion Resources: Houghton Mifflin Reading Series 3 Clues for Better Reading – Curriculum Associates, Inc. Spelling & Vocabulary - Houghton Mifflin Wordly Wise – Educators Publishing Service A variety of children’s literature (Shoeshine Girl, Jackie Robinson, Pippi-Longstocking, Donavan’s Word Jar, Family Under the Bridge, etc.)

	Mathematics
	Routines and reviews are consistently part of this math program. We begin looking back and re-introducing concepts presented in previous years including the importance of math, number relationships and number grids, equivalent names for numbers, finding differences, measuring time, and solving problems with money. We emphasize grounding these concepts with real world experiences by using labels and units for problems. We continue to develop these skills to include problem solving, computational strategies and basic addition and subtraction facts with their extensions. We explore the concepts of metric and U.S. customary measurement, area, perimeter, multiplication, division, and place value. The children are expected to understand these concepts and demonstrate them with real life application and in testing. When studying linear measurement, the students learn to use U.S. customary measurement to the nearest ¼ inch and metric measurement to the nearest half centimeter. During the multiplication and division unit, students practice their skills using arrays to multiply and divide, exploring the relationship between multiplication and division, and integrating their new skills by writing and solving multiplication and division stories. Students are expected to solve multiplication and division fact extensions including multiples of 10, 100, and 1,000, to understand the function and placement of parentheses in number sentences, and to recognize square products. Study of place value challenges students to extend their previous knowledge to include seven digit numbers, as well as decimals to the thousandths. In geometry, students are introduced to a variety of concepts involving 2-D and 3-D shapes. The emphasis is on the relationship and characteristics of these figures and shapes. Students are expected to distinguish between 2-D and 3-D shapes, construct triangles and quadrangles, and to identify the edges, faces, and bases on 3-D shapes. Students construct, label, and identify rays, line segments, and lines. Additionally, students need to recognize and draw lines of symmetry. Additionally, students are expected to understand fraction notation and recognize equivalent fractions. Mastery of all basic math facts for quick and accurate recall is required at this level. Objectives: to demonstrate effort and a positive attitude towards math to compute accurately to apply problem solving skills and strategies to accurately read and write numbers/place values to demonstrate understanding of decimals to accurately and quickly recall math facts to estimate accurately to demonstrate understanding of lines/angles/shapes/polygons to understand area/perimeter to use number lines/grids effectively to demonstrate understanding of fractions to demonstrate understanding of time concepts to demonstrate understanding of money concepts to understand units of measure Resources: Everyday Mathematics, SRA McGraw-Hill

	Social Studies
	In social studies, students study geographical features of our world including pertinent facts about continents and oceans. Additionally, students learn their place in the world beginning with their home address and extending to their "planetary" address. They refine their map skills to include special lines, cardinal directions and intermediate directions. Students are also introduced to their first research project by choosing and investigating a country. They create a friend who reflects his/her native country in dress and culture. The students compare the Arctic and the Antarctic regions and take a close look at each area. They work in cooperative groups researching and designing a fact poster about different types of penguins. The students extend their geography skills using graphs, tables, maps, and articles from the weekly Scholastic News. The study of Africa has the children totally immersed in learning many interesting facts about this diverse continent. They focus on researching African animals and their habitats from the various regions of Africa. They examine the diverse terrain of Africa including the grasslands, deserts and rain forests and give attention to the study of this continent’s customs and tradition. Reading about Mary Kingsley, an African Explorer, bridges our study of Africa to our study of explorers. They begin their investigation of individual explorers in preparation for the Explorers' Hall of Fame. Again, emphasis is placed on research, specifically finding facts about each explorer and correlating that information to include their reasons for exploration and the qualities each explorer possesses to achieve success. Students recall and extend their map skills by recreating the routes their explorers traveled. These skills include appropriate labels, a clearly marked route that the explorer followed, a compass rose, and a map key. Students present their information during a museum exhibit open to both parents and to the school. Objectives: to utilize reference and resource books effectively to complete projects and activities in a timely manner to analyze and interpret maps, tables and graphs to demonstrate interest in topics explored to make relevant associations and observations to demonstrate understanding of concepts Resources: Assorted map-skilled worksheets from teacher resources Assorted maps and atlases Assorted trade and picture books

	Science
	In social studies, students study geographical features of our world including pertinent facts about continents and oceans. Additionally, students learn their place in the world beginning with their home address and extending to their "planetary" address. They refine their map skills to include special lines, cardinal directions and intermediate directions. Students are also introduced to their first research project by choosing and investigating a country. They create a friend who reflects his/her native country in dress and culture. The students compare the Arctic and the Antarctic regions and take a close look at each area. They work in cooperative groups researching and designing a fact poster about different types of penguins. The students extend their geography skills using graphs, tables, maps, and articles from the weekly Scholastic News. The study of Africa has the children totally immersed in learning many interesting facts about this diverse continent. They focus on researching African animals and their habitats from the various regions of Africa. They examine the diverse terrain of Africa including the grasslands, deserts and rain forests and give attention to the study of this continent’s customs and tradition. Reading about Mary Kingsley, an African Explorer, bridges our study of Africa to our study of explorers. They begin their investigation of individual explorers in preparation for the Explorers' Hall of Fame. Again, emphasis is placed on research, specifically finding facts about each explorer and correlating that information to include their reasons for exploration and the qualities each explorer possesses to achieve success. Students recall and extend their map skills by recreating the routes their explorers traveled. These skills include appropriate labels, a clearly marked route that the explorer followed, a compass rose, and a map key. Students present their information during a museum exhibit open to both parents and to the school. Objectives: to utilize reference and resource books effectively to complete projects and activities in a timely manner to analyze and interpret maps, tables and graphs to demonstrate interest in topics explored to make relevant associations and observations to demonstrate understanding of concepts Resources: Assorted map-skilled worksheets from teacher resources Assorted maps and atlases Assorted trade and picture books

	Spanish
	Third grade continues to use the ¡Viva el español! learning system. This program exposes children to the Spanish language and culture. The emphasis on the development of a vocabulary base and the enjoyment of the Spanish language through the use of age appropriate activities: songs, rhymes, puppets, stories, movement, and competitive and cooperative games, continues. Third graders begin to do activities in which writing in Spanish is required and they occasionally are assigned homework. They also start Spanish for communication within the classroom. The students are expected to be able to follow instructions given entirely in Spanish (with the use of context-specific physical gestures for meaning at first). They are also expected to use Spanish only for routine questions such as “May I go to the bathroom/get a drink of water?” Objectives: to respond correctly to teacher issued verbal and written commands. to recite, and respond appropriately to five discipline requests in Spanish. to actively use basic classroom vocabulary for communicating needs. to choose appropriate greetings according to the time of day. to tell their own name and ask someone their name. to use numbers zero to twenty effectively. to use ten basic colors in Spanish. to tell how they are feeling. to know the days of the week and how to ask and answer questions about today, yesterday and tomorrow. to identify body parts. to use Spanish to communicate their needs to the teacher

	Physical Education
	Third grade focuses on developing perceptual motor efficiency through lifelong recreation/leisure activities. Rope jumping and turning, and all its aspects, dominant and non-dominant foot usage, dribble and passing, striking a ball with different instruments, proper technique in catching hitting, ball dribbling, ball throwing, are some of the many skills taught. Spatial relationships, support and transfer of body weight, along with using different body parts to lead movements are performed in third grade. Sequencing in dance, along with execution of locomotor movements in response to rhythmic accompaniment are taught. Movement concepts are used to help the student refine movement skills. Basic gymnastic skills and routines are performed. Fitness and regular participation in physical activity is greatly encouraged and many lessons will help improve skillful performance and support fitness. AAPHER fitness tests are administered twice a year. Relationships between heart rate, activity, and duration are identified, along with flexibility, muscular endurance, muscular strength, and agility domains. Maintaining appropriate body alignment during activity can be a by-product of fitness. Gender differences, proper choice of equipment for the identified skill level, respecting one another and the equipment are aspects of many lessons. Sportsmanlike behavior is identified within the process and outcome of lessons. Honest accurate reports of one's work is mandatory. Demonstration of cooperative and competitive participation, managing conflicts, continuing to try despite frustrations, decision making for social decisions, are some of the many domains being experientially integrated and processed through the physical education lesson. Safety measures of body control in initiating boundaries, both personal and in general space are reinforced. Understanding and applying interrelated concepts connects (e.g. math, science, social studies, reading/language arts, music and art) to the learning of movement skills. Most importantly physical education will help the learner to utilize optimal effort on all tasks for personal best. Objectives: to develop perceptual motor efficiency through lifelong recreation/leisure activates. to develop manipulative movement skills incorporating eye-hand coordination, and eye-foot coordination and some lead-ups. to create and demonstrate rhythmical patterns and dance. to apply movement concepts and principals to the learning and development of motor skills. to increase muscular strength, cardiorespiratory endurance, flexibility, body awareness and agility through physical activity. to achieve and maintain a health-enhancing level of physical fitness. to demonstrate responsible personal and social behavior in physical activity settings. to develop a positive self-concept, respect for self and others and positive social and interpersonal skills. to demonstrate an understanding of interdisciplinary approach to movement science and its application

	Art
	Initial focus in third grade art revolves around a discussion and listing of all the tenets that make up a civilization. Children then work in groups to create an imaginary country and civilization which they place on an imaginary world. In this process they learn the difference between a country and a continent and all oft he different bodies of water that make up our world. In their small groups they make a book illustrating all aspects of their imaginary civilization, such as alphabet, transportation, religion, government etc... They give a presentation of their visual book and orally present their work to their classmates as well. With an understanding o this theme they jump into learning about Africa and its plethora of tribes, cultures and civilizations art assignments are chosen both revolving around specific countries or cultures of Africa and general themes which revolve around tribal living such as mask making. Children also learn about the modern artists, Picasso, Matisse and Rousseau and how their art was inspired by traditional African art. A field trip to the African Art Museum and Natural History Museum is accompanied with a drawing assignment and scavenger hunt about African art. Third graders meet for art I hour per week. If time permits other art projects are developed to compliment the third grade curriculum. Formalized art training is one hour per week. Objectives: to promote imagination and creative and dramatic play. to encourage the development of personal styles and sensibilities. to develop an appreciation for the art and artifacts of Africa and the artwork of Picasso, Matisse, and Rousseau. to learn how to create art specific to a culture or artist after seeing examples of learning a demonstrated process. to be able to verbally explain art using, cultural and artistic terminology. to explore a plentiful variety of materials and methods when making personal art or learning about the art of individuals, cultures or civilizations. to be inspired to make art by listening to literature and interpreting it. to learn drawing through demonstration, copying and observation. to make two and three-dimensional art.

	Music
	Singing and song repertoire constitute the basis of 3rd Grade music classes. Songs transmit culture, history, and the richness of shared human experiences, values, and feelings. Through music, the children celebrate the seasons, and observe in some meaningful way the traditional Holidays and Festivals. Special emphasis is placed on agricultural cycles since Barnesville School is located in the Agricultural Reserve. The 3rd Grade always makes a fine contribution to the Lower School May Day with their dancing, singing, and enthusiastic participation in the traditional “Unite and Unite” processional up the gently sloping hillside to the flower-bedecked May Pole on the playground. The 3rd Graders do a project which integrates music and art. For instance, this year they created and recorded a soundscape inspired by the jungle paintings of Henri Rousseau (incorporating animal chattering and growling, bird song, and tropical storm sounds). Their CD was designed to be heard while viewing the Rousseau-style paintings and masks they created in art class. Every month they sing a song about the “Character-Word-of-the-Month”; September is “Kindness” Month, on through “Service”, “Perseverance”, “Respect”, “Initiative”, “Courage”, “Cooperation”, “Responsibility”, until we get to “Honesty” for May and June! Objectives: to experience different cultures through song to play 8-note tunes on the recorder to sing tunefully, and with phrase-awareness to play colored metal handbells in a coordinated, appropriate manner, with proper technique and pleasing tone quality to experience an integration of art and music to find expression through creative uses of sound to hear classical music from a variety of style periods to identify basic instruments of the orchestra to perform on stage to develop a rich vocabulary, and a feeling for poetry to have fun! to develop appreciation of beauty and a sense of what is aesthetically pleasing and lovely Resources: Celebrate the Winter, Revels Inc. Celebrate the Spring, Revels Inc. Sally Go Round the Moon, by Nancy and John Langstaff Hi! Ho! The Rattlin' Bog, by John langstaff Children Sing, Children Play by Kathleen Wojcik-May

	Library
	The Third Grade students enjoy a library class that connects to their curricular needs and expands their responsibility for book care and the timely return of borrowed items. Third graders enjoy unlimited borrowing privileges but quickly learn the responsibility of this new freedom. This privilege satisfies the Third Graders appetite for reading and exploring new subjects. With their increased understanding of alphabetical order they learn how books are shelved to the third letter. The Dewey Decimal system is introduced and the main categories are briefly explored. Students learn to appreciate other book awards, including the Newbery. We explore using the encyclopedia for research. We evaluate picture books. Students learn more about the parts of the book including the title page and the reverse of the title page to facilitate citing works on research projects. Objectives: to be effective listeners and library users. to make selections of books for book reports and for personal reading. to recognize favorite authors and illustrators and the awards given to notable books to recognize the main subject areas in the Dewey Decimal system. to gather information from encyclopedias and non-fiction books to cite works used in preparing reports.