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3rd Grade
General Studies
Language Arts
The third grade uses the Houghton Mifflin series, a tried and true favorite. It offers diverse and exciting literature and a practice book with essential skills in spelling, grammar, comprehension, and writing. In addition to the series, the children write a variety of original pieces such as stories and poems, as well as learn research skills. Monthly book reports highlight a particular genre; fiction, mystery, biography, historical fiction, and poetry. The children begin cursive writing and we use a supplemental workbook, entitled Blast Off. This supports the skills tested on the fourth grade ELA test. The program is enriched through more challenging books for advanced readers
Math
The Everyday Math program is a hands-on, exploratory method of helping children to become math thinkers. There are many games and strategies that teach skills and concepts, as well as paper and pencil activities. The children study addition and subtraction with renaming, and multiplication and division algorithms. They are tested on multiplication facts. The children build on their knowledge of geometry, measurements, time, money, and place value. A math enrichment program is provided for talented math students.
Social Studies
Social studies lessons provide opportunities to study map skills and various communities in both the United States and foreign countries. Colonial America is studied and a trip to Schuyler Mansion rounds out our study. An integrated English/Hebrew program is presented for Father’s Day. Junior Achievement is a 5 week program presented by volunteers on Social Studies concepts.
Science
The science program is largely developed through the use of science kits. The third grade topics are chemistry and plants. In addition, there are smaller units on vertebrates, the moon, the Earth’s layers, weathering, and nutrition. The highlight is on our science fair class project.
Judaic Studies
Hebrew Language Arts – עברית
The TalAm 3 curriculum is used in Kitah Gimel. The curriculum builds upon the material studied in Kitah Bet and expands the student’s competence in reading, oral and written expression, comprehension, grammar, and syntax.
The goal for students in Kitah Gimel is to achieve fluent, accurate reading of the Siddur, Bible, and Hebrew language texts. Students read short books on their reading and comprehension levels. Instruction is tailored to the ability of each student and allows each child to progress at his or her own pace.
Students learn new vocabulary words and use them in oral language and written language exercises. The ultimate goal is the ability to incorporate these words into their conversations and written expression in Hebrew.
Holidays and Prayer – תפילה- חגים
Students increase their knowledge of the history, customs, and prayers associated with the Jewish holidays. Students are given the opportunity to learn to chant short passages from the Torah during t’filah and to expand their knowledge of the prayers in the weekday morning service. Curricular lessons in these areas incorporate music, art, dance, and drama.
Torah – תורה
The MaTok curriculum is used to learn selections of the book of Genesis, from Parashat Lech-Lecha through Parashat Vayishlach. Language constructions unique to the Torah text are taught, and students develop a vocabulary of frequently occurring words and phrases in Biblical Hebrew. Knowledge of the “Pshat” (actual biblical narrative) is stressed, but commentaries, especially Rashi, are introduced occasionally. Students are encouraged to ask questions about the text and to offer their own comments and interpretations. Emphasis is placed on the development of the Biblical personalities, the conflicts and moral issues they faced, and the lessons learned that can be applied to our own lives.
Additional Curricular Experiences
Library Information Center
Grade three students are learning that a library is a reading and research place. Students learn to find appropriate sections of the library; utilize basic library computer catalog searching and call numbers; distinguish between fiction and non-fiction; identify various genres such as animals, adventure, fantasy, science fiction, realistic fiction, humor, sports, mystery, historical fiction, poetry and biographies; and understand terminology used in books such as title page, publisher, copyright, author, and illustrator.
In computer class, they learn to use basic word processing skills and computer menus and how to navigate within selected sites that are integrated with Judaic and general studies classroom curricula. They continue to learn computer safety.
Physical Education
Bet Shraga is fortunate to have a large, well equipped gymnasium, as well as an extensive outdoor play yard with three separate playing fields. During their two weekly classes of PE, third grade children have opportunities to engage in developmentally appropriate exercises, team sports, gymnastics, and physically challenging games that develop a sense of teamwork.
Art
Art classes emphasize good drawing technique; learning about the elements of art; practicing shading and using values to emphasize realism; and gaining a sense of art history and aesthetics. Third Graders begin the year with pastel pictures of Georgia O’Keeffes’ large flower paintings. The students learn about abstract art and keep a sketchbook journal. They use their sketchbooks for ten minutes of observational drawing at the beginning of each art class. Third graders learn about the Impressionist painting when they study Monet and Post-Impressionism when they study Vincent Van Gogh. To round out our study of abstract art they students create childlike fantasy drawings like Jan Miro, grid pictures like Paul Klee, cut and paste cut outs like Henri Matisse, and create cubistic portraits in the style of Picasso. Judaic projects include mask making for Purim and creating matzah boxes and covers for Pesach.
Music
In third grade, students often have a chance to sing solos so their sense of pitch and tempo can be assessed. We discuss the words to the songs and how they apply to our lives. Students spend more time working on critical listening and identifying various elements of music such as melody, form, tempo and rhythm. They learn to read, write, and sing rhythms using the Kodaly method. They are introduced to the rhythmic organizing principle of bar or measure. They continue to be exposed to classic works of Western music, such as Haydn’s “Surprise Symphony” and Joplin’s “The Entertainer,” and interpret and express their musical ideas and moods through movement and group discussion.
