Syllabus
LEADER IN ME
LEADER IN ME
Habit 1: Be Proactive/ You’re in Charge
Habit 1: Be Proactive/ You’re in Charge
Habit 2: Begin with the End in Mind/Have a plan-set goals
Habit 2: Begin with the End in Mind/Have a plan-set goals
Habit 3: Put First Things First/ Work first then play
Habit 3: Put First Things First/ Work first then play
Habit 4: Think Win-Win /Everyone can win
Habit 4: Think Win-Win /Everyone can win
Habit 5: Seek First to Understand, Then to be Understood
Habit 5: Seek First to Understand, Then to be Understood
Habit 6: Synergize-Together is Better
Habit 6: Synergize-Together is Better
Habit 7: Sharpen the Saw- Balance is Best
Habit 7: Sharpen the Saw- Balance is Best
ELA CURRICULUM:
ELA CURRICULUM:
Third Grade uses the Guided Reading program that consists of daily writing workshop and reading stations including word work, skill work, computers and content, guided reading, and independent reading.
Third Grade uses the Guided Reading program that consists of daily writing workshop and reading stations including word work, skill work, computers and content, guided reading, and independent reading.
The following skills are addressed all year long:
The following skills are addressed all year long:
*create a response to a literary text
*create a response to a literary text
*classify works of fiction and nonfiction
*classify works of fiction and nonfiction
*use graphic features (illustrations, graphs, charts, maps, diagrams)
*use graphic features (illustrations, graphs, charts, maps, diagrams)
*effectively use the writing process: Prewrite, Rough Draft, Edit, Revise, Publish
*effectively use the writing process: Prewrite, Rough Draft, Edit, Revise, Publish
*read high frequency words in text
*read high frequency words in text
First Nine Weeks:
First Nine Weeks:
Unit 1: Life of a Reader, Narrative Writing (True Stories)
Unit 1: Life of a Reader, Narrative Writing (True Stories)
Unit 2: Studying Characters, Opinion Writing (Literary Essay)
Unit 2: Studying Characters, Opinion Writing (Literary Essay)
Grammar: Complete Sentences and Fragments, Types of Sentences, Simple and Compound Sentences
Grammar: Complete Sentences and Fragments, Types of Sentences, Simple and Compound Sentences
Second Nine Weeks:
Second Nine Weeks:
Unit 3: Reading Nonfiction to Get the Text, Informational Writing (Art of Info. Writing)
Unit 3: Reading Nonfiction to Get the Text, Informational Writing (Art of Info. Writing)
Unit 4: Reading for Details, Narrative Writing (Adapting/Writing Stories)
Unit 4: Reading for Details, Narrative Writing (Adapting/Writing Stories)
Grammar: Singular/Plural Nouns, Possessive Nouns, Common/Proper Nouns
Grammar: Singular/Plural Nouns, Possessive Nouns, Common/Proper Nouns
Third Nine Weeks:
Third Nine Weeks:
Unit 4 (continued): Reading for Details, Narrative Writing (Adapting/Writing Stories)
Unit 4 (continued): Reading for Details, Narrative Writing (Adapting/Writing Stories)
Unit 5: Learning Through Reading, Opinion Writing (Changing the World)
Unit 5: Learning Through Reading, Opinion Writing (Changing the World)
Grammar: Adjectives, Verbs, Contractions
Grammar: Adjectives, Verbs, Contractions
Fourth Nine Weeks:
Fourth Nine Weeks:
Unit 6: Testing as a Genre (Reading & Writing)
Unit 6: Testing as a Genre (Reading & Writing)
Unit 7: Growing Within and Across Texts, Informational Writing (Developing as Writers)
Unit 7: Growing Within and Across Texts, Informational Writing (Developing as Writers)
Grammar: Editing Skills
Grammar: Editing Skills
SOCIAL STUDIES (SOUTH CAROLINA HISTORY):
SOCIAL STUDIES (SOUTH CAROLINA HISTORY):
FIRST NINE WEEKS:
FIRST NINE WEEKS:
Places and Regions, Native Americans, Explorers
Places and Regions, Native Americans, Explorers
SECOND NINE WEEKS:
SECOND NINE WEEKS:
Explorers (continued), Settlers, Events Leading to the Revolutionary War
Explorers (continued), Settlers, Events Leading to the Revolutionary War
THIRD NINE WEEKS:
THIRD NINE WEEKS:
Revolutionary War, Events Leading to the Civil War
Revolutionary War, Events Leading to the Civil War
FOURTH NINE WEEKS:
FOURTH NINE WEEKS:
Civil War, 20th Century
Civil War, 20th Century
SCIENCE
SCIENCE
Science in grade three focuses on students conducting investigations in which they collect and analyze data and communicate their findings. Learning to observe and analyze through hands-on experiments, students gain new insights into how scientists understand our world. Inquiry skills are taught throughout all units.
Science in grade three focuses on students conducting investigations in which they collect and analyze data and communicate their findings. Learning to observe and analyze through hands-on experiments, students gain new insights into how scientists understand our world. Inquiry skills are taught throughout all units.
FIRST NINE WEEKS:
FIRST NINE WEEKS:
Properties and Changes in Matter
Properties and Changes in Matter
SECOND NINE WEEKS:
SECOND NINE WEEKS:
Energy Transfer -Electricity and Magnetism
Energy Transfer -Electricity and Magnetism
THIRD NINE WEEKS:
THIRD NINE WEEKS:
Earth's Materials and Processes
Earth's Materials and Processes
FOURTH NINE WEEKS:
FOURTH NINE WEEKS:
Environments and Habitats
Environments and Habitats
MATH
MATH
FIRST NINE WEEKS:
FIRST NINE WEEKS:
Understanding Place Value, Strategies for Addition, Subtraction and Perimeter, Exploring Foundations of Multiplication and Developing Conceptual Understanding of Area
Understanding Place Value, Strategies for Addition, Subtraction and Perimeter, Exploring Foundations of Multiplication and Developing Conceptual Understanding of Area
SECOND NINE WEEKS:
SECOND NINE WEEKS:
Understanding Unit Fractions, Solving Add/Subt Problems Involving Measurement, Understanding the Relationship Between Mult./Div., Investigating Patterns in Numbers and Operations
Understanding Unit Fractions, Solving Add/Subt Problems Involving Measurement, Understanding the Relationship Between Mult./Div., Investigating Patterns in Numbers and Operations
THIRD NINE WEEKS:
THIRD NINE WEEKS:
Developing Strategies for Area, Solving Real-World Problems, Fractions in Measurement and Data, Understanding Equivalent Fractions
Developing Strategies for Area, Solving Real-World Problems, Fractions in Measurement and Data, Understanding Equivalent Fractions
FOURTH NINE WEEKS:
FOURTH NINE WEEKS:
Comparing Fractions, Solving Problems Involving Shapes, Demonstrating Fluency in Problem Solving
Comparing Fractions, Solving Problems Involving Shapes, Demonstrating Fluency in Problem Solving
South Carolina Standards: A complete listing of standards can be accessed through the Greenville County School District website and the South Carolina State Department of Education/Education Oversight Committee websites.
South Carolina Standards: A complete listing of standards can be accessed through the Greenville County School District website and the South Carolina State Department of Education/Education Oversight Committee websites.
http://www.scfriendlystandards.org/
GRADES:
GRADES:
A = 90-100
A = 90-100
B = 80-89
B = 80-89
C =70-79
C =70-79
D = 60-69
D = 60-69
F = 59 and below
F = 59 and below
Greenville County School District complies with the State Board of Education policy regarding a statewide uniform grading scale:
Each subject area will have at least 2 major grades every grading period. Reading, Language Arts, and Math will each have at least 7 minor grades, while Science and Social Studies will each have at least 5.
READING
READING
60% Weekly reading skills quizzes
60% Weekly reading skills quizzes
40% Unit tests
40% Unit tests
(2 major/5 minor)
(2 major/5 minor)
LANGUAGE ARTS
LANGUAGE ARTS
60% Weekly grammar skills quizzes
60% Weekly grammar skills quizzes
30% Cumulative grammar skills tests
30% Cumulative grammar skills tests
10% Weekly Spelling tests
10% Weekly Spelling tests
(2 major/3 minor)
(2 major/3 minor)
MATH
MATH
60% Weekly skills quizzes
60% Weekly skills quizzes
40% Unit tests
40% Unit tests
(2 major/5 minor)
(2 major/5 minor)
SCIENCE
SCIENCE
60% Content quizzes, lab participation
60% Content quizzes, lab participation
40% Unit tests, rubric based projects
40% Unit tests, rubric based projects
(2 major/5 minor)
(2 major/5 minor)
SOCIAL STUDIES
SOCIAL STUDIES
60% Content quizzes, class activities,
60% Content quizzes, class activities,
40% Unit tests, rubric based projects
40% Unit tests, rubric based projects
(2 major/5 minor)
(2 major/5 minor)
REPORTING OF STUDENT PROGRESS:
REPORTING OF STUDENT PROGRESS:
Weekly folders: Graded papers will be sent home every week in a “Wednesday Folder”. Weekly reports need to be signed and returned every Thursday
Weekly folders: Graded papers will be sent home every week in a “Wednesday Folder”. Weekly reports need to be signed and returned every Thursday
Progress Reports: Students will NOT receive an official progress report this year unless your child is failing a subject area. Parents are encouraged to join the Parent Portal/Parent Backpack Account to keep track of your child's grades.
Progress Reports: Students will NOT receive an official progress report this year unless your child is failing a subject area. Parents are encouraged to join the Parent Portal/Parent Backpack Account to keep track of your child's grades.
Report Cards: Students will receive their report card once each nine week period per the district calendar dates.
Report Cards: Students will receive their report card once each nine week period per the district calendar dates.
Homework Policy: Homework will be assigned Monday through Thursday and may include Reading Log, Reading Skills practice, Math skills practice, and/or Spelling practice.
Homework Policy: Homework will be assigned Monday through Thursday and may include Reading Log, Reading Skills practice, Math skills practice, and/or Spelling practice.
CLASSROOM MANAGEMENT PLAN:
CLASSROOM MANAGEMENT PLAN:
On the first day of school the class and I review the rules that we feel are important for the classroom to run smoothly, safely and that would make for the best learning environment. All children in the classroom signed the classroom rules and are expected to follow the classroom and school expectations. Following the rules will make for an optimal learning environment where all students can enjoy learning and do their very best in the classroom.
On the first day of school the class and I review the rules that we feel are important for the classroom to run smoothly, safely and that would make for the best learning environment. All children in the classroom signed the classroom rules and are expected to follow the classroom and school expectations. Following the rules will make for an optimal learning environment where all students can enjoy learning and do their very best in the classroom.
Students earn tickets for positive behaviors such as participation, following directions, work completion, helping a friend and more. Students can use their tickets to purchase classroom rewards such as sitting with another class at lunch. The students created their own ticket reward list. The ticket system helps students to be recognized for positive actions throughout the day.
Students earn tickets for positive behaviors such as participation, following directions, work completion, helping a friend and more. Students can use their tickets to purchase classroom rewards such as sitting with another class at lunch. The students created their own ticket reward list. The ticket system helps students to be recognized for positive actions throughout the day.
Behavior issues are handled individually depending on the situation. If there is a persistent issue or major incident, I will contact parents either by email, phone call or a note home.
Behavior issues are handled individually depending on the situation. If there is a persistent issue or major incident, I will contact parents either by email, phone call or a note home.
CLASSROOM RULES:
CLASSROOM RULES:
1. Listen when others are talking
1. Listen when others are talking
2. Follow directions
2. Follow directions
3. Treat others with respect
3. Treat others with respect
4. Keep hands and feet to yourself
4. Keep hands and feet to yourself
5. Try your best and have fun!
5. Try your best and have fun!
PROCEDURES/ROUTINES:
PROCEDURES/ROUTINES:
School Arrival: Students enter the building and sit in the main hallway until 7:25. At 7:25 students will enter the classroom for early morning tutoring or will begin their morning routine: signing in for lunch, writing in their agendas and morning work assignment. Students may also exchange books in the library.
School Arrival: Students enter the building and sit in the main hallway until 7:25. At 7:25 students will enter the classroom for early morning tutoring or will begin their morning routine: signing in for lunch, writing in their agendas and morning work assignment. Students may also exchange books in the library.
Attendance is taken daily at 8:10. Students with money can bring it to the cafeteria. Notes for the office are taken down to the office by the messenger each morning.
Attendance is taken daily at 8:10. Students with money can bring it to the cafeteria. Notes for the office are taken down to the office by the messenger each morning.
Graded work folders are sent home once a week. The folder includes graded work and classwork and any important paperwork. Please sign each week that you have reviewed the work and send the entire folder back to school the following day.
Graded work folders are sent home once a week. The folder includes graded work and classwork and any important paperwork. Please sign each week that you have reviewed the work and send the entire folder back to school the following day.
Students who finish their work early are allowed to read a book of their choice, write in their writing journal, help a friend, or complete any other unfinished work.
Students who finish their work early are allowed to read a book of their choice, write in their writing journal, help a friend, or complete any other unfinished work.
Students are lined up by the group they are sitting with in the classroom. The line leader and door holder are at the front of the line. The lights and line monitor are at the end of the line. Students should be walking quietly in a straight line in the hallway.
Students are lined up by the group they are sitting with in the classroom. The line leader and door holder are at the front of the line. The lights and line monitor are at the end of the line. Students should be walking quietly in a straight line in the hallway.
At lunch time the students sit at our assigned tables. During the red light it is a silent lunch and when the light is green students may talk quietly with their friends. The light changes throughout the lunch period.
At lunch time the students sit at our assigned tables. During the red light it is a silent lunch and when the light is green students may talk quietly with their friends. The light changes throughout the lunch period.
At recess time students should line up at the designated time. Students must line up quietly before entering the building.
At recess time students should line up at the designated time. Students must line up quietly before entering the building.
Students are encouraged to use the bathroom when the teacher is not giving directions. Students may use the bathroom in the classroom when needed.
Students are encouraged to use the bathroom when the teacher is not giving directions. Students may use the bathroom in the classroom when needed.
At the end of the day the students will stack their chairs and sit on the classroom rug. Students should watch for their car number or bus number. Daycare is usually dismissed first to go to the cafeteria.
At the end of the day the students will stack their chairs and sit on the classroom rug. Students should watch for their car number or bus number. Daycare is usually dismissed first to go to the cafeteria.
Communication with Parents: I will send home a weekly newsletter by email, and it will also be posted on my website under the "Newsletter" heading. I will send home a paper copy of any information from the office or PTA. I will also send home a paper copy of study guides and post an electronic copy of the study guide on my website under the "study guide" heading. Please be sure to check your email regularly.
Communication with Parents: I will send home a weekly newsletter by email, and it will also be posted on my website under the "Newsletter" heading. I will send home a paper copy of any information from the office or PTA. I will also send home a paper copy of study guides and post an electronic copy of the study guide on my website under the "study guide" heading. Please be sure to check your email regularly.
Please feel free to contact me anytime during the school year. I welcome all notes, emails, phone calls, and you can also reach me through the Remind App. It is going to be a wonderful school year.
Please feel free to contact me anytime during the school year. I welcome all notes, emails, phone calls, and you can also reach me through the Remind App. It is going to be a wonderful school year.
Contact Information:
Contact Information:
Phone: 355-0306
Phone: 355-0306