- English Language Arts (3)
The TCPS English Language Arts curriculum for Grade 3 is broken down into four instructional units:
- Around the World
In each of these units, instruction will integrate all four of the language arts (Speaking/Listening, Language, Reading and Writing) in developmentally appropriate instructional activities to support young children’s learning. Instruction for students in grade three will shift from learning to read to reading to learn.
Students will continue to build on the foundational skills taught in the second grade curriculum, with more focus on fluent use and efficient decoding:
- reading with ease words with more than one syllable
- learn to read words with meaningful chunks (prefixes, suffixes, Latin roots) and learn how these chunks affect word meaning
- read grade appropriate words quickly and efficiently
- read text appropriate to emerging readers with good phrasing, rate, accuracy, and expressions (Fluency), including how to self-correct errors
Through whole group and small group reading with support, students will continue to develop their understanding of how literary and informational texts convey ideas by:
- asking and answering questions about a text, providing specific support form the text in written and oral responses
- exploring how illustrations and graphics contribute to and clarify text
- recounting stories, including fables and fairy tales from diverse cultures
- determining the central lesson or message and how it is conveyed in the text
- describing characters and how the author develops them and how the characters actions contribute to the events in a story
- exploring words used by an author and what they mean, including literal and nonliteral meanings
- recognizing different points of view
- comparing the theme, setting and plots of stories by the same author or about similar characters
- comparing/contrasting key ideas and details in different texts on the same topic
- determine main ideas and supporting details
- describe the relationship between ideas in informational texts
- refer to structures and text features when writing about or discussing a text or when locating information
Students will continue to learn and practice the art of speaking and listening through increasingly sophisticated collaborative conversations with their peers to demonstrate understanding. They will also develop their own abilities to report on a topic, tell a story, or recount an experience in detail with facts and key ideas. Students will use complete sentences appropriate to tasks and provide information to clarify their presentations. Students will also begin to use technology to record readings and to provide graphics and visual displays.
Students will continue to improve their writing along with their early reading skills. Writing and language instruction will focus on:
- use conventional spellings appropriate to grade 3, and use resources for correct spelling
- explain the function of more complex grammar usage (nouns, verbs, adjectives, adverbs, pronouns, conjunctions) in order to produce more complex and varied sentence patterns
- write, revise and edit pieces of their own using conventional spellings
- more complex and well organized opinion pieces with introduction, support, linking words, and conclusions
- more complex and well organized informative pieces with introduction, facts, definitions, and details to develop key ideas, linking words and phrases, and conclusions
- more elaborate and developed stories with characters, dialogue, and sequence of events or poetry
- use capital letters for more complex proper nouns, punctuation including commas and apostrophes
- use words and phrases discussed in classroom activities in their writing and continue to develop their own oral vocabulary
- using more precise language in writing to convey meaning more purposefully
- participate in short, shared research and writing on topics appropriate to grade 3
- Mathematics (3)
In Grade 3 Mathematics, instructional time should focus on four critical areas:
- Developing understanding of multiplication and division and strategies for multiplication and division within 100;
- Developing understanding of fractions, especially unit fractions (fractions with numerator 1)
- Developing understanding of the structure of rectangular arrays and of area
- Describing and analyzing two-dimensional shapes.
- Science (3)
Students receive two semesters of instruction in the fields of Earth Science, Life Science, Chemistry, Physics, and Environmental Science each year based on objectives found in the Maryland Voluntary State Curriculum. The voluntary state curriculum may be viewed at http://www.mdk12.org/instruction/curriculum/science/index.html.
- Identify and describe various natural features found on Earth.
- Recognize and describe that the surface of the Earth is more than half covered with water.
- Explore the world of minute living things to describe what they look like, how they live, and how they interact with their environment.
- Observe and describe examples of variation (differences) among individuals of one kind within a population.
- Recognize that materials continue to exist even thought they change from one form to another.
- Identify ways to classify objects based on observable properties.
- Provide evidence from investigations to describe the effect that changes in temperature have on the properties of materials.
- Provide evidence from investigations to identify processes that can be used to change physical properties of materials.
- Cite evidence from investigations to describe the motion of an object using position and speed.
- Explain that changes in the way objects move are caused by forces.
- Use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur.
- Recognize and describe that heat is transferred between objects that are at different temperatures.
- Identify and describe the sources and uses of electricity in daily life.
- Identify and describe the relationship between a sound and the vibration it produces.
- Social Studies (3)
Talbot County - Then and Now:
Students in grade 3 will learn about Talbot County from both a colonial and contemporary perspective. Developed in two parts, "Talbot, Then and Now" will allow students to visit each community in the county and see the importance of historical events, famous citizens, geographic locations and economic changes over time.
“Talbot, Then” provides a colonial perspective, allowing students to see historical reasons for the location of towns and villages. Through a variety of readings, writings and activities; students will gain a better understanding of their community and other locations in Talbot County. Using trade books such as “While a Tree Grew” and “The Gristmill” (Wye Mills location), students will read and write about various historic sites nearby.
“Talbot, Now” provides a more modern perspective, as students compare concepts that are relevant to Talbot County today. Students will use reading and writing strategies based on Common Core Standards throughout the unit. Social Studies standards will be incorporated into each lesson with connections to financial and environmental literacy.
- Art (3)
Students in grade 3 art will experience a variety of concepts and skills, as they progress through the MSDE art standards. Projects will include color, design and self expression. MSDE Art Standards include:
- Historical, Cultural and Social Expression
- Perceving and Responding
- Creative Expression
- Aesthetics and Criticism
Famous artists covered in grade 3 will include: Picasso, Chuck Close and Charles Demuth. As students create their own art: they will be exposed to art history, learning about the artist and why his/her style has had an impact on the art world today.
- Health (3)
Health Education is designed to provide students with the knowledge and skills they need to be healthy throughout their lifetimes. Talbot County Public Schools' curriculum meets standards established by the Maryland State Board of Education, and described in the Maryland Health Education State Curriculum. Maryland's curriculum guidelines can be examined on the MSDE website.
The specific 2nd Grade standards can be examined on the Maryland Health Curriculum website.
Health education focuses on the following key areas:
- Mental and Emotional Health
- Alcohol, Tobacco, and Other Drugs
- Personal and Consumer Health Family Life and Human Sexuality
- Safety and Injury Prevention
- Nutrition and Fitness
- Disease Prevention and Control
Core Health Textbook:
Health & Wellness by Linda Meeks and Philip Heit. Macmillan/McGraw-Hill, 2008.
- Music (3)
Students in grade 3 music will participate in various classroom experiences, as they progress through the MSDE standards for music and the use of Common Core standards for speaking and listening.
MSDE Music Standards will include:
- Perceiving, Performing and Responding
- Historical, Cultural and Social Context
- Creative Expression and Production
- Aesthetics and Criticism
Through a number of opportunities in the classroom and through school performances, students will learn about performing in front of small groups and in front of large audiences. Composers covered in grade three will include: Mozart, Beethoven and Gregg.
Resources for classroom instruction are taken from "Share the Music" http://www.mhschool.com/products/music/2003/core_r...
- Physical Education (3)
Third Grade Physical Education is based on the Maryland State Department of Education approved curriculum that may be found on the MSDE website. Maryland Curriculum Framework Standards include Skillfulness, Biomechanical Principles, Motor Learning Principles, Exercise Physiology, Physical Activity and Social-Psychological Principles.
Course Key Learning/Exit Outcomes:
- The student will perform dance sequence to music.
- The student will demonstrate static and dynamic balance.
- The student will identify critical progression cues for object control skills.
- The student will define components of the FITT guidelines.
- The student will identify and demonstrate specific fitness assessments for the health related components of fitness.
- The student will identify strategies to resolve conflict.
- Water Safety Program (3)
The Water Safety Program is provided each year for all Talbot County Public School third grade students. The primary objective of the program is to help students recognize and avoid dangerous situations around pools and waterfront areas. Over a three-week period, TCPS buses transport teachers and students to a pool reserved for the Program.
The Program consists of two parts. The regular classroom teacher provides prerequisite instruction prior to pool activities. Then, Physical Education teachers conduct instruction at the pool. In addition, certified lifeguards are on hand to assist the Physical Education teachers with the pool experience. At the pool, students learn the basics of floating, strategies for assisting someone struggling in the water without endangering themselves, and the proper use of life jackets and other personal flotation devices.