(Reading, Writing, Speaking, Listening, and Language Arts)

Developing literacy is a complex, lifelong process. The Greendale Schools has adopted a “balanced literacy” approach to instruction. This model for instruction includes large group instruction, small group instruction, and individualized instruction when necessary. Children will be engaged in literacy activities at least 90 minutes every day. However, reading and writing are not taught in isolation. These skills are part of all areas of instruction.

Large Group Instruction
Students will participate in large group read aloud and think aloud during which time the teacher will share a selected text and model a variety of reading strategies and comprehension strategies. These strategies will include, are not limited to, predicting, making connections, retelling, summarizing, sequencing, questioning, noting details, and drawing conclusions. Large group mini-lessons will focus on a teaching point from the Units of Study developed by Lucy Calkins. These teaching points will be reinforced through small group instruction.

Small Group Instruction
Each week, students will receive approximately 2 – 4 small group instruction sessions lasting 20 – 30 minutes in length. During this time, students with similar reading needs will receive direct instruction in phonics and/ or reading strategies such as predicting, making connections, retelling, summarizing, sequencing, questioning, noting details, and drawing conclusions. This small group work may be referred to as “Guided Reading,” a “Strategy Group,” or a “Literature Circle.” While small groups are working with a teacher, other students will be engaged in independent literacy activities. All students will have opportunities to independently rehearse new skills through Reader’s Workshop. Students are taught to select books that are “Just Right” for them. Weekly, students may visit the library to expand their selection of literature. While reading the just right book, students will keep a journal of their thinking either on post-it notes or in a notebook. This journal may be used later in a conversation with the teacher. Some students may receive one-on-one instruction to support additional needs that cannot be met within the small group.

The writing program is heavily focused on opportunities to write for a variety of purposes and be an author through a Writer’s Workshop approach. Using the Units of Study developed by Lucy Calkins, teachers will design writing instruction to support growth as a writer. Children will use a increasingly complex vocabulary, varied sentence structures, and paragraphs to communicate. Students will receive direct instruction in staying on topic in writing, organizing writing, choosing words consistent with the message, knowing the audience, spelling, grammar, and punctuation. Children will write pieces independently, revise and edit adult support, rewrite, and illustrate stories. Students will also discuss choices they have made in their writing. These pieces will be shared with peers and parents.

Third grade students also participate in formal spelling instruction and vocabulary development focused on recognizing patterns in words. Students will use the Words Their Way sorts to explore the nature of words. Student lists are assigned based on their developmental readiness. Students will be expected to spell common words correctly and will receive word lists regularly for practice, instruction, and assessment. Teachers will introduce words and patterns in small groups.

The primary goal of the literacy program is to help children develop a variety of strategies and the confidence needed to become independent readers and writers. Goals and instruction follows similar content throughout development at the elementary level focusing on increasing the challenge and complexity of texts as students grow.

To grow as a reader, third grade students will:

• Read and understand text on grade level. Parents will receive specific feedback regarding children’s reading level through conferences and other communication.
• Read grade level text fluently (90 or more words per minute)
• Read grade level texts with 90% accuracy or better.
• Identify the main idea in a book or piece of writing.
• Retell a story (sequence events and identify characters, setting, problem, and solution of a story).
• Use word solving strategies to figure out unfamiliar words. These may be phonetic clues, picture clues, and context clues.
• Answer comprehension questions (who, what, when, where, why, how, and what do you think?)
• Make inferences about the author’s purpose and make predictions.
• Make connections between text and personal experience, other stories, and the world.
• Identify important points in non-fiction text. (Read to learn new information)
  

To grow as a writer, third grade students will:

• Retell experiences in journal form and in written stories.
• Recognize that writing is important for communicating and sharing ideas.
• Notice features of writing among genres/ authors.
• Discuss choices made in writing.
• Write on a single topic.
• Write pieces with a beginning, middle, and end.
• Include details in a logical order/ sequence.
• Make strong word choices to communicate their message.
• Write for different purposes.
• Use complete sentences of varying lengths in writing.
• Spell words that appear most frequently in text correctly.
• Use sound blending to write words, ideas and sentences.
• Use capital letters appropriately for names and at the beginning of a sentence.
• Use ending punctuation correctly in writing.
  

Third graders will also be able to:

• Speak clearly and in complete sentences.
• Use appropriate volume and tone of voice.
• Present and share information and experiences in front of a group.
• Use increasingly complex vocabulary and language structure to express needs and feelings, share ideas and experiences, and make comparisons of objects, pictures, and events.
  

To support instruction and the development of these skills, the Greendale Schools have a large library of leveled books. These books are part of the Scholastic Guided Reading Program. Teachers will also use the Comprehension Toolkit developed by Stephanie Harvey as a resource for developing instruction.

Parents can access a library of literature options for reading and sharing at home at:
http://bookwizard.scholastic.com

Students will check out books from the school library weekly, and you may also search books in the school library by following the link from:
http://www.greendale.k12.wi.us/GHS/schools/ghs/Library/library.html
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Science is an active experience, made active by our ability to think. Scientific knowledge advances when scientists observe objects and events, think about how they relate to what is known, test their ideas in logical ways, and generate explanations that integrate the new information into the established order. Thus the scientific experience is both what we know (content) and how we come to know it (process). The best way for students to appreciate the science, learn important scientific concepts, and develop the ability to think critically is to actively construct ideas through their own inquiries, investigations, and analyses. Students will use scientific strategies to make sense of the world around them. Teachers will use materials from FOSS Science kits and Delta Science Modules as approved by the Greendale Schools.

Third grade students will:

• Investigate the world around them and objects using the senses
• Understand movement of the Human Body (FOSS)
• Explore chemical interactions by conducting experiments with Powders & Crystals (Delta Science)
• Create structures and observe Forces & Motion (Delta Science)
• Identify healthy habits by exploring Nutrition (http://teamnutrition.usda.gov/Resources/mypyramidclassroom.html)
  

For greater unit detail, visit http://www.lhsfoss.org/ and
http://www.delta-education.com/dsmgallery.aspx?subID=79&menuID=7

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In today’s society, technology literacy is as important as learning to read. It provides access to information and the world. Third graders will have access to computers regularly. Students will learn to create digital content using word processing, slide show, and multimedia software. Students will also receive direct instruction in proper keyboarding techniques. Other software and online resources will be explored during projects throughout the year.

Third grade students will:

• Know basic computer terminology and identify functions of a computer
• Use the keyboard and mouse to log in and navigate on the computer
• Navigate to educational internet sites that are age appropriate
• Open and run a software program
• Create a file using text and graphics
• Save & retrieve an electronic file
• Begin to use spell checker and editing tools
• Develop keyboarding skills (10 words per minute)
  

Teachers will use lessons and instructional resources from the CyberSMART curriculum at www.cybersmart.org as an integrated component of other content areas.
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Students will participate in a formal art class once per week for 50 minutes. Through this class, students will explore different media such as ceramics, drawing, painting, and crafts and develop an understanding of design including shape, line, texture, pattern, and color. Back to Top

Three days per week, students will participate in a physical education class for 25 minutes. Physical activity is a key component to having a healthy mind and body. Third grade students continue to refine large motor and fine motor skills. Physical activity is a key component to having a healthy mind and body. Through physical education classes, students will:

• Develop hand/ eye coordination.
• Learn life long activities for maintaining a healthy body.
• Learn and respect rules of various games.
• Take turns and be respectful of others during games and activities.
  

Beginning at 3rd grade, students will participate in a fitness assessment called “FitnessGram” twice per year to monitor their physical well-being. Results will be shared with parents at the first trimester reporting period and at the end of the year.
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Parents are their child’s best first teacher. Parents can continue to support learning at home by:

• Setting a time for children to read independently on a regular basis and discussing what you read.
• Practicing math facts to increase speed. Use flash cards or websites.
• Build your child’s vocabulary and background knowledge by providing a variety of rich experiences. These experiences don’t have to cost money; they just have to involve exploring the world. This will have a significant impact on literacy skills.
• Review the agenda/ assignment notebook each night and review take home folder.
• Check teacher websites for updates and review the newsletter.
• Create a consistent time and place for students to work on homework.
  

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