Syllabus
THIRD GRADE SYLLABUS
COURSE DESCRIPTIONS
Reading/language arts: the reading/language arts program includes reading, writing, listening, speaking, and research skills. The reading program includes phonics and comprehension skills. The writing program includes written comprehension, handwriting, grammar, and spelling skills. Research skills help students use information from books, technology, and observation.
Mathematics: the focus in mathematics is to learn and use basic facts and to understand mathematical concepts. Students study patterns, relationships and functions, numbers and operations, probability and statistics, and geometry and measurement. The goal is for students to be proficient in basic skill, develop conceptual understanding, and to be skillful problem solvers.
Science: students use inquiry skills such as observing, classifying, measuring, inferring, predicting, and conducting investigations to learn science concepts.
Social studies: students use a variety of process skills relating to history, government, geography, and economics. These include chronological thinking, organizing and explaining information, analyzing and interpreting data, conducting research, and communicating orally, graphically, socially, and in writing.
ASSESSMENTS
Math unit tests given at the end of every math unit
Chapter tests and unit quizzes
Major projects and presentations
Informal observations
GRADING SCALE
A: 90-100 B: 80-89 C: 70-79 D: 60-69 F:50-59
HOMEWORK POLICY
There will be no homework (except preparing for tests) for our virtual program. YAY!
PRESENTATION OF RULES AND PROCEDURES
Rules and procedures are taught to students and practiced extensively during the first 3 weeks of school. Rules and procedures are reviewed throughout the year.
We celebrate Sterling P.R.I.D.E! Positivity, Respect, Integrity, Dedication, and Empathy are practiced daily.
COMMUNICATION WITH PARENTS
· Daily planners are suggested as a means that parents have to communicate with the teacher about their own child’s learning.
· We will schedule conferences at the end of the 1st nine weeks grading period. Conferences may be requested as needed by the teacher or parent throughout the year.
· We will provide parents and students with weekly news on our websites.
· We will send notes and make phone calls to share positive classroom news. Parents will receive notes and phone calls to discuss negative classroom behavior as well.
· We will provide a report card to parents each nine weeks.
RULES FOR STUDENT BEHAVIOR
This year in third grade, I will do my best to :
Be on time. Be prepared. Be engaged.
I will keep my screen muted unless directed by my teacher.
I will give everyone a chance to share before I share twice.
PROPOSED LIST OF FIELD TRIPS
We hope to do some virtual field trips this year. :-)
GRADING/ SCOPE AND SEQUENCE
Assessment is a key component of an instructional program. The following table lists the weightings of assignments and a minimum numbers of assignments expected in each category (shown in parenthesis). Examples of assignments are also listed where appropriate.
Elementary Grading Guidelines
Reading
(7) 60%
Comprehension strategies and skills, retelling protocols, responses to literature, observations, checklists, name test, portfolio, etc.
(2) 40%
Selection assessments and novel/chapter book tests
Language arts (writing, research, communication and language skills)
(7) 60%
Response journals, learning logs, writing conventions, writing process, writing rubrics, research process, reference materials, use of technology, presentation rubrics, writing prompts, constructed responses, anecdotal records, observation checklists, etc.
30% (1) writing portfolio
(1) major test
Spelling: (8-9) 10%
Math
(7) 60%
(examples: grades based on daily activities/assignments including subject-specific content knowledge, process skills including communication,
And/or effort; quizzes, writing assignments, extending/refining assignments, presentations, performance assessments)
(2) 40%
Examples include: major tests, culminating projects, performance assessments, portfolios; grades should be based on subject-specific content knowledge, process skills including problem solving and communication
Science
(5) 60%
Grades based on daily activities/assignments including subject-specific content knowledge, process skills including communication, and/or effort; quizzes, science lab participation, science lab/class journal entries, writing assignments, extending/refining assignments, presentations, performance assessments)
(3)40%
Major tests, culminating projects, performance assessments, portfolios, science fair projects; grades should be based on subject-specific content knowledge, process skills including problem solving and communication)
Social Studies
(5) 60%
(grades based on activities/assignments including quizzes, writing assignments, extending/refining assignments; grades may be based on subject- specific content knowledge, thinking/reasoning skills, communication skills, effort)
(2) 40%
Major tests, culminating projects and performances; grades may be based on subject- specific content knowledge, thinking/reasoning skills, communication skills)