Introduction to the Elementary School’s Curriculum At A Glance
At ACS Athens Elementary School, students build the necessary skillsets for the years ahead. The elementary curriculum is based on interdisciplinary methods and materials supported and guided by the U.S. State Board of Education. At the heart of the interdisciplinary method is literacy, which is woven throughout all subject areas, such as in Science, Technology, Engineering, Arts, including conceptual connections to Mathematics.
Language Arts - The Language Arts curriculum is guided by American Education Reaches Out (AERO) English Language Arts Curriculum Framework, including standards and performance indicators, as the basis for our instruction. The language arts program in the Elementary School is taught through a balanced literacy approach that integrates reading, writing, language, listening and speaking. The foundation for these literacy skills is language and an understanding of how language works. A variety of programs and resources are in implementation to support this curriculum framework. In addition, our growing classroom libraries, Elementary School Library, as well as, a variety of online reading programs support our balanced approach to literacy instruction. Mathematics - The curriculum structure is provided by the AERO Standards. Students learn the importance of both conceptual understanding and procedural methods through a variety of materials and programs. AERO explains that “most problems that students will encounter in the real world are multi-step or process problems. For example, ACS Athens’ unique Dogs in Learning Program, provides students with ample real-life problem-solving opportunities to apply recently learned mathematical strategies. Science - The Science curriculum is guided by the Next Generation Science Standards (NGSS). Every NGSS standard has three dimensions: disciplinary core ideas (content), scientific and engineering practices, and cross-cutting concepts. The aim of the Elementary School Science Program is for the students to be scientifically literate and to be knowledgeable about the important concepts and theories of the three main branches of scientific study: earth, life and physical sciences. Social Studies - The Social Studies curriculum is designed to help children ask fundamental questions about the world in which they live. Recurring themes—such as culture, community and citizenship—unite the subject studied at all levels. Activities and discussions help students understand where they live and the world around them, including studying the traditions of various nationalities.
Third Grade Language Arts Curriculum at a Glance Reading At this level the reading process is used to understand and interpret a variety of literary texts.
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Students will be able to: Reading: Foundational Skills Know and apply grade-level phonics and word analysis skills in decoding words Read with sufficient accuracy and fluency to support comprehension Reading: Literature Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections Distinguish their own point of view from that of the narrator or those of the characters Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g. create mood, emphasize aspects of a character or setting) Compare and contrast the themes, settings, and plots of stories written by the same author about the same or
Writing
Speaking & Listening
Language
At this level the skills and strategies of the writing process incorporate aspects and conventions of writing.
At this level students learn strategies to listen and speak for different purposes.
At this level the four domains of English are implemented with a flexible command of conventions and grammar.
Students will be able to:
Students will be able to:
Students will be able to:
• Write opinion pieces on topics or texts, supporting a point of view with reasons • Write informative/explanatory texts to examine a topic and convey ideas and information clearly • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences • With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose (Grade-specific expectations for writing types are defined in standards 1-3 above) • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing • With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others • Conduct short research projects that build knowledge about a topic • Recall information from experiences
• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly • Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally • Ask and answer questions about information from a speaker, offering appropriate elaboration and detail • Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace • Create engaging audio recordings of stories or
• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • Use knowledge of language and its conventions when writing, speaking, reading, or listening • Determine or clarify the meaning of unknown and multiplemeaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies • Demonstrate understanding of figurative language, word relationships and nuances in word meanings • Acquire and use accurately gradeappropriate conversational, general academic and domainspecific words and phrases, including those that signal spatial and temporal relationships (e.g. after dinner that night we went looking for them)
similar characters (e.g. in books from a series) or gather information from print and poems that demonstrate digital sources; take brief notes on fluid reading at an • By the end of the year, read and comprehend literature, sources and sort evidence into understandable pace; add including stories, dramas, and poetry, at the high end of provided categories visual displays when the grades 2-3 text complexity band independently and appropriate to emphasize or proficiently • Write routinely over extended time enhance certain facts or Reading: Informational Text frames (time for research, reflection, details and revision) and shorter time frames • Ask and answer questions to demonstrate understanding (a single sitting or a day or two) for a • Speak in complete sentences of a text, referring explicitly to the text as the basis for the range of discipline-specific tasks, when appropriate to task answers purposes, and audiences and situation in order to • Determine the main idea of a text; recount the key details provide requested detail or and explain how they support the main idea clarification • Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect • Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area • Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently • Distinguish their own point of view from that of the author of a text • Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur) • Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparison, cause/effect, first/second/third in a sequence) • Compare and contrast the most important points and key details presented in two texts on the same topic • By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently
Third Grade Math Curriculum at a Glance Process
Content
Problem Solving
Reasoning And Proof
Communicatio n And Representation
Connections
Numbers And Operations
Measurement
Patterns, Functions, And Algebra
Geometry
Data Analysis And Probability
Students will be able to:
Students will be able to:
Students will be able to:
Students will be able to:
Students will be able to:
Students will be able to:
Students will be able to:
Students will be able to:
Students will be able to:
• Draw logical • Use inquiry conclusions techniques to about solve mathematical mathematical problems problems • Follow a logical • Use a variety argument and of methods to judge its represent and validity communicate mathematical • Review and ideas through refine the oral, verbal, assumptions and written and steps used formats to derive conclusions in • Identify and mathematical translate key arguments words and phrases that • Justify and imply explain the mathematical solutions to operations problems using manipulatives • Use informal and physical and models mathematical language to explain why certain strategies or procedures were used to find a solution
• Use mathematical ideas from one area of mathematics to explain an idea from another area of mathematics • Use physical models to explain the relationship between concepts and procedures • Apply mathematical thinking and modeling to solve problems that arise in other disciplines, such as rhythm in music and motion in science • Identify, explain, and use
• Develop an understanding of numbers using realworld situations and physical materials • Name and write numbers to 10,000 • Identify odd and even numbers • Compare numbers using =, <, > • Describe number properties • Identify an amount of money needed to match a price • Determine the simplest combination of coins and bills with amounts to $100,000 • Identify and write fractions with denominators of 2, 3, 4, 6, and 8 • Demonstrate and apply an understanding of the concepts of addition,
• Use a variety of measurements to solve real-world problems • Select the appropriate unit of measurement to estimate and measure • Measure to the ½ inch and ½ metric unit • Read temperatures in Fahrenheit and Celsius • Read and record time from a digital and analog clock • Determine elapsed time in half-hours and quarter-hours • Measure perimeter by counting linear units • Measure area by counting square units and volume by counting cubic
• Analyze a problem to determine the question(s) to be answered and identify necessary and extraneous information • Determine an efficient strategy, verify, interpret, and evaluate the results with respect to the original problem • Try more than one strategy when the first strategy proves to be unproductive • Select and use strategies and procedures to find solutions to problems • Interpret and solve a variety of mathematical problems by
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describe, extend, and create a variety of non-numeric and numeric patterns Select appropriate symbols and operations to solve simple problems Express numeric relationships using <, >, = Plot points on a number line to represent whole numbers and fractions with denominators of 2, 3, and 4 Complete a function table using numbers or concrete objects
• Describe characteristics of shapes including congruency, similarity, and symmetry • Identify, label, and construct points, lines, segments, rays, and angles • Identify characteristics of polygons; distinguish among similar, congruent, and symmetrical figures • Apply flips/slides/ rotations to two and threedimensional figures • Identify faces, vertices, and edges of solid figures
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organize, and display data for given situations Determine a method of collecting data Make and analyze data in tables, pictographs, and line plots Organize and analyze collected data Observe patterns, make predictions, and apply basic probability concepts to problemsolving situations Predict future outcomes based on
paraphrasing • Check the reasonableness of a solution
mathematics in everyday life
subtraction, multiplication, and division • Apply memorized addition and subtraction facts • Add and subtract two and three-digit numbers with regrouping • Multiply whole numbers and explore concepts of division
units
known data
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probability by experimentation • Construct a spinner to represent the likelihood of an event
Third Grade Science Curriculum at a Glance Forces and Interactions (Physical Science)
Interdependent Relationships in Ecosystems (Life Science)
Weather and Climate (Earth Science)
Students will be able to:
Students will be able to:
Students will be able to:
• Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object • Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion • Ask questions to determine cause and effect relationships of electrical or magnetic interactions between two objects not in contact with each other • Define a simple design problem that can be solved by applying scientific ideas about magnets
• Construct an argument that some animals form groups that help members survive • Analyze and interpret data from fossils to provide evidence of the organisms and environments in which they lived long ago • Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all • Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change
• Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season • Obtain and combine information to describe climates in different regions of the world • Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard
Third Grade Social Studies Curriculum at a Glance Students in third grade engage in interdisciplinary thematic units of study in social studies. The focus of these units is on depth of knowledge and building understanding of communities around the world. Community Understanding Communities
Understanding Conflict and Communities
China
Students will be able to:
Students will be able to:
Students will be able to:
• Compare past and present situations and events • Explainthecauseandeffectrelationships in the
• Understand the differentways tosolveconflicts between each
• Define culture and discuss the many facets that make up a
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• Identify the factors of the key regions in China including unique
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interactions among people and cultures that have lived in or migrated to a community or region Giveexamples of people,events,and developments that brought important changes to a community of region Compare maps of the modern world with historical maps Compare information from multiple sourcesrecounting thesameevent Describehowanindividualcanbecomea member of a new community Explain and describe the physical geography of world communities
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other How different communities and leaders have dealt with conflict in the past Identifykeysources ofconflictincommunities Identifyanddiscussdifferenttypes ofmethods of developing solutions Understand how peopleimprove their communities Define different ways people can express their ideas and feelings such as support for candidates,voting,peaceful demonstrations Define culture and discuss the Compare different groups and their conflicts Understand how different cultures co-‐exist together
culture
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including cultural diversity, industry, and agriculture and landforms Compare and contrast Chinese culture with other cultures, including Greek and US culture Develop appreciation of Chinese culture to include folktales, music, and foods Explainandcorrectlyusetheelementsof maps and globes Explore the basiceconomic marketof China Observe and reflect on part and current events as well as one’s own personal feelings in order to delve into a topic
Third Grade Specialist Classes Curriculum at a Glance Art Students in grades K-5 develop competencies in demonstrating knowledge and understanding of forms, styles, ideas, and functions of art and applying skills, techniques, media, and processes to create and present art. They also use the language of art to critique, assess, analyze, and communicate and make connections between art and other disciplines, personal experience, world history, and cultures. Students will be able to: Identify and explore different forms of art • Understand that art can convey ideas and serve different functions • Manipulate the elements of art and the principles of including: line, shape and form, color, value, and texture, Balance, Contrast, Movement, Emphasis, Pattern, Proportion, and Unity •
Music Students will be able to: • Use accurate pitch • Remember longer phrases • Begin to use some breathe control and posture • Use correct articulation • Demonstrate increasing aural memory • Demonstrate increasing physical control and sound projection • Begin to develop a clear understanding of low and high pitch in relation to instruments • Use wind instruments as well as tuned and un-‐tuned percussion, • Begin to develop some breathe control in relation to playing instruments • Work on their own, in groups of different sizes, and as a class • Develop a clear understanding of harmony (bass, chords, melody) • Use musical emphases/accents and musical phrasing • Sing or play with use of dynamics, musical phrasing appropriate to the composition’s musical ideas
Physical Education Students will be able to: • Throw with force and accuracy • Catch a variety of objects coming from different directions and levels • Strike an object using an overhand, underhand, and sidearm motion • Kick toward a target • Dribble an object with feet/hands changing directions, level, speed and pathway • Demonstrate a ready position • Fake, by changing level, direction, and speed or body position • Position self to protect a goal • Move to a musical beat and respond to changes in music • Perform dance steps to traditional and contemporary accompaniment • Transfer weight from hands to feet (i.e., cartwheel, round off) • Mount and dismount apparatus assuming different body shapes • Perform jump rope tricks forward and backward • Recognize the presence or absence of
Technology
Foreign Language
At this level, students Level I Students will Level II Students develop competencies be able to: will be able to: in Mouse and Keyboard use, • Comprehend • Use appropriate Graphics, Word common vocabulary, processing, Content expressions and gestures, and area reinforcement structures used in oral expressions (reading and writing), everyday for greeting, Simulations, situations as introductions, Multimedia spoken by leave taking, presentations, Data teachers and and other handling, and native speakers common or Introduction to accustomed to familiar Programming. dealing with interactions language learners • Use the target Students will be • Participate in language to able to: limited oral express needs, exchanges on feelings, and familiar topics to ideas related to • Demonstrate develop everyday competency in proficiency in the situations touch typing target language • Understand the • Create and • Identify essential basic ideas of demonstrate information in oral messages simple animations, short written and short using dialogue and texts to recognize conversations simple written structures based on simple programming of the target or familiar topics • Use a variety of language appropriate at
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Distinguish between different forms and styles of art and make informed decisions about the ideas or functions used in the creation of the art Demonstrate an understanding of how to use certain artistic forms or styles to convey specific ideas or functions Use the vocabulary of art to compare and contrast works of art Use art concepts and vocabulary to evaluate their own and others artwork Self-assess choices when planning and creating art Use artwork to communicate and enhance understanding of concepts in other subject areas Recognize that art objects, motifs, and styles define cultural identity; relate works of art to a particular time period Know and compare the characteristics of artworks in various eras and cultures and describe a variety of art objects in historical and cultural contexts Understand that culture and historical events influence art Brainstorm and generate many original ideas for a prompt Create planning sketches before starting a project
• Perform with intent • Integrate elements of music with melodies, rhythms, and musical devices, to perform and/or compose music • Integrate composed lyrics and melody with other fundamental elements of music, to compose their own songs • Perform/compose music that is true to cultural and stylistic trends • Read music from traditional notation, • Read rests and note values • Recognize time signatures • Identify elements of music within the context of performance of an ensemble, using appropriate terminology • Identify some musical periods and genres using their knowledge of period and genre specific elements • Use provided criteria (i.e. technical accuracy, instrumentation, timbre, projection, diction, stage presence, musician communication and chemistry, precision, synchronization, appropriateness of venue, etc.) and appropriate terminology to evaluate the quality of a composition or performance • Recognize distinguishing characteristics of a representative musical genre or style as they have been applied or appear in a musical selection, in relation to historical or cultural trends
critical elements of a performance • Recognize similar movement concepts in a variety of skills • Distinguish between offense and defense • Explain key rules for a variety of physical activities • Identify several moderate-‐to-‐vigorous physical activities that provide personal pleasure • Recognize opportunities to participate in physical activities outside of the school day • Describe benefits that result from regular participation in a variety of physical activities • Identify exercises that canimprove a specific fitness component • Identify and regularly participate in aerobic activities that develop and improve fitness • Identify the purpose of using equipment and space safely and properly • Explore similarities and differences between physical activities of different cultures • Treat others’ differences with respect. • Verbally expresses feelings that result from participation in physical activity • Explain reasons for selecting a particular activity as a favorite • Choose an appropriate level of challenge in order to experience success and continue to participate
graphics tools • Write expressions this and short developmental • Demonstrate sentences to level competency in convey personal • Understand oral word processing ideas, concepts, and and written tools information descriptions of • Use problem • Learn general facts people and solving skills for concerning the objects in the beginning coding geography of the environment • Use storytelling country and • Learn poetry, sites which include cultural heritage songs, inserting images proverbs, short and formatting text and lifestyles of the people in order anecdotes or • Conduct research to develop a narratives and present cultural awareness • Write in a variety projects integrated • Use technology to of formats to into the subject present information describe and area curricula about family, school provide • Use presentation events, and information software and celebrations about oneself, beginning friends and presentation skills family, school activities • Use technology to research and present on a variety of information of designated special projects, school events, and celebrations