third grade content standards 2014-2015 - edl€¦ · el curso atiende todos los componentes del...

© Washburn School Carr 14 KM 8.4 Coto Laurel, Ponce, PR www.washburnschoolpr.com

Third Grade Content Standards

2014-2015


WASHBURN’S STANDARDS

Setting the highest standard of education in Puerto Rico by implementing our unique view

of teaching English as a first language while achieving equal skills with Puerto Rico’s

native language, Spanish.

Dear Third Grade Parent,

Washburn School has created and adopted specific content standards in all curricular content areas.

These are standards we expect your child to have by the end of the 2014- 2015 school year. It is

not the only content your child will learn, yet it is a guide for us as an institution and our educators

to make sure that we set our standards high. We have excellent textbooks but we cannot use expect

the textbook to be the only curricular standard like in many other schools in Puerto Rico. In our

effort to become the best academic school in Puerto Rico we created a baseline guide for teachers

to use with your child.

This standards overview was developed to provide teachers at Washburn with a general outline of

the third grade curriculum. Through goals, students are encouraged to perform at their maximum

potential and teachers know towards where they should strive. Individual student achievement may

vary from child to child and the percentage of these skills learned for each student also varies with

a minimum of 75% rate.

Emphasis is placed on helping the students achieve according to the best of their ability. Washburn

is a small school by design and we can afford to focus on individualized work or enrichment

activities are assigned to meet students’ unique talents and abilities. The standards listed represent

the core of skills taught in grade three at Washburn School. This overview reflects the most recent

curriculum for students in grade three; however, the format remains flexible so that change can

evolve along with the teacher, textbook, day to day activities with innovation and a creative

curriculum.

Kind Regards,

Board of Directors


WASHBURN CHARACTER AND VALUES EDUCATION

Washburn school is a non-sectarian or religious school but we foment values, character and general

principles that will foment a wonderful personality and character for your child. We are proud of

the character traits our children have, especially the ones who are currently in 12th grade and started

with us in 1st grade as children in 2003. We truly show that we are a family with zero bully

tolerance and great citizens and special young adults.

Character education is a movement to create a school that fosters ethical, responsible and caring

young people by modeling and teaching good character. The emphasis is on common values such

as respect, responsibility, integrity, caring and citizenship. The goal is to help students develop

socially, ethically and academically by infusing character development into every aspect of the

school culture and curriculum.

RESPECT

Respect is an attitude of holding people in high regard and treating them with dignity.

*

RESPONSIBILITY

Responsibility is being reliable, self-disciplined and accountable for my actions.

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INTEGRITY

Integrity is strength of character and action

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CARING

Caring is showing empathy, compassion, kindness, appreciation and helpfulness.

*

CITIZENSHIP

Citizenship is doing my share to make my school and community better.


HOMEWORK

Students in the third grade can be expected to be assigned homework four (4) days per week

using the following suggested time guidelines: 20 minutes per night = 80 minutes per week

IMPORTANT

Parents are also encouraged to read with their children for 10 minutes each night in addition

to their regular homework assignment.

READING 3RD GRADE (ENGLISH AS A FIRST LANGUAGE

“EFL” AND SPANISH)

WASHBURN SCHOOL

Core Instructional Materials

Publisher : Pearson,

Resources : Houghton Mifflin , McGraw Hill

English

SF Reading Street Series 3.1 to 3.2

English 3 Consumable '

SF Reading Street 3 '11 Reader's & Writer's Notebook

Español

Metafora 3

Metafora 3 Cdo

La Llamada Del Agua/Plan Lector ADA


ESPAÑOL TERCER GRADO

Las unidades contenidas en el curso dan seguimiento a los niveles fónicos indicados en primer y

segundo grado. El curso está diseñado para atender adecuadamente la etapa de crecimiento

rápido y fluidez en la lectura. En la lectura, el niño se expone a narraciones, poemas, traba

lenguas, adivinanzas, textos informativos, descriptivos, científicos, carta, noticia, cartel, recetas y

mensajes breves. El curso atiende todos los componentes del lenguaje: expresión oral, recepción

auditiva, gramática, escritura creativa, ortografía, caligrafía e investigación.

LANGUAGE ARTS CONTENT STANDARDS

During the 2012- 2013 school year, several K-6 teachers piloted Pearson’s reading series as part

of Washburn’s textbook selection process to ensure successful implementation of a new series of

textbooks. The third grade English/Language Arts curriculum strives to achieve a comprehensive,

balanced literacy program. The integration of reading, writing, speaking, and listening is necessary


for children to become successful communicators and language users. Literature and meaning-

centered materials are the core of the curriculum.

1.1 Word Analysis, Fluency and Systematic Vocabulary Development

Students at Washburn will understand the basic features of reading. They select letter patterns

and know how to translate them into spoken language by using phonics, syllabication, and word

parts. They apply this knowledge to achieve fluent oral and silent reading in English as a first

language and Spanish

1.2 Decoding and Word Recognition

Know and use complex word families when reading (e.g., -ight) to decode unfamiliar

words._

Decode regular multisyllabic words. ______

Read aloud narrative and expository text fluently and accurately and with appropriate

pacing, intonation, and expression. ______

1.3 Vocabulary and Concept Development

Use knowledge of antonyms, synonyms, homophones, and homographs to determine the

meanings of words. ______

Demonstrate knowledge of levels of specificity among grade-appropriate words

and explain the importance of these relations. Example : dog/mammal/animal/living

things ______

Use sentence and word context to find the meaning of unknown words. ______

Use a dictionary to learn the meaning and other features of unknown words. ______


Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-, -ful) and suffixes (e.g., -er,

-est, -ful) to determine the meaning of words. ______

Know the meaning of simple prefixes and suffixes (e.g. er-, un-, -ing, -ly). ______

Identify simple multiple-meaning words. ______

NOTES :

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*** Teacher Reminder *** : Please enter dates you covered each topic. Teachers may use many

resources along with the core textbooks to cover each standard.

READING COMPREHENSION 3RD GRADE

At Washburn we have a goal for students to read half a million words annually. We

encourage parents to read to children in both languages. Studies show that children can

learn multiple languages with ease and will not confuse thought in this age group. We

recently traveled to Norway and other European countries where children learn and speak

5 languages by middle school.

Students read and understand grade-level-appropriate material. They draw upon a variety of

comprehension strategies as needed such as generating and responding to essential questions,


making predictions, comparing information from several sources. The selections in Recommended

Readings in Literature at Washburn that include, Kindergarten through grade twelve illustrate the

quality and complexity of the materials to be read by students.

In addition to their regular school reading, by grade four, students should have read one-half

million words annually, including a good representation of grade-level-appropriate narrative

and expository text such as classics, contemporary literature, magazines, newspapers, and

online information). In grade three, students continue to make progress toward this goal

2.1 Structural Features of Informational Materials

Use titles, tables of contents, chapter headings, glossaries, and indexes to locate

information in text. ______

2.2 Comprehension and Analysis of Grade-Level-Appropriate Text

Ask questions and support answers by connecting prior knowledge with literal

information found in, and inferred from, the text. ______

Demonstrate comprehension by identifying answers in the text. ______

Recall major points in the text and make and modify predictions about forthcoming

information. ______

Distinguish the main idea and supporting details in expository text. ______

*** WASHBURN’S SAT EXAM SKILL COLLEGE PREPARATORY

Extract appropriate and significant information from the text, including problems

and solutions. ______

Follow simple multiple-step written instructions (e.g., how to assemble a product or play

a board game, Recipe, instructions to construct a new item. ______


3.0 Literary Response and Analysis

Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction). ______

Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from

around the world. ______

Determine what characters are like by what they say or do and by how the author or

illustrator portrays them. ______

Determine the underlying theme or author’s message in fiction and nonfiction text.

______

Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration,

onomatopoeia) in a selection. ______

Identify the speaker or narrator in a selection. ______

WRITING 3RD GRADE

1.0 Writing Strategies

Students write clear and coherent sentences and paragraphs that develop a central idea. Their

writing shows they consider the audience and purpose. Students progress through the stages of the

writing process (e.g., prewriting, drafting, revising, editing successive versions).

1.1 Organization and Focus

Create a single paragraph _______

o Develop a topic sentence. _______


o Include simple supporting facts and details. ______

1.2 Penmanship

Write legibly in cursive or joined italic, allowing margins and correct spacing between

letters in a word and words in a sentence. _______

1.3 Research

Understand the structure and organization of various reference materials (e.g., dictionary,

thesaurus, atlas, encyclopedia). ______

1.4 Evaluation and Revision

Revise drafts to improve the coherence and logical progression of ideas by using

an established rubric. ______

1.5 Writing Applications (Genres and Their Characteristics)

Write narratives

o Provide a context within which an action takes place. ______

o Include well-chosen details to develop the plot. ______

o Provide insight into why the selected incident is memorable. ______

Write descriptions that use concrete sensory details to present and support

quantified impressions of people, places, things, or experiences. ______


Write short up to grade standard personal and formal letters, thank-you notes, and

invitations: ______

o Show awareness of the knowledge and interests of the audience and establish

purpose and context. ______

o Include the date, proper salutation, body, closing, and signature. ______

Students write and speak with a command of Standard English conventions appropriate to

this grade level. _______

Understand and be able to use complete and correct declarative, interrogative imperative,

and exclamatory sentences in writing and speaking. ______

1.6 Grammar

Identify subjects and verbs that are in agreement and identify and use pronouns,

adjectives, compound words, and articles correctly in writing and speaking. ______

Identify and use past, present, and future verb tenses properly in writing and speaking.

______

Identify and use subjects and verbs correctly in speaking and writing simple sentences.

______

1.6 Punctuation, Capitalization, and Spelling

Punctuate dates, city and state, and titles of books correctly. ______

Use commas in dates, locations, and addresses and for items in a series. ______

Capitalize geographical names, holidays, historical periods, and special events correctly.

______

Spell correctly one-syllable words that have blends, contractions, compounds,

orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -

y to -ies when forming the plural), and common homophones (e.g., hair-hare). ______


Arrange words in alphabetic order. ______

NOTES :

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*** Teacher Reminder *** : Please enter dates you covered each topic. Teachers may use many

resources along with the core textbooks to cover each standard.

LISTENING AND SPEAKING 3rd GRADE

Students listen critically and respond appropriately to oral communication in English as a

first language, yet with the ability to also do the same in Spanish. Washburn is an English

as a first language school and one of the few schools with this philosophy in Ponce and in

the Island.


Students should speak in a manner that guides the listener to understand important ideas by using

proper phrasing, pitch, and modulation in both English and Spanish.

1.0 Listening and Speaking Strategies

Students at Washburn will learn how to listen critically and respond appropriately to oral

communication. They speak in a manner that guides the listener to understand important ideas by

using proper phrasing, pitch, and modulation in both English and Spanish. ______

1.1 Comprehension

Retell, paraphrase, and explain what has been said by a speaker. ______

Connect and relate prior experiences, insights, and ideas to those of a speaker. ______

Respond to questions with appropriate elaboration. ______

Identify the musical elements of literary language (e.g., rhymes, repeated sounds,

instances of onomatopoeia). ______

1.2 Organization and Delivery of Oral Communication

Organize ideas chronologically or around major points of information. ______

Provide a beginning, a middle, and an end, including concrete details that develop a

central idea. ______

Use clear and specific vocabulary to communicate ideas and establish the tone. ______

Clarify and enhance oral presentations through the use of appropriate props (e.g., objects,

pictures, charts). ______


Read prose and poetry aloud with fluency, rhythm, and pace, using appropriate intonation

and vocal patterns to emphasize important passages of the text being read. ______

Compare ideas and points of view expressed in broadcast and print media. ______

Distinguish between the speaker’s opinions and verifiable facts. ______

Students deliver brief recitations and oral presentations about familiar experiences or

interests that are organized around a coherent thesis statement. ______

Using the speaking strategies of grade three outlined in Listening and Speaking ______

Make brief narrative presentations ______

Plan and present dramatic interpretations of experiences, stories, poems, or plays with

clear diction, pitch, tempo, and tone. ______

Make descriptive presentations that use concrete sensory details to set forth and support

unified impressions of people, places, things, or experiences. ______

NOTES :

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MATHEMATICS 3rd GRADE

WASHBURN SCHOOL


My Math 3 Plus 1 Year Subscription Autor: (Año: 2013)

Publisher : McGraw- Hill

1.0 By the end of grade three, Washburn students deepen their understanding of place

value and their understanding of and skills with addition, subtraction, multiplication, and

division of whole numbers. Students estimate, measure, and describe objects in space. They

use patterns to help solve problems. They represent number relationships and conduct

simple probability experiments.

Students understand the relationship between numbers, quantities, and place value in

whole numbers up to 1,000 ______


Count, read, and write whole numbers to 10,000. ______

Compare and order whole numbers to 10,000. ______

Identify the place value for each digit in numbers to 10,000. ______

Round off numbers to 10,000 to the nearest ten, hundred, and thousand. ______

Find the sum or difference of two whole numbers between 0 and 10,000. ______

Memorize to automaticity the multiplication table for numbers between 1 and 10.

______

Use the inverse relationship of multiplication and division to compute and check results.

Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6). ______

2.0 Students calculate and solve problems involving addition, subtraction, multiplication,

and division:

Solve simple problems involving multiplication of multi-digit numbers by one-digit

numbers (3,671 × 3 = __) ______

Solve division problems in which a multi-digit number is evenly divided by a one-digit

number (135 ÷ 5 = __). ______

Understand the special properties of 0 and 1 in multiplication and division. ______


Determine the unit cost when given the total cost and number of units. ______

Solve problems that require two or more of the skills mentioned above. ______

3.0 Third Grade Students at Washburn School understand the relationship between whole

numbers, simple fractions and decimals :

Compare fractions represented by drawings or concrete materials to show equivalency and

to add and subtract fractions in context ( Example ,. ½ of a pizza is the same amount as 2/4

of another pizza that is the same size… show that 3/8 is larger than ¼) _______

Add and subtract simple fractions ( Example., determine that 1/8 + 3/8 is the same as ½)

Solve problems involving addition, subtraction, multiplication, and division of

money amounts in decimal notation and multiply and divide money amounts in

decimal notation by using whole-number multipliers and divisors. ______

Know and understand that fractions and decimals are two different representations of the

same concept (e.g., 50 cents is 1/2 of a dollar, 75 cents is 3/4 of a dollar). ______

ALGEBRA AND FUNCTIONS

Students select appropriate symbols, operations, and properties to represent,

describe, simplify, and solve simple number relationships: ______

Represent relationships of quantities in the form of mathematical expressions,

equations, or inequalities. ______

Solve problems involving numeric equations or inequalities. ______

Select appropriate operational and relational symbols to make an expression

true (e.g., if 4 __ 3 = 12, what operational symbol goes in the blank). ______


Express simple unit conversions in symbolic form (e.g., __ inches = __ feet x 12). ______

Recognize and use the commutative and associative properties of multiplication

(e.g., if 5 x 7 = 35, then what is 7 x 5? and if 5 x 7 x 3 = 105, then what is 7 x 3 x 5).

______

Solve simple problems involving a functional relationship between two

quantities (e.g., find the total cost of multiple items given the cost per unit). ______

Extend and recognize a linear pattern by its rules (e.g., the number of legs on a

given number of horses may be calculated by counting by 4s or by multiplying

the number of horses by 4). ______

MEASUREMENT AND GEOMETRY

Students choose and use appropriate units and measurement tools to quantify the

properties of objects. ______

Choose the appropriate tools and units (metric and U.S.) and estimate and

measure the length, liquid volume, and weight/mass of given objects. ______

Estimate or determine the area and volume of solid figures by covering them with

squares or by counting the number of cubes that would fill them. ______

Find the perimeter of a polygon with integer sides. ______

Carry out simple unit conversions within a system of measurement.

***Example : Centimeters and meters, hours and minutes. ______

Students describe and compare the attributes of plane and solid geometric figures


and use their understanding to show relationships and solve problems. ______

Identify, describe, and classify polygons (including pentagons, hexagons, and octagons.

______

Identify attributes of triangles (e.g., two equal sides for the isosceles triangle, three equal

sides for the equilateral triangle, right angle for the right triangle. ______

Identify attributes of quadrilaterals (e.g., parallel sides for the parallelogram, right

angles for the rectangle, equal sides and right angles for the square. ______

Identify right angles in geometric figures or in appropriate objects and determine

whether other angles are greater or less than a right angle. ______

Identify, describe, and classify common three-dimensional geometric objects (e.g., cube,

rectangular solid, sphere, prism, pyramid, cone, cylinder). ______

Identify common solid objects that are the components needed to make a more complex

solid object. ______

STATISTICS, DATA ANALYSIS, AND PROBABILITY

Students collect data and conduct simple probability experiments by determining

the number of possible outcomes and make simple predictions. ______

Identify whether common events are certain, likely, unlikely, or improbable. ______


Record the possible outcomes for a simple event (e.g., tossing a coin) and systematically

keep track of the outcomes when the event is repeated many times. ______

Summarize and display the results of probability experiments in a clear and organized

way (e.g., use a bar graph or a line plot). ______

Use the results of probability experiments to predict future events (e.g., use a line plot

to predict the temperature forecast for the next day). ______

MATHEMATICAL REASONING

Students make decisions about how to approach problems: ______

Analyze problems by identifying relationships, distinguishing relevant from irrelevant

information, sequencing and prioritizing information, and NOTES :

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g patterns. ______


Determine when and how to break a problem into simpler parts. ______

Students use strategies, skills, and concepts in finding solutions. ______

Use estimation to verify the reasonableness of calculated results. ______

Apply strategies and results from simpler problems to more complex problems. ______

Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables,

diagrams, and models, to explain mathematical reasoning. ______

Express the solution clearly and logically by using the appropriate mathematical notation

and terms and clear language; support solutions with evidence in both verbal and

symbolic work. ______

Indicate the relative advantages of exact and approximate solutions to problems and give

answers to a specified degree of accuracy. ______

Make precise calculations and check the validity of the results from the context of the

problem. ______

SCIENCE CONTENT STANDARDS

WASHBURN SCHOOL


Science A Closer Look 3 Reading and Writing Wbk

Science A Closer Look Grade 3

Publisher : Macmillan/McGraw-Hill's dynamic science program, Science: A Closer Look, offers


students exciting and accessible standards-based lessons. Engaging activities promote curiosity

and foster the development of science inquiry skills. Through a consistent and structured learning

cycle, students confidently build upon their experiences to develop a lifelong understanding of

science concepts.

PHYSICAL SCIENCE

1. Energy and matter have multiple forms and can be changed from one form to another.

a. Students know energy comes from the Sun to Earth in the form of light.

b. Students know sources of stored energy take many forms, such as food, fuel, and

batteries.

c. Students know machines and living things convert stored energy to motion and heat.

d. Students know energy can be carried from one place to another by waves, such as

water waves and sound waves, by electric current, and by moving objects.

e. Students know matter has three forms: solid, liquid, and gas.

f. Students know evaporation and melting are changes that occur when the objects are

heated.

g. Students know that when two or more substances are combined, a new substance

may be formed with properties that are different from those of the original materials.

h. Students know all matter is made of small particles called atoms, too small to see

with the naked eye.

i. Students know people once thought that earth, wind, fire, and water were the basic

elements that made up all matter. Science experiments show that there are more

than 100 different types of atoms, which are presented on the periodic table of the

elements.

2. Light has a source and travels in a direction. As a basis for understanding this concept:

a. Students know sunlight can be blocked to create shadows.

b. Students know light is reflected from mirrors and other surfaces.


c. Students know the color of light striking an object affects the way the object is seen.

d. Students know an object is seen when light traveling from the object enters the eye.

LIFE SCIENCES

3. Adaptations in physical structure or behavior may improve an organism’s chance for survival.

a. Students know plants and animals have structures that serve different functions in

growth, survival, and reproduction.

b. Students know examples of diverse life forms in different environments, such as

oceans, deserts, tundra, forests, grasslands, and wetlands.

c. Students know living things cause changes in the environment in which they live:

some of these changes are detrimental to the organism or other organisms, and

some are beneficial.

d. Students know when the environment changes, some plants and animals survive and

reproduce; others die or move to new locations.

EARTH SCIENCES

4. Objects in the sky move in regular and predictable patterns.

a. Students know the patterns of stars stay the same, although they appear to move

across the sky nightly, and different stars can be seen in different seasons.

b. Students know the way in which the Moon’s appearance during the four week lunar

cycle

c. Students know telescopes magnify the appearance of some distant objects in the sky,

including the Moon and the planets. The number of stars that can be seen through

telescopes is dramatically greater than the number that can be seen by the unaided

eye.

d. Students know that Earth is one of several planets that orbit the Sun and that the

Moon orbits Earth.

e. Students know the position of the Sun in the sky changes during the course of the

day and from season to season.


INVESTIGATION AND EXPERIMENTATION

5. Scientific progress is made by asking meaningful questions and conducting careful

investigations. As a basis for understanding this concept and addressing the content in

the other three strands, students should develop their own questions and perform

investigations. Students will:

a. Repeat observations to improve accuracy and know that the results of similar

scientific investigations seldom turn out exactly the same because of differences in

the things being investigated, methods being used, or uncertainty in the observation.

b. Differentiate evidence from opinion and know that scientists do not rely on claims

or conclusions unless they are backed by observations that can be confirmed.

c. Use numerical data in describing and comparing objects, events, and measurements.

d. Predict the outcome of a simple investigation and compare the result with the

prediction.

e. Collect data in an investigation and analyze those data to develop a logical

conclusion.

NOTES :

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SOCIAL STUDIES

This course gives students new insights into their communities and helps them make connections

with the larger world through geography, history, culture, economics and citizenship. The goal of

this course is to develop an understanding of the reasons for studying history and the relationship

between the past and present.

ADDITIONAL CURRICULAR AREAS AVAILABLE ON

REQUEST

- Physical Education

- History/Social Science/ Puerto Rican History

- Health

- Dance

- Visual Arts

- Music

- Theater

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