Third Grade Classes

Language Arts -3 

The objective of our language arts program is to reinforce the basic skills of reading, writing, speaking, and listening in a variety of meaningful contexts across the curriculum. 

The goal of our reading program is for the students to enjoy reading while developing their accuracy, fluency, decoding skills, comprehension, and appreciation for the author’s craft. The students read independently during reading workshop and develop a sense of responsibility as they choose books and recommend them to their classmates. Comprehension strategies such as using schema, questioning, inferring, determining importance, and synthesizing are introduced during mini-lessons and then practiced by the students. They also meet regularly in small groups where they read a variety of literature, practice their fluency, and engage in discussions and activities that promote a deeper understanding of the material. The students are expected to read for at least twenty minutes each night. Books are also read aloud to encourage an appreciation of literature from different genres. 

Our writing program fosters the development of confident, enthusiastic, and competent authors. The students follow the writing workshop process as they explore different genres including persuasive reviews, personal narratives, expository writing, and fiction. The students explore a variety of mentor texts and then practice by writing in that style. Mini-lessons focus on conventions, craft, and process. The students rehearse, draft, revise, and edit their own pieces. They share them with the class and confer with the teachers regularly. Our goals include considering purpose, using a strong voice, and developing detail. In addition to structured genre study, the students have the opportunity to write about subjects of their own choosing in independent journals. 

In word study, spelling is viewed as a problem-solving task where the writer uses many strategies to spell correctly. These strategies include listening for sounds in words, using common spelling patterns, and knowing how to apply generalizations when constructing words. Games, words sorts, and iPad apps help the students practice these skills. The students also develop good spelling habits such as using known patterns to attempt unfamiliar words, using resources to check their spelling, and memorizing sight words. 

Art – 3 

The art program allows the students to explore a variety of two and three-dimensional media. In drawing and painting, the focus is on composing imagery using accurate proportions and values. In ceramics, the students will investigate texture by using additive and subtractive sculptural methods. In sculpture, they will build their work using folded paper, cardboard, and papier-mâché. In fiber arts, they will compose an intricate visual pattern when weaving with paper and learn to create images with stitchery. 

Mathematics- 3

We use Investigations in Number, Data and Space, a complete K-5 mathematics curriculum developed under a grant from the National Science Foundation at TERC in Cambridge, Massachusetts as the framework for our program. It is designed to help all children understand the fundamental ideas of numbers and operations, geometry, data, measurement, and early algebra. Investigations includes activity-based mathematics that encourage students to think creatively, develop and articulate their own problem-solving strategies, and work cooperatively with their classmates. Many Investigations activities involve engaging games that reinforce students’ understanding of important mathematical concepts and skills. We regularly supplement the program with our own materials.
In third grade, students continue to engage in mathematical thinking through experimentation, investigation, questioning, and problem-solving. There is increasing emphasis on familiarity with standard algorithms for addition and subtraction and on using the correct terminology. The math activities foster competence in place value with large numbers, addition and subtraction with regrouping, multiplication and division, geometry, and fractions (general concepts and equivalent fractions). The students are encouraged to explain their thinking in a variety of ways and problem-solving activities are followed by discussions where the students compare and contrast strategies. “Puzzler” problems promote the development of critical thinking and problem-solving skills. Throughout the year the students practice basic math facts to improve automatic recall. We expect the students to end the year with a firm grasp of addition, subtraction, and multiplication facts. 

Physical Education – 3

The physical education program in third grade continues to stress the development of basic movement skills as well as the ability to demonstrate smooth transitions between sequential motor skills. We continue to focus on ball manipulation skills as the studentsare introduced to a variety of games and activities where sportsmanship, team play, and participation are also emphasized. Fitness and strength activities are an important part of each class. 

Science – 3

In third grade, the students further develop their science habits of mind and use scientific methodology through their study of rocks and minerals, volcanoes and earthquakes, and weather. This year also provides opportunities for interdisciplinary and cross-divisional investigations. Social and communication skills are reinforced through group investigations and classroom discussions, while writing and recording skills are honed through data collection and the use of iPads to maintain a science notebook. Trips to the American Museum of Natural History as well as a visit from the Tenafly Nature Reserve further enhance learning. 

Social Studies – 3

In third grade social studies we look at different groups of people who came to New York City in the context of history, geography, and different perspectives.

Throughout our studies we seek the answers to these questions:

· When and why did each group of people first come?

· What was this experience like for each group?

· What effects have they had on New York City?

We begin by looking at immigration in the 1600s and learn about the original Dutch settlement of New Amsterdam. We also examine the experience of enslaved Africans in New Amsterdam and New York and their impact on the developing city. We then investigate different waves of immigration beginning in the late 19th century. We conclude the year with current topics in immigration. The students apply these key concepts as they research their own family history. The students will interview family members, collect artifacts, and put together a display for a Family History Museum. 

In April the whole Lower School takes part in a collaborative and interdisciplinary unit that provides an opportunity for the students to learn more about other countries in the world. 

Throughout the year the students will practice group work skills and read and synthesize nonfiction texts.  

Technology – 3

The technology curriculum has been created so that it is purposeful and age-appropriate, and enhances the students’ learning. The students will be using laptop computers and iPads when they visit the technology lab. Portions of their work will support the classroom curriculum and at times is taught cooperatively with the classroom and subject teachers. The students continue to learn with the programming site, Scratch, and design their own games. These games are then played and shared with the rest of the Lower School. Digital citizenship is introduced and the students learn about online etiquette and cyberbullying, The Tinkercad program is used to create digital designs for 3-D printing projects. Keyboarding is introduced formally and the students build their skills using the Typing Pal program. 

Library – 3

The goals of the library program are to instill a love of reading, to inspire critical thinking, and to help the students become effective users of ideas and information. Students have one scheduled library class every other week where stories are read aloud, books are selected, and research skills are taught in conjunction with the classroom curriculum. 

Music – 3

Third grade music is all about singing. By means of a variety of folk songs and musical games, the studentswill learn about singing styles, proper breathing, and vocal production. They will also learn about solfège, major and minor musical modes, melodic intervals, and rhythms. Musical literacy will be further developed through drums, Orff instruments, boom whackers, and dance. 

Respect and Responsibility -3 

Our respect and responsibility program guides our students with activities and discussions that help them to develop emotionally and socially and become positive members of a group. The curriculum begins with community building and then moves into emotional literacy, conflict resolution, decision making, and stress and anxiety management. 

Students also participate in anti-bias education through which they explore their own identities, learn to appreciate and value diversity, and develop critical thinking skills as they consider a range of concepts relating to equity and justice. 

Related to this work is a gender and sexuality curriculum. Topics explored in the classrooms include: visible and invisible aspects of identity, gender roles and stereotypes, and gender identity (in the spring). In science class the students learn about health and hygiene, different types of cells including sperm and egg, chromosomes, and human reproduction (in the spring).