1. ELEMENTARY CURRICULUM OVERVIEW THIRD

2. ELEMENTARY SCHEDULING GRADES 3 THROUGH 5
EMSISD
ELEMENTARY SCHEDULING GRADES 3 THROUGH 5
Subject
Minutes
Description
ELAR 90
A comprehensive ELAR curriculum includes reading instruction, written expression, spelling, vocabulary, handwriting, and reading instruction. A 90 minute daily ELAR block with 45 minutes of Writing Workshop minimum 3 days per week.
Social Studies 45
45 minutes is the minimum per day of social studies instruction. In 3-5, effective social studies instruction should continue to implement effective literacy instructional strategies and materials. A strong foundational understanding of the social studies TEKS must be included.
Mathematics
The focus of math instruction is based upon conceptual understanding prior to the implementation of mathematical procedures (teaching of algorithms).
A skills time within the 90 minute mathematics block, will allow time for differentiated instruction to meet student needs.
Science 55
55 minutes is the minimum per day for science instruction. Students should be exposed to non-fiction literature as well as having multiple hands-on lab opportunities.

3. ENGLISH LANGUAGE ARTS AND READING

4. LITERACY INSTRUCTION PHONICS FLUENCY VOCABULARY DEVELOPMENT
3RD GRADE ELAR
LITERACY INSTRUCTION
Strategic and developmentally appropriate focus on:
PHONICS
FLUENCY
VOCABULARY DEVELOPMENT
READING COMPREHENSION
CRITICAL WRITING
Phonemic awareness is the ability to hear, identify, and manipulate individual sounds-phonemes--in spoken words.
Phonics is the method of teaching beginning readers to connect the sounds of spoken language with letters or a group of letters and teaching children to blend the sounds of letters together to form words.
Fluency is reading text with speed, accuracy, expression and comprehension.
Comprehension is the level of understanding of text that is read.
Writing-Skills and strategies for generating, revising, and editing a variety of texts for different audiences and purposes

5. 3RD GRADE ELAR
CLASSROOMS
Our classrooms are designed to be collaborative, creative, and literacy rich. In our classrooms, you will find:
Large/small group meeting areas.
A classroom library filled with a variety of interests and levels.
Individual book boxes or bags.
Ample writing supplies and mentor texts.
Areas to practice both independent and collaborative reading and writing.
Teacher and student-created anchor charts.
Resources to support a gradual release of responsibility (sound linking charts, word walls, writing folders, etc.).
A display of student products that reflect recent work in the classroom.
We want our classrooms designed in a way that best supports an authentic workshop. In a workshop, students are engaged in the reading and writing of authentic texts, sometimes collaboratively and sometimes independently. We want to foster independence in our students to have tools and scaffolds close by and available to solve challenges at points of difficulty on their own. As an example, students are provided strategies for reading and spelling unknown words. We model these strategies for students and prompt for and reinforce them during our reading and writing conferences and small group instruction. Spelling and reading strategy charts are available for students to reference in addition to other tools like sound linking charts, personal word walls, etc.)

6. READING AND WRITING WORKSHOP
3RD GRADE ELAR
READING AND WRITING WORKSHOP
During the English Language Arts and Reading (ELAR) block, students will:
Receive explicit instruction through mini lessons.
Engage in purposeful student talk.
Explore a variety of genres and participate in shared and modeled demonstrations of effective reading and writing strategies.
Read and write independently for sustained periods of time.
Explore how words work and apply what they learn in the context of reading and writing through small-group, peer, and individual conferences.
Receive timely feedback and set future reading and writing goals.
Share their work with others.
Our ELAR blocks are organized around a reading workshop, writing workshop and opportunities for vocabulary and word study. Organizing in this way allows us to provide our students with very explicit instruction in skills and strategies proficient readers use, students can then practice these skills for sustained periods of time in their own reading and writing, and then share their learning with others. Our students become increasingly more independent and we are able to sit side by side individual students or work with small groups to provide feedback, help set goals, and reinforce the progress each of our students’ is making. The first 4 weeks of school are dedicated to introducing and practicing the behaviors and routines of a reading and writing workshop.

7. 3RD GRADE ELAR
GRADE LEVEL FOCUS
During the English Language Arts and Reading (ELAR) block, third grade students will focus on:
Reading increasingly challenging texts with fluency and comprehension.
Deepening understanding of text structure within a variety of genres.
Using multiple sources of information to solve unknown words.
Interpreting character motivations and twists in plot and supporting with evidence in text.
Using underlying text structures to support understanding of challenging topics in informational text.
Producing a variety of genres through composing and writing.
Increasing command of writing craft, conventions, and presentation of ideas.
Our ELAR blocks are organized around a reading workshop, writing workshop and opportunities for vocabulary and word study. Organizing in this way allows us to provide our students with very explicit instruction in skills and strategies proficient readers use, students can then practice these skills for sustained periods of time in their own reading and writing, and then share their learning with others. Our students become increasingly more independent and we are able to sit side by side individual students or work with small groups to provide feedback, help set goals, and reinforce the progress each of our students’ is making. The first 4 weeks of school are dedicated to introducing and practicing the behaviors and routines of a reading and writing workshop.

10. WHAT SHOULD YOUR CHILD BE BRINGING HOME?
EMSISD
3RD GRADE ELAR
WHAT SHOULD YOUR CHILD BE BRINGING HOME?
Self-selected library books

11. MATHEMATICS
EMSISD

12. THE LAST 4 PROCESS STANDARDS IT'S ALL ABOUT COMMUNICATION!
EMSISD
3RD GRADE MATH
THE LAST 4 PROCESS STANDARDS IT'S ALL ABOUT COMMUNICATION!
(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
(E)use mathematical relationships to generate solution and make connections and predictions.
(F) analyze mathematical relationships to connect and communicate mathematical ideas.
(G) display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
Let’s take a look at the last 4 standards. At this point, the teacher may want to give them a chance to read the 4 and ask what they notice about these standards. Hopefully, they will notice  that communication through explaining, justifying, displaying, etc. for math is new and they were not required to do that as students. Our students are required to do that.
Our primary resource for instruction is a program called Investigations in Number, Data, and Space. We also use Teaching Student-Centered Mathematics, by John Van de Walle, and various resources for conceptual lessons from around the country. Our intent is to make math meaningful and accessible for every child.

13. STAAR MATH REPORTING CATEGORIES
EMSISD
3RD GRADE MATH
STAAR MATH REPORTING CATEGORIES
Category 1: Numerical Representations and Relationships
Category 2: Computations and Algebraic Relationships
Category 3: Geometry and Measurement
Category 4: Data Analysis and Personal Financial Literacy
These are the reporting categories for STAAR. As you briefly talk about them, you can mention different numbers of questions per category, etc. The focal points slide follows which gives specificity to your grade level and how the two relate.

14. FOCAL POINTS FOR THIRD GRADE
EMSISD
3RD GRADE MATH
FOCAL POINTS FOR THIRD GRADE
Understand and apply place value and properties of operations to solve problems involving addition and subtraction of whole numbers within 1,000
Solve problems with multiplication and division within 100
Understand fractions as numbers and represent equivalent fractions
Describe characteristics of 2-D and 3-D geometric figures, including measurable attributes
These are the big ideas that your students will be working with this year in mathematics. These are grade level priorities as identified by the state. Focal points work to bring “connectivity” between the strands of mathematics within and between grade levels.
Student extend their understanding of number up to 100,000 and represent addition and subtraction of numbers within 1,000 using pictorial models, number lines, and equations. They use efficient, accurate, and generalizable methods based on place value, properties of operations, and the relationship between addition and subtraction to solve problems involving of whole number within 1,000.
Student develop an understanding of multiplication and division of whole numbers through the use of representations. Students use properties of addition and multiplication to multiply whole numbers and apply increasingly sophisticated strategies based on these properties to solve multiplication and division problems. Student relate multiplication and division as inverse operations.
Students develop an understanding of the fraction a/b as “a” parts of 1/b size of the whole using models. Students use fraction models, names, and symbols to describe and compare fractional parts of whole objects, sets of objects, and points or distances on a numberline. Students construct models of equivalent fractions.
Students use attributes to sort, classify, and measure two- and three-dimensional figures. Students use the decomposition of rectangles into rows of squares to determine that the area can be found by multiplying.

15. STRATEGIES IN PARENT LETTERS
EMSISD
3RD GRADE MATH
STRATEGIES IN PARENT LETTERS
The human brain requires experiences to link new learning to prior knowledge. Because mathematics is entirely conceptual and abstract, it is imperative that students experience those concepts in concrete ways prior to learning procedures for efficiency. Conceptual teaching does not do away with procedural learning, it only clarifies it. As students have to articulate new learning in words, pictures and numbers, they are clarifying and organizing their own thinking and making sense of the mathematics. By utilizing materials and strategies that emphasize this model, we will build student understanding in mathematics. There is research to show that learning procedural prior to conceptual actually hinders meaning making in mathematics. The parent letters will show different strategies that students can use to show understanding of the concept before learning the procedure.  It leads to understanding why the procedure works.

16. EMSISD
GUIDING PRINCIPLES
3RD GRADE MATH
Support students to make sense of mathematics and learn that they can be mathematical thinkers.
Focus on computational fluency with whole numbers.
Emphasize reasoning about mathematical ideas.
Engage all learners in understanding mathematics.
Relying on memory alone is not sufficient, as many of us know from our own schooling. If you forget—as we all do at times—you are left with nothing.

17. We the People of the United States of America
SOCIAL STUDIES
EMSISD

18. 3rd GRADE SOCIAL STUDIES
EMSISD
3rd GRADE SOCIAL STUDIES
Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation.

19. 3rd GRADE SOCIAL STUDIES
EMSISD
3rd GRADE SOCIAL STUDIES
In Grade 3, students learn how diverse individuals have changed their communities and world.  Throughout Grade 3, students develop an understanding of the economic, cultural, and scientific contributions made by individuals.

20. 3rd GRADE SOCIAL STUDIES
EMSISD
3rd GRADE SOCIAL STUDIES
Third graders receive instruction through units that continue to build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills:
Unit 1: Community Development
Unit 2: Citizen Responsibility/Citizen Heroes/Hispanic Hertitage Celebrate Freedom Week
Unit 3: Government/Presidential Election/Veteran's Day
Unit 4: Native American Heritage
Unit 5: Holidays/Cultural Celebrations
Unit 6: Explorations
Unit 7: Geography
Unit 8: Citizen Heroes/Black History Enrichment Unit
Unit 9: Texas History Enrichment Unit
Unit 10: Women's History Enrichment Unit
Unit 11: Foundations of Economics & Free Enterprise
Unit 12: Inventors
Unit 13: Writers & Artists/Local History Enrichment Unit

21. ELEMENTARY SCIENCE: LEARNING THROUGH INQUIRY

22. WHAT IS SCIENTIFIC INQUIRY?
3RD GRADE SCIENCE
WHAT IS SCIENTIFIC INQUIRY?
Scientific inquiry allows students to take an active role in understanding science content and processes.
Scientific inquiry transforms learning from teacher centered to student centered learning.
Scientific inquiry engages students in problem solving and critical thinking.
Scientific inquiry is the active construction of ideas and forming connections.

23. 3RD GRADE SCIENCE
WHAT ARE THE ESSENTIAL FEATURES OF A STUDENT CENTERED SCIENCE CLASSROOM?
Learners are engaged in scientifically oriented questions.
Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions.
Learners formulate and evaluate explanations from evidence to address scientifically oriented questions.
Learners communicate and justify their proposed explanations.

24. WHAT IS THE STUDENT’S ROLE?
3RD GRADE SCIENCE
WHAT IS THE STUDENT’S ROLE?
Ask a question about objects, organisms and events in the world around them.
Plan and conduct a simple investigation.
Employ simple equipment and tools to gather data and extend the senses.
Use data to construct a reasonable explanation.
Communicate investigations and explanations.

25. SCIENCE NOTEBOOKS IN EVERY CLASSROOM
3RD GRADE SCIENCE
SCIENCE NOTEBOOKS IN EVERY CLASSROOM
Integrates science and language arts skills
Helps students develop cognitive knowledge of science content and processes
Enhances writing skills
Serves as an assessment tool to gather information on students’ thinking

26. EMS-ISD K-5 GIFTED AND TALENTED PROGRAM
PACE
EMS-ISD K-5 GIFTED AND TALENTED PROGRAM
What is PACE?  
Educational program which serves identified gifted/talented students in grades K-5 
2 hour pull-out program for 2nd – 5th graders
Kindergarten and 1st grade students served in classroom with differentiated instructional strategies
Learning Opportunities for GT Students
Students work on a differentiated curriculum with extended activities
Instructional goals focus on helping students to develop critical thinking skills, communicate effectively, reason and solve problems, and value diversity.
Lessons span across all curriculum areas and incorporate a research component in the spring semester
The depth of projects builds as the students progress to the upper grades
EMSISD

27. STATE ASSESSMENT
Third grade students will take the state-mandated STAAR Reading and Math exam at the end of this year.
Our ELAR blocks are organized around a reading workshop, writing workshop and opportunities for vocabulary and word study. Organizing in this way allows us to provide our students with very explicit instruction in skills and strategies proficient readers use, students can then practice these skills for sustained periods of time in their own reading and writing, and then share their learning with others. Our students become increasingly more independent and we are able to sit side by side individual students or work with small groups to provide feedback, help set goals, and reinforce the progress each of our students’ is making. The first 4 weeks of school are dedicated to introducing and practicing the behaviors and routines of a reading and writing workshop.

28. Curriculum Information
Please visit our teacher websites to access this presentation as well as Parent Curriculum letters throughout the year.
On the Greenfield website, under the Parent Tab, there is also a link to the district Curriculum site with curriculum information for all grade levels.

29. 3rd Grade Teacher Contacts:
Mrs. Reus:
Mrs. Rivera:
Ms. Read:
Mrs. Miller:
Mrs. Buchanan:
Mrs. Etzel: