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3rd Grade Instructional Guide |
Welcome to
the Third Grade !
This document is intended to outline
the academic goals for the third grade, identify some
of the primary resources that are used to instruct
your child, the duration and frequency of instruction,
and the outcomes that are targeted to be developed
by the end of the year.
We recognize that students learn at different paces
and occasionally in developmental “spurts”.
With this in mind we focus on each child’s individual
progress. This progress is monitored through periodic
skills assessments, teacher observations and classroom
assessments (an inventory of these assessments is
available if you are interested). Instruction is regularly
augmented by the classroom teacher, differentiation
teachers and, if necessary Special Education teachers,
for students that would benefit from additional instruction.
We hope that this document adequately introduces you
to what you can expect over the next 10 months, but
does not replace the opportunity to discuss with you
directly the specific questions you might have in
greater detail and specificity.
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Third grade uses the
Everyday Mathematics Series, which emphasizes strong
number sense and flexibility in math thinking. Third
graderspracticeproblemsolvingstrategies; learnmathfactswithastrategybasedprogram;andpracticefactswithavolunteer.
Formal mathematics instruction occurs each day for
approximately one hour. Our goals for the third grade
are based upon national performance standards, or
“Focal Points,” as defined by the National
Council of Teachers of Mathematics (NCTM). Our goal
is that students exiting third grade have a developing
understanding of:
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Fluency with multi-digit
addition & subtraction
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The meaning of multiplication
and division of whole numbers through use of representation
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Multiplication and
division strategies for basic multiplication facts
and related division facts
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How to compare variety
of solution strategies, students relate multiplication
& division as inverse operations
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Fractions & fraction
equivalence
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The meaning and uses
of fractions to represent parts of a whole, parts
of a set, or points or distances on a number line
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How to use models,
including the number line, to identify fractions
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How the size of a
fractional part is relative to size of whole
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How to solve problems
that involve comparing and ordering fractions by
using models, benchmark fractions, or common numerators
or denominators
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How to describe and
analyze properties of 2 dimensional shapes
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How to describe,
analyze, compare, and classify 2-D shapes by their
sides & angles and connect these attributes
to definitions of shapes
How to build, draw, & analyze 2-D shapes, students
understand attributes and properties of 2-D space
& use of attributes and properties in solving
problems including applications involving congruence
and symmetry
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How to investigate,
describe, and reason about decomposing, combining,
and transforming polygons to make other polygons
By the end of the year third grade
students should have a secure understanding of:
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Multiplication and
division strategies for basic multiplication facts
and related division
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Fractions and fraction
equivalence
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How to describe and
analyze properties of two-dimensional shapes
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The four components
of Language Arts— reading, spelling, grammar,
and writing—are instructed, practiced, and developed
through daily activities in third grade. Instruction
is delivered explicitly and through the integration
of language skills in other academic areas. The following
concepts are goals of the curriculum:
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The third grade
uses literature-based instruction and the McGraw
Hill Reading Series to further develop decoding
and comprehension skills. Reading instruction
takes place daily. Reading occurs in formal and
informal settings, in both large and small groups,
with opportunities for individualized skill development.
Our goal is that students exiting third grade
have the ability to:
- Read appropriate third-grade
text fluently
- Use word recognition strategies
to comprehend text
- Use context and picture clues
to define vocabulary
- Identify characters, setting,
main idea, and plot
- Identify and interpret figurative
language
- Retell stories in written and
oral language
- Restate informative text including
summaries and/or organizers
- Identify an author’s
purpose
- Compare information within
and between texts
- Draw conclusions and determine
cause and effect
- Question the validity of information
- Respond to open-ended questions
to analyze and evaluate texts
- Use guide words, table of contents,
index, and glossaries
- Construct questions about topics
- Explain reasons for character’s
actions
- Respond to sensory, intellectual,
and emotional elements of texts
- Understand the feelings of
characters and varying genders, races, and disabilities
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The third grade
uses Spellography for instruction and support
with building skills in word analysis. We concentrate
on appropriate application of rules and patterns
of written English. The writing process follows
the scope and sequence of Write From the Beginning,
which focuses instruction through organizational
tools supporting student efforts to compose in
selected genres of independent writing. Our goal
is that students exiting third grade have the
ability to:
- Write so that the topic is
clear and developed
- Write with a clear beginning,
middle, and end
- Write for an audience
- Experiment with language and
sentence patterns
- Demonstrate and use prewriting
strategies such as Thinking Maps
- Revise by adding and/or deleting
for elaboration/clarification
- Edit to verify and self correct
spelling
- Assess own performance in writing
- Write for pleasure
- Use paragraphs to organize
information
- Use concepts of time and order
- Choose vocabulary, ideas, themes,
and language structures from books to emulate
in writing
- Write a variety of literature,
informational, and practical text
- Edit for capitalization and
ending punctuation independently
- Use detail and descriptive
words in writing
- Check written work by reading
aloud
- Publish with teacher support
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Students practice the skills of observing,
recording, inferring, and evaluating while building
and retaining content knowledge in scientific fields.
Topics are coordinated with Library Skills and Computer
Literacy. Our goal for students exiting third grade
is that they will have a developing ability to:
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Use the scientific
method to observe, analyze, interpret, and record
information
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Document basic
findings during science experiments
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Make connections
to the real world
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Make connections
specific to the conditions around us
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Practice and display
a beginning grade level ability to employ research
skills related to specific content
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Through a partnership with the
Monshire Museum the third grade will be participating
in the newest Lyme School Initiative, our Inquiry
Based Science program. Students will work with
Museum Scientists/Educators & their classroom
teacher to cultivate their instinctive curiosity
for discovery by encouraging students to formulate
questions and conclusions based upon personal
observation, analysis and interpretation.
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The third grade Social Studies curriculum
is taught both in isolation and in academic integration
with other subjects. Topics are coordinated with Library
Skills and Computer Literacy. Our goal for students
exiting third grade is that they will have a developing
ability to:
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Identify the
major physical components of the world
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Recognize the
identifying characteristics of certain geographic
features (i.e., peninsula, islands, continents,
mountains, rivers, deserts, oceans, and forests)
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Describe and demonstrate
classroom rights, duties, and responsibilities including
how student participate in some classroom decisions
and are obligated to follow classroom rules
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Label historical
events as past, present, and future
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Determine similarities
and differences in the ways different cultural groups
address basic human needs (i.e., food, water, clothing,
and shelter)
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The Spanish
program follows the World Language curriculum of the
New Hampshire Department of Education. Spanish instruction
takes place each day for 30 minutes. Instruction takes
place in large groups, and students participate in
a lot of small-group activities as well. Our goal
is that students exiting third grade will have expanded
on the vocabulary for topics covered in grades 1 &
2, and studied...
At the end of third grade, our goal
is that students will have developed or are developing
the capacity to...
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Recognize a number
of Spanish written & spoken terms
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Carry on a conversation
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Identify a variety
of items in Spanish
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Describe action
in the present & a limited amount of past tense
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In third, fourth, and fifth-grade
classroom settings, as appropriate with grade level
and developmental expectations, students should be
working to develop and/or displaying the ability to
• sit at a work area to accomplish work in an
appropriate timeframe
• make productive and positive behavior choices
• follow a set routine
• employ independent skills
• use appropriate listening, speaking, and discussion
skills
• use cursive writing (at grade level)
• follow and employ effective work/study habits
and directions
• organize personal materials
• employ an independent and productive work
ethic, producing complete and timely products they
can be proud of
• use resources appropriately
• use Thinking Maps as a tool to organize ideas
and writing
• use research resources and processes
In grades 3–5, in group settings in the classroom,
as appropriate with grade level and developmental
expectations, students should be working to develop
and/or displaying the ability to
• work productively and positively in small
and large groups
• execute proper and successful behavior, with
respect to assigned group roles
• share responsibilities of communicated input
and productive output, in small and large groups
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