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| News in Our Classroom |
| AUGUST 11th / first day of school
AUGUST 23th / AR begins
AUGUST 23rd / After School Tutoring Begins
AUGUST 26th / Back to School Night 6:00
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| Course Objective |
| Reading
-The student will use word recognition and vocabulary (word meaning) skills to communicate. -Continue to use knowledge of vowel diagraphs, dipthongs, and r-controlled letter-sound correspondences to decode unknown words. - Continue to use common spelling patterns to make new words (e.g., make, take, lake, cake, etc.). -Use inflectional endings (e.g., -s, -es, -ed, or -ing) to produce and analyze new words. -Read 300 to 400 high frequency and/or irregularly spelled words in connected text. (A third grader should read between 100 and 115 words correctly per minute in connected text by the end of third grade.) -The student will use syllabication types (e.g., open, closed, r-controlled, vowel team, vowel-consonant + e, consonant + le) to decode words. -The student will manipulate and analyze root words and affixes (e.g., un-, re-, mis-, pre-, dis-, in-, im-, ir-, -s, - es, -ed,- ing, -y, -ly, -er, -est, –ful, -less) to analyze words. -The student will identify and use synonyms, antonyms, and homonyms. -The student will use context to determine the meanings of unfamiliar or multiple meaning words. -The student will use context to determine the simple figurative meanings (e.g., simile, metaphor, and personification) of words. -The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing length, difficulty, and complexity. -Text structures – sequential order, description, etc. -The student will analyze texts in order to identify, understand, infer, or synthesize information. -Answer literal and inferential questions about main characters, setting, plot, and theme. -Answer literal and inferential questions about characters' actions, motives, traits, and emotions. -Identify the stated main idea of a narrative text or the topic of an informational text. -Arrange in sequential order a listing of events found in narrative and/or informational text. -Identify cause and effect as stated in text. -Identify simple fact and opinion. -Synthesize information stated in the text with prior knowledge and experience to draw a conclusion. -The student will recognize or generate an appropriate summary or paraphrase of the events or ideas in text, citing text-based evidence. -Retell a story orally and in writing including characters, setting, problem, important events, and resolution. - Write summaries that contain the main ideas of the reading selection and the most significant details. -Make connections between self and characters, events, and information in text or among texts.
Language Arts
-The student will express, communicate, or evaluate ideas effectively. -The student will use an appropriate composing process (e.g., planning, drafting, revising, editing and publishing/sharing) to compose or edit. . [Note: Editing will be tested under competency four.] -Planning • Use a variety of graphic organizers (e.g., Venn diagrams, bubble maps, story maps, simple outlines, etc.) to generate and organize ideas. -Drafting • Transfer thoughts from graphic organizers and simple outlines into paragraphs. -Revising • Revise paragraphs for organization, to add details, and to clarify ideas. -Editing • Edit paragraphs using a general rubric (e.g., grammar usage, punctuation, and sentence structure). - Edit for correct capitalization, punctuation, spelling and word usage. Publishing/Sharing • Publish writing formally and informally using a variety of media. - The student will compose descriptive text using specific details and vivid language. -The student will compose a simple persuasive text. -The student will use Standard English to communicate. -The student will use Standard English grammar to compose or edit. -Adverbs (avoiding double negatives) -Interjections -Adjectives (e.g., possessive, comparative, superlative) -Prepositions -Pronoun-antecedent agreement (number and gender) -The student will use Standard English mechanics to compose or edit. -Commas (e.g., dates, series, addresses, greetings, closings, quotations) -Quotation marks (e.g., quotations, titles of poems) -Spell words commonly found in third grade level text. -Avoid run-on sentences.
Math
Understand and represent number relationships among numbers and the four basic operations. Compute fluently and make reasonable estimates. - Recall multiplication facts (0 thru 12). Explain, analyze, and generate patterns, relationships, and functions using algebraic symbols. -Determine the value of missing quantities or variables within equations or number sentences, and justify the process used. (addition/subtraction) -Create models for the concept of equality, recognizing that the equal sign (=) denotes equivalent terms such that 4 + 3 = 7, 4 + 3 = 6 + 1 or 7 = 5 + 2. -Describe, compare, and contrast two- and three-dimensional shapes and relationships. - Describe, compare, analyze, and classify two-dimensional shapes by sides and angles. -Explain and describe the process of decomposing, composing, and transforming polygons. -Create three-dimensional shapes (prisms and pyramids) from two-dimensional nets, and create two-dimensional nets from prisms and pyramids. -Measure and explain the measurable attributes of objects, units, systems, and processes. -Develop and use methods to find perimeter of polygons and to solve problems involving perimeter. -Estimate and measure length using fractional parts to the nearest ½ inch in the English system. - Measure capacity, weight/mass, and length in both English and metric systems of measurement.
Language
Term_Taught 1
Comp. Obj. Questions
3 The student will express, communicate, or evaluate ideas effectively.
a The student will use an appropriate composing process (e.g., planning, drafting, revising,
editing and publishing/sharing) to compose or edit. . [Note: Editing will be tested under
competency four.]
a1 Planning • Use a variety of graphic organizers (e.g., Venn diagrams, bubble maps, story
maps, simple outlines, etc.) to generate and organize ideas.
a2 Drafting • Transfer thoughts from graphic organizers and simple outlines into paragraphs.
a3 Revising • Revise paragraphs for organization, to add details, and to clarify ideas.
a4 Editing • Edit paragraphs using a general rubric (e.g., grammar usage, punctuation, and
sentence structure).
• Edit for correct capitalization, punctuation, spelling and word usage.
a5 Publishing/Sharing • Publish writing formally and informally using a variety of media.
c The student will compose narrative text with a clear beginning, middle, and end.
d The student will compose informational text and at least three supporting details.
d2 Letters, thank you notes, invitations
4 The student will use Standard English to communicate.
a The student will use Standard English grammar to compose or edit.
a1a Nouns (e.g., singular, plural [including irregular forms], common, proper)
a2 Verbs, helping verbs and irregular verbs
a7 Prepositions
b The student will use Standard English mechanics to compose or edit.
b1 End punctuation (e.g., period, question mark, exclamation mark, comma)
b2 Periods in common abbreviations (e.g., titles of address, days of the week, months of the
year)
b3a Commas (e.g., dates, addresses, greetings, closings)
b7 Colons (in notation of time)
b8 Capitalization (e.g., first word in a sentence, proper nouns, days of the week, months of
the year, holidays, titles, initials, the pronoun “I”)
b9 Spell words commonly found in third grade level text.
c The student will use correct and varied sentence structures.
c1 Analyze sentences to determine purpose (e.g., declarative, interrogative, exclamatory,
imperative).
c2 Compose simple sentences with compound subjects and/or compound predicates.
c3a Avoid sentence fragments.
Reading
Term_Taught 1
Comp. Obj. Questions
1 The student will use word recognition and vocabulary (word meaning) skills to communicate.
a1a Continue to use knowledge of r-controlled letter-sound correspondences to decode 3
unknown words.
a6 Read 300 to 400 high frequency and/or irregularly spelled words in connected text. (A third
grader should read between 100 and 115 words correctly per minute in connected text by
the end of third grade.)
b The student will use syllabication types (e.g., open, closed, r-controlled) to decode words.
c The student will manipulate and analyze root words and affixes (e.g., un-, re-, mis-, pre-, -
s, - es, -ed,- ing) to analyze words.
e1 The student will identify and use antonyms.
f The student will use context to determine the meanings of unfamiliar or multiple meaning 4 words.
h The student will use reference materials to determine the meaning or pronunciation of 2
unknown words (e.g., elementary dictionary, glossary, thesaurus, electronic dictionary,
teacher or peer as a resource).
2 The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of
texts of increasing length, difficulty, and complexity.
a The student will use text features, parts of a book, text structures, and genres to analyze text.
a1 Text features – titles, headings, captions, illustrations, graphs, charts, diagrams, etc.
a2 Parts of a book – title page, table of contents, glossary, index, etc.
a3a Text structures – sequential order, description, simple cause and effect.
b The student will analyze texts in order to identify, understand, infer, or synthesize 0
information.
b1 Answer and generate questions about purposes for reading.
b2 Answer literal and inferential questions about main characters, setting, plot, and theme.
b4 Identify the stated main idea of a narrative text or the topic of an informational text.
b5 Arrange in sequential order a listing of events found in narrative and/or informational text.
Science
Term_Taught 1
Comp. Obj. Questions
1 Apply concepts involved in a scientific investigation.
a Identify questions and predict outcomes that can be examined through scientific 1
investigations. (DOK 3)
b Describe familiar objects and events using the senses to collect qualitative (e.g., color, 1
size, shape) information. (DOK 1)
c Select and use simple tools (e.g., rulers, thermometers, scales, hand lenses, 1
microscopes, calculators, balances, clocks) to gather information. (DOK 1)
c1 Length, to the nearest half of an inch, foot, yard, centimeter, and meter 0
c2 Capacity and weight/mass, in English and metric systems 0
c3 Time, to the nearest minute 0
c4 Temperature, to the nearest degree 0
d Draw conclusions and communicate the results of an investigation. (DOK 2) 1
e Communicate data by creating diagrams, charts, tables, and graphs. (DOK 2) 0
f Ask questions and seek answers to explain why different results sometimes occur in 0
repeated investigations. (DOK 2)
2 Explain concepts related to objects and materials, position and motion of objects, and properties of
magnetism.
a Investigate to conclude that the weight of an object is always the sum of its parts, 1
regardless of how it is assembled, (e.g., Lego creation/separate blocks, bucket/cups of
sand, roll/stacks of pennies, bag/individual potatoes, etc.) (DOK 2)
b Explore and identify physical changes of matter, including melting, freezing, boiling, 4
evaporation, and condensation, (DOK 2)
c Investigate and describe forces affecting motion in simple machines (lever, wheel and 5
axle, block and tackle, inclined plane, screw.) (DOK 2)
d Differentiate between potential and kinetic energy and recognize their conversions. (DOK 1
2)
Biloxi Public Schools Guaranteed Curriculum
Science 3rd Grade
8/6/2010 Page 2 of 8
d1 Potential to kinetic (e.g., winding a clock/clock begins ticking) 1
d2 Kinetic to potential (e.g., roller coaster moving downward/upward to the top of the hill) 1
f Differentiate the movement of vibrations in waves (e.g., sound and seismic waves), and 1
cite examples to explain that vibrations move through different materials at different
speeds. (DOK 1)
g Cite evidence to explain why heating or cooling may change the properties of materials 4
(e.g., boiling an egg, evaporating water, chilling gelatin, making ice cream, etc.)
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- Follow all directions the first time given.
- Interrupting learning or instruction in any way is prohibited.
- Be respectful of others and their property.
- Be in your seat with all necessary materials when the bell rings.
- Keep hands, feet, objects, and negative comments to yourself.
- Food, beverages, gum, grooming, and note-passing are not allowed in class.
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- Warning
- 15 minute detention and parent contact or written assignment.
- 30 minute detention and parent contact.
- Office referral
- SEVERE DISRUPTION OR OFFENSES WILL RESULT IN IMMEDIATE REFERRAL TO THE OFFICE.
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- Computer Time
- Treasure Box
- Reading Corner
- Sticker Awards
- Note to Parents
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