CURRICULUM:

Religion  |  Language ArtsScience  | Math  |  Social Studies

RELIGION:

STRAND 1 – THE MESSAGE:

The students will come to know God more fully in the Three Persons of the Blessed Trinity.  They will understand the Apostles’ Creed as a summary of what Catholics believe and be able to identify the Church by its Four Marks.

STRAND II – WORSHIP:

The students will understand that prayer helps them know, love and serve God and others.  The students will relate how the sacraments help us answer Jesus’ call to holiness.  Students will realize that by celebrating throughout the liturgical year they will grow in the Catholic way of life.

STRAND III – COMMUNITY:

The students will learn how the Holy Spirit guided the early Church, and how the Spirit continues to work in the Church today.  They will understand how Mary and the saints are models of Christian living.

STRAND IV – SERVICE:

The students will understand the virtue of justice and demonstrate their understanding through acts of service in their families and communities.  The student will learn how working together helps to achieve a peaceful world.

LANGUAGE ARTS:

Reading:  Focus on reading strategies and developing fluency, especially using non-fiction texts.

English:  Focus on parts of speech, sentence writing, developing written work based on author’s purposes (persuade, inform, and entertain), and writing friendly letters.

Handwriting:  Focus is on developing fluency in Cursive writing techniques.

*Literature:  The Common Core Standards in Literature offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

*Foundational Skills:  These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and to discern when particular children or activities warrant more or less attention.

*Writing:  The Writing standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples. 

*Speaking and Listening:  The Speaking and Listening Standards for K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

*Language:  The Language Standards for grades K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, there are many skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking. 

MATH:

In Grade 3, instructional time focuses on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.

Both homerooms do xtramath.org at home and school to gain fluency in math facts.

Operations and Algebraic Thinking
  • Represent and solve problems involving multiplication and division.
  • Understand properties of multiplication and the relationship between multiplication and division.
  • Multiply and divide within 100.
  • Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Number and Operations in Base Ten
  • Use place value understanding and properties of operations to perform multi-digit arithmetic.
Number and Operations—Fractions
  • Develop understanding of fractions as numbers.
Measurement and Data
  • Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
  • Represent and interpret data.
  • Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
  • Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Geometry

  • Reason with shapes and their attributes.

Mathematical Practices

  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularity in repeated reasoning.

SCIENCE:

Topics include animals, plants, energy/force/motion, soil, matter, rocks/minerals.  To promote a mulit-sensory approach in learning, we do the SCITT Kits for multiple experiments, and include projects in our grading.

Overviews:  These are the science disciplines: Earth and space sciences, physical sciences, and life science. Overlaying all the content standards and embedded in each discipline are science inquiry and applications. These are the overarching ideas that connect the strands and the topics within the grades. Themes illustrate a progression of increasing complexity from grade to grade that is applicable to all the strands.

The Common Core Standards and Model Curriculum for Science Education serve as a basis for what all students should know and be able to do in order to become scientifically literate citizens equipped with knowledge and skills for the 21st century workforce and higher education. Ohio educators are provided with the content and expectations for learning upon which to base science curriculum at each grade level. The PreK-8 documents are designed to provide guidance for educators who have the responsibility to teach science to Ohio students. 

SOCIAL STUDIES:

Social Studies:  Topics include national holidays such as Labor Day, Memorial Day, Veteran’s Day, Martin Luther King Jr. Day, etc. as well as early settlements and landforms.

We have so much fun when students get to dress up like the occupation they would like to be when they grow up as a Labor Day Activity.

Mrs. Sissson’s homeroom has pen pals from a 3rd grade class in Alabama.

Strands

The four disciplines within the social studies: History, Geography, Government and Economics