Overview: Grade Three
- LANGUAGE ARTS
- CHARACTER EDUCATION
- HISTORY AND SOCIAL STUDIES
- PHYSICAL EDUCATION
- LIBRARY/INFORMATION LITERACY
Reading, Writing, Speaking, and Listening
Language and literacy development are essential for learning. The TAS standards and benchmarks for language arts outline what students will know and be able to do in language arts at each grade level. We use a balanced literacy approach to deliver developmentally appropriate and engaging instruction. Our program includes:
Talk Strategies: strategies to help children articulate ideas and deepen their thinking in all content areas.
Reading Workshop: strategy-based instruction to develop the skills and habits of proficient readers.
Writing Workshop: clear, sequenced instruction that teaches students to use the writing process to turn their ideas into powerful written messages across genres and for a variety of purposes.
Interactive Read Aloud: a time for students to engage with literature and grow ideas.
Word Study: explicit instruction where students develop phonics, spelling, and vocabulary skills.
Grammar: standards-based instruction that helps children develop proficiency in their use of English grammar, orally and in writing.
- Building a Reading Life
- Reading to Learn: Grasping Main Ideas and Text Structures
- Character Studies
- Solving the Mystery Before the Detective
- Test Reading as a Genre Study (Test Prep)
- Goal Clubs
- Research Clubs
- Crafting True Stories
- The Art of Informational Writing
- Opinion Writing
- Once Upon a Time: Writing Fairy Tales
- Responding to a Prompt (Test Prep)
- Information Writing: Reading, Research, and Writing in the Content Areas
Character education is woven into every subject area and every classroom. Teachers reinforce the TAS values of honesty, respect, responsibility, kindness, and courage through classroom discussions, reading appropriate literature, songs, and role-playing. By modeling and reinforcing the values, we hope that all students develop good habits and demonstrate the values in what they say and do every day.
The lower school counselor, in addition to supporting individual children and parents, teaches a guidance lesson in the classroom once in every ten-day cycle. Lessons are designed to help children strengthen their social skills and better understand the role of emotions in life. Children learn problem solving and conflict resolution skills appropriate for their grade level.
The mathematics curriculum has two major components: Standards for Mathematical Practice and Standards for Mathematical Content. The Standards for Mathematical Practice define what it means to be a mathematical thinker and are addressed at all grade levels of the Lower School. Students will be able to:
- Make sense of problems and persevere in solving them
- Reason abstractly and quantitatively
- Construct viable arguments and critique the reasoning of others
- Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for patterns
The Standards for Mathematical Content are the topics addressed at each grade level. Emphasis is placed on a balance of conceptual understanding, procedural fluency, and real-world application. Grade three topics include:
- Properties of Multiplication and Division and Solving Problems with Units of 2-5 and 10
- Place Value and Problem Solving with Units of Measure
- Multiplication and Division with Units of 0, 1, 6-9, and Multiples of 10
- Multiplication and Area
- Fractions as Numbers on the Number Line
- Collecting and Displaying Data
- Geometry and Measurement Word Problems
The major resource for the lower school mathematics program is Eureka Math. Parents can access information about the program at http://greatminds.net/maps/math/home. A strategic approach allows for academic rigor while still meeting the needs of all students.
The lower school Mandarin program is committed to developing students’ Chinese language proficiency and deepening their appreciation for Chinese culture.
There are two tracks in the program based on students’ language proficiency levels. Different courses offered in both tracks are designed to meet students’ abilities and needs. In Grade 3, introductory, bridging, grade level, and grade level advanced courses are offered.
The Mandarin Learner Track is for students who study Mandarin as a second language. The goal is to develop students’ listening, speaking, reading, and writing skills with an emphasis on oral proficiency as a tool for meeting age-appropriate functional and informational needs. As the students gain oral skills, they begin to read and write, which sets them on a course for more advanced Mandarin language study. Students in the Learner Track use Pinyin, a Romanization system, to help them learn to read and write traditional Chinese characters.
The Mandarin Heritage Track is for students whose first language or strong additional language is Mandarin. The goal is to develop and enhance students’ overall language proficiency while focusing on reading and writing to build a solid foundation in literacy skills. Students in the Heritage Track use Zhuyin, Bopomofo Phonetic Symbols, to help them learn to read and write traditional Chinese characters.
In Grade 3, students engage in the following units of study:
Matter and Motion
This module provides grade 3 students with experiences in physical sciences and engineering design. The driving question is what causes objects to move? Students work with magnets and paper clips, wheel-and-axle systems, paper air twirlers, and rotating tops as they explore magnetism and gravity. They look for patterns and relationships to develop core ideas about what drives forces and motion. Students apply the engineering design process to refine their science understanding.
Throughout the Motion and Matter Module, students engage in science and engineering practices to collect data to answer questions, and to define problems in order to develop solutions.
Structures of Life
The Structures of Life Module consists of four investigations dealing with the structures and behaviors of plants and animals that help them survive in their environments. Students observe, compare, categorize, and care for a selection of organisms. They look at the interactions between organisms of the same kind, among organisms of different kinds, and between the environment and populations over time.
HISTORY AND SOCIAL STUDIES
The introduction statement on the left seems to be a general statement for grades K-5. Any changes that need to be done should be done as a K-5 team.
Culture in our Community
- What sorts of things shape a culture?
- How have different cultures contributed to our community?
- Students will look at the basics of unity and diversity by comparing different cultures with their own.
What is an indigenous culture?
How does the environment shape/affect the daily life of indigenous groups?
How do indigenous cultures and the colonizing culture interact?
Students will explore indigenous cultures of the NWP coast and Taiwan through the lens of these questions.
Overview: Music PROGRAM
The lower school music program has two components: General Music classes (Grades KA-5) and Music Activity classes (Grades 3-5). All lower school students have General Music classes. Students in Grades 3-5 have an additional music class as part of our Music Activity Program (MAP).
General Music classes follow the practices of Orff Schulwerk, an engaging and multisensory approach to teaching music and movement. Through a carefully sequenced KA-5 curriculum and engaging activities, our students develop skills and knowledge of the basic elements of music through experiences with body percussion, speech, singing, recorders, movement, folk dance, drama, and the playing of pitched and non-pitched percussion instruments.
A highlight of the TAS Performing Arts department is our lower school Music Activity Program for students in Grades 3-5. Music Activity classes focus on the development of instrumental or vocal skills and dance through ensemble work and performance. Grade 3 students choose between violin, cello, or Orff Studio class. Grade 4 students choose between violin, cello, or Orff Studio. Grade 5 students choose between Band (trumpet, trombone, flute, or clarinet), Strings (violin, cello, viola, or bass), or Choir/Dance.
For more detailed information about our program please visit our lower school music website.
In Grade 3 Physical Education, the students study units in the areas of manipulative, movement, fitness, aquatics, and personal/social development. Manipulative involves the development of skills in throwing, catching, striking, kicking and dribbling such as continuously dribbling a ball using the hands or feet without losing control and catching a ball at different levels. Movement involves the development of skills in spatial awareness, locomotor, non-locomotor and rhythms/dance such as performing a rhythmic activity with a friend and jumping and turning in the air before landing. Fitness involves both the study of concepts and skills. Aquatics is a swim development program based on individual needs. Personal and social development is a reflection of the TAS values in action through physical education. The focus of the lower school program is age appropriate, carefully sequenced skill development in a spirit of cooperation.
The art curriculum lays foundational skills through exploration, discovery, creativity, and amazement in visual media by teaching art history, art production, art criticism, and aesthetics at a developmentally appropriate level. The program is carefully sequenced to ensure each year builds on the previous year’s skill development and knowledge. At each level the foundational skills of basic drawing techniques, color mixing, principles of design, and critiques are built upon, while integrating STEAM concepts. Learning a design process with these basic art skills gives students the tools, experience, and confidence to develop and present their creative ideas. In addition to drawing, painting, printmaking, and ceramics, a variety of other media and concepts are explored throughout the year.
Information technology in grade three is integrated with the classroom curriculum. Teachers work with the IT Coordinator to develop integrated lessons that use relevant technology to enhance the learning experience. Digital citizenship skills and keyboarding skills are taught in grade three.
Engineering is Elementary (EiE) teaches the students the engineering design process which involves defining a problem, generating ideas, selecting a solution, making the item, evaluating it, and presenting the results. Our EiE unit this year is:
Grade three students extend their study of robotics using the LEGO Education WeDo Construction Sets. The students focus on planning, developing and programming a robot prototype that will correctly execute a designated task.