Third Grade Essential Learnings

Essential Learnings for Trimester 3

 

Links to Common Core State Standards for Reading and Writing, Washington State Learning Standards for Social Studies, Washington State Science Learning Standards, Washington State Social and Emotional Learning Standards, and Common Core State Standards for Math.

Reading

Informational Text

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text. RI.3.1

Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.2

Literary Text

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.1 

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL.3.2 

Refer to parts of stories, describe how each successive part builds on earlier sections. RL.3.5 

Distinguish their own point of view from that of the narrator or those of the characters. RL.3.6 

Foundational Skills

Use word analysis skills when decoding grade level words & read accurately and fluently to support comprehension. RF.3.3 & RF.3.4

Writing

Opinion Writing

Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1 A-D 

Conduct short research projects that build knowledge about a topic. W.3.7 

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.8

Narrative Writing

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.3 A-D

Language Skills

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.1

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.2

Social Studies

Cultures in Our Community: Notable Americans

Understands how contributions made by various cultural groups have shaped the history of the community and world. History 4.2.2

Geography in North America

Understands how the environment affects cultural groups and how cultural groups affect the environment. Geography 3.2.1

Science

Inheritance and Traits - Continued from Tri 2

Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. 3-LS1-1

Construct an argument that some animals form groups that help members survive. 3-LS2-1 

Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. 3-LS3-1

Use evidence to support the explanation that traits can be influenced by the environment.
3-LS3-2 

Environments and Survival

Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. 3-LS4-1 

Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. 3-LS4-2 

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-3

Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. 3-LS4-4 

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5 ETS1-1

Social and Emotional Learning

Self-Awareness 

Demonstrates awareness and understanding of one’s own emotions and emotions' influence on behavior. (1A)

Self-Management

Demonstrates the skills to manage one’s emotions, thoughts, impulses, and stress in constructive ways. (2A)

Demonstrates responsible decision-making and problem solving skill. (2B)

Self-Efficacy

Demonstrates problem-solving skills to engage responsibly in a variety of situations. (3B)

Social Awareness

Demonstrates awareness of other people’s emotions, perspectives, cultures, languages, histories, identities, and abilities. (4A)

Demonstrates an awareness and respect for similarities and differences among community, cultural, and social groups. (4B)

Social Management

Demonstrates a range of communication and social skills to interact effectively with others. (5A) 

Demonstrates the ability to identify and take steps to resolve interpersonal conflicts in constructive ways. (5B)

Demonstrates the ability to engage in respectful and healthy relationships with individuals of diverse perspectives, cultures, language, history, identity, and ability. (5C)

Social Engagement

Demonstrates a sense of school and community responsibility. (6A)

Contributes productively to one’s school, workplace, and community. (6C)

Math

Content

Develop understanding of fractions as numbers. 3.NF.A

Represent and interpret data. 3.MD.B

Fluency expectation: Fluently add/subtract within 1000. 3.NBT.A.2

Fluency expectation: Fluently multiply/divide within 100. 3.OA.C.7

Practices

MP2 Reason abstractly and quantitatively

Students recognize that a number represents a specific quantity; they connect the quantity to written symbols and can create a logical representation of the problem at hand, considering both the appropriate units involved and the meaning of quantities.

MP6 Attend to precision

Students develop their mathematical communication skills; they try to use clear and precise language in their discussions with others and in their own reasoning. They are careful about specifying units of measure and state the meaning of the symbols they choose.

PE:

PE activities will focus on the following goal areas:

  • Students recognize the value of physical activity for physical, emotional, and mental health.
  • Students demonstrate skill competency and can apply concepts and strategies to movement and performance.
  • Students demonstrate the knowledge and skills required to achieve and maintain a health-enhancing level of personal fitness.
  • Students demonstrate responsible personal and social behavior.

For more information on the PE Learning Standards click here.

Music

The elementary music team is committed to helping students continue creating, performing, responding, and connecting to music as aligned to state and national standards. The elementary music specialists will encourage growth through the elements of rhythm, melody/pitch, movement, expression, and culture across all grade levels. We will continue to nurture our students’ social and emotional learning through the arts. Below are Essential Learnings for Trimester 2.

Create

Create patterns to arrange into a form

Perform

Body percussion, Non-pitched percussion, Singing, Sixteenth note

Respond

Explore music from diverse genres and cultures, Instrument timbres and families, Phrases

Connect

Recognize how feelings are expressed through music, Explore music in relation to the other arts and content areas, Relate music to family, culture, and community

Visual Art

Art Lessons this year will be provided through video links for teachers to use either synchronously or asynchronously. We are focusing on lessons that use basic supplies we hope students have at home, as well as instructions students can follow along with independently.

Art Lessons will be:

  • Integrated into the Essential Learnings for a variety of subject areas such as SEL or Writing
  • Focusing on the Basic Elements of Art such as line, form or color; as well as the Basic Principals of Art such as repetition, balance or movement.
  • Showing students how art can help them express emotions, deal with stress, and build their creative expression.

For Parent & Student Visual Art Resources, Click Here to visit our Website.