Grade 3
Third Grade Curriculum
READING WORKSHOP:
A balanced literacy approach to reading incorporates a “to”, “with” , and “by” philosophy. Students experience reading through various modes. They read independently (by themselves) in Reading Workshop, read with small and whole groups using a shared text, or listen to a read aloud.
Independent Reading
Sessions begin with a minilesson that focuses on management skills of reading workshop, reading strategies and skills, or literary analysis. Students self-select “good fit” books to read during reading workshop. Students write down their thoughts on post-it notes as they read and put the notes inside their book. This process is a way of modeling how an active, reader engages with text. At the end of each book, students will use a Reader’s Notebook to save their post-it notes and explain their thinking. Our class modeled this process with The Hundred Dresses. As the year progresses students will respond to their reading in their notebooks, and we will conference with individuals in order to understand their thinking and encourage analysis of the text.
Shared Reading
The entire class or small groups of students will read and explore a shared text. Teachers will vary groups throughout the year based on interest and readiness level. Much of our shared reading corresponds with our Social Studies and Science Curriculum. Students will engage with many genres of text such as traditional tales, historical fiction, realistic fiction, fantasy, poetry, informational texts and biographies. Also, Reader’s Theater shared readings will focus on a readers expression, accuracy and rate when reading out loud.
WRITING:
Notebook
Students write in their Notebooks on self-selected topics or provided prompts. In addition to providing a wonderful avenue for communication and writing practice, the notebook entries will serve as seeds for their creative writing projects.
Daily Oral Language
Children practice editing sentences on the board, giving frequent attention to the rules of punctuation and grammar.
Writer’s Workshop
Teacher directed mini-lessons focus on the management of writing workshop, conventions of writing, and writer’s craft. Students are engaged in the writing process: prewriting, drafting, editing, revising, and publishing. Throughout the year writing workshop focuses on particular forms of writing. Children write narrative, expository and persuasive essays as well as create folktales, poetry, and short fiction. During writing workshop students also compose friendly letters. Teachers are always conferencing with individuals or small groups to meet the needs of writers in their different stages of development.
Handwriting
Cursive skills from second grade are reviewed and extended through the Loops and Groups program. Handwriting is taught through individual and group lessons as needed. Instruction stresses the correct formation of letters and numerals. Size, evenness, and spacing are emphasized.
SPELLING:
Spelling Workbook
Students receive a weekly unit list from the Houghton-Mifflin series that is organized around a pattern. On the first day of the week students take a spelling pretest to assess their ability to conventionally spell the list words. The student workbook provides for guided and individual practice while homework activities provide support from home. Challenge words are self selected each week to provide an individualized list for some students according to their readiness level.
Invented Spelling
At the beginning of the year invented spelling is accepted to reinforce the phonic skills children use in reading. As spelling skills increase, children are encouraged to use the conventional spelling of the words they have been exposed to.
Word Books
During reading and writing workshops students add to their personal word bank in their Word Books. As students learn new words or receive assistance in spelling words, they add these words to their books for future reference. Students also add colorful and rich words that they want to incorporate into their writing.
SOCIAL STUDIES:
The Social Studies curriculum is closely integrated with the reading and writing curriculums. This year long study of the early development of our country incorporates art, music, dance, literature, and science. Books and films are the main sources of information, while field trips to Graue Mill and the Kennicott Grove Schoolhouse enhance the curriculum. Many activities provide hands-on experiences such as candle making, cooking, constructing hornbooks, and weaving on small looms. Early in the year students study maps as well as the Woodland and Plains Native American tribes. We travel through history as we learn about colonial life, westward expansion, and pioneer settlements. The units culminate with a day spent in the Pioneer Room, role-playing the activities of a pioneer family. We also study Early Chicago as it grew to become the major American city that it is today.
SCIENCE:
Our science program is inquiry-based and emphasizes exploration, invention, and discovery. Students hypothesize, collect data, and record observations. Our class is fortunate to work with Winnetka’s Science Coordinator, Jean Bierner.
Life-Environmental Science
We will study populations and investigate the relationships between predator and prey, food webs, and variables affecting population size. Children closely observe and record data as they work with the cycle of exploration, invention, and discovery. Animal populations studied are crickets and chameleons (anoles).
Physical-Earth Science
Students will manipulate systems and variables as they solve electrical circuitry puzzles, work with waterpower, and conduct controlled experimentation with whirlybirds. Various types of habitat (bog, prairie, and woodland) and mammals will be researched. A field trip to the Volo Bog provides enriching experiences. Students also investigate the properties of water in its three states- gas, liquid, and solid. Exploration and experimentation extends with the water cycle.
MATHEMATICS:
Our math curriculum is a blending of Winnetka Math, TERC materials and University of Chicago Everyday Mathematics Program. Mrs. Betsy Steele provides additional math enrichment as well as support to teachers and students with constructed response and performance events. Students will explain their mathematical processes and problem solving. This differentiated instruction prepares students for the types of mathematical problems students will need to solve on the ISAT Test.
Basic skill review:
The following skills are covered in third grade:
- Recognize and use patterns
- Recall basic addition and subtraction facts through 20
- Understand place value to the millions place
- Develop a reliable method for three-digit addition and subtraction
- Identify line segments, angles, polygons, and lines of symmetry
- Classify 2 and 3 dimensional shapes
- Measure and calculate perimeter and area
- Tell time to the minute, determine time elapsed
- Make exchanges, write values, sums and differences with money
- Measure objects in customary and metric units
- Develop problem-solving strategies
- Communicate strategies used in problem solving
- Recall multiplication and division fact families through 10x10
- Experiment with the probability of an event
- Use estimation skills
- Recognize fractions and add/subtract fractions with common denominators
- Analyze data and use graphs
SPECIALS:
RESOURCE CENTER: Mr. Tony Spreitzer
Students will use computers to apply keyboarding skills, learn simple word processing, as well as utilize other software programs. Large group instruction occurs in the Resource Center computer lab. Library skills are also taught and children may check out books from the library on a weekly basis.
SPANISH: Señora Luz Cannon
ART: Ms. Lillian Johnston
MUSIC: Mrs. Betsy Gmitro
KINETIC WELLNESS/KW/GYM: Ms. Kate Wilkinson and Mr. Bob Sweene
HOMEWORK
Students need a designated location at home for the completion of homework. Work should be completed in pencil unless otherwise noted. The following includes details of regular homework assignments. Other homework relating to units of study will also be assigned periodically.
STUDENT PLANNER
Students write their homework assignments in their student planners everyday. Please check the planner daily and if noted by the teacher, initial the designated section for parent signature.
SPELLING
Students should practice the words on the basic list in addition to the following activities:
Day 1: Copy any misspelled words from the basic list two times on the Spelling Study List form. Next, write challenge words two times on the Spelling Study List. Students must have at least ten words that they are studying each week. The final study list should be copied on BOTH sides of the Spelling Study form. The complete form should be brought back to school. The Study List will be checked and one side will be sent home on that day.
Day 2 and 3: Activities are assigned nightly.
Day 4: Take a written Practice Test on all the words—the basic list and the Spelling Study List—with a parent, babysitter, or older sibling. Check the test with the correct lists. Write any words missed three times.
READING
Reading is assigned for homework every night. Your child should read for at least twenty minutes. Students may read with a parent or by themselves, or a parent may read aloud to them. Independent reading material should be a grade level below their instructional reading level. In most cases this means that the child will be able to read and comprehend without difficulty most of the words. Parents are encouraged to role model active reading and voice their opinions and thoughts about the text.
MATH
Math will be assigned several times a week. Also students are expected to practice addition and subtraction facts through twenty. Practice may include flash cards, a deck of cards, computer or other math games. Oral quizzing by a parent also reinforces facts.
CURSIVE
Cursive practice will be a staple of third grade homework.
