• Third Grade Reading Curriculum
     
    "Then she went into the living room and found the book on a shelf, the very book that her grandpa had shown her so many years ago. She spooned honey on the cover and tasted the sweetness, and said to herself ~ The honey is sweet, and so is knowledge, but knowledge is like the bee who made the honey, it has to be chased through the pages of a book!”
    Thank You, Mr. Falker by Patricia Polacco
     

    Overview

    A Typical 8 year old can be described as outgoing, lively, and evaluative. When the going gets tough, he remains right out in front, meeting every challenge life throws away. With his high energy level, he seems willing to tackle almost anything, even the new and difficult. Intellectually, as in other ways, an eight year old is becoming more expansive. He can express amazement and curiosity. He is growing aware of the impersonal forces of nature. How eight year olds love to talk! At eight, your child is increasingly aware of himself as a person, and is interested in what makes him tick.
     
    Your Eight-Year Old: Lively and Outgoing by Ames & Haber, 1989
     

    Reading

    The third grader is beginning to transition from learning to read to reading to learn. These skills and strategies play an integral part in the instructional plan:

     

    ·         Predicting outcomes

    ·         Making inferences

    ·         Problem solving/decision making

    ·         Sequence of events

    ·         Context clues

    ·         Cause and Effect

    ·         Fact and opinion

    ·         Compare and Contrast

    ·         Summarizing: Main Idea and Supporting Details

    ·         Story Structure:

    o   Narrative Text: Main Characters, Setting, Problem, Main Events, Ending/Solution

    o   Informational Text: Headings, Subtitles, Captions, Real Photos

     

    There is a close relationship between comprehension and vocabulary. Therefore, the continual development of vocabulary is essential. The reader’s word knowledge is expanded through the understanding of multi-meaning words, identification of synonyms and antonyms, and the effect of prefixes and suffixes on word meaning.

     

    Reading Counts

    Students across the district participate in the Reading Counts program. At the beginning of the year, goals are established in both schools and classrooms to motivate children to read on a regular basis. Students are encouraged to choose books that are at their reading level – not too easy and not too hard. Upon completion of a book, students take computerized comprehension quizzes and are rewarded for their progress.  

     

                Expectations of a Third Grade Reader:

    ·         Shows and interest in reading and being read to

    ·         Reads for enjoyment

    ·         Selects books on an appropriate reading level (not too hard/not too easy)

    ·         Uses reading time effectively

    ·         Will read to get information

    ·         Applies reading strategies while reading independently

    ·         Monitors himself while reading independently

    ·         Reads with fluency and expression – oral reading is smooth with few errors

    ·         Meets their individual goals for reading counts

     

    Writing

    Third graders use the writing process during writing workshop. This includes generating ideas, preparing a first draft, revising for meaning, editing grammar, punctuation, and spelling, and publishing their final product. Students will be taught the narrative, persuasive, and informative modes. Poetry writing will be developed and can be used in any of the three modes.  Students will study a variety of mentor texts written by children’s authors to provide them with a model for their own writing. Students are assessed through a variety of methods which include district assessments in the fall and spring and classroom writing pieces.

     

    Students are taught through and assessed in these writing domains:

     

    ·         Focus- To stick to the topic, make a point, and effectively communicate in the mode (persuasive, narrative, or informational)

     

    ·         Content-To develop pieces with precise, specific, and well-developed details, explanations and reasons

     

    ·         Organization-To use transitions and to group related ideas together by time, space, subject, or order of importance

     

    ·         Style-To write with a variety of sentences, strong verbs, literary devices, and voice

     

    ·         Conventions- To use correct punctuation, capitalization, sentence structure, grammar, and spelling
     

    Spelling

    Spelling is a part of writing. Students begin a unit with a pre-test. After the pre-test students identify the spelling pattern(s) for the week and words that they need to practice. During the week, students make connections with their spelling to thinking, vocabulary, reading, and writing. Making connections helps students achieve real spelling success, not just correct spelling in isolation. Therefore, during the formal weekly assessment, students write their spelling words in sentence form. The expectation is that students apply conventional spelling across the curriculum.

     

               

                Expectations of a Third Grade Writer:

    ·         Is motivated to put thoughts in writing

    ·         Writes for pleasure

    ·         Generates a variety of ideas and topics for their own writing

    ·         Uses writing time effectively

    ·         Writes legibly

    ·         Writes fluently

    ·         Applies writing skills and strategies from mini-lessons
    ·    Writes effectively across the curriculum