English Language Arts and Literacy
In Grade Three, students will build important reading, writing, speaking, and listening skills. They will think, talk, and write about what they read in a variety of articles, books, and other texts. In their writing, students will pay more attention to organizing information, developing ideas, and supporting these ideas with facts, details, and reasons. Objectives in these areas will include:
- Reading a wide range of stories and describing how a story teaches a lesson.
- Describing characters in a story and how their actions contributed to events.
- Reading texts about history, social studies, or science and answering questions about what they learned.
- Referring to information from illustrations such as maps or pictures as well as the words in a text to support their answers.
- Learning the rules of spoken and written English.
- Learning and using new words, including words related to specific subjects (such as science words).
- Participating in class discussions by listening, asking questions, sharing ideas, and building on the ideas of others.
- Giving a class presentation on a topic or telling a story using relevant facts and details and speaking clearly.
- Writing stories with dialogue and descriptions of character’s actions, thoughts, and feelings.
- Gathering information from books, articles, and online sources to build understanding of a topic.
- Writing research, narrative, and opinion papers over extended periods of time.
In grade three students will read stories, plays, and poems. Additionally, they will read to learn information about history, the world, science, and other areas.
Writing tasks in Grade Three may include stories, essays, reports, and opinion papers. Please review the chart below to see a few examples of how your child will develop important writing skills across grade levels.
This overview for English Language Arts, provided by the Council of the Great City Schools, reflects how the Common Core State Standards have guided our development of a rich and comprehensive curriculum for our students.
The Illinois Learning Standards for Fine Arts were developed using the National Standards for Arts Education. District 103 adheres to the Illinois Learning Standards. Our most important goals throughout the Fine Arts program are to encourage students to reach their potential, gain confidence in their ability, think creatively, develop appreciation for various styles, and develop a positive feeling toward art and music and its integration into daily living.
The Grade Three art curriculum focuses on the following:
- Identify and describe the principles of design ( unity, movement, contrast, rhythm, emphasis, pattern & balance).
Identify and describe monochromatic colors.
- Review and enhance symmetry and non-symmetry.
- Introduce perspective as the use of size and space to create an illusion of a 3 dimensional space on a 2 dimensional surface.
- Create 3 dimensional works of art using a variety of materials. (i.e. clay*, wood, plaster, fibers, etc.).
- Review the use of and understand the artistic process of printmaking, photography, weaving, and sculpture.
- Review how the arts contribute to communication, celebrations and recreation (i.e. Native American art, art from the regions of the U.S., Egypt and etc.).
- Explore the integration of art and other classroom curriculum areas (i.e. social studies, science, etc.).
- Discuss and explore the range of visual careers (i.e. graphic artist, architecture, fashion, illustration, etc.).
To view the comprehensive Scope and Sequence of the District Art Curriculum, please visit the Art Curriculum Parents' Guide.
The Grade Three music curriculum* focuses on the following:
- Recognize the difference between major and minor scales aurally.
- Know all solfege syllables (do, re, mi, fa, sol, la, ti, do).
- Experiment with melodic improvisation.
- Know the major scale on the staff in whole, half, and quarter notes.
- Recognize the meter signs 2/4, 3/4 and 4/4.
- Recognize whole rest and half rest.
- Know the definition of fermata, ending bar, measure bar, and tied notes.
- Know and recognize chords.
- Recognize chord changes.
- Know and recognize melody and countermelody.
- Know the forms AB, ABA, and Rondo.
- Recognize theme and variation and its function.
- Know the four instrument families.
- Know the difference between a band and an orchestra.
- Identify soprano, alto, tenor, and bass and its use in instrumental and vocal music.
* The music curriculum above is completed in 3rd & 4th grade.
The comprehensive Scope and Sequence of the District Music Curriculum is currently under review. It will be posted when finalized.
An Optional Fine Arts Program is available to students in Grade Three. This includes:
- Identify and describe the principles of design ( unity, movement, contrast, rhythm, emphasis, pattern & balance).
Library Media Center
Lincolnshire D103 provides a fully equipped library at Half Day School. The library is specifically designed to accommodate the age range and needs of the students within the building. In addition to a rich array of hard and soft cover books that have been carefully selected with the student body in mind, students will also find eBooks and databases, videos, reference books and pictures, computers, study areas, reading areas, and a staff of a trained librarian and assistant to provide support to the students as well as the teaching staff. Half Day School maintains a collection of material that supports classroom curriculum and provides for individual needs, interests, abilities, and maturity levels. Based on classroom curricular needs, the library can provide classes and projects to enhance the learning process.
Students visit the library with their class and/or on an individual basis, depending on student needs, teacher discretion and/or assignment requirements. Specific or flexible scheduling is developed in collaboration with the classroom teacher and the library staff.
For additional information about the library program for District 103, please review the Library Media Center Standards.
In Grade Three, students will continue to build their concept of numbers. They will learn the concepts behind multiplication and division and apply problem-solving skills and strategies for multiplying and dividing numbers up through 100 to solve word problems. Students will also make connections between the concept of the area of a rectangle and multiplication and addition of whole numbers, and develop an understanding of fractions as numbers. Objectives in these areas will include:
- Understanding and explaining what it means to multiply or divide numbers.
- Multiplying all one-digit numbers from memory (knowing their times table).
- Multiplying one-digit numbers by multiples of 10 (such as 20, 30, 40).
- Solving two-step word problems using addition, subtraction, multiplication, and division.
- Understanding the concept of area.
- Relating the measurement of area to multiplication and division.
- Understanding fractions as numbers.
- Understanding and identifying a fraction as a number on a number line.
- Comparing the size of two fractions.
- Expressing whole numbers as fractions and identifying fractions that are equal to whole numbers (for example, recognizing that 3⁄1 and 3 are the same number).
- Measuring weights and volumes and solving word problems involving these measurements.
- Representing and interpreting data.
The Grade Three math curriculum will incorporate the Standards for Mathematical Practice that will support the Common Core State Standards.
This overview for Mathematics, provided by the Council of the Great City Schools, reflects how the Common Core State Standards have guided our development of a rich and comprehensive curriculum for our students.
Physical Education and Health
District 103 provides students in Grade Three with a comprehensive Physical Education and Health curriculum. This curriculum reflects developmentally appropriate expectations for students in the areas of physical activity, movement, health-related fitness, sportsmanship and group cooperation in team and group activities. In addition to Physical Education classes, recess is offered to students on a daily basis.
Instruction in building habits for a healthy lifestyle is included in the Physical Education classes and the health classes. These habits for a healthy life style focus on taking care of your body, both physically and emotionally, and on making safe choices in a variety of situations.
The Grade Three Physical Education curriculum is based on the following goals:
- Demonstrate a combination of locomotor , non-locomotor, and manipulative motor patterns.
- Identify offensive, defensive, and cooperative strategies in selected activities.
- Identify the benefits of maintaining a heart -enhancing level of fitness.
- Participate daily in moderate to vigorous physical activity.
- Work cooperatively with a partner to reach a shared goal during physical activity.
- Use safe practices without reminders during group physical activity.
In Grade Three, students are expected to demonstrate grade-appropriate proficiency in asking questions and defining problems, developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.
Science Units taught in Grade Three include:
Forces and Interactions
- Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
- Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
- Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
- Define a simple design problem that can be solved by applying scientific ideas about magnets.
Animal Variation, Classification, and Adoption
- There are millions of different kinds of individual organism that inhabit the earth at any one time - some very similar to each other, some very different.
- Some likenesses between offspring and parents are inherited. Some are learned.
- For any particular environment, some kinds of animals survive well, some survive less well, and some cannot survive at all.
- Animals can be sorted into groups using various features to decide which things belong to which group.
- “Fossils” can be compared to one another and to living organisms according to their similarities and differences. Some organisms that lived long ago are similar to existing organisms, but some are quite different.
Properties of Air and Water Cycle
- Materials may be composed of parts that are too small to be seen without magnification.
- Some features of things may stay the same even when other features change.
- Air is a substance that surrounds us, has mass, takes up space, exerts pressure and whose movement we feel as wind.
- Heating & cooling cause changes in the properties of matter (air & water).
- When liquid water disappears, it turns into a gas (vapor) in the air and can reappear as a liquid when cooled, or a solid if cooled below the freezing point of water. Clouds and fog are made of tiny droplets or frozen crystals of water.
- Many changes occur faster under hotter conditions.
- A warmer object can warm a cooler one by contact or at a distance.
Scientific Inquiry Method is integrated into the Science Curriculum.
The Science Performance Expectations for Grade Three have been recommended by the Next Generation Science Standards, a collaborative group of over 20 states, including Illinois.
Social Emotional Learning and Erin's Law
Social and emotional learning is the process through which children develop awareness and management of their emotions; set and achieve important personal and academic goals; use social awareness and interpersonal skills to establish and maintain positive relationships; and demonstrate decision-making and responsible behaviors to achieve school and life success. There is a strong research base that these SEL competencies improve students’ social/emotional development, readiness to learn, classroom behavior, and academic performance. Please view the District’s Scope and Sequence for Social Emotional Learning.
In addition to our curriculum for Social Emotional Learning, the district also provides lessons based on the Child Protection units for the prevention of Childhood Sexual Abuse (Erin’s Law). The Committee for Children, a National organization, has developed these lessons. Please visit the link below to view the Scope and Sequence for these classroom lessons.
District 103, using the support of an expert consultant in the field of Digital Media and Technology, has developed procedures and policies for a 1:1 Teaching & Learning environment. These procedures are based on:
- Best practices in teaching digital citizenship.
- Integrating digital tools with instruction.
- Role playing various classroom situations and discussing guidelines.
- The integration of technology in today's society at large.
Using the Common Sense Media Curriculum, student lessons were developed at each grade level to support the expectations of being a good citizen while on line and when using technology in the classroom and at home. Lessons for Grade Three include:
- Rings of Responsibility
- Private and Personal Information
- The Power of Words
- The Key to Keywords
- Whose is it anyway?
In grade three, students explore the concepts of a community and what maes a community unique. District 103, in partnership with neighboring districts, has begun the revision of the Social Studies curriculum which currently reflects the Illinois Social Studies Standards. The revision process is being guided by the newly issued College, Career, and Civic Life (C3) Framework, and is supported by the Illinois State Board of Education. To view the entire document that explains the C3 Framework, please visit the National Council for the Social Studies.
Our Local Community
In the unit, students learn about their local communities. As historians, they research the history of their school and the local community and sequence important historical events on a timeline.
In this unit, students learn how people, history, and geography shaped Chicago. For the culminating experience, students participate in a simulation of the Chicago Columbian Exposition.
The above units were selected and created by District 103 teaching staff.
Third grade students at Half Day participate in Spanish language classes for 75 minutes per week. The curriculum addresses each of the World-Readiness Standards for Learning Languages — communication, cultures, connections, comparisons and community. The instructional goals for each thematic unit integrate language, culture and content in age-appropriate ways. The focus is on what students can do with the language and languages classes are taught almost entirely in Spanish.
Performance Goals – Novice Mid/Novice High
By the end of third grade, students will be able to communicate using phrases and sentences on topics they have studied in class. They will understand the Spanish that their teacher uses when working with phrases and sentences in familiar contexts and will be able to understand familiar language in authentic texts. They will communicate in sentences and will begin to extend a conversation by using memorized questions.
Unit 1: Let’s Go to Seville
Essential Question: What makes a city interesting?
Students will travel vicariously to Seville, Spain. There they will meet other travelers and will introduce themselves and greet others in Spanish. They will ask where someone is from and say where they are from, discussing what they do and don’t do in their free time in order to get to know each other better. They will comment on what there is to see and do in Seville. Finally, they will comment on the advantages of traveling to Seville and other places in different seasons.
Unit 2: Family and Pets
Essential Question: What is family?
Students begin by talking about families from around the world and where they live. They then explore their identities as family members and describe their adopted international family in Spanish. They will talk to others about their family, where they live, and if they have any siblings or pets. They will describe their families and comment on what they like to do with their families. They express likes and dislikes with regard to pets and talk about what they do to take care of their pets. Throughout the unit they consider statistics on family size and popularity of pets, comparing statistics from Spanish-speaking countries with those of the United States.
Essential Question: What makes a school?
Students will explore schools around the world. They will discuss images of classrooms around the world and consider what different schools are like by looking for similarities and differences from what they experience. They will consider who goes to school in different countries. They will ask questions about schools and infer what school life is like in other countries. They will be able to describe their daily school life in Spanish commenting on what they like and don’t like about their school schedule.