Third grade Language Arts curriculum enables students to read grade level fiction and nonfiction independently with both literal and inferential comprehension. Students will be able to demonstrate knowledge of common spelling patterns, roots and affixes and use conventions of spelling and print. Students improve their dictionary skills to understand the meaning of new words and to use context to gain the meaning of unfamiliar words. Building strategies for writing sentences and paragraphs is also emphasized. Readers and Writers Workshop is the model of classroom instruction used in literacy lessons. This allows for whole group mini-lessons that progressively build upon each other throughout the year along with one on one student/teacher conferring. Grammar and spelling utilize the Words Their Way system for individualized teaching of spelling patterns, word usage, vocabulary, and latin roots in the English language.
By the end of grade three, students deepen their understanding of place value and skills with addition and subtraction. Students should be able to memorize with automaticity the multiplication table for numbers between 1 and 10, as well as use the inverse operations of multiplication and division to solve problems. Students will also use mathematical reasoning with word problems, determining when and how to break a problem into simpler parts and which operation to select. Measurement in both the standard and metric system will be utilized. Basic geometry will be introduced and students will be able to identify and name types of polygons and angles.
Third grade students will observe, predict and investigate the three forms of matter; solid, liquid and gas, and learn that all matter is made of small particles called atoms, too small to see with the naked eye. Students learn that energy and matter have multiple forms and can be changed from one form to another. Through TCI Science Bring Science Alive! Exploring Science Practices students explore the variations in traits of different organisms and the factors in changing environments that affect survival today and in the past. Students quantify and predict weather conditions in different areas and at different times, and investigate the effects of balanced and unbalanced forces on motion.
Students will be able to identify geographical features, using maps, tables, graphs and photographs to organize information. Throughout the year students will explore the idea of continuity and change in their own community. Also, the role of the global and local economy in their daily lives will be explored. They will determine the reasons for rules and laws and the roles of citizens within their communities. Using TCI Social Studies Alive! Our Community and Beyond a students’ awareness will broaden about the local and global communities in which they live. Students will learn the fundamentals of geography and discover different cultures and public service roles.
Students will learn about My town, Kobe in the 1st quarter about its history, agriculture, geography and industry and will be able to present what they have found about the city. In the second quarter, students will research environmental issues at school and their everyday life situation and write a report on how to save the earth from their point of view. In the third quarter, students will read a story of Koala’s March where they build up their reading comprehension and writing skills. In the fourth quarter, students will do the jumping rope project where they analyze each movement and will be able to do procedure writings. Students will also work extensively in improving their Kanji ability, learning about 100-150 more Kanji during the year, depending on their current level.
Students learn about Japan and Japanese cultures through a variety of activities. They will learn reading and writing Hiragana, position words, basic particles and simple sentence structures. They will be able to read, write and speak simple Japanese and ask basic questions in Japanese. They will be able to learn basic vocabularies needed for the N5 Japanese Language Proficiency Test.
Third-graders can describe the correct technique for manipulative skills in greater detail building on knowledge gained in kindergarten through second grade. In addition, they can describe technique differences when applying manipulative skills in different situations. In preparation for game play in later grades, students learn about altering speed and direction to avoid an opponent. They learn the purpose of safety procedures and rules along with the consequences of not following those procedures and rules. They also learn about the relationship between the heart, lungs, blood, and oxygen during physical activity.
Students continue to explore the 3 content areas of health: Development and Growth, Mental, Emotional, and Social Health, Mental, Emotional, and Social Health. Students are asked to take responsibility for learning about and making healthy choices in their everyday life. They also practice refusal and decision making skills that will lead to a more productive and healthier life. Students will learn to identify major internal and external body parts and their functions, evaluate effective strategies to cope with fear, stress, anger, loss, and grief in oneself and others and recognize individuals who can assist with health-related issues and potentially life-threatening health conditions (e.g., asthma episodes or seizures).
The Lower School Visual Art program engages students in making art, viewing and discussing art, learning about contexts in which art has been created, and pondering fundamental questions about art. Emphasis is placed on familiarizing students with a wide variety of studio materials, processes and a high level of fine motor dexterity. Through a variety of art activities students learn the fundamentals elements and principles of design such as line, texture, color, value, and balance. Students explore the art of many cultures and artistic styles throughout history.
In addition to all the activities previously mentioned, third graders are also introduced to the recorder. Recorders help students learn breath support, control, and reading notes and rhythms. Ensemble play-ing experience is also provided through recorder performance. New concepts will include rhythmic elements (syn-co-pa, ti-tika, tika-ti, dotted half note), music hand symbols (high do,low la, low so), and simple musical forms.
Students are encouraged to promote tolerance and respect, which involves an understanding that people have different views about things. They should understand that there isn’t always just one ‘right’ answer. Students will develop curiosity towards religions, understand that they (religions) are alive and that they help explain what human beings are like and what they can become. Students will be provided opportunities to express awe and wonder and develop reverence and gratitude for the gift of life and free will. Furthermore, students will develop an awareness of our needs and the needs of others and how we may respond to those needs.
Third-grade students read a wide representation of grade-level-appropriate text and apply comprehension strategies. They are able to recognize the need for information and ask detailed questions to focus their searches. Key words are identified and used to perform searches in the automated library catalog, search engines and databases. Students identify currency of information with publication and copyright dates. Third-grade students understand the purpose of the library catalog, information on spine labels, and how resources in the library are organized. Students use reference resources in both print and digital formats and learn the skills necessary to access the information in these materials. Third-grade students develop a basic understanding of intellectual property rights. As students continue to use online resources, they learn how to stay safe online.