Grade 3 Program
3
2012- 2013 Lower School Program Guide 18 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 di- verse 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 de- code 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 discus- sions regarding pronunciations and definitions. Stu- dents 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; skim- ming 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. The material students read is often used as a spring- board for writing activities. Students are asked to demonstrate writing skills focusing on a specific as- pect such as characterization, setting, or plot sum- mary. 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 conferen- cing takes place when necessary and appropriate to help ensure that all students are reaching their potential. 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: “First Chapters,” Pearson Learning Group “Next Chapters,” Pearson Learning Group Trade Books: “Sarah, Plain and Tall,” by MacLachlan “Stone Fox,” by Gardiner Various author studies, such as Clements and Spinelli Phonics: “Phonics Level D and E,” Modern Curriculum Press Spelling: “Spelling Level D,” Modern Curriculum Press Teacher-created student spelling inventory Teacher-created spelling/vocabulary lists and activities Handwriting: “Handwriting Without Tears” Writing and Reading Supplements: Theme Maker, Story Grammar Maker Write online Assigned and free writing tasks Grade 3 Program VII. GRADE 3 PROGRAM
-
Upload
king-low-heywood-thomas -
Category
Documents
-
view
215 -
download
1
description
Handwriting: “Handwriting Without Tears” 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 VII. GRADE 3 PROGRAM 2012- 2013 Lower School Program Guide 18
Transcript of Grade 3 Program
2012- 2013 Lower School Program Guide 18
LANGUAGE ARTS – EXTENSION OF READING AND WRITING SKILLSThe 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 di- verse 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 de- code 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 discus- sions regarding pronunciations and definitions. Stu- dents 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; skim- ming 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.
The material students read is often used as a spring- board for writing activities. Students are asked to demonstrate writing skills focusing on a specific as- pect such as characterization, setting, or plot sum- mary. 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 conferen- cing takes place when necessary and appropriate to help ensure that all students are reaching their potential.
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 MaterialsDecodable Texts:
“First Chapters,” Pearson Learning Group“Next Chapters,” Pearson Learning Group
Trade Books:“Sarah, Plain and Tall,” by MacLachlan“Stone Fox,” by GardinerVarious author studies, such as Clements and Spinelli
Phonics:
“Phonics Level D and E,” Modern Curriculum Press
Spelling: “Spelling Level D,” Modern Curriculum PressTeacher-created student spelling inventoryTeacher-created spelling/vocabulary lists and activities
Handwriting:“Handwriting Without Tears”
Writing and Reading Supplements:Theme Maker, Story Grammar MakerWrite onlineAssigned and free writing tasks
Grade 3 Program
VII. GRADE 3 PROGRAM
2012- 2013 Lower School Program Guide 19
MATH – ESTABLISHMENT OF FOUNDATIONSThe 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 proce- dures 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 prac- tice each day. Some of the math units include: multi- plication and division concepts and facts; long multi- plication 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 clari- fies what they are being asked, and keeps them fo- cused. 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.
Instructional MaterialsSingapore Math, varied levels of textbooks and workbooksExtra practice for Primary MathematicsIntensive practice for Primary Mathematics“i-Excel Heuristic and Model Approach,” Fanglan, FAN-Math“MathExpress Speed Maths Strategies,” Fanglan, FAN-MathTeacher-created materialsSupplementary web site via renzullilearning.com
SOCIAL STUDIES – NATIVE AMERICANS The Social Studies program begins with the U.S. geo- graphy 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 Ameri- cans of a specific tribe. Students make critical deci- sions such as what to trade with explorers or whom to elect as chief. Once students gain a historical perspec- tive 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 MaterialsExplorers: A Simulation of Encounters Between Native Americans and European Explorers, Interact Storypath: Northwest Coast People
VII. GRADE 3 PROGRAM
2012- 2013 Lower School Program Guide 20
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 stu- dents practice using the scientific method.
The five areas or study are sound, motion, light, heat, and simple machines. Students participate in hands-on, topic-specific workshops led by High Touch, High Tech. Twice during the year students are involved in exhibitions – the Sound Fair and the Invention Con- vention. Students are involved in researching, plan- ning, 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“Reading Essentials in Science – Energy Works!” book series by Perfection Learning: Sound, Motion, Heat, LightTeacher-created unit on Simple Machines with supplements from the web sites Brainpop.com and Safarimontage.comK’Nex Kits: Simple Machines
