Third Grade - Issaquah School District 411

3rd Grade Reading

The Issaquah School District believes that literacy, the ability to read, write, listen, speak, and think critically in different ways and for different purposes, begins to develop early and becomes increasingly important as students pursue specialized fields of study in high school and beyond.

The Common Core State Standards (CCSS) for reading, writing, speaking, listening and language provide the learning targets for our instruction. Additional information on the CCSS is available at the Common Core website.

A comprehensive approach to literacy includes appropriate and effective instructional strategies that are based on research and applied systematically and consistently in order to ensure success for all students.

Elements of effective literacy instruction include:

Phonics—systematic instruction in phonemic awareness and phonics skills at appropriate stages of development (implementation depends on grade level and student need.)
Fluency—reading with speed, accuracy, and proper expression.
Comprehension—intentional instruction of vocabulary and a broad array of strategies to derive meaning from and form personal responses to text.
Written response—reflection, analysis, explanation, use of text based evidence and logic in response to reading, writing, speaking, and listening.

Our Adopted Curriculum

Adopted curricular materials meet the needs of all students through a variety of instructional strategies that provide multiple opportunities for mastery of skills. These materials consist of decodable texts, multilevel sets of quality fiction and non-fiction literature, and a variety of text forms and features. Materials are used to support instruction in phonics, word analysis and comprehension in individual, small and large group settings.

Our adopted curricular materials for Reading include:

Benchmark Advance (Phonics and Reading Comprehension Strategies)
Words Their Way (Word Study & Spelling)
Bookroom sets
i-Ready Reading Assessment, MyPath & Tools for Instruction

Additional Intervention Curriculum:

Really Great Reading (Phonics intervention materials)
Steps to Advance (Reading comprehension intervention material)

Learning Goals

Below are the learning goals organized around the area(s) reported on the student report card.

LITERACY

Development of reading, writing, listening, and speaking skills to effectively comprehend, communicate, and engage with various forms of texts and information

Reading: Foundational Skills
Understanding and using phonemic awareness and phonics knowledge to support accuracy and fluency.

Reading: Informational Text
Comprehending and analyzing non-fiction text to gain knowledge and understanding.

Reading: Literary Text
Exploring and interpreting stories to understand themes, characters, and literary elements. 

Language: Vocabulary
Understanding of words and their meanings in order to communicate and comprehend across subject areas.

Learning Experiences

TIER 1 COMPREHENSIVE LITERACY BLOCK

Student...

Displays a growth mindset while setting goals and reflecting on progress
Actively participates in a wide range of conversations
Shows respect for the ideas of others
Works collaboratively with a partner or small group, at times
Responds to literacy experiences including the use of tech core tools
Grows stamina as a reader and a writer
Works to build content knowledge and strong vocabulary
With support, apply reading and writing strategies learned in lessons to independent work
Chooses own topics and experiences when writing
Shows curiosity when thinking about patterns and meaning of words
Engages in word work
Applies knowledge of phonological awareness, phonics, and spelling patterns when reading and writing

Teacher...

Fosters a growth mindset, displays enthusiasm for literacy and a belief that all students can achieve
Intentionally select learning activities based on learning targets and student needs
Conducts daily reading, phonics, and writing mini lessons in which the learning target is communicated, and background knowledge is primed
Conducts small groups based on student need daily.
Employs explicit and intentional instruction to assist students in reading accurately and with automaticity
Maintains a brisk pace during instruction
Sets students up to read and write independently, with a partner, or online.
Conducts shared reading and writing experiences to model, demonstrate, and think aloud
Responds to learner variability by meeting more often with students who need additional support, providing guided practice and multimodal opportunities to respond
Uses multiple strategies to support students in acquiring and using academic language and vocabulary

The Learning Progression

Essential Learnings

In third grade, the focus is on building upon the foundational skills of reading while fostering a deeper understanding of texts, developing critical thinking skills, and promoting a lifelong love of reading. The goal is to empower students to become proficient, independent readers who can effectively navigate and comprehend a wide range of texts across different disciplines and genres.

Third graders continue to work on fluency, aiming for increased speed, accuracy, and expression in their reading. They engage in activities such as choral reading and timed readings to build fluency and automatic word recognition.
Third graders expand their vocabulary by encountering a wide range of words in their reading materials. They learn new words through context, word analysis strategies, and direct instruction. They also explore synonyms, antonyms, and multiple meanings of words.
Third graders deepen their comprehension skills by engaging in more complex texts and tasks. They learn to identify main ideas, themes, and supporting details in both fiction and nonfiction texts. They make inferences, draw conclusions, and evaluate the author's purpose and point of view.
Third graders learn to recognize and analyze the organizational structures and features of different types of texts. They understand how texts are structured (e.g., chronological order, cause and effect, compare and contrast) and how text features (e.g., headings, captions, glossaries) contribute to understanding.
Third graders develop critical literacy skills by questioning and evaluating texts, examining different perspectives, and recognizing bias and stereotypes. They learn to distinguish between fact and opinion, evaluate the credibility of sources, and consider the social cultural contexts of texts.
Third graders apply their reading skills across different subject areas, including science, social studies, and mathematics. They read and analyze informational texts to gather information, understand concepts, and solve problems in various contexts.
Third graders develop habits of independent reading for pleasure and information. They explore a variety of genres and topics, choosing books based on their interests and reading level. They also engage in discussions and reflections about their reading experiences.
Third graders continue to make connections between reading and writing, using their reading experiences to inform and inspire their writing. They engage in activities such as responding to literature, writing for different audiences, or conducting research to support their writing.

Reading Foundational Skills Progression

Students are receiving Reading Foundational Skills through either Words Their Way or Really Great Reading based on the needs as assessed through i-Ready, Oral Reading Fluency and the Really Great Reading Diagnostic.

Words Their Way (WTW). WTW is highly differentiates using a skills inventory students so that students are working on spelling and word skills at their level. Students complete word sorts and WTW activities 4 times per week.

Really Great Reading (RGR). RGR is also differentiated by need with at focus on phonics skills and strategies. Students receiving RGR participate in 20-30 minute small group RGR lessons 4 times per week.

Reading Comprehension Learning Progression

SEMESTER 1

Benchmark Advance: Launch
Benchmark Advance Unit 1
- Animal Adaptations
- How do living things survive in their environment?
Benchmark Advance Unit 2
- Ways Characters Shape Stories
- How do our actions influence our lives?
Benchmark Advance Unit 3
- Government for the People
- Why do people participate in government?
Reading Foundational Skills
Handwriting

Semester 2

Benchmark Advance Unit 4
- Comparing Points of View
- What makes people view the same experience differently?
Benchmark Advance Unit 5
- Advancements in Technology
- What is the value of innovation?
Benchmark Advance Unit 6
- Making Decisions
- What helps us solve problems?
Benchmark Advance Unit 7
- Communities Then and Now
- What is a community?
OPTIONAL: Benchmark Advance Unit 8
- Weather and Climate
- How do we understand Change?
Reading Foundational Skills
Handwriting

Writing

3rd Grade Writing

Overview

The Issaquah School District believes that literacy, the ability to read, write, listen, speak, and think critically in different ways and for different purposes, begins to develop early and becomes increasingly important as students pursue specialized fields of study in high school and beyond.

The Common Core State Standards (CCSS) for reading, writing, speaking, listening and language provide the learning targets for our instruction. Additional information on the CCSS is available at the Common Core website.

A comprehensive approach to literacy includes appropriate and effective instructional strategies that are based on research and applied systematically and consistently in order to ensure success for all students.

Our Adopted Curriculum

Adopted curricular materials meet the needs of all students through a variety of instructional strategies that provide multiple opportunities for mastery of skills. Materials are used to support instruction in grammar and conventions, opinion, information, narrative and prompt-based writing in individual, small, and large group settings.

Our adopted curricular materials for Writing include:

Benchmark Advance

Learning Goals

Below are the learning goals organized around the area(s) reported on the student report card.

LITERACY

Development of reading, writing, listening, and speaking skills to effectively comprehend, communicate, and engage with various forms of texts and information.

Language: Grammar & Conventions
Study and application of rules and structures of language in order to clearly communicate while speaking and writing. 

Writing Informational Text
Using appropriate language, detail, and organization to educate readers on a specific topic.

Writing: Opinion Text
Using reasons and examples to persuade or inform readers about the author's stance on a belief or topic.

Writing: Narrative Text
Crafting stories that depict characters, settings, and events, engaging readers through plot development and descriptive language.

Learning Experiences

TIER 1 COMPREHENSIVE LITERACY BLOCK

Student...

Displays a growth mindset while setting goals and reflecting on progress
Actively participates in a wide range of conversations
Shows respect for the ideas of others
Works collaboratively with a partner or small group, at times
Responds to literacy experiences including the use of tech core tools
Grows stamina as a reader and a writer
Works to build content knowledge and strong vocabulary
With support, apply reading and writing strategies learned in lessons to independent work
Chooses own topics and experiences when writing
Shows curiosity when thinking about patterns and meaning of words
Engages in word work
Applies knowledge of phonological awareness, phonics, and spelling patterns when reading and writing

Teacher...

Fosters a growth mindset, displays enthusiasm for literacy and a belief that all students can achieve
Intentionally select learning activities based on learning targets and student needs
Conducts daily reading, phonics, and writing mini lessons in which the learning target is communicated, and background knowledge is primed
Conducts small groups based on student need daily.
Employs explicit and intentional instruction to assist students in reading accurately and with automaticity
Maintains a brisk pace during instruction
Sets students up to read and write independently, with a partner, or online.
Conducts shared reading and writing experiences to model, demonstrate, and think aloud
Responds to learner variability by meeting more often with students who need additional support, providing guided practice and multimodal opportunities to respond
Uses multiple strategies to support students in acquiring and using academic language and vocabulary

The Learning Progression

Learning Progression for Writing

SEMESTER 1

Benchmark Advance: Launch
Benchmark Advance Unit 1
- Animal Adaptations
- How do living things survive in their environment?
Benchmark Advance Unit 2
- Ways Characters Shape Stories
- How do our actions influence our lives?
Benchmark Advance Unit 3
- Government for the People
- Why do people participate in government?
Reading Foundational Skills
Handwriting

SEMESTER 2

Benchmark Advance Unit 4
- Comparing Points of View
- What makes people view the same experience differently?
Benchmark Advance Unit 5
- Advancements in Technology
- What is the value of innovation?
Benchmark Advance Unit 6
- Making Decisions
- What helps us solve problems?
Benchmark Advance Unit 7
- Communities Then and Now
- What is a community?
OPTIONAL: Benchmark Advance Unit 8
- Weather and Climate
- How do we understand Change?
Reading Foundational Skills
Handwriting

Math

3rd Grade Mathematics

Overview

Mathematics uses the language and science of patterns to describe the world in which we live, employing logic, observation, simulation, and experimentation. Mathematics is a universal means of communication.

To be well informed adults and prepared for the demands of college and future careers, today's students require an education that goes far beyond what was needed by students in the past. All students must develop and deepen their understanding of mathematical concepts and processes and their abilities in solving complex problems, reasoning, and communication. In order for this to occur, rigorous mathematical content must be organized, taught, and assessed in a problem-solving environment. Students’ mathematical knowledge must be connected to the ideas and skills found in all grade levels and content areas, as well as to real life situations outside the classroom.

Elementary Math

Our elementary schools are opening a world of opportunity for children.

In elementary classes, students have their first exposure to mathematical ideas and concepts in all areas of mathematics. They are introduced to, practice, and develop mastery in the areas of Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, Fractions, and Geometry as they engage in mathematical practices to become problem solvers and learn to reason and communicate about mathematics.

A strong elementary math education rests on three pillars:

Conceptual Understanding
Procedural Skills and Fluency
Application and Problem Solving

Washington State Mathematics Learning Standards

ISD Parent Resources

Parent Road Map

Parent Tip Sheets

Standards for Mathematical Practice for Families

Additional Resources

Our Adopted Curriculum

In the 2016-17 school year, the Issaquah School District implemented Eureka Math, a comprehensive curriculum that provides elementary students with a solid foundation built on the three pillars above. Eureka Math was written by a team of teachers and mathematicians who took great care to present mathematics in a logical progression to help students achieve deep understanding. Eureka Math follows the Washington State Learning Standards and connects math to the real world in ways that build student confidence and ensures that today's young mathematicians will be prepared for futures where they will thrive.

Eureka Math is supported by an accompanying digital tool, Zearn.

To provide additional resources and to monitor progress toward meeting standard, ISD utilized i-Ready Math diagnostic assessments, the interactive My Path and teacher tools for instruction.

Learning Goals

Below are the learning goals organized around the area(s) reported on the student report card.

Math Content:

Students demonstrate grade level conceptual understanding, procedural fluency and productive disposition in the following areas.

Operations and Algebraic Thinking
- Represents and solves problems involving multiplication and division
- Understands properties of multiplication and the relationship between multiplication and division
- Multiplies and divides within 100
- Solves problems involving the four operations, and identifies and explains patterns in arithmetic
Number and Operations in Base Ten
- Uses place value understanding and properties of operations to perform multi-digit arithmetic
Number and Operations - Fractions
- Develops understanding of fractions as numbers
Measurement and Data
- Solves problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects
- Represents and interprets data
- Geometric measurement: understands concepts of area and relates area to multiplication and to addition
- Geometric measurement: recognizes perimeter as an attribute of plane figures and distinguishes between linear and area measures
Geometry
- Reasons with shapes and their attributes

Math Practices:

Students demonstrate grade level skills with the following processes and proficiencies.

Makes sense of problems and perseveres in solving them
Reasons abstractly and quantitatively
Constructs viable arguments and critiques the reasoning of others
Models with mathematics
Uses appropriate tools strategically
Attends to precision
Looks for and makes use of structure
Looks for and expresses regularity in repeated reasoning

Learning Experiences

Using Eureka Math Lessons and Zearn (the digital learning tool designed to be used with Eureka)

Concept Development Lessons & Debriefs. Teacher engages students to pose problems, engage in mathematical discourse, model problem solving and provide explicit instruction in math concepts.

Fluency Practice. Students engage in fluency development routines.

Application Problem and Problem Solving. Students work collaboratively and independently to solve problems and practice skills.

Using i-Ready Math

My Path. Students may be assigned 30-50 minutes per week of personalized learning in My Path. My Path may be used to...

Provide instruction and practice in areas of weakness or skill gaps that may prevent a student from meeting standard.
Provide an opportunity to reinforce classroom learning and demonstrate the ability to apply learning in a different context.
Provide an opportunity to work on above grade-level concepts and skills.

The Learning Progression

Trimester 1

Properties of Multiplication and Division and Solving Problems (units of 2-5, 10)
Place Value and Problem Solving with Units of Measure
Multiplication and Division (units of 0,1, 6-9, multiples of 10)

Trimester 2

Continue: Multiplication and Division (units of 0,1, 6-9, multiples of 10)
Multiplication and Area
Fractions as Numbers on the Number Line

Trimester 3

Continue: Fractions as Numbers on the Number Line
Collecting and Displaying Data
Geometry and Measurement Word Problems

Science

3rd Grade Science

Overview

In each science unit, students are asked to inhabit the role of a scientist or engineer in order to figure out scientific phenomena through a 21st-century, real-world problem context. Over the course of the unit, students collect and make sense of evidence from multiple sources and through a variety of modalities, ensuring that they have multiple vehicles through which to develop and articulate their understanding of each phenomenon. As the class progresses through their lessons, students move back and forth from firsthand investigation and inquiry to secondhand analysis and synthesis, formulating an increasingly complex explanation of the problem at hand. Finally, at the end of the unit, students are presented with a brand-new context to consider, giving them an opportunity to take what they’ve learned over the course of the unit thus far and apply it to this new context, thereby demonstrating a deep understanding of the phenomenon.

Science Standards: www.nextgenscience.org
The Next Generation Science Standards (NGSS) were adopted in 2013 as the Washington State Science Learning Standards. These standards outline what students at each grade level should know and be able to do. Each standard integrates a science or engineering practice, a core disciplinary idea, and a crosscutting concept.

Our Adopted Curriculum

Learning Goals

Below are the learning goals organized around the area(s) reported on the student report card.

Understands and applies skills and concepts related to scientific principles taught in each of the following units:

Inheritance and Traits: Investigating biological traits.

Environments and Survival: Investigating adaptation in organisms.

Weather and Climate: Investigating meteorology.

Balancing Forces: Investigating forces and motion.

See Learning Progression Below for more information on each unit

Learning Experiences

Hands-on Activity. Students work with partners and small groups, interacting with science tools, recording observations, sharing ideas, or creating models.

Teacher-led Discussion. Teachers ask questions and prompt students to make sense of their experiences in or out of class with the science concept. Students share ideas and evidence. Students listen to others and ask questions to understand others' thinking.

Student-to-Student Discussion. Working in pairs and small groups, students share science ideas and present evidence to support their ideas.

Digital Simulation or Modeling. Students use digital tools to engage with concepts, extending hands-on science learning beyond what can be provided in a classroom setting.

The Learning Progression

Inheritance and Traits

Unit question: How do organisms get their traits?

Students play the role of wildlife biologists studying two wolf packs and are challenged to figure out why Wolf 44 has certain traits.

Chapter 1: Why are wolves different even though they are all the same species?

Chapter 2: Why is Wolf 44’s color similar to one pack but different from the other?

Chapter 3: Why isn’t Wolf 44 like the Bison Valley Pack in hunting style and size?

Chapter 4 (optional): How can scientists investigate questions about traits?

Environments and Survival

Unit question: Why are different organisms more likely or less likely to survive in an environment?

As biomimicry engineers, students figure out how the traits of grove snails affect their survival in different environments. They then design solutions to the problem of invasive plant removal using the traits of giraffes as inspiration.

Chapter 1: Why are the snails with yellow shells not surviving well?

Chapter 2: Why are the snails with banded shells more likely to survive than the snails with yellow shells?

Chapter 3: Why were snails with yellow shells more likely to survive in their environment 10 years ago?

Chapter 4: How can engineers use what they learn from organisms’ traits to design solutions?

Weather and Climate

Unit question: How can meteorologists predict the weather for a particular place and time?

As meteorologists, students gather evidence and analyze weather patterns to advise the Wildlife Protection Organization on selecting one of three islands for an orangutan reserve.

Chapter 1: Which island’s weather would be best for orangutans?

Chapter 2: Which island’s weather will continue to be best for orangutans?

Chapter 3: Over many years, which island’s weather will be best for orangutans?

Chapter 4 (optional): How can the WPO prepare for natural hazards that might damage their offices?

Balancing Forces

Unit question: What can make an object move or not move?

Students are challenged to figure out how a floating train works in order to explain it to the concerned citizens of Faraday.

Chapter 1: Why does the train rise?

Chapter 2: Why does the train rise without anything touching it?

Chapter 3: Why does the train fall?

Chapter 4: Why does the train float, even though gravity is acting on it?

Chapter 5: Why does the train change from floating to falling?

Social Studies

3rd Grade Social Studies

Overview

Social studies comprises the study of relationships among people and between people and the environment. It recognizes the challenges and benefits of living in a diverse cultural and ideological society. Based on appropriate investigations and reflections within social studies lessons, students develop thinking skills and awareness of society and their community. Social studies education builds our common understandings of responsible citizenship.

A responsible citizen:

Uses knowledge of the past to construct meaningful understanding of our history in order to enrich and enlighten our lives. (Historical Perspective)
Uses knowledge of geographical concepts, such as spatial patterns and both human and natural systems, to understand processes that impact our world. (Geographic Perspective)
Uses knowledge of government, law, and politics to make decisions about and take action on local, national, and international issues to further the public good. (Civic Perspective)
Uses knowledge of production, distribution, and consumption within modern economics to make decisions. (Economic Perspective)
Uses a wide range of social studies skills, including critical thinking, to investigate and analyze a variety of resources and issues and seek answers. (Critical Thinking Skills)
Uses effectively both group process and communication skills to participate in democratic decision-making. (Interpersonal and Group Skills)

Principles and Goals

The social studies curriculum builds the following capacities in young people: disciplinary knowledge; inquiry, interpersonal, and critical thinking skills; respect for the underlying values of a diverse democratic society; interest in public affairs and competencies of self-government. Each capacity contributes uniquely to responsible citizenship.

The social studies curriculum:

Builds disciplinary knowledge. Disciplinary knowledge is fundamental for students to construct meaning through understanding powerful ideas drawn primarily from the disciplines of history, geography, civics, and economics.
Cultivates inquiry, interpersonal, and critical thinking skills. These skills are infused throughout the four social studies disciplines so that students apply the methods of social science to effectively participate in public life. Aided by appropriate technologies, students gather, interpret, and analyze information to be informed citizens. Their ability to engage in civic discourse improves through practice of discussion and interpersonal skills. Critical thinking skills encourage reasoned decisions as well as alternative viewpoints regarding matters of public concern.
Promotes respect for the underlying values of a diverse democratic society. As a result, students comprehend the ideals of democracy and strive to live their lives in accordance with them. A reasoned commitment to democratic values motivates citizens to safeguard their rights, to fulfill their responsibilities as citizens, and to honor the dignity of all people.
Stimulates interest in public affairs and strengthens competencies of self-government though citizen participation experiences. Students are encouraged to inform themselves about public affairs and to become active participants in civic life rather than passive bystanders. They are urged to uphold the rule of law in their personal and social lives and to challenge wrongdoing. Efforts to understand multiple perspectives about local, national, and international issues are supported by the curriculum. Through activities such as service learning and political action, the social studies curriculum equips students to improve their communities and to realize the civic virtue of serving.

Ultimately, responsible citizenship rests on these capacities. Social studies education for responsible citizenship must be a compelling priority if we expect to sustain our constitutional democracy. The health of our democracy depends on whether young people understand the complexities of human society and can govern themselves competently.

Washington State Social Studies Standards

Our Adopted Curriculum

ISD Created Units

The Issaquah School District developed our own social studies units for elementary. These units were created based on Washington State Standards, The Inquiry Design Model, and the C3 Framework of College, Career & Civic Life. Students who are equipped with skills of authentic inquiry and who know geography, civics, economics, and history can move forward with the confidence that they are prepared to engage with the world. You can discover more about the C3 Framework through the graphic and video seen below.

Learning Goals

Below are the learning goals organized around the area(s) reported on the student report card.

Understands skills and concepts related to social studies lessons on the following units

Geography of North America
Cultures of North America
Cultures in our Community: Notable Americans

See the learning progression below for more information on the supporting questions of each unit.

Learning Experiences

Our Social Studies curriculum provides and inquiry-based approach that focuses on building knowledge and skills as students engage in discussion and activities that center on compelling questions.

Discussion & Concept Development: Students learn from, build on and demonstrate understanding of different perspectives and points of view

Inquiry & Collaboration: students recork their thinking in journals, organizers, and charts; students work independently, in pairs or small groups to complete learning tasks that apply skills from concept development

The Learning Progression

Geography of North America

Compelling Question: What makes a region desirable?

Supporting Questions

What are the regions of North America?
How are regions similar and different?
How do regions and cultures depend upon one another?

Cultures of North America

Compelling Question: How does culture unify and divide us?

Supporting Questions

What is culture?
How are cultures similar and different?
How have different cultural groups contributed to our regions and country?

Cultures in Our Community: Notable Americans

Compelling Question: How do cultural universals shape peoples decisions and actions?

Supporting Question

How did contributions by notable Americans from diverse cultural communities shape history?

Unit 1

Third Grade Social Studies Unit 1 Overview for Parents

Available in English, Chinese, Korean and Spanish (see below):

Third Grade Social Studies: Winter

This fall our class will be focusing on the big idea of Cultures of North America in Social Studies.

Cultures of North America: This inquiry engages third graders in expanding their understandings of diverse cultures by looking at cultural universals. The compelling question “How do cultures unify and divide us?” is intellectually respectful of students who, by their nature, are interested in people and their similarities and differences. It allows for engagement with several social studies disciplines as students examine diverse cultures and how those universals make diverse cultures more similar than different.

三年级社会研究：冬季 (Chinese)

这个冬季学期，我们班将侧重讲社会研究中北美洲的文化这个大概念。

北美洲的文化：这项探讨促使三年级学生加深对不同文化的理解。必须回答的问题“文化如何使我们团结和分离”，是一个在智力上尊重同学们的问题，他们本身就对人们、人们的相似之处和差异充满兴趣。随着同学们审视不同的文化，这项探讨涉及多个社会研究领域。

3학년 사회 과목: 겨울 (Korean)

이번 가을에 사회 과목 수업에서는 북미의 문화라는 대주제에 중점을 둡니다.

북미의 문화: 이 탐구는 3학년 학생이 다양한 문화에 대한 이해를 넓히는 데 도움을 줍니다. "문화가 어떻게 우리를 통일시키고 분열시킬까요?"라는 주요 질문은 본질적으로 사람 및 사람의 유사점과 차이점에 관심이 있는 학생에게 지적 자극을 줍니다. 학생은 다양한 문화를 공부하면서 여러 사회 과목들을 접할 수 있게 됩니다.

Estudios Sociales de 3º grado: Invierno (Spanish)

Este otoño nuestra clase se enfocará en la gran idea de Culturas de América del Norte en Estudios Sociales.

Culturas de América del Norte: Esta indagación lleva a los estudiantes de tercer grado a ampliar sus conocimientos sobre las diversas culturas. La pregunta obligada "¿De qué forma las culturas nos unen y dividen?" es intelectualmente respetuosa de los estudiantes que, por su naturaleza, están interesados en las personas y sus similitudes y diferencias. Permite involucrarse en diversas disciplinas de estudios sociales mientras los estudiantes analizan diversas culturas.

Unit 2

Third Grade Social Studies Unit 2 Overview for Parents

In our class, we are about to begin a unit where students read a text that focuses on the genre of Biography. Students will have the opportunity to select books from those listed below in order to learn and apply a variety of basic reading skills.

The following books will be used:

Alexander Hamilton: From Orphan to Founding Father, by Monica Kulling
Take a Hike,Teddy Roosevelt! by Frank Murphy
Listen Up! Alexander Graham Bell’s Talking Machine, by Monica Kulling
Escape North! Story of Harriet Tubman, by Monica Kulling
Who Was Maya Angelou? by Ellen Labrecque
Who Is Sonia Sotomayor? by Megan Stine
I Dissent: Ruth Bader Ginsburg Makes Her Mark, by Debbie Levy
Barack Obama, by Carolyn Crosson Gilpin
Who Is Michelle Obama? by Megan Stine
Who Was George Washington Carver? by Stephen Marchesi
Vera Wang Queen of Fashion, by Al-Ling Louie
Yo-Yo and Yeou Cheng Ma, by Al-Ling Louie
Brown Girl Dreaming, by Jacqueline Woodson
Who Was Rosa Parks? by Yona Zeldis McDonough
Thurgood Marshall, by Montrew Dunham
Computer Engineer, by Laura Hamilton Waxman
Astronaut Mae Jemison, Allison Lassieur

These books address a range of reading levels and student interests. If you have concerns regarding any of the books listed, or topics you want your child to avoid, please let me know so that your student can select a book consistent with your expectations. The books are available for review in our classroom.

Thank you for encouraging your child to become a better reader. We will work on many reading skills during this unit. Be sure to ask your child about these skills and their thoughts about the biography they selected to read.

在我们班，我们将开始一个单元，由每个同学朗读讲地理特征的一段文字。同学们可以从以下列出的图书中选择，以便学习和应用各种基本的阅读技能。

我们将使用以下图书：

Alexander Hamilton: From Orphan to Founding Father, by Monica Kulling
Take a Hike,Teddy Roosevelt! by Frank Murphy
Listen Up! Alexander Graham Bell’s Talking Machine, by Monica Kulling
Escape North! Story of Harriet Tubman, by Monica Kulling
Who Was Maya Angelou? by Ellen Labrecque
Who Is Sonia Sotomayor? by Megan Stine
I Dissent: Ruth Bader Ginsburg Makes Her Mark, by Debbie Levy
Barack Obama, by Carolyn Crosson Gilpin
Who Is Michelle Obama? by Megan Stine
Who Was George Washington Carver? by Stephen Marchesi
Vera Wang Queen of Fashion, by Al-Ling Louie
Yo-Yo and Yeou Cheng Ma, by Al-Ling Louie
Brown Girl Dreaming, by Jacqueline Woodson
Who Was Rosa Parks? by YonaZeldis McDonough
Thurgood Marshall, by Montrew Dunham
Computer Engineer, by Laura Hamilton Waxman
Astronaut Mae Jemison, Allison Lassieur

这些图书针对各种阅读水平和学生兴趣。如果您对列出的任何图书有关切，或者有您希望孩子避免接触的话题，请告诉我，这样您家的学生可以选择与您的预期一致的图书。这些图书在我们的班级里可以看到，供大家审阅。

谢谢您鼓励您的孩子成为更好的阅读者。在这一单元，我们将启发多种阅读技能。请一定问一下您的孩子这些技能，以及他/她对选择阅读的传记的想法。

이 수업에서는 전기에 중점을 둔 교재를 읽는 단원을 시작하려고 합니다. 학생은 다양한 기본 독해 능력을 배우고 적용하기 위해 아래 열거된 책들을 선택할 기회를 갖게 됩니다.

다음과 같은 책이 사용됩니다.

Alexander Hamilton: From Orphan to Founding Father: Monica Kulling 저
Take a Hike,Teddy Roosevelt!: Frank Murphy 저
Listen Up! Alexander Graham Bell’s Talking Machine: Monica Kulling 저
Escape North! Story of Harriet Tubman: Monica Kulling 저
Who Was Maya Angelou?: Ellen Labrecque 저
Who Is Sonia Sotomayor?: Megan Stine 저
I Dissent: Ruth Bader Ginsburg Makes Her Mark: Debbie Levy 저
Barack Obama: Carolyn Crosson Gilpin 저
Who Is Michelle Obama?: Megan Stine 저
Who Was George Washington Carver?: Stephen Marchesi 저
Vera Wang Queen of Fashion: Al-Ling Louie 저
Yo-Yo and Yeou Cheng Ma: Al-Ling Louie 저
Brown Girl Dreaming: Jacqueline Woodson 저
Who Was Rosa Parks?: Yona Zeldis McDonough 저
Thurgood Marshall: Montrew Dunham 저
Computer Engineer: Laura Hamilton Waxman 저
Astronaut Mae Jemison: Allison Lassieur 저

이 책들은 다양한 독서 수준과 학생들의 관심사를 다룹니다. 열거된 책이나 자녀가 피하기를 원하는 주제에 관해 우려되는 점이 있을 경우, 학생이 학부모님의 기대에 맞게 책을 선택할 수 있도록 저에게 알려 주십시오. 책을 교실에서 검토할 수 있습니다.

자녀가 더 나은 독서를 할 수 있도록 독려해 주셔서 감사합니다. 이 단원에서 학생이 많은 독서 기술을 습득할 것입니다. 이러한 독서 기술과 자녀가 읽기 위해 선택한 전기에 대한 생각을 자녀에게 꼭 물어 봐 주십시오.

En nuestra clase, estamos por comenzar una unidad donde los estudiantes leen un texto que se centra en el género de la Biografía. Los estudiantes tendrán la oportunidad de seleccionar libros de la siguiente lista para aprender y aplicar diversas habilidades básicas de lectura.

Se usarán los siguientes libros:

Alexander Hamilton: From Orphan to Founding Father, por Monica Kulling
Take a Hike,Teddy Roosevelt! por Frank Murphy
Listen Up! Alexander Graham Bell’s Talking Machine, por Monica Kulling
Escape North! Story of Harriet Tubman, por Monica Kulling
Who Was Maya Angelou? por Ellen Labrecque
Who Is Sonia Sotomayor? por Megan Stine
I Dissent: Ruth Bader Ginsburg Makes Her Mark, por Debbie Levy
Barack Obama, por Carolyn Crosson Gilpin
Who Is Michelle Obama? por Megan Stine
Who Was George Washington Carver? por Stephen Marchesi
Vera Wang Queen of Fashion, por Al-Ling Louie
Yo-Yo and Yeou Cheng Ma, por Al-Ling Louie
Brown Girl Dreaming, por Jacqueline Woodson
Who Was Rosa Parks? por Yona Zeldis McDonough
Thurgood Marshall, por Montrew Dunham
Computer Engineer, por Laura Hamilton Waxman
Astronaut Mae Jemison, Allison Lassieur

Estos libros cubren diversos niveles de lectura e intereses de los estudiantes. Si tiene inquietudes sobre alguno de los libros de la lista, o temas que desea que su hijo evite, avíseme para que su hijo pueda seleccionar un libro que se adecue a sus expectativas. Los libros están disponibles para ser revisados en nuestra aula.

Gracias por estimular a su hijo a convertirse en un mejor lector. Trabajaremos en muchas habilidades de lectura durante esta unidad. No olvide preguntar a su hijo sobre estas habilidades y sus opiniones sobre la biografía que seleccionó para leer.

Unit 3

Third Grade Social Studies Unit 3 Overview for Parents

Available in English, Chinese, Korean and Spanish (see below):

Third Grade Social Studies: Fall

This winter our class will be focusing on the big idea of Geography of North America in Social Studies.

Geography of North America: This inquiry engages students in a look of where people live and allows them to begin to wonder why. They learn how the attributes of geography, weather and climate, cities and landmarks, resources and industry, ethnicity and cultures help define regions within the United States and make them desirable places to live.

三年级社会研究简报宣传语 (Chinese)

三年级社会研究：秋季

这个秋季学期，我们班将侧重讲社会研究中的北美洲地理这个大概念。

北美洲地理：这项探讨使同学们考虑人们住在哪里，使同学们开始思考为什么。同学们学习地理特征、天气和气候、城市和地标、资源和工业、民族和文化怎样帮助界定美国国内的区域，使这些区域成为适宜居住的地方。

3학년사회과목소식안내 (Korean)

3학년사회과목: 가을

이번 겨울에 사회 과목 수업에서는 북미의 지리라는 대주제에 중점을 둡니다.

북미의지리: 이 탐구는 학생이 사는 곳의 모습을 살펴보고 의문을 갖도록 합니다.
지리, 날씨 및 기후, 도시 및 명소, 자원 및 산업, 민족 및 문화의 속성에 따라 미국 내 각 지역이 정의되고 살기 좋은 곳이 되는 것을 배웁니다.

"Anuncios" del boletín informativo de Estudios Sociales de 3º grado (Spanish)

Estudios Sociales de 3º grado: Otoño

Este invierno nuestra clase se enfocará en la gran idea de Geografía de América del Norte en Estudios Sociales.

Geografía de América del Norte: Esta indagación lleva a los estudiantes a tener una mirada de dónde vive la gente y les permite comenzar a preguntarse por qué. Aprenden cómo los atributos de la geografía, tiempo y clima, ciudades y puntos de referencia, recursos e industria, etnia y culturas ayudan a definir regiones dentro de los Estados Unidos y las convierten en lugares deseables para vivir.

Health

The ISD Elementary Health Curriculum is provided through lessons using Read Aloud books and ISD created lessons.

Lesson	Material
We Are What We Eat! Smoking and Drugs	The Monster Health Book: Guide to Eating Healthy, Being Active and Feeling Great for Monsters and Kids! By Edward Miller
Managing Stress - Understanding Emotional Health	Angry Octopus: An Anger Management Story
Body Systems and Communicable Disease	The Magic School Bus Inside the Human Body by Joanna Cole
Non-Communicable Illness	Food Allergies and Me by Juniper Skinner
Changes in Families	ISD Lesson
Self-Empowerment	The Juice Box Bully: Empowering Kids to Stand Up by Bob Sornson
Conflict Resolution	Teamwork Isn’t My Thing and I Don’t Like to Share by Julia Cooks

Social Emotional Learning (SEL)

Social-Emotional Learning (SEL)

SEL (Social Emotional Learning) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging, and meaningful.

The Collaborative for Academic, Social and Emotional Learning (Casel) puts forth five core competencies for SEL curriculum:

Self-Awareness
Self-Management
Social Awareness
Relationship Skills
Responsible Decision-Making

Our Social-Emotional Learning curriculum is Second Step. Second Step Lessons include the following topics:

Communication (being respectful, being assertive)
Accepting Differences
Emotional Management (Identifying feelings, understanding perspectives, conflicting feelings, managing anger, managing hurt feelings)
Test anxiety
Solving Problems (including peer-exclusion)

Music

3rd Grade Music

Overview

The Arts are an essential part of public education. From dance and music to theatre and the visual arts, the arts give children a unique means of expression, capturing their passions and emotion, and allow them to explore new ideas, subject matter, and cultures. Elementary music instruction in the Issaquah School District is provided by specialists and designed to engage students as they develop foundations for a lifetime of experiencing and creating music.

K-12 Washington State Learning Standards - Music

Our Adopted Curriculum

Learning Goals

The Learning Content

PE

3rd Grade PE

Overview

An understanding of good health and fitness concepts and practices is essential for all students. Teaching our students good health and safety principles can lead to a lifetime of healthy practices, resulting in more productive, active, and successful lives. The Physical Education Standards establish the concepts and skills necessary for safe and healthy living, and in turn, for successful learning.

Our Adopted Curriculum

Learning Goals

Below are the learning goals organized around the area(s) reported on the student report card.

Demonstrates behaviors that promote learning related to health and fitness from among the following areas:

Respects the rights and feelings of others
Actively listens and follows directions
Stays on task
Contributes positively

Demonstrates skills and concepts related to health and fitness from among the following content areas:

Demonstrates locomotor, non-locomotor, manipulatives, balance, and rhythm skills
- Linking one skill to another with smooth transitions
- Manipulative skills (throwing while moving at a stationary target)
Applies movement concepts:
- In cooperative situations
- Uses offence and defense strategies
Recognizes the health and skill related components of fitness
- Cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition
- Power, agility, balance, speed, coordination, reaction time
Understands skills and concepts related to health
- Nutrition and the body

The Learning Content

Physical education develops physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.

To pursue a lifetime of healthful physical activity, a physically literate individual:

Has learned the skills necessary to participate in a variety of physical activities.
Knows the implications and the benefits of involvement in various types of physical activities.
Participates regularly in physical activity.
Is physically fit.
Values physical activity and its contributions to a healthful lifestyle.

Library

Overview
Learning Progression

Overview

Learning Progression

Library lessons center on 4 overarching areas:

Digital Citizenship and Responsibility

Digital citizenship & safety
Digital presence & awareness
Managing technology
Responsibly reporting
Screen time & media balance

Library Skills and Organization

The library collection
Library management procedures
Catalogs & databases

Information Literacy and Research

Genres & sub-genres of informational text
Text features & formats
Locating information & conducting database searches
Evaluating sources
Citations & plagiarism

Reading Engagement

Connecting with literature and texts
Awareness of different ways to choose a book
Literature awards
STEM integration