Reading
Writing
Students at this level use general skills and Students at this level use the skills and strategies of the writing process while strategies of the reading process to incorporating aspects and conventions of writing. understand and interpret a variety of literary texts Students will be able to: • Uses meaning clues, headings, and story structure to aid comprehension and make predictions about content, action, events • Uses basic elements of structural analysis to decode unknown words including, contractions, syllables, basic prefixes, and suffixes • Uses word banks and dictionaries to determine word meaning • Uses self-‐correction strategies, including reading for context clues • Knows setting, main characters, main events, sequence, problems, and resolution in stories • Knows the theme of a story • Relates story conflicts to personal experiences • Understands supporting details of expository information • Summarizes information found in texts and retell information to make connections
Students will be able to: • • • • • • • • • • • • • • • • • • • • • • •
Use prewriting strategies to plan written work, including graphic organizers and webs Organize information according to the purpose of the writing Research and takes notes on a given topic Use strategies to draft and revise written work Adjust focus of writing for different audiences Use strategies to edit and publish written work Edit written work for grammar, capitalization, punctuation, and developmentally appropriate spelling Incorporate illustrations where relevant. Use technology to compose and publish work Evaluate own writing Describe the best features of a piece of writing Ask for feedback Orally respond to classmates’ writing Use descriptive language that clarifies and enhances ideas, including adjectives, adverbs, sensory words Uses a variety of sentence structures in writing Identify declarative, interrogative, exclamatory, and imperative sentence structures Use paragraph form in writing Use techniques to convey a personal style and voice Use first person point of view Use grammatical and mechanical conventions in written compositions Demonstrate how individual letters are formed in cursive Use conventions of spelling in written compositions Alphabetize
Speaking & Listening
Students at this level use listening and speaking strategies for different purposes.
Students will be able to: • Makes contributions in class and group discussions and connects ideas with those of others • Follows rules of conversation and group discussion and responds appropriately to comments in a conversation or group discussion • Uses level-‐appropriate vocabulary in speech, including synonyms, antonyms, homonyms, word analogies, and common figures of speech • Recites and responds to familiar stories, poems, and rhymes with patterns and describes setting and plot • Discriminates separate syllables in a word
• Use dictionary to spell words Uses contractions, compounds, roots, suffixes, and prefixes to spell words • Have basic understanding of homophones, antonyms and synonyms • Identifies complete sentences, runs-‐on sentences and sentence fragments • Use conventions of capitalization in written compositions, including letter format and proper nouns. • Use nouns, pronouns, verbs, adjectives, adverbs, and coordinating conjunctions and prepositions in written compositions • Use conventions of punctuation in written compositions, including periods and commas. • Write narrative, expository and descriptive compositions.
Process PROBLEM SOLVING
REASONING AND PROOF
Students will be able to:
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 paraphrasing Check the reasonableness of a solution
COMMUNICATION AND REPRESENTATION
Students will be able to:
Draw logical conclusions about mathematical problems
Follow a logical argument and judge its validity Review and refine the assumptions and steps used to derive conclusions in mathematical arguments
Justify and explain the solutions to problems using manipulatives and physical models
Content
Students will be able to:
Use inquiry techniques to solve mathematical problems
Use a variety of methods to represent and communicate mathematical ideas through oral, verbal, and written formats Identify and translate key words and phrases that imply mathematical operations Use informal and mathematical language to explain why certain strategies or procedures were used to find a solution.
CONNECTIONS Students will be able to: 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 mathematics in everyday life
NUMBERS and OPERATIONS
MEASUREMENT
Students will be able to:
Students will be able to:
• Develop an understanding of numbers using real-‐ world situations and physical materials. Name and write numbers to 10,000 • Identify odd and even numbers. • Compare numbers using =, ≠, <, and >. • 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, 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.
• Use a variety of measurements to solve real-‐world problems
PATTERNS, FUNCTIONS, AND ALGEBRA Students will be able to:
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• Select the appropriate unit of measurement to estimate and measure. • Measure to the 1/2 inch • and ½ metric unit. • Read temperatures in Fahrenheit and Celsius. • Tell time to the minute.
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• 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 units.
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Identify, 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 <, >, and =. 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.
GEOMETRY
Students will be able to:
• 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/ro tations to two-‐ and three-‐ dimensional figures. • Identify faces, vertices, and edges of solid figures.
DATA ANALYSIS and PROBABILITY Students will be able to:
• Collect, organize, and display data for given situation • Determine a method of collecting data. • Make and analyze data in tables, pictographs, bar graphs, and line plots. • Organize and analyze collected data. • Observe patterns, make predictions, and apply basic probability concepts to problem-‐solving situations. • Predict future outcomes based on known data. • Determine probability by experimentation. • Construct a spinner to represent the likelihood of an event.
Human Body (Life Science)
Sound (Physical Science)
Rocks and Minerals (Earth Science)
Students will be able to: Students will be able to: Students will be able to: • Observe and describe the movement of the • Observe sounds made by objects when • Record, discuss and compare observations body dropped. about rocks • Compare one’s own body to skeleton photos • Communicate with others using a code. • Separate the ingredients of a mixture (a and diagrams. mixture of rocks into it’s mineral • Compare sounds to develop discrimination components) • Observe joints found in the hand • Observe that sound originates from a • Observe and describe how rock materials vibrating source. • Investigate different kind of joints in the separate and settle in water human skeleton. • Compare high, low, and medium pitched • Observe the properties of a group of sounds. • Compare the movement of the hand with minerals and without joints • Record observations • Record properties of minerals • Compare human skeletal joints to analogous • Relate the pitch of a sound to the physical mechanical structures. • Seriate minerals based on hardness properties of the sound source. • Observe the workings of muscles to move • Observe directly and indirectly the special • Observe that sound travels through solids, bones. properties of a mineral water, and air. • Compare the muscle bone functions of a • Identify one ingredient from a mixture (a • Compare how sound travels through different model leg and thumb to a human leg and mixture of rocks into its mineral mediums. thumb. components) • Observe that the outer is designed to receive • Observe the bones joints and muscles that • Sort objects according to properties sounds. move when the hand and foot respond. • Compare different ways of amplifying sounds • Compare the response time of the right and and making them travel longer distances. left hand and right and left foot. • Investigate the effect of practice on response time.
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
Students will be able to: Students will be able to: • Compare past and present situations and • Understand the different ways to solve conflicts events between each other • Explain the cause and effect relationships • How different communities and leaders have in the interactions among people and dealt with conflict in the past cultures that have lived in or migrated to a • Identify key sources of conflict in communities community or region • Identify and discuss different types of methods • Give examples of people, events, and of developing solutions developments that brought important • Understand how people improve their changes to a community of region communities • Compare maps of the modern world with • Define different ways people can express their historical maps ideas and feelings such as support for • Compare information from multiple candidates, voting, peaceful demonstrations sources recounting the same event • Define culture and discuss the • Describe how an individual can become a • Compare different groups and their conflicts member of a new community • Understand how different cultures co-‐exist • Explain and describe the physical together geography of world communities
China Students will be able to: • Define culture and discuss the many facets that make up a culture • Identify the factors of the key regions in China including unique 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 • Explain and correctly use the elements of maps and globes • Explore the basic economic market of China • Observe and reflect on part and current events as well as one’s own personal feelings in order to delve into a topic
Art Students will be able to: 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.
•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 design including: line, shape and form, color, value, and texture Balance, Contrast, Movement, Emphasis, Pattern, Proportion, and Unity •Distinguish between different forms and styles of art and make informed decisions
Music
Physical Education
Students will be able to: • Use accurate pitch, • Remember longer phrases, • Use some breathe control and posture, • Use correct articulation, • Demonstrate increasing aural memory, • Demonstrate increasing physical control and sound projection, • Sing partner songs, • 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, • Begin to play two part harmony, • Hold their part in a two part harmony, • Develop a clear understanding of harmony (bass, chords, melody), • Perform music using gradual changes of tempo and dynamics • Use of musical emphases/accents and musical phrasing. • Sing or play with use of dynamics, musical phrasing appropriate to the composition’s musical ideas. • Perform with intent. • Integrate elements of music with melodies, rhythms, and musical devices, to perform
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 critical elements of a performance. • Recognize similar movement concepts in a variety of skills. • Distinguish between offense and defense.
Technology
Foreign Language
Level I Level II Students develop Students will be able to: Students will be able to: competencies in Mouse and Keyboard use, • Comprehend • Use appropriate Graphics, Word common expressions vocabulary, processing, Content area and structures used gestures, and oral reinforcement (reading in everyday expressions for and writing), situations as spoken greeting, Simulations, Multimedia by teachers and introductions, leave native speakers presentations, Data taking, and other accustomed to Handling, and dealing with common or familiar Introductions to language learners. interactions. Programming. • Participate in limited oral exchanges on • Uses the target Students will be able to: familiar topics to language to express • Demonstrate develop proficiency needs, feelings, and competency in touch in the target ideas related to typing language. everyday situations. • Identify essential • Create and information in short demonstrate simple written texts to • Understand the animations, using recognize written basic ideas of oral dialogue and simple structures of the messages and short programming target language. conversations based • Use a variety of • Write expressions on simple or familiar graphics tools and short sentences topics appropriate at • Demonstrate to convey personal ideas, concepts, and this developmental competency in word information. level. processing tools • Learn general facts • Conduct research and concerning the • Understand oral and present projects geography of the written descriptions integrated into the country and cultural subject area curricula of people and heritage and •Create and present objects in the lifestyles of the
about the ideas or functions used in the creation of the art •Demonstrate an understanding on 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 can describe a variety of art objects in historical and cultural contexts. •Understand that culture and historical events influence art.
and/or • Compose music. • Integrate composed lyrics and melody with other fundamental elements of music, to compose their own songs. • Are able to perform/compose music that is true to cultural ad stylistic trends • Read music from traditional notation, • Read rests and note values. • Recognize the treble and bass clefs, bars, bar lines, time signatures, and music ties. • 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.
• 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 can improve 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.
people in order to develop a cultural awareness. • Uses technology to present information about family, school events, and celebrations.
basic PowerPoint projects
environment. • Learn poetry, songs, proverbs, short anecdotes or narratives. • Writes in a variety of formats to describe and provide information about oneself, friends and family, school activities.
• Uses technology to research and present on a variety of information of designated special projects, school events, and celebrations.