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Copyright Wooster School 2006
3rd Grade
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WRITING
Unit One - Launching a
Writing Workshop
Rationale: Writers learn the
rituals and structures of the Writer’s Workshop and learn to experience the joy
of thinking of themselves as real writers.
They carry their writers’ notebooks with them both at school and at
home, allowing them to record entries wherever and whenever they are inspired
to do so.
Unit Two - Writing with
Focus
Rationale: Using personal narratives as a vehicle, students learn to write with
clarity by "zooming in" on the most important parts of their stories.
They learn techniques to invite the readers to experience their stories almost
as if they were there firsthand, by producing a "snapshot" of a
moment in time.
Unit Three - Craft and
Conventions
Rationale: Writers explore editing strategies
that enable them to enhance their writing. Using a new or previously written
piece, students first reread to check for clarity of subject matter, then for
truth and structure, finally deciding which revision strategies would be most
effective to better their piece of writing.
Unit Four - Historical
Fiction
Rationale: In this unit,
students will plan, develop, and write a short piece of historical fiction
synthesizing the knowledge gained from reading about colonial times. Using the story elements studied thus far
they will develop characters and make time lines of possible plots.
Unit Five - Memoir
Rationale: Students build upon what they
previously learned using various craft techniques to translate the emotions
evoked through their remembering to the written page. Writers accomplish this
by identifying common characteristics while studying published memoirs, and
then applying these characteristics to a story taken from their own lives.
Unit Six - Poetry
Rationale: Students become a community of poetry lovers, appreciating the beauty of
this genre. They understand the differences between poetry and prose, and
practice strategies for reading and writing this genre. They learn how to
"unlock" a poem and become immersed in many different styles of
poetry. They develop favorite authors and notice their craft techniques.
Students apply their knowledge to their own writing.
Unit Seven - Nonfiction
Rationale: Students are asked to live like nonfiction writers. They choose a subject
of interest to gather observations, details, thoughts, and questions,
eventually nurturing their seed idea into a piece of nonfiction writing. While writing, students focus on factual accuracy. Their pieces should
have an introduction, complex sentence structure, and be written in paragraph
form.
Unit Eight - Realistic
Fiction
Rationale: Students learn how to write
realistic fiction by reading examples of realistic fiction and examining how
the stories are structured. They then apply what they have learned to their own
writing, rereading for development of plot and plausibility of storyline.
WRITING
MECHANICS
Capitalization
Titles
of works
The
pronoun I
First
words in a sentence and in quotations
Proper
nouns: people, animals, places, months, titles of people, days and holidays
Punctuation
Ending
marks with declarative sentences, interrogative sentences, and exclamations
Commas
for items in a series
Underlining
of titles
Periods
with abbreviated months, days, and titles
Commas
in dates, addresses, introductory material, and with quotations
Quotation
marks with direct quotations, and titles
Periods
with initials
Grammar
and Usage
Agreement
of subject and verbs
Run-on
sentences
Sentence
fragments
Regular
past tense
Order
of pronouns
Articles
a vs. an, the vs. a/an
Double
negatives
Pronouns:
possessive vs. contractions
LIFETIME
WORDS
because, friend, a lot, above,
across, almost , also, always, among, another, answer, anyone/anything, author,
believe, change, days of the week, dear, during, easy, else, excited,
favorite, grade, laugh, lesson, minute/hour, outside, people, please, poetry,
pretty, prove, really, school, seasons: winter, spring, summer, fall, sometime,
special, together, terrible, walk/talk, trouble, until, wear, beautiful,
everyone/everything/everybody, something, though
they’re/their/there
Unit One - Living the
Readerly Life
Rationale: Students learn
the routines and expectations of the
Unit Two - Reading for
Meaning
Rationale: Students are
taught to see themes, concepts, and patterns within a book, as well as to
develop theories about books. They make multiple connections while reading such
as text-to-text, text-to-self, and text-to-world. Students learn how to delve more deeply into
a story, stretching their talk during read aloud and when conversing with their
partners.
Unit Three - Responding
to Texts
Rationale: Students further develop the skills
necessary to talk, think, and write well about books. They develop and follow a single theory about
the stories they are reading, and learn additional ways to think and respond to
texts, such as using “above ground/below ground” charts. In addition, students begin to write
responses in their reading response journals.
Unit Four - Historical
Fiction
Rationale: During the study of Colonial America, students learn strategies of reading
historical fiction and nonfiction to find information and understand the
historical roots of Americans. They build on their knowledge of story and
character from previous units, now noticing the impact of the historical events
of the time.
Unit Five - Inference
and Analysis
Rationale: Students build on their character work from previous years, now taking
their thinking to a deeper level. They analyze character traits, actions, and
motivation. They discuss and write about the complex relationships between
characters. They make personal connections and try to empathize with a
character to deepen their comprehension. They notice character change and how
this may portray the "life lessons" of the book.
Unit Six - Poetry
Rationale: The third grade students become a community of poetry lovers, appreciating
the beauty of this genre. They understand the differences between poetry and
prose, and practice strategies for reading this genre. They learn how to
‘unlock’ a poem and become immersed in many different styles of poetry. They develop mentor authors and notice their
craft techniques.
Unit Seven - Human
Struggle and Conflict
Rationale: Students broaden their ability to think deeply about texts and become aware
of some of the conflicts of our historical past. We turn our thinking to the
experiences of people from different cultures. Through a wide variety of
picture books, chapter books, and poetry, students gain an understanding of
human struggle and the fight for fairness and freedom. We use this lens to
widen the students’ comprehension of the big ideas in a text.
Unit Eight - Planning
Our Summer Reading
Rationale: Students look back over the year, noting new series, authors, or genres
they have explored. They listen to
recommendations of their classmates during group sharing in order to plan their
summer reading goals.
WORD STUDY
Short u
Phonograms: uck, ug, ump, unk
Endings:
Doubled Final Consonants and "Other" ed and ing verbs
Nouns:
Singular, Plural, and Some "Irregular" Plural Nouns
Contractions
and "Not Contractions"
Compound
and "Not Compound" Words
Contractions
and Compound Words
Long a
Sound Patterns: ai, ay, ei
Long e
Vowel Patterns: ee, ea, e, ie
Long i
Vowel Patterns: igh, y, i with 2 Consonants
Long o
Vowel Patterns: oa, ow, o with 2 Consonants
Long u
Vowel Patterns: ue, ui, u_e
Vowel Dipthongs:
ea. ew. oo (moo), oo (book), oy, oi, ow (cow), ow (show), ou, ow, au, aw, al
Triple
Blends and Digraphs: scr, shr, spl, spr, squ, str, thr
Sound-Alike
Endings: _ck, _ke, _k, _ch, _tch, _ge, _dge
Silent
Consonants: gn, kn, wr, mb
Sounds
of the ed Ending: ed (dated), d (tried), t (mixed)
Homophones
with Short Vowel Sounds
Homophones
with Long Vowel Sounds
Contractions
by Families
Doubling
the Final Consonant in CVC Words When Adding ed and ing
REVOLUTIONARY
GOALS
The third graders extend their understanding of
American history, focusing on the events leading to the Revolutionary War and
the signing of the Declaration of Independence. They discuss how change
and diversity can cause conflict among people.
OBJECTIVES:
Examine the causes of the American Revolutionary War.
Identify the thirteen original colonies and each capital.
Take notes from primary and secondary sources and use this information to construct a timeline
Recognize the paradox of the pilgrims seeking religious freedom for themselves, yet were unwilling to extend religious tolerance to others.
Describe the Boston Tea Party, Boston Massacre, and
Intolerable Acts as representative of the relationship between
Discuss the leadership styles of King George III and some of the signers of the Declaration of Independence.
Describe why the Declaration of Independence is viewed as a living document with implications for each generation.
Discuss George Washington's role in defining the presidency.
Discuss how the constitution was written to create
a new government for the
GOALS
Students study
OBJECTIVES
Locate and identify
Understand the influences of climate and terrain on Japanese life
Experience spoken Japanese and learn about the Japanese writing system
Use Japanese myths and legends to gather information about Japanese beliefs and cultural values
Discuss the ways World War II affected the
relations between
Recognize that there exist stereotypical views of
Examine Japanese artifacts to learn about the
culture of
Consider the reverence and respect that the Japanese bestow upon the elderly and ancestors.
THIRD GRADE SPANISH
GOALS
To review and reinforce all previously learned material
To continue simple writing skills
To work on oral/aural skills
To be able to role play in different situations (restaurant, doctor's office, school, etc.)
RESOURCES
Students will each be given a Spanish English/English Spanish dictionary for personal and assignment use
A wide range of materials of instruction is used including audio, visual, and manipulative.
TOPICS
Reinforcement of all previously learned material
Weather related expressions, the four seasons
Telling time
Solar system
Domestic and wild animals and their habitats
Additional foods; designing a menu; learning to set the table
Additional
history and culture of
Use of hay (there is/there are)
CULTURE AND GEOGRAPHY - ACTIVITIES
Cooking - tostones, sopaipillas, empanadas
Piñatas
Additional story reading - Authentic poems, legends, songs and games
Geography and
culture of
SKILLS MASTERED
Arithmetic
Count by 10s and 100s.
Use basic facts to solve fact extensions.
Add and subtract multi-digit numbers.
Read, write, and compare numbers up to 5-digits.
Multiply multi-digit numbers by 1- or 2-digit numbers.
Construct multiplication and division fact families.
Know multiplication facts to 12.
Time and Money
Tell time to the nearest minute.
Count combinations of bills and coins and write total in dollar notation.
Data Analysis
Make a bar graph.
Geometry
Identify right angles.
Draws lines of symmetry.
SKILLS INTRODUCED AND PRACTICED
Arithmetic
Estimate answers to multi-digit addition and subtraction problems.
Read, write, and compare 6- and 7-digit numbers.
Find factors of a number.
Solve number stories involving equal sharing and equal grouping.
Read and write 1- and 2-digit decimals.
Identify place value in decimals.
Compare and order fractions and decimals.
Recognize and know square products.
Identify fractions on a number line.
Read and write three digit decimals.
Understand function and placement of parentheses in number sentences.
Convert between mixed numbers and fractions.
Find equivalent fractions.
Solve fraction number stories.
Solve number stories involving positive and negative numbers.
Interpret remainders in division problems.
Data Analysis
Find the mean and median of a data set.
Understand and use the language of probability.
Make a frequency table.
Use fractions to record probabilities of events.
Use random draws to predict outcomes.
Collect and organize data for use in predicting outcomes.
Geometry
Find the perimeter of a polygon.
Find area of a rectangular region divided into square units.
Measure lines segments to the nearest quarter inch.
Identify, draw, and name line segments, lines, and rays.
Draw parallel and intersecting line segments, lines, and rays.
Draw angles as records of rotation.
Find volume of rectangular prisms.
Know units for length, weight, and capacity.
Measure in inches and centimeters.
This unit builds on earlier studies of plant life. Students strive to understand that all organisms in the biosphere are linked to one another and to their physical environments by the transfer and transformation of matter and energy. Plants and forest habitats serve as examples to illustrate this study.
OBJECTIVES
Students will:
identify the parts of a tree, plant, and flower;
describe how a variety of organisms such as producers, consumers, and decomposers obtain their basic needs;
identify different types of forests: deciduous, coniferous, and tropical;
identify the layers of a forest and the different types of life forms found in each layer;
categorize leaves according to shape and vein patterns;
identify trees based on leaf type;
understand the diversity of species in an ecosystem and the importance of the relationships between the species;
explain how organisms interact with other organisms in different environments (mutualism, parasitism, and competition);
understand how plants utilize soil nutrients; nitrogen, phosphorous, and potassium;
explain the need for sunlight and other abiotic factors (water and air) in an ecosystem;
understand that the number and variety of organisms and populations are dependent on the resources and physical factors of their environment;
explain how both organisms and an ecosystem can change if the physical conditions of an ecosystem change;
explain metabolic processes such as photosynthesis and cellular respiration as the use of energy by organisms, and that they occur at the cellular level;
describe the major distinctions among the kingdoms of living things (prokaryotic, eukaryotic, nucleated/enucleated, heterotrophic, autotrophic);
describe the ways in which internal and external structures, organ systems, and body plans contribute to the organisms ability to carry out life functions or processes (reproduction, response); and
compare and contrast plant cells and animal cells.
THE EARTH'S ATMOSPHERE
In this unit students explore the composition and structure of the atmosphere, including energy transfers, the nature of weather and climate, and the effect of the atmosphere on human activity. Students are introduced to the concept of energy as light and the importance of it in their daily lives.
OBJECTIVES
Students will:
learn and understand the term refraction and reflection;
understand how convex and concave lenses affect the way light travels;
know that air contains water, clouds are made of water and ice, and precipitation comes from clouds;
learn that color is not a property of an object but of the light wavelengths that are reflected or absorbed;
learn that light particles travel in different wavelengths, which determine the various colors of the spectrum;
learn that white light can be separated into the colors of the rainbow by shining light through a prism;
use and create simple weather instruments to measure temperature, air pressure, and humidity;
know that Earth is covered by an atmosphere that is divided into two layers;
recognize that air is a mixture of gases, including water vapor and can be compressed;
recognize that air exerts pressure and expands and contracts in relation to temperature;
explain wind as a function of the unequal heating of Earth's surface;
know that water changes form as a function of energy transfer;
identify sources of thunderstorms, tornadoes, hurricanes, and winter storms, and describe their impact on human activity;
infer that our atmosphere is dynamic and has patterns of weather systems;
recognize that high-pressure areas are usually associated with clear, dry weather, and low-pressure areas are often associated with precipitation;
understand that the sun affects weather on earth;
recognize forms of energy (light, heat, and sound) are used every day; and
demonstrate that light can be absorbed, reflected, transmitted, and bent using mirrors and lenses.
Third graders are ready for more in-depth work. Their more developed conceptual skills make them able to do complex patterning; better spatial awareness makes it possible for them to learn some drawing skills. They can follow more difficult directions, and are capable of more sustained interest over a long period of time. They can plan their work, and begin to apply concepts and techniques without prompting; they can not only absorb the directions of a project, but can begin to understand the concepts behind the project.
OBJECTIVES
Over the course of the school year, third graders learn to:
Painting:
Mix skin tones
Use white to lighten colors and black to darken colors
Start with the lighter color when mixing
Use different brush techniques appropriate to different materials
Use brushes, sponges, and stamps to create pattern and texture
Plan a design or composition on the painting surface
Drawing:
Do simple gesture drawing of posed figures
Understand positive/negative space
Be able to draw the shapes of cast shadows
Collage, Assemblage, Mixed Media:
Measure and cut paper or fabric for a certain area
Choose the best way to depict something from the materials at hand
Start to be familiar with the range of available materials and ask for what is needed
Clay and Sculpture:
Score and slip
Make molded pots
Tools and Techniques:
Use the actual
tools and techniques of other cultures to create work in the style of the
culture: e.g. sumi-e brushes and ink with rice paper; stencils for fabric
printing when studying
Clean-up and General Behavior:
Scrape brushes, cap paints, wipe down surfaces
Sort and put away collage materials
Use teamwork to clear tables
MAJOR AREAS OF INSTRUCTION
Painting:
Division of picture surface, repeating patterns
Color experiments (primary, secondary, tertiary colors; value scales, complementary colors)
Sumi-e painting
Printing, stamping, and stenciling patterns on paper or fabric using fabric paint, relief inks, tempera paint, acrylic
Drawing:
Figure drawing: gesture, shape combination
Drawing of objects from life; light and shadow
Shadow drawing; positive and negative space
Collage, Assemblage, Mixed Media:
Cut paper collage
Cutting and combining shapes to create a figure
Gathering and use of collage items appropriate to a certain culture or time
Cutting fabric or paper to fit a particular area (colonial people, kites)
Clay and Sculpture
Introduction to slab pots and molded pots (Japanese pottery styles)
THIRD GRADE MUISC
Singing
Sing accurately within the range of middle C to C2
Sing with a clear and pleasing vocal quality
Reproduce longer melodic patterns
Become increasingly aware of his/her own vocal intonation, alone or in a group
Sing a varied song repertoire
relating to the general
relating to special seasons and events
Sing two and three-part rounds and "Partner Songs" (two different melodies sung simultaneously).
Rhythm
Demonstrate and understanding of in 2/4, 3/4 and 4/4 meters
Begin counting rhythm numerically
Conduct duple and triple meter
Play ostinato patterns in duple and triple meter
Reading and Notation
Understand the function of the staff, treble clef, measures, bar lines, double bar lines, meter signature, sharp, flat and repeat sign
Interpret the dynamic markings: f, mf, mp, p
Name the lines and space notes from middle C through F2
Name the symbols
Follow multiple verses under the music notation
Listening
Listen attentively to an expanded range of music of different styles and periods, with an emphasis on Asian music
Identify the instrumental colors of strings, brass, percussion, flute, piano, and folk instruments
Discriminate between duple and triple meter and conduct triple meter
Recognize AB and ABA as well as Rondo form
Movement
Move freely with spatial awareness
Follow directions in moving to specific patterns
Conduct in duple and triple meter using gross motor movement
TOPICS
Each student:
Defining
understands and uses terminology: title, author, illustrator, spine, spine label
identifies and interprets key words in task
Locating
is aware of layout of library
differentiates between fiction and nonfiction sections of the library
uses the spine label to identify resources
is aware that nonfiction resources are shelved according to classification order
finds resources in school library with assistance:
fiction
non-fiction
is aware of secondary resources as a source of information, e.g., book, pictures, databases, magazines
begins to use contents and index pages of nonfiction books using key words
identifies and locates book and non-book resources including:
understanding organization of resources in school and local libraries
recognizing the value of fiction for specific topics, e.g., historical fiction
Selecting/Analyzing
selects books appropriate to interest and reading ability using browsing techniques
makes selections using simple scanning techniques involving cover, title and illustrations
distinguishing between narrative and information texts
listening to and retelling stories in correct sequence
asks questions appropriately with guidance
Creating/Presenting
presents a solution to a problem using:
dramatic presentations
THIRD GRADE COMPUTER CLASS
TOPICS INTRODUCED
Basic Operations and Concepts
Log on/off network
Printing correctly and efficiently
Social, Ethical and Human Issues
Network access and use
Appropriate use and productivity
Efficient use of resources
Copyright and plagiarism issues
Netiquette and safety issues
Technology Productivity Tools
Multimedia and on-line resources
Design applications
Problem solving applications
Spreadsheet
Technology Communications Tools
Presentations
Digital imaging (cameras, scanners, etc.)
Technology Research Tools
Search engines and on-line resources
Technology Problem-Solving and
Decision-Making Tools
Systems and operation
Peripherals
TOPICS REINFORCED
Basic Operations and Concepts
Communicate using computer terminology
Open, use, and quit programs
Use and care for media
Keyboarding and mouse skills
Hardware, software and connectivity
Saving and retrieving files
Social, Ethical and Human Issues
Equipment and work area maintenance
Respect the work and files of others
Technology Productivity Tools
Word Processing
Desktop Publishing
Technology Communications Tools
Graphics (Paint tools, clip art, images)
Word Processing
Desktop Publishing
Technology Research Tools
Use appropriate resources to solve problems
Navigate Internet sites for find information
Gather, evaluate and organize information
Technology Problem-Solving and
Decision-Making Tools
Hardware, software and connectivity
Storage formats
File management
GREAT BODY SHOP –
THIRD GRADE
Injury Prevention
& Personal Safety
Safe at home & away
Responsible strategies
Safe environments
Turning unsafe into safe
Identifying emergencies
Concept of risk
Setting personal goals
Defining child abuse & violence
Personal safety
Refusal skills
Assertiveness
Nutrition
Understanding nutrients
The body & food labels
Responsible food choices
Nutritional guidelines
Food handling & labeling laws
Nutrients & digestion
Thinking patterns that affect eating habits
Ranking foods for energy & nutrients
Testing recipes
Food pyramid
Functions of the Body
Eye function & operation
Respect for differences in perspective
Practicing seeing new things
Eye problems & protection
Eye care standards
Digestive and immune systems
Cells
Physical impairments
Responsible self care
Growth &
Development/Cycle of Family Life
Defining word family
Different types of families
Respecting importance of family
Different responsibilities & traditions
Role of genes
Pride in culture
Preventing discrimination
Setting goals
Pride in difference
Consequences if everyone alike
HIV/AIDS and Illness
Prevention
How germs spread
Communicable vs. other illness
Defining epidemic
Fighting disease
Defense system
Self worth
Responsible vs. irresponsible
Vaccines & medicines
Refusal skills
Healthy behaviors
Substance Abuse
Prevention
Define drug-free safe community
Rules & laws
Personal strategies for drug safety
Drug addiction (nicotine, alcohol, street drugs, medicines)
Addiction vs. values (honesty, patience, persistence)
Consequences to giving in to drugs
Refusal skills
Community Health
& Safety (Violence Prevention)
Community safety rules and laws
Practice habits that save environment
Ways you might hurt others & they might hurt you
Practice ways of avoiding fights
Classify violent & non-violent TV
Consequences of various behaviors
Define drug-free & good citizen
Bullying
Self Worth, Mental
and Emotional Health
Uniqueness of self and others
Positive attitudes
Values and goals
Respect for self & pride in heritage
Grief and loss
Different points of view
Communication & refusal skills
Friendship goals
Personal responsibility for health and safety behaviors
Discrimination & prejudice
Environmental and
Consumer Health
Pollution problems
Clean environments
Environmental protection rules
Food labels
Food handling nutrition and packaged foods
Second-hand smoke
Physical Fitness
The skeleton
Joints
Benefits and enjoyment of exercise
Safety rules and injury prevention in organized sports
Exercise and play
Goals for fitness
Practice exercises
T THIRD GRADE PHYSICAL EDUCATION
The physical education classes for the Third Grade continue to stress skills that will improve physical fitness, eye-hand and eye-foot coordination, balance, agility, and self confidence. Classes begin with stretching and a cardiovascular warm up followed by a review of the day's skills. Some basic game strategies and positioning are introduced. Working together in a larger group, listening and following directions, and sportsmanship are stressed. Active participation is encouraged.
TOPICS/ACTIVITIES
stretching and increasing physical fitness
achieving a higher level of locomotion and gross motor skills
partner, small, and larger group activities
Project Adventure activities
soccer
touch football
ultimate frisbee
basketball
volleyball
floor hockey
tennis baseball
softball
tennis
lacrosse
gross motor assessment
rules and basic strategies of team sports
"new" games created by the physical education staff throughout the year
SKILLS MASTERED
Skills
locomotion skills
personal space
directional activities
body awareness
Gross Motor Skills
tossing and catching with partner
kicking a stationary ball
Foot Skills
kicking stationary ball without using big toe
Tennis Baseball
running bases
Softball
running bases
Basic Tumbling Movements
SKILLS STRESSED
Skills
combination skills
common space
Gross Motor Skills
rolling ball to target
Bouncing and Dribbling Skills:
bouncing ball head high and catching it
dribbling ball with alternating hands
walking and bouncing ball with 1 hand
bouncing ball against wall and catching it
tossing/clapping/catching
bouncing and catching ball with partner
Foot Skills
passing to stationary partner
Soccer Skills
shooting a stationary ball
Volleyball
court layout
basic rules
Tennis Baseball
grip and stance
swing
hitting a tossed ball
getting people out
Tennis
forehand and backhand grips
SKILLS REVIEWED
Gross Motor Skills
throwing to target
catching a thrown ball
kicking a moving ball
catching a rolling ball
Bouncing and Dribbling Skills:
running and bouncing ball with 1 hand
Foot Skills
dribbling with instep
dribbling with outside of foot
stopping ball with foot
dribbling changing directions
passing to moving partner
kicking stationary ball with instep
kicking with an approach
Soccer Skills
dribbling ball with both feet
trapping ball
throw-in
positions on field
field layout
how to defend
Basketball Skills - on low 6'-8' basket
lay up
foul shot
jump shot
layout of court
1 on 1 defense
chest pass
bounce pass
pivoting
Volleyball
bumping
setting
serving
Tennis Baseball
tagging up
Softball
grip and stance
swing
tagging up
Lacrosse
how to hold stick
cradling
scooping
tossing to self and catch
throwing to target
catching