VII. GRADE 3 PROGRAM
Grade 3 Program LANGUAGE ARTS – EXTENSION OF READING AND WRITING SKILLS The Language Arts Program extends the skills and strategies learned in the earlier years. There is a marked transition that students undergo between Grades 2 and 3, in which students go from learning to read to reading for meaning and pleasure. As students become better readers, they are able to read more diverse selections, and therefore a natural growth in writing ability often occurs. The program activities capitalize on this natural growth by giving students assignments that interweave the skills of reading and writing, and by providing lessons and experiences in which students practice a skill in isolation before attempting to incorporate it into a larger work. By the time students reach Grade 3, they have a good grasp of phonemes and syllables and are able to decode words more easily. They are ready to tackle words with more difficult pronunciations and meanings. Weekly individualized spelling lists, which emphasize one or two specific rules, are one method of furthering reading ability. Students have many opportunities to practice reading orally and they participate in discussions regarding pronunciations and definitions. Students are given information about the origin of a word when appropriate and encouraged to realize the existence of related words. Students are taught to be active readers. Strategies include: questioning material before reading; skimming for unfamiliar vocabulary; and responding to the text. Skills are then reinforced using selections during small reading groups. These selections include those that come from decodable reading books, classic texts, and more contemporary trade books. Students are exposed to and encouraged to read all genres of books.
Grammar skills are integrated throughout all of our reading and writing activities. Daily activities are in place to help students apply grammar rules taught in isolation. Students also master cursive writing in Grade 3. They learn both upper- and lower-case letters in isolation, then practice connecting letters and forming words and sentences. Textbooks and Instructional Materials Decodable Texts: t “First Chapters,” Pearson Learning Group t “Next Chapters,” Pearson Learning Group Trade Books: t “Sarah, Plain and Tall,” by MacLachlan t “Stone Fox,” by Gardiner t Various author studies, such as Clements and Spinelli Phonics: t “Phonics Level D and E,” Modern Curriculum Press Spelling: t “Spelling Level D,” Modern Curriculum Press t Teacher-created student spelling inventory t Teacher-created spelling/vocabulary lists and activities Handwriting: t “Handwriting Without Tears” Writing and Reading Supplements: t Theme Maker, Story Grammar Maker t Write online t Assigned and free writing tasks
The material students read is often used as a springboard for writing activities. Students are asked to demonstrate writing skills focusing on a specific aspect such as characterization, setting, or plot summary. Writing assignments may include one, part, or all of the steps of the writing process. Students are encouraged to use checklists throughout the process. Small group, whole group, and individual conferencing takes place when necessary and appropriate to help ensure that all students are reaching their potential. 2012- 2013 Lower School Program Guide
18
VII. GRADE 3 PROGRAM
MATH – ESTABLISHMENT OF FOUNDATIONS The Math Program lays the foundation for skills used during the rest of students’ LS tenure. The concepts learned in Grade 2 are reviewed and assessed in the first weeks of school. In Grade 3, students pick up where they left off in Grade 2. Students explore and practice math procedures using a combination of visual, auditory, oral, and kinesthetic approaches. Once a math skill is taught, it becomes part of a rotation of skills that students practice each day. Some of the math units include: multiplication and division concepts and facts; long multiplication and division; fractions; time; measurement; and perimeter and area. One unique trait of the Singapore Math Program is the teaching of mental math strategies. Students are taught to think in bundles of tens and hundreds, which facilitiates the addition and subtraction of two- and three-digit numbers. In addition, many strategies are taught for each conept. Students are encouraged to employ a variety of methods when computing. Problem solving is a cornerstone of all concepts taught in the Math Program. Students begin solving word problems by writing out a full-sentence answer, leaving blanks for when they have solved it. This clarifies what they are being asked, and keeps them focused. Students are taught using the model method to create a visual representation, which works for nearly all operations. Solving the “Problem of the Day” helps to solidify this method of problem solving.
SOCIAL STUDIES – NATIVE AMERICANS The Social Studies program begins with the U.S. geography and map skills learned in Grade 2. The focus then shifts to the rich heritage of the Ancient American Indians. Students research specific nations in groups in conjunction with the study of explorers occuring in Grade 5. Students in Grades 3 and 5 then share their findings with each other. Students develop an appreciation for the customs and beliefs of Native Americans in the Northwest Region. They learn about the origin, language, dwellings, tools, food, and traditions by becoming Native Americans of a specific tribe. Students make critical decisions such as what to trade with explorers or whom to elect as chief. Once students gain a historical perspective of Native life in the Northwest region, they are asked to make a comparison with other regions as well as how Native Americans live today. Research skills and study skills such as note-taking, outlining, and paraphrasing are woven throughout the program. A field trip to the Pequot Museum and Research Center gives the students a first-hand look at the Native Americans indigenous to Connecticut. Instructional Materials t t
Explorers: A Simulation of Encounters Between Native Americans and European Explorers, Interact Storypath: Northwest Coast People
Instructional Materials t t t t t t t
Singapore Math, varied levels of textbooks and workbooks Extra practice for Primary Mathematics Intensive practice for Primary Mathematics “i-Excel Heuristic and Model Approach,” Fanglan, FAN-Math “MathExpress Speed Maths Strategies,” Fanglan, FAN-Math Teacher-created materials Supplementary web site via renzullilearning.com
2012- 2013 Lower School Program Guide
19
VII. GRADE 3 PROGRAM
SCIENCE The Science Program revolves around the theme of energy. Within this theme are five areas of study, two science fairs, and many opportunities for exploration, discovery, and discussion. Throughout the year students practice using the scientific method. The five areas or study are sound, motion, light, heat, and simple machines. Students participate in handson, topic-specific workshops led by High Touch, High Tech. Twice during the year students are involved in exhibitions – the Sound Fair and the Invention Convention. Students are involved in researching, planning, developing, and creating for each exhibition, where they also practice their public speaking skills. Trips to the New York Hall of Science and Connecticut Science Center help students see energy concepts applied. The weekly science lab is a hands-on meeting time for students to further explore the Grade 3 science topics. During this time, students conduct experiments and complete lab reports that answer questions related to the scientific method. Instructional Materials t
t
t
“Reading Essentials in Science – Energy Works!” book series by Perfection Learning: Sound, Motion, Heat, Light Teacher-created unit on Simple Machines with supplements from the web sites Brainpop.com and Safarimontage.com K’Nex Kits: Simple Machines
2012- 2013 Lower School Program Guide
20