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Curriculum

Art

Students in third grade attend art classes once each week. In these classes they explore line, shape, form value, color, texture, balance, pattern, and emphasis. They try out a variety of media and techniques. Students begin to explore what makes a piece of art effective, recognize connections between the visual arts and other disciplines in the curriculum, and discuss specific works of art from several time periods. They discuss different responses to artworks and assess their own work.

Health

Safety: Children develop strategies for identifying threatening situations and responding appropriately particularlygood/bad secrets and good/bad touches.
Social/Emotional: Children practice positive behaviors for getting along with others and how to respond in bullying situations.
Substance Use/Abuse: Children describe the harmful
effects of tobacco, alcohol and other drugs and talk about why there are laws to protect them.
Healthy Body: Children learn about energy nutrients, how to balance energy in (food) with energy out (exercise) and think about daily health habits.
Disease Prevention: Children look at how communicable diseases are transmitted and prevented and are made aware of simple HIV transmission.
Growth and Development:  Children learn in a simple way that a baby grows in the mothers womb until birth.

Information Literacy

Gather Information for a SpecificPurpose: Children follow a structured plan for research and understand how information may be organized in various sources.
Analyze and Evaluate Information: Children communicate research information if a variety of ways. They document their sources by giving author, title, city of publication, publisher, and copyright date and/or web address.
Evaluate both the Process and the Product: Children reflect on the process used, analyze their products for quality, and identify improvements for the future.

Mathematics

Algebraic Reasoning: Patterns and Functions: Children use understanding of patters and graphic organizers to solve logic, classification, geometric and number problems. They understand the = sign and explore inequalities.
Numerical and Proportional Reasoning: Children develop understanding of place value, identifying, and comparing the magnitude and value of digits in 2- and 3- digit numbers. They give change for a dollar using pennies, nickels, dimes, quarters, and half-dollars. They solve problems using 1 and 2-digit numbers and are expected to know their addition and subtraction facts to 18. They build the concept of multiplication and division using models and pictures. They use a variety of manipulative models to represent fractions and mixed numbers, finding equal parts of a set of objects, and adding fractions with like and unlike denominators.
Geometry and Measurement: Children identify acute, right, and obtuse angles, build and describe polygons, work with tessellations, and draw and describe line symmetry. They use coordinate systems to draw and interpret maps, tell time to the minute, and solve elapsed time problems involving calendars and clocks. They estimate and measure length to the nearest inch and centimeter.
Working with Data: Children pose questions and use a variety of ways to collect, sort, record, organize, analyze, and compare data from samples and surveys. They describe data trends using range (least to greatest) and mode (most frequently). They conduct simple probability experiments.

Music

Students learn to improvise melodies and accompaniments with voice and classroom instruments and respond through movement to rhythm, tempo, pitch, mood, dynamics, and patterns. They begin to compose short musical phrases, learn to sing 3 and 4-part rounds, sing some types of harmonies, and demonstrate a steady beat. They begin to read music notation using note names and identifying the parts of the staff. They begin to describe music, using terms such as melody, harmony, theme and variation and develop an understanding of how music relates to the world around them.

Physical Education

Children take the Connecticut Fitness Assessment and set personal goals for improvement. The learn to play a variety of games, learning to work cooperatively and productively with peers of varying skill levels, resolving conflicts, and displaying good sportsmanship.

Reading

Read for Information and Understanding: Children summarize stories in sequence and organize facts from expository text. They make relevant connections between the text and their own experiences, identify the theme in stories, and use text features to make inferences. They use subject vocabulary when speaking and writing.
Read for Critical
Analysis and Evaluation: Children discuss bias and points of view by reading multiple texts on a given topic to compare and contrast different points of view. They look at how an author’s life experience affects what he/she writes. They support an opinion with evidence from the text, analyzing the relationship between characters and their actions and feelings.
Read for Aesthetic and Personal Response: Children study how the author’s use of language and structure affects the reader, empathize with characters, and explain their personal thought and feelings, giving relevant information to support their reactions.
Read Strategically: Children are applying many of the skills they learned in the lower grades by using understanding of text structure to help construct meaning and by asking questions to clarify meaning while they read. They expand their vocabulary through use of context and understanding of word parts.

Science

Children study the properties of matter – dissolving, sinking and floating, conducting heat, and attraction to magnets. They experiment with plan and animal adaptation, explore the properties of rocks, and explore ways to conserve earth materials.

Social Studies

Children study their ancestry and explore how the land affects how people live.

Technology

Children learn to touch type without looking at the keys, gather information and create projects and a multimedia presentation. They revise documents using word process features including spell check. They learn about safe use of the internet and gather information from teacher-identified websites.

Writing

Technical Practical Writing: Children create simple reports by gathering information from a variety of sources and organizing it into a presentation or report that acknowledges the source and includes vocabulary appropriate to the topic.
Range and Versatility of Writing: Children write for a variety of audiences and purposes using author as models for writing. They learn to elaborate ideas with specific and descriptive language. 
Reflective Writing: Children compare and contrast prior and current pieces of writing to see their own growth and set personal goals.
Writing Strategically: Children develop stamina for writing, and independently use a variety of strategies to organize ideas, incorporate transitional words, and use the writing process to develop and publish pieces. They are expected to write to a prompt in a given amount of time, drawing from personal experiences for ideas.
Mechanics/Conventions of Print: Children spell high frequency words correctly in daily writing and apply spelling patterns to spell unfamiliar words. They add endings appropriately, write complete and grammatically correct sentences, and use the basic conventions of capitalization and punctuation, including quotation marks and apostrophes.