Third Grade Curriculum (Green Room)

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I. Sources of Curriculum:

The Green Room curriculum is derived from several sources: the emerging interests of the students, families, and teachers; the emerging interests and issues of our school, local community, country, and world; and the standards of learning. Some of our major goals in the Green Room include cooperative learning, problem solving, discovery, communication, application of knowledge, making appropriate choices, and respecting each other and the community.

II. Literacy Curriculum:

Literacy will be stressed throughout the day, and also during writing workshop, reading workshop, word study, spelling, handwriting, and other subject areas. Oral and written communication is stressed in the Green Room. Practicing these things at home is important for literacy development. Literacy goals for Green Room students include deeper development and comfort in understanding and communicating written and spoken language. This year, students will make the shift from learning how to read to reading to learn as well as reading for fun.

The specific individual requirements and expectations for literacy are based upon individual literacy needs in the areas of reading, writing, and oral communication; state standards for individual grade level; and BNS standards and goals.

Formal and informal literacy assessments drive instruction in the Green Room. In addition to being provided formal assessments, students are continually assessed as they work in small groups, large group, and independently.

A. Writing Workshop

Writing workshop is comprised of direct instruction, modeling, and practice in the forms of mini-lessons, read-aloud, writing invitations, writing, and conferring about writing.

1. Mini-lessons are based on the writing and needs of the children and include standards of the written language.
2. Modeling and writing invitation - Often, the teacher models and thinks aloud during this time. The teacher conferences with the students as needed and observes during the writing time.
3. A note on spelling: Invented spelling is encouraged during rough draft writing as this reinforces students' use of alphabetic representation for sounds and word patterns. Conventional spelling is stressed during our traditional spelling curriculum, word study, and with frequently used words. Locating words in the dictionary is also encouraged and required for final drafts. During the rough draft stage of writing, however, it is the message and meaning that is given the focus. As third graders, students will work toward correct spelling of “the most frequently used words,” as well as words from their past spelling lists.
4. Conferencing takes place when students and the teacher meet or when students meet with each other. At this time, we discuss aspects of students' writing and include standards of the written language. These are often brief encounters that focus on correcting one kind of mistake.
5. Share Time allows students a few minutes to show their friends what they have been working on. There is a very formal share time in the spring in which students celebrate their hard work by reading an original story during the Green Room's Authors' Tea.

B. Reading Workshop

Reading workshop is a time for the students to be reading, reflecting on reading, and learning strategies, skills, and literary elements. Accuracy, fluency, and comprehension are all stressed with different activities and formats throughout the year. Reading Workshop is student-centered and interactive. During reading workshop, there is time for independent reading, shared reading, listening, oral communication, direct instruction, and reacting and reflecting on reading. These occur in the formats of free reading, literature circles, assigned independent reading, listening, partner reading, and reading share. I guide the student's choices for literature using formal and informal reading assessments. I use Qualitative Reading Inventory IV to formally assess students' reading levels at least twice a year. This inventory assesses word recognition, as well as comprehension, and is given to each student individually. Further observations are made to determine current needs. This allows students to read at their reading level, regardless of their grade level. A third-grader, for example, could be reading fifth grade level books if it is appropriate for that student.

Direct instruction is based on the needs of the students and the standards of literacy.

C. Word Study and Spelling

The purpose of word study is to strengthen word knowledge. As word knowledge grows, reading, writing, oral language, and comprehension are also strengthened. Each student has been formally assessed to determine where to begin her/his word study. I have organized the students into groups based on these assessments. Cooperative groups complete picture sorts, word sorts, word hunts, long and short vowel contrasts, long-term vowel studies, blends and digraphs, and word family studies. Formal assessment will be given to determine the gains and needs of each student and groups will be reformed when necessary. Students' word knowledge is also assessed as it is put to work in real life activities. Once a week, a spelling test is given, and students are expected to complete spelling class work and homework.

Literacy Objectives for 3rd grade

Organize ideas sequentially or around major points of information. Use grammatically correct language and specific vocabulary to communicate ideas. Use knowledge of vowel patterns. Use knowledge of homophones. Decode regular multi-syllabic words. Preview and use text formats. Use context to clarify meaning of unfamiliar words. Read fiction and nonfiction fluently and accurately. Reread and self-correct when necessary. Make connections between previous experiences and reading selections. Organize information and events logically. Use reference materials. Write legibly in cursive. Write descriptive paragraphs. Write stories, letters, simple explanations, and short reports. Use complete and varied sentences. Use past and present verb tense. Use singular possessives.

Use commas in a simple series. Use simple abbreviations. Use apostrophes in contractions with pronouns. Use correct spelling for high-frequency sight words, including irregular plurals. Ask and respond to questions from teachers and other group members. Present brief oral reports. Summarize major points found in fiction materials. Draw conclusions about character and plot. Edit writing for correct grammar, capitalization, punctuation, and spelling. Comparing and contrasting information from non-fiction and fiction. Alphabetize to the third letter. Identifying facts vs. opinions. Finding the main idea in a paragraph. Using a table of contents. Using an index. Identifying and generating parts of speech (verbs; adj; adv; singular, plural, common, and proper nouns; pronouns). Combining two simple sentences into one complete sentence. Identifying antonyms. Constructing words with suffixes. Complete beginning similes.

III. Math Curriculum:

The basic math skills for each grade level are learned daily throughout the year. Additionally, there are opportunities for integration of other subject areas into math. Math takes place in various forms in the Green Room: whole group instruction and discussions, small group problem solving, individual practice, and games and manipulatives. Math journals give the children a chance for individual practice. All students have daily work they must complete.

We use the Everyday Mathematics program and provide individualization. Students are challenged or given extra practice as needed. This curriculum is a spiraling curriculum with enrichment opportunities. Formal math assessments are given at the end of each unit. Teacher comments are included with the assessment and given to the families. As we begin each new unit family letters are sent home that describe the upcoming concepts. In these letters are answers to the homework, as well as games and activities that families can do together to help build knowledge and confidence in math.

3rd grade Math Key Concepts

read and write 4-digit numbers order and compare numbers larger than 4 digits perform counting by 25s, 100s, 1000s, 10000s identify even and odd numbers find equivalent names for numbers make and solve number grid puzzles explore place value using a number grid identify place value in 4-digit and larger numbers find complements for multiples of 10 make least and greatest numbers with randomly selected digits write numbers in expanded notation identify square numbers use dollars and cents notation identify equivalencies and make coin exchanges show money amounts with coins compare money amounts identify pennies and dimes as fractional parts of a dollar calculate the value of coin combinations explore uses for decimals identify and name decimal numbers identify place value in decimals through thousandths compare and order decimals identify fractional parts of a region/set find equivalent fractions

compare and order fractions identify and name mixed numbers convert between mixed numbers and fractions using pictures explore positive and negative numbers solve multi-step addition/subtraction number stories add/subtract money amount/decimals add 3 or more 2-digit numbers add/subtract 3- and 4-digit numbers make change use estimation add/subtract positive and negative numbers solve multiplication/division number stories interpret a remainder in division number stories solve problems involving ratios practice multiplication/division facts multiply/divide with 2-digit numbers identify factors of a number solve missing factor number models explore and extend visual patterns create patterns with 3D shapes plot points on a coordinate grid find locations on a map understand and demonstrate symmetry identify congruent and similar shapes identify and name points, line segments, lines, intersecting lines, rays, angles measure angles

IV. Theme work: Science, Social Studies, and other Projects:

As stated above, the curriculum comes from various sources. The theme is communicated to the families in the weekly Green Room Newsletter via email. Students will be expected to complete projects based on these themes in class and at home.

Current events are studied through the use of classroom periodicals.

Month
August	Working and Learning Together
September	Geography
October	Natural Cycles, Simple and Compound Machines
November	Exploration of Americas
December	Energy Resources
January	Ancient Greece and Rome
February	Matter Investigations
March	Empire of Mali, Soil Investigations
April and May	Our Living Environment and Goods and Services

V. Forms of Assessment

• Writing Workshop: peer editing, self-evaluation, writing samples, observation records
• Word Study: Formal Spelling Inventory, observations, demonstration of skills in writing and reading
• Spelling: spelling practice and tests, encoding while writing
• Reading Workshop: observation records, Qualitative Reading Analysis, projects and independent work related to readings
• Math: formal assessments from teacher/publisher created materials, daily practice, application of skills into large group lessons and small group problem solving skills
• Science/Social Studies/projects: observations, photographs, written assessments, projects

Documentation of children's learning will be displayed in the school and kept on file.

VI. Community Issues

The Green Room's class contract is hanging on the wall in our room. Together we created rules for respectful behavior and developed consequences for choosing to adhere or not to adhere those rules.

VII. Homework

A homework folder with an assignment notebook (planner) will be taken home each day. Students are responsible for writing down their assignments at the end of the day, and must get my initials on it before they leave. Please ask to see this. Math homework is given daily and is based upon the lessons from class and any review needed. Weekly homework is given in spelling, with daily practice of the spelling list. Students are expected to read each night. They do not need to record this reading, but may be assigned a reading project periodically to be completed at home. Writing in the form of journaling, letters to friends and families is encouraged but not required. Additional homework is given as needed, and special projects related to themes are assigned throughout the year. Optional projects and assignments are given to supplement the curriculum and are not required.

When students do not complete class work they are expected to finish it before the next school day. When possible, time is given to complete this work in class. If this is not possible, students are expected to complete it for homework.