3 rd Grade Second Quarter Curriculum Please post on refrigerator until January 22,2014

Word Study : Students should be able to use coordinating and subordinating conjunctions Students should be able to produce simple, compound, and complex sentences. Students should be able to use commas in addresses; use commas and quotation marks in dialogue; Students should be able to form and use possessives Students should be able to consult reference materials, including beginning dictionaries, as needed to check and correct

spellings. Students should continue to Capitalize appropriate words in titles Students should continue to use conventional spelling for high frequency and other studied words and for adding suffixes to

base words (e.g., sitting, smiled, cries, happiness); Students should continue to use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable

patterns, ending rules, meaningful word parts) in writing words;

Fluency: Your child should be able to read 70 words per minute when they enter 3rd grade. By midyear, your child should be reading at 86 words per minute. Your child should increase fluency by 5-7 words per minute per month. End of year expectation is 100 words per minute at the end of 3rd grade.

Language Arts: Students should be able to choose books that are right for their level and interest (At the middle of the year, all students should

be reading at a level O or higher). Students should be able to read with increasing stamina(30 – 45 minutes of independent reading), fluency, and volume Students should be able to retell and summarize texts Students should be able to ask and answer questions to demonstrate understanding of text Students should be able to recount stories to determine the message and explain the key details. Students should be able to explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in

a story (e.g., create mood, emphasize aspects of a character or setting). Students should be able to compare and contrast the themes, settings, and plots of stories written by the same author about

the same or similar characters (e.g., in books from a series) Students should be able to refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms

such as chapter, scene, and stanza; describe how each successive part builds on earlier sections Students should be able to determine the main idea of a non-fiction text; recount the key details and explain how they support

the main idea. Students should be able to describe the relationship between a series of historical events, scientific ideas or concepts, or steps

in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or

subject area. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of

the text (e.g., where, when, why, and how key events occur). Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic

efficiently. Students should be able to describe a character’s traits, motivations, and feelings and how they contribute to the story.

Writing:•Students should differentiate between narrative and non-narrative writing structure.• Students should use prompts (sentence starters) to "grow" their essay.• Students should reread their previous entries to get inspiration for an essay topic• Students should reread entries to find a seed idea that will become a "thesis" (a claim to explore or defend). • plan an essay using reasons to support a thesis.• Students should revise their essay as they are writing it• Students should collect mini-stories to illustrate ideas• Students should use other people's stories to support their essay ideas.• Students should use lists of examples to support their thesis• Students should write with more exact, precise "truth" in their ideas.• Students should collect a variety of materials to support their essay claim.• Students should sort materials to make sure all the materials support the essay, and then organize them.

• Students should organize materials in an order that makes sense• Students should write an introduction and a conclusion that conveys the importance of the essay.

Math: Students should be able to use place value to round numbers to the nearest 10 and 100. Students should be able to add and subtract within 1000 using multiple strategies and algorithms. Students should be able to multiply one-digit numbers by multiples of 10 in the range 10-90 (examples: 9x80, 5x60) using

place value and properties of operations strategies. Students should be able to understand and explain products of whole numbers (example: interpret 5 × 7 as the total number of

objects in 5 groups of 7 objects each Students should be able to understand and explain whole-number quotients of whole numbers (example: interpret 56 ÷ 8 as

the number of objects in each share when 56 objects are partitioned/divided equally into 8 shares, or as a number of shares when 56 objects are partitioned/divided into equal shares of 8 objects each)

Students should be able to use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities by using drawings and equations with a symbol for the unknown number to represent the problem.

Students should be able to determine the unknown whole number in a multiplication or division equation relating three whole numbers (example: determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?)

Students should be able to use properties of operations as strategies to multiply and divide (examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

Students should be able to understand division as an unknown-factor problem (example: find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8)

Students should be able to multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Students should be able to solve two-step word problems using the four operations and represent these problems using equations with a letter standing for the unknown quantity. They should also be able to assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Students should be able to identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations (example: observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends)

Science:

Learn our solar system and the planets and moons that are in it, specifically how the Earth, Sun and moon are connected to each other.

Recognize that the length and direction of a shadow are related to how the Sun changes position during the day, but also will know that the pattern of the Sun and other stars in the sky stay the same.

Examine and compare Earth’s saltwater and freshwater features (glaciers, seas, oceans, rivers, lakes, streams, etc). Use models, pictures, maps and diagrams to compare Earth’s land features (including volcanoes, mountains, valleys,

canyons, caverns, and islands). STEM FAIR Compare the different jobs and functions of the skeletal and muscular system.

Social Studies:

Apply skills related to the necessary steps that need to be taken to make a change in the community. Use public discussion to find solutions that benefit a group of people, not just an individual. Understand how different cultures contribute to their local community through food, artistic expression, languages and

traditions. Compare different cultures within a community. Represent how different groups show artistic expression within their community. Use nonfiction texts to see how different cultures borrow from each other (food, languages, behaviors, rules, and traditions). Reflect on the Thanksgiving holiday to explain key historical events that occurred over time in the local and regional

community.