Grade 3 Curriculum










As the oldest students in the Lower School, third graders
become leaders. They represent our community when they
sing at the State House, they take the lead in modeling a more extensive birkhat hamazon for the second graders at lunch, and they set examples of derekh eretz for younger students. We recognize that living up to this responsibility can be a challenge, so we regularly talk about how they can be models and we offer them opportunities to practice leadership skills.

Third graders are gregarious, energetic, and industrious. Our program is geared to their developmental level; we help them recognize their strengths and develop strategies for their continued growth. Purposefully structured long-term projects enable children to experience the success of completing complex assignments through carefully constructed small components. There are many opportunities for cooperative group work. Children’s increasingly well-defined small muscle and more refined hand-eye coordination make third grade the ideal time to become proficient cursive writers, and they allow our students to write more extensive pieces in both English and Hebrew.

As third graders begin to feel a sense of competence with new skills, they work more independently and hold themselves to high standards. We nurture each third grader with carefully constructed instruction, guidance, and encouragement, so each child can set standards that are challenging, yet reachable, and so that students can have an exciting year of growing competence.

Language Arts

Reading

Grade 3 classes spend a great deal of time reading to learn, as opposed to learning to read. Most students come to the third grade prepared to “dig” into a text. A major goal of the third grade reading program is to enable students to read “between the lines” of an author’s words, while sharing and expressing their ideas about what they read. Literature conversations between students and students and between teachers and students enable children to explore the meaning behind the sentences. We teach and practice strategies for understanding and talking about books as our students clarify their thoughts, solve problems posed by books, and connect text with other situations, people, and events. Literature conversations promote the collaboration of ideas, negotiating skills, and getting along in a group.

Third graders read a variety of genres including fiction, non-fiction, biography, mystery, poetry, and fantasy. Some reading is completed in class, some is assigned for homework, and some is part of long-term assigned book projects. We recognize that students who make personal choices are more invested than those who do not, and even with the selection of classroom reading, the children have a large say in the books they read. We try to allow interests to flourish; third graders love to become “experts” in areas about which they are curious. Fluency and vocabulary naturally thrive in a classroom where reading and discussion are exciting.

Writing

Writing is integral to the third grade curriculum; it is found within every discipline. Third graders write to communicate their solutions for math problems, they express their feelings about characters through response journals, they write summaries for classroom and personal reading books, and they keep logs of factual information collected from science experiments.

Learning to write organized paragraphs, a fundamental element of the third grade program, empowers students to structure their stories and written work independently.

In Writers’ Workshop, students develop skills of clear communication: creating a strong voice, using clear language, using the structures of various genres (descriptive, expository, narrative, and persuasive writing, poetry, and friendly letters), and applying conventional spelling, punctuation, and sentence structure. The Workshop model allows teachers to teach through focus lessons which are directed to specific skills and strategies. Students then practice these skills as they develop writing in many genres. Teachers and students together look for hallmarks of “good” writing, both in student work and in models from published authors.

Students talk about and plan out their ideas (prewriting), and select a topic or focus. When drafting, they use various graphic organizers to structure their thoughts. During the editing stage, students first revise their own writing and then edit with their peers. Classmates make suggestions about each other’s writing, giving respectful comments and helpful feedback. Students engage in editing conferences with teachers, and then publish, and sometimes perform, their finished poems, stories, and other works.

Math

Math lessons generally begin with a question or an exploration of a mathematical idea. Teachers encourage students to think mathematically while allowing them to develop computational proficiency and to practice representation of mathematical ideas. Skill in both oral and written communication about mathematics is an essential element of our students’ burgeoning mathematical literacy. Students develop a repertoire of ways to communicate their knowledge (drawing, writing, talking) and to evaluate whether their thinking is sound and their answer correct. They work in a variety of settings: individually, as a whole class, or in pairs. Often students move around the classroom as they discuss and explore a problem. As we watch children share their thinking and become more confident and independent learners, we are convinced that the lessons go far beyond solving math problems.

Quick and instant recall of both addition and subtraction facts is required of third graders because this facility empowers them to spend a greater amount of time and energy on problem solving, which is the major focus of our math curriculum. Teachers stress persistence, rather than speed, when solving problems, and place a high value on discussing a variety of “correct” approaches.

Teachers modify the curriculum to meet the needs of a variety of students and modify problems so they are challenging for all students. As a supplement to the TERC investigations curriculum, challenging daily math journal problems are used as “warm-ups.” These problems are drawn from topics such as algebraic thinking, geometry, measurement, probability and statistics, logical reasoning, and patterns and functions.

Daily homework activities promote strategic thinking as well as basic math skills.

Thematic Studies

“Research is cool!” and “I loved learning all about the states,” are two comments that capture the energy and enthusiasm of third graders. Long-term thematic studies tap into children’s natural curiosity and industrious natures. Each unit connects reading, writing, and math within a real context. Two of the units culminate in “fairs” for second graders, at which the third grade hosts pass on their passion for research and learning.

A study of maps provides students with some of the tools of geographic literacy that will prepare them for lives led in a global society.

A unit on forest animals builds on third graders’ keen interest in the natural world and classification. Research and report writing skills are taught in the context of understanding the unique contribution of each animal to the circle of life. Students’ work is focused on answering questions related to the animal’s habitat, physical characteristics, and prey/predators.

The students’ newfound research skills are applied to a study of the states of the United States, in which they learn what unites the states, how other regions of the U.S. are similar to or different from the Northeast, and what is unique about each state. Students apply their understanding of diverse cultures, climates, landforms, economy, and places of interest to an individual study of one state. Third graders take great pride and ownership in the creation of their state reports. Teachers support their accomplishments by holding a “State Fair” to celebrate the children’s success as representatives of states across the county.

Hebrew

Third graders develop increased comfort expressing themselves verbally and in writing. They read and comprehend texts in present and past tense using strategies for figuring out the meaning of new words. They apply grammar concepts learned in class as they write paragraphs, poems, and dialogues. They express ideas and opinions in group discussions and ask questions to clarify content and meaning. Our program includes Haverim B’Ivrit, a book series oriented to the daily life and concerns of Jewish children of this age, as well as stories from a variety of sources.

Torah

Third graders begin to acquire text skills that enable them to study Torah in the original language. Using a modified text in modern Hebrew, children study the latter part of the Book of Bereshit (Genesis), incorporating the story of Joseph. We expose students to the original Biblical text to build their familiarity with its structure. Each week we choose themes from the weekly Torah portion – including family relationships, justice, reconciliation, and relationship with God – to explore with the children in depth. The Grade 3 milestone event is the Tanakh celebration held in the spring. To mark the students’ ability to read Torah in the original text, each child receives his/her own Tanakh (Bible) with a personal inscription from parents. Following this event, students are introduced to the structure and content of the whole Tanakh.

Tefillot (Prayers)

Our program strives to help students connect their prayers to their day-to-day experiences and feelings, while building fluency and comprehension of the meaning of the prayers. In Grade 3, the focus is on the weekday blessings within the Amidah (the eighteen benedictions). Students learn to identify and comprehend key words that reveal the central meaning of each blessing and to recite prayers with fluency and accuracy. Appropriate blessings are taught in connection with daily practice and holiday observances. A brief tefillah is incorporated in the morning routine of General Studies classes.

Holidays and Shabbat

Students learn about the origins and background of the holidays, and practice skills related to holiday customs and mitzvot. Third graders’ understanding of the lessons of the holidays and the connections between these lessons and their lives deepen as they experience the cycle of the Jewish calendar. As the year progresses, Hebrew becomes the primary language of instruction for the holidays and Shabbat.

Science

Third graders are natural scientists, with a boundless curiosity for the physical and natural world around them. Our science program takes advantage of this curiosity by setting up new experiments, situations, and activities so students can ask questions and discover the answers for themselves through their own investigations. Third graders may help their teacher figure out how to move his refrigerator into his new house (leading into a unit on simple machines, tools to make work and jobs easier).

In science classes, third graders are questioning, experimenting, testing predictions, noticing details, learning through their senses, noticing patterns, measuring, sorting, thinking logically, working cooperatively, and documenting their work through writing and drawing. These process skills are the backbone of our science curriculum.

Arts

Visual Arts

The Lower School art program is dedicated to enhancing students’ observation skills, imagination, and visual perception. Students learn to look more carefully at their world, to internalize what they see, to trust their own experiences, and to represent their unique expressions creatively.

Students are exposed to a wide variety of art materials. Elements of form, color, line, and texture are explored through many modalities and techniques, and are often given historical context as students learn about the art of the great masters and from different cultures. Each grade has an opportunity to discover the joy of different artistic genres: children sculpt, paint, draw, print, create collages, and make prints. Students apply authentic art techniques in dry brush, wet on wet, Asian brush work, or pallet knife to materials including watercolor paper, rice paper, clay, canvas board, and papier mache.

Third graders build a sense of community as they make collaborative art pieces which are often donated to the less fortunate.

Music

Third graders continue the examination of forms and musical elements through historical periods. More attention is given to music history and culture, style, dynamics, and both Israeli and diasporic Jewish musical traditions. One of the hallmarks of third grade is the opportunity to be part of the Makhela Grade 3 chorus. Third graders demonstrate their ability to perform at a level of excellence as they sing at the State House during Hanukkah and at other community events.

Performing Arts

Dance and drama are an integral part of the program, interwoven into the daily lives of our students. Students perform skits, prepare for milestone events, use creative movement to interpret tefillot, and learn Israeli folk dances. Third graders dance their way through the year at hachanah l’Shabbat programs, and they share their growing performance skills at the Hanukkah breakfasts and at Grandparents’ and Special Visitors’ Day.

Physical Education

Third graders continue to work on large motor skills at appropriate developmental levels. The skills of running, ball passing, and understanding where to be on a field are all practiced during game situations. Third graders learn more of the formal rules of team sports. As they play, students share space and equipment and practice teamwork. All games are chosen and managed in ways that enhance students’ interpersonal skills. Gymnastics skills introduced in the earlier grades are refined and extended as students continue to practice turning, twisting, rolling, balancing, transferring weight, jumping, and landing.

Library

Third graders see the library as a place for active, thoughtful reading. They ask questions, search for answers within the text, and make inferences and connections to themselves and other texts. Read-alouds increasingly provide opportunities for meaningful insights and explorations into the worlds beyond their classroom. Third graders work on reading, listening, and visualizing more intently. They practice asking better questions and building on each other’s ideas.

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