Curriculum Summary Grade 3 2020 2021 - Crow Island School - Winnetka Public ...
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Curriculum Summary
Grade 3
2020 - 2021
Crow Island School
1112 Willow Road
(847) 446-0353
Greeley School
275 Fairview Avenue
(847) 446-6060
Hubbard Woods School
1110 Chatfield Road
(847) 446-0920
www.winnekta36.orgINTRODUCTION This document outlines the goals of our third grade curriculum. Teachers actively partake in the ongoing evaluation and revision of curriculum and utilize various materials, programs, activities, and strategies to implement the following goals. Please note that due to our Curriculum Review cycle, some of the curriculum will be included in the Understanding by Design format (including Essential Questions, Understandings, Knows, and Dos for each curricular unit). Subject areas that have not yet gone through a recent curriculum review will be summarized in the same way they have been in past curriculum summaries. Winnetka Public Schools District 36 Curriculum Summary Grade 3 2
LANGUAGE ARTS LITERACY INSTRUCTIONAL FRAMEWORK COMMON UNDERSTANDINGS: • Teachers use the District’s literacy framework to provide students with lifelong skills and motivation to become fluent, effective and purposeful readers, writers, and communicators. • Instruction includes thoughtful integration of reading, writing, and oral language. • Teachers use a variety of ongoing formative assessments to inform instruction and measure student growth. Formative assessments include, but are not limited to, teacher-student conferences, observations, anecdotal records, various writing samples (including on demand), and reading inventories. • Reflection plays an instrumental role in learning, allowing students to develop ownership of their progress, process, and performance as learners. In cultivating self-reflection and critique, we develop purposeful, insightful, and intrinsically motivated readers and writers. • At each grade level, developmentally appropriate instruction is thoughtfully scaffolded to allow students to become independent readers and writers. • Teachers understand the broad context of skill and knowledge development, with a particular focus on the grades preceding and following their own. Winnetka Public Schools District 36 Curriculum Summary Grade 3 3
BEST PRACTICES IN A BALANCED LITERACY PROGRAM:
READING WRITING
READ ALOUD WRITING WORKSHOP/ PROCESS WRITING
The teacher (or a student) reads aloud engaging fiction Children engage in a balance of narrative, informational
and information texts. Texts are selected to model a and argument/opinion/persuasive types of writing for
love of reading and/or reading strategies, fluency, or various purposes and audiences. The teacher guides the
genre features. Additionally, books are read aloud to process and provides instruction through modeling,
build students’ knowledge for content area themes of mentor texts, shared writing, guided practice, and
study. Teachers balance the flow of the read aloud with conferencing. Students independently utilize the skills
embedding reading strategies, skills, and vocabulary as and strategies that have been modeled. Students
well as student discussion. generate ideas, plan, draft, revise, edit, publish their
work and reflect upon it.
SHARED READING
Using an enlarged text or individual student copies
(literary or informational text), the teacher involves
children in reading together. The teacher models and
explains reading strategies and encourages the
students to participate.
Winnetka Public Schools District 36 Curriculum Summary Grade 3 4BEST PRACTICES IN A BALANCED LITERACY PROGRAM (CONTINUED):
READING WRITING
RESEARCH RESEARCH
Using comprehension strategies and existing Using organizational structures that fit the writer and the
knowledge, students read informational texts at an topic, students synthesize their findings in writing.
accessible level to further understanding, answer Students present their research in an engaging and
questions, and stimulate curiosity. They learn to take organized manner. Students write to communicate in an
notes in developmentally appropriate ways. authentic manner that suits the writer, topic, and
audience.
GUIDED READING / FOCUSED INSTRUCTION
The teacher pulls together flexible groups or
partnerships to teach effective reading strategies and
skills for processing a variety of literary and
informational texts.
BOOK CLUBS/LITERATURE CIRCLES/READERS
THEATER
Flexible groups are either adult or student directed.
Students engage in discussions as critical
readers/thinkers about a text they have read or heard.
A developmentally appropriate focus is placed on
inquiry and questioning.
Winnetka Public Schools District 36 Curriculum Summary Grade 3 5INDEPENDENT READING DAILY WRITING OPPORTUNITIES
Students choose a variety of independent reading Daily writing opportunities encourage and build
books based on interest. They learn how to select texts confident writers. Students write every day across the
at their independent reading level and engage in curriculum. These pieces may include, but are not
reading daily. Students and teachers assess and track limited to, drawings, sentences, stories, information
independent reading growth through individualized pieces, retellings, labels, responses to literature,
goal setting conversations and/or conferences. research, lists, and journal entries. The aim is to build
writing fluency, volume, and stamina.
FOUNDATIONAL SKILLS and LANGUAGE KNOWLEDGE
Students learn foundational reading skills, grammar and conventions, and word knowledge through both direct
and embedded instruction in ELA and across the curriculum. Depending on the grade level, the teacher provides
direct instruction in: phonological awareness, phonics, word attack skills, and spelling.
Additional instruction in language craft and vocabulary development focuses on the use of these skills in reading,
writing and speaking, and is embedded through literacy and content learning across the curriculum.
ORAL LANGUAGE: LISTENING AND SPEAKING
Students develop speaking and listening skills to help them participate in conversations with others. They
evaluate a speaker’s perspective and reasoning.
Students use a variety of media to develop effective oral presentation skills that suit the purpose, context, and
audience. In addition, students evaluate and integrate information presented in diverse media.
Winnetka Public Schools District 36 Curriculum Summary Grade 3 6LEARNING OUTCOMES
In grades K–8, the language arts curriculum includes WRITING
the continuing development of receptive language as
students access and evaluate information through Informational Writing
reading, listening, and viewing:
• Students develop and apply skills to decode, Transfer
comprehend, interpret, evaluate, and appreciate Students will be able to independently use their
print materials. learning to produce clear and accurate texts to inform
• Students understand and appreciate literary or explain.
forms.
Essential Questions
• Students listen effectively for a variety of purposes • How do I explain my topic clearly to my reader?
with emphasis on comprehension and evaluation of • How are nonfiction text features an essential part
spoken language. of an informative text?
• Students view for a variety of purposes with • How can the information I am finding in sources
emphasis on appreciation and information build my understanding and inform my readers?
collection.
Understandings-Students will Understand that…
In grades K–8, the language arts curriculum includes • Writers can teach others what they know.
the continuing development of expressive language as • Information writers select and analyze
students communicate effectively through writing, information and then purposefully organize that
speaking, and visually representing: content.
• A writer uses a variety of resources to build upon
• Students develop writing skills to communicate
their knowledge base.
their ideas, opinions, and feelings for a variety of
purposes. Key Knowledge- Students will Know…
• Students have a variety of formal and informal • Writers plan and organize.
speaking opportunities to present information, • Various non-fiction text structures organize
explore ideas and experiences, persuade, and information (such as descriptive, chronological,
reflect. compare/contrast).
• Students express themselves using nonverbal • Non-fiction text features convey information and
means including illustration, diagram, computer meaning.
graphics, photography, and physical movement. • Transitions (words or phrases) link ideas.
Winnetka Public Schools District 36 Curriculum Summary Grade 3 7• Endings relate to the information or explanation. Students will be able to independently use their
learning to produce clear and coherent writing to
persuade a target audience.
Essential Skills- Students will be skilled at…
• Recalling and gathering information from
experiences, print, and digital sources. Essential Questions
• Conveying information about a subject in an • How does my voice make a difference in a
interesting way. community?
• Writing an introduction that identifies the subject • How do I make a written opinion effective and
and prepares the reader to learn about the convincing?
subject. • What evidence can I use to strongly support my
• Grouping related information together. opinion?
• Explaining facts, definitions, details and
observations about the topic. Understandings- Students will Understand that…
• Using drawings, captions, or diagrams to aid in • An opinion’s effectiveness depends upon relevant
the reader’s understanding of the topic. supporting evidence and how the opinion is
• Using words to show sequence and link ideas
conveyed.
with categories of information. Key Knowledge- Students will Know...
• Writing an ending that draws conclusions, asks
• The difference between fact and opinion.
questions, or suggests ways readers might
• Writers introduce their opinion in the lead.
respond.
• Writers plan and organize.
• Applying knowledge about spelling patterns.
• Writers group related evidence together.
• Capitalizing the beginning of sentences and
• Opinions need to be supported by specific
punctuating the end of each sentence.
reasons.
• Reasons are supported by evidence including
personal experience, examples, and information.
• Precise words have power.
Opinion Writing • Transitions connect ideas and reasons.
• Endings restate the opinion and provide closure
Transfer for the reader.
Winnetka Public Schools District 36 Curriculum Summary Grade 3 8Essential Skills- Students will be Skilled at… • How do writers develop a storyteller’s voice?
• Sharing an opinion and ideas on a text or topic.
• Writing an introduction that hooks the reader and
Understandings- Students will Understand that…
• Narratives provide a way to share real experiences
previews the author’s opinion.
and/or events in writing.
• Providing several reasons or examples why readers
• Writers use effective techniques, descriptive details,
should agree with their opinion and write several
and clear event sequences in their narratives.
sentences about each reason.
• Writers use voice to enhance their writing.
• Organizing writing by grouping related ideas together
(paragraphs).
Key Knowledge- Students will Know…
• Connecting ideas and reasons with examples using
• Personal experiences are used to develop story ideas.
words such as for example, because, also, and
• Beginnings introduce the reader to the characters and
another.
setting.
• Creating an ending that relates to the opinion, and
• A story unfolds to lead the reader to the heart of the
perhaps including a thought or comment.
story.
• Using language that gets the reader to think or feel
• Writers use temporal words and phrases to signal
certain ways.
event order.
• Applying knowledge about spelling patterns.
• Descriptive details such as dialogue, thoughts,
• Capitalizing the beginning of sentences and proper
actions, and emotions develop the characters and plot
nouns.
within the story.
• Punctuating the end of sentences.
• Writers use a storytelling voice.
• Using commas in a list.
• Using compound sentences. • Endings provide a sense of closure for readers.
Essential Skills- Students will be skilled at…(Do)
• Telling a story moment by moment.
Narrative Writing • Writing a beginning that helps readers know who the
Transfer characters are and what the setting is.
Students will be able to independently use their learning to • Sequencing a story logically and using phrases (a
produce detailed personal narratives that unfold naturally. little later and after that).
• Showing what is happening to the characters and
Essential Questions their response or reaction.
• Why do writers write and share their real • Using language that helps readers picture what is
experiences/stories? happening and brings the story to life.
• What makes a narrative interesting to the reader? • Providing a sense of closure by using action, dialogue,
• How do I organize and structure my narrative? or emotion.
Winnetka Public Schools District 36 Curriculum Summary Grade 3 9• Applying knowledge about spelling patterns. • Punctuating dialogue correctly with commas and
• Capitalizing the beginning of sentences and quotation marks.
punctuating the end of each sentence.
READING • Reading “just right” books is important.
• Key terms:
Building an Independent Reading Life o choice
o fluency
Transfer o “just right”
Students will read a variety of books with purpose and o stamina
engage in conversations about their reading. o volume
Essential Questions Essential Skills- Students will be skilled at…
• How would I describe myself as a reader? • Selecting a “just right” text.
• What habits can help me grow as a reader? • Read a variety of print and digital texts.
• How do I make meaning of increasingly difficult • Knowing when to abandon a text.
texts? • Monitoring independent reading.
• How do conversations about reading deepen my • Engaging in a conversation with a partner or
understanding of the text? group.
• Reflecting on how reading habits impact reading
Understandings- Students will Understand that… success.
• Readers reflect and make intentional decisions • Responding to reading.
about their reading. • Self-monitoring reading.
• The more you read, the more skilled and capable • Setting goals about reading.
reader you become.
• Readers grow when they engage in conversations
centered around texts.
Key Knowledge- Students will Know…
Literature
• Thinking about books helps readers make Transfer
meaning. Students will read and comprehend a variety of genres to
• Reading daily is essential. become actively engaged members of a reading
• Conversations about books broaden readers’ community.
perspectives.
Winnetka Public Schools District 36 Curriculum Summary Grade 3 10Essential Questions • Key terms:
• How do readers use comprehension skills and o elements of a story
strategies to deepen their understanding of ▪ character
literature? ▪ setting
• How does the author’s point of view influence the ▪ plot: story arc, problem, solution
reader’s interpretation? ▪ narrator
• What can readers learn by comparing texts? ▪ point of view
• How do readers respond to literature? ▪ theme
o retell/recount
Understandings- Students will Understand that… o compare
• Readers construct meaning from text using literal o contrast
information and inferential thinking. • Different ways to respond to literature such as
• Readers identify a text’s organizational structure journal, letters, post-its, discussions, graphic
to comprehend the text. organizers.
• Readers distinguish their own point of view from
the author’s point of view or choice of narrator.
• Readers compare and contrast texts in order to
learn about character, setting, plot, and theme. Essential Skills- Students will be Skilled at…
• Readers respond to literature in a variety of ways • Determining the meaning of words and phrases in
in order to deepen their understanding. a text.
• Retelling and recounting setting, key events, and
Key Knowledge- Students will Know… characters.
• The difference between genres (for example • Using comprehension strategies to understand
folktales, fables, myths, tall tales, realistic fiction, literature. Examples include:
historical fiction, mystery, drama/reader’s theatre, o asking and answering questions
poetry, and fantasy). o determining importance
• Comprehension skills such as asking and o making connections
answering questions, determining importance, o making inferences and supporting that with
inferring, making connections, and visualizing. evidence
• Text evidence must be found directly in the text. o making predictions
• Text structure such as scene, chapter, and stanza. o visualizing
• Authors have a central message and purpose. • Identifying the text structure and author’s point of
• Words and phrases in text convey certain view.
meanings and may be literal or nonliteral. • Discussing author’s central message and purpose.
Winnetka Public Schools District 36 Curriculum Summary Grade 3 11• Comparing and contrasting two or more texts. • The events, ideas, concepts, and processes in an
• Using evidence to support opinions and ideas in informational text are related to one another and
reading response work. to the main idea.
Key Knowledge- Students will Know…
• Comprehension skills such as asking and
answering questions, determining importance,
inferring, making connections, and visualizing.
Informational • Informational texts give true/accurate information
(facts) and express opinions
Transfer about a topic.
Students will read informational texts to learn more • Informational texts answer, explain, or describe
about the world and inform decision making. the topic.
• Details of an informational text support a main
Essential Questions
• How can readers deepen their understanding of
idea.
• Some of the ways informational texts can be
informational texts?
• How does text structure influence the way readers
organized include cause and effect, time-order
analyze and comprehend the text? sequence, and compare and contrast (text
• What can readers learn by comparing the main
structures).
• Informational texts often include visual images or
ideas and key details in two or more texts?
• How are the parts of an informational text
illustrations that help explain or clarify what is in
connected? the text. Examples include:
o diagrams/graphs
Understandings- Students will Understand that… o maps
• Informational texts provide answers to questions o photographs
and build understandings of or interest in a topic. • Text features and search tools in informational
• Readers build knowledge by reading multiple texts texts, including digital texts, make the text easier
on a topic. to read and information easier to find. Examples
• Readers identify a text’s organizational structure include:
to comprehend the text. o headings
• Informational texts are organized around main o sub-headings
ideas and supported by key details that o bold print
help explain those ideas. o tables of contents
Winnetka Public Schools District 36 Curriculum Summary Grade 3 12o glossaries • Describing the relationship between the ideas
o indexes presented in a text (e.g.series of historical or
o key words scientific events, scientific ideas or content, or
o sidebars steps in technical procedures) using language that
o hyperlinks pertains to time, sequence, and cause and effect.
o icons • Comparing and contrasting texts on a topic.
o captions
o labels
• Different texts can provide varying perspectives on
a topic.
LISTENING
Essential Skills- Students will be skilled at…
• Using comprehension strategies to understand • Develop effective listening behaviors
informational text. Examples include: • Listen and respond to others respectfully in social
o asking and answering questions settings as well as formal learning situations
o determining importance • Receive, remember, and evaluate information for
o making connections different purposes
o making inferences and supporting them with • Follow multi-step directions
evidence • Demonstrate active listening by: formulating
o making predictions questions and making relevant comments
o visualizing
• Determining the main idea or big idea of a text SPEAKING
and the supporting details. • Develop oral presentation skills: articulate,
• Determining fact from opinion within a text. enunciate, project voice, pace speech, speak
• Identifying the informational text fluently, and stay on topic
structures. Examples include: • Incorporate non-verbal expressions for delivery of
o cause and effect the message
o compare and contrast • Use speaking skills to make relevant contributions
o chronological to oral discourse and to be concise
• Utilizing text structure to enhance understanding. • Use verbal and non-verbal strategies to
• Determining the meaning of unfamiliar words. communicate and resolves conflict
• Identifying and using text features.
VIEWING
Winnetka Public Schools District 36 Curriculum Summary Grade 3 13• Identify the purpose of a visual
• Express personal responses to visuals
• Obtain and begins to interpret information from a
variety of visual forms
• Begin to recognize the significance of non-verbal
cues in communication
WORD STUDY
VISUALLY REPRESENTING
• Express feelings and ideas through body language
There is an explicit and systematic approach to teaching
and facial expressions
spelling and word study. Explicit instruction is balanced
• Use a variety of techniques to convey meaning
with differentiated studies and word consciousness.
• Select and uses appropriate graphic organizers to
Word consciousness refers to providing a print/word rich
record information and promote comprehension
environment, fostering word play, integrating vocabulary
• Arrange or manipulates physical environment to
in writing, and reading aloud.
create meaning or mood
• Use a variety of media to visually represent
As skills are introduced, students engage in activities for
information, ideas, and feelings
repeated practice. There is high exposure to words in
context and within content. Vocabulary acquisition is
connected to content areas such as math, social studies,
READING SUPPORT SERVICES
and science as well as to the arts, kinetic wellness, and
Additional individualized reading support is available for
technology. Through explicit teaching and an integrated
third grade students as appropriate. The classroom
approach, students are exposed to a high volume of
teacher will recommend this service as needed.
words each year.
Spelling includes the following:
ENGLISH AS A SECOND LANGUAGE (ESL)
• Spelling patterns
Support services for English Language Learners are
• Word families
available.
• High frequency words
Winnetka Public Schools District 36 Curriculum Summary Grade 3 14Vocabulary acquisition includes the following: • Form and use compound sentences.
• Phonics and word recognition • Form and use regular and irregular plural nouns
• Unknown and multiple-meaning words and and verbs.
phrases • Form and use simple verb tenses (e.g. I walked; I
• Greek or Latin affixes and roots walk; I will walk).
• Figurative language, word relationships, and • Produce and expand simple sentences.
nuances in word meanings • Capitalize appropriate words in titles (The Cat in
• General academic words and phrases the Hat).
• Domain-specific words and phrases • Use commas in addresses.
• Form and use possessives.
GRAMMAR AND MECHANICS • Use conventional spelling for high-frequency and
other studied words and for adding suffixes to
As educators, we know that students’ development as base words (e.g. sitting, smiled, cries,
writers is a complex process that is not necessarily happiness).
linear. Therefore, we believe that grammatical concepts • Use spelling patterns and generalizations (e.g.
should be explored in-depth and reinforced through word families, position-based spellings, syllable
multiple strategies over time. As teachers, we’ve patterns, ending rules, meaningful word parts) in
organized our grammar scope and sequence according writing words.
to three categories: exposure (concepts and ideas • Consult reference materials, including beginning
students are exposed to without explicit instruction), dictionaries, as needed to check and correct
introduction (skills and concepts that are introduced), spellings.
and independence (skills that are expected to be used • Produce, expand, and rearrange complete simple
independently as an integral part of a student’s writing and compound sentences (e.g., The boy watched
process). the movie; The little boy watched the movie; The
action movie was watched by the little boy).
Skills Introduced in Third Grade: • Consult reference materials, including beginning
• Explain the function of nouns, pronouns, verbs, dictionaries, as needed to check and correct
and adjectives, and their functions in particular spellings.
sentences. • Compare formal and informal uses of English.
• Use coordinating (for, and, nor, but, or, yet, so) • Use paragraphing - understanding how authors
and subordinating conjunctions (although, shift and organize ideas.
because, if, during).
Winnetka Public Schools District 36 Curriculum Summary Grade 3 15HIGH QUALITY INSTRUCTION:
• Values students as individual learners
• Provides meaningful tasks
• Emphasizes process and understanding of
mathematics to a level of depth appropriate for each
learner
• Encourages students to learn from one another
• Provides time to develop perseverance, a level of
expertise, and an appreciation of the connectedness
of math concepts to the real world
MATHEMATICS • Endorses multiple methods for students to
demonstrate understanding through the use of
The mission of The Winnetka Public Schools different modalities (manipulatives, pictures and
mathematics program is to engage all students in a models, oral and written language, real world
challenging curriculum of high-quality mathematics. situations, written symbols)
We believe that classroom community engages students We believe that high quality curriculum and assessment
and supports the development of positive mathematical allow for acquisition of knowledge, development of
dispositions. meaningful understanding, application and transfer of
knowledge.
AN ENGAGING MATH ENVIRONMENT:
• Promotes a mindset of inquiry, risk taking, flexible HIGH QUALITY CURRICULUM:
thinking, and problem solving • Develops skills and concepts in tandem
• Fosters collaboration, communication, and critique as • Applies concepts to real life contexts and new
critical components of understanding situations
• Encourages multiple approaches, using tools and • Values reflection as part of the learning process
technology strategically • Is informed by research, state and national
• Encourages analysis of a variety of solutions as well standards, and guided by national mathematics
as misconceptions organizations
We believe that high quality instruction is the foundation HIGH QUALITY ASSESSMENT:
for the development of proficient mathematical learners. • Encompasses a wide range of assessment techniques
Winnetka Public Schools District 36 Curriculum Summary Grade 3 16• Is an ongoing process understanding, and application
• Provides feedback to inform student and teacher,
resulting in the growth of all learners
• Addresses procedural skill and fluency, conceptual
LEARNING OUTCOMES/MATHEMATICAL PRACTICES • Describing and analyzing two-dimensional
shapes.
In grades K-8, the mathematics curriculum provides
learning experiences that develop mathematically
proficient students who can:
• Make sense of problems and persevere in solving GRADE 3 OVERVIEW
them.
• Reason abstractly and quantitatively. Operations and Algebraic Thinking
• Construct viable arguments and critique the • Represent and solve problems involving
reasoning of others. multiplication and division.
• Model with mathematics. • Understand properties of multiplication and the
• Use appropriate tools strategically. relationship between multiplication and division.
• Attend to precision. • Multiply and divide within 100.
• Look for and make use of structure. • Solve problems involving the four operations, and
• Look for and express regularity in repeated identify and explain patterns in arithmetic.
reasoning.
Number and Operations in Base Ten
GRADE 3 CRITICAL AREAS • Use place value understandings and properties of
operations to perform multi-digit arithmetic.
• Developing understanding of multiplication and
division and strategies for multiplication and Number and Operations- Fractions
division within 100. • Develop understanding of fractions as numbers.
• Developing understanding fractions, especially
unit fractions (fractions with 1 as the numerator). Measurement and Data
• Solve problems involving measurement and
• Developing understanding of the structure of estimation of intervals of time, liquid volumes,
rectangular arrays and of area. and masses of objects.
Winnetka Public Schools District 36 Curriculum Summary Grade 3 17• Represent and interpret data. their misconceptions, learn from mistakes and
• Geometric measurement: understand concepts of flexibly problem solve. As a result, students’ ideas
area and relate area to multiplication and to will evolve over time.
addition. • Students will learn in a rigorous environment that
• Geometric measurement: recognize perimeter as requires perseverance.
an attribute of plane figures and distinguish • Students will work collaboratively to develop their
between linear and area measures. understanding of science. They will communicate
their thoughts, observations, inferences, and
Geometry opinions using precise, scientific language.
• Reason with shapes and their attributes.
SCIENCE We believe science and engineering require both
Mission knowledge and practice because the NGSS practices,
crosscutting concepts, and content are equally
The mission of the Winnetka Public Schools science important.
program is to foster children's curiosity in the world • Students will be actively engaged in the scientific
around them and empower them with the knowledge and engineering practices, which will be visible in
needed to interact with the world as scientists and the classroom.
engineers. Our students are encouraged to pose • Students will use crosscutting concepts to connect
questions, investigate solutions, and justify their knowledge from various disciplines (STEAM) into a
thinking. Children will collaborate with each other, coherent and scientifically based view of the world.
engage in scientific and engineering practices, • Students will learn scientific content through hands
persevere, and creatively investigate phenomena and on experiences and reflect to build understanding.
solve problems.
We believe children are born investigators and it is
Beliefs important to connect to students’ passions and
experiences to further spark their curiosity.
We believe in deep exploration of important concepts • Students will be creative designers and thinkers,
and the opportunity for students to develop meaningful further developing their sense of wonder and passion
understanding over time. for the world around them.
• Students will have sustained opportunities to identify • Students will have equitable access to science
Winnetka Public Schools District 36 Curriculum Summary Grade 3 Page 18learning, materials, and experiences. the water cycle process.
• Students will be challenged with scientific and • Weather data can be used to describe typical
engineering tasks that apply to the world they live weather conditions expected during a particular
in; these tasks will inspire lifelong learning and draw season.
on children’s motivation to engage with their • Patterns of change can be used to make
surroundings. predictions.
• Design solutions can reduce the impacts of weather-
We believe that, as educators, it is important to stay related hazards.
committed to our science curricular progressions to ensure a • Cause and effect relationships are routinely
meaningful, coherent journey for each child K-8. identified, tested, and used to explain change.
• Engineers improve existing technologies or develop
EARTH AND SPACE SCIENCE new ones to increase their benefits, to decrease
known risks, and to meet societal demands.
Big Ideas: Weather and Climate • Science affects everyday life.
Students organize and use data to describe typical
weather conditions expected during a particular season. Key Knowledge- Students will Know…
By applying their understanding of weather-related • Climate describes patterns of typical weather
hazards, students are able to make a claim about the conditions over different scales and variations.
merit of a design solution that reduces the impacts of Historical weather patterns can be analyzed.
such hazards. • A variety of weather-related hazards result from
natural processes (flooding, wind, lightning,
Essential Questions hurricane, tornado, drought); humans cannot
• How does water move and change? eliminate hazards but can reduce their
• How does water make the Earth unique? impacts.
• What regulates weather and climate? • Key Terms
• How do weather-related hazards impact individuals o water
and society? o water cycle, evaporation, condensation,
• How do scientists answer questions? precipitation, accumulation
• How do engineers solve problems? o climate, weather
o weather forecast
Understandings- Students will Understand that… o weather hazard
• Water has unique properties which are important to
Winnetka Public Schools District 36 Curriculum Summary Grade 3 Page 19Essential Questions
Essential Skills- Students will be able to… • How do organisms live and grow?
• Analyze and Interpret Data. • How do external structures of organisms enable
• Engage in Argument from Evidence life’s functions?
• How do living organisms get what they need from
the environment?
• How do scientists answer questions?
• How do engineers solve problems?
Understandings - Students will Understand that…
• Life cycles of organisms have similarities and
differences. Similarities and differences in patterns can
LIFE SCIENCE be used to sort and classify natural phenomena.
• Organisms have different traits and adaptations.
Big Ideas: Adaptations and Variation of Traits, & Some traits are inherited, some change because of
Interdependent Relationships in Ecosystems the environment. Cause and effect relationships are
routinely identified, tested, and used to explain change.
Students develop an understanding of the similarities
and differences of organisms’ life cycles. Organisms • Some variations in characteristics among individuals
have different inherited traits, and the environment can of the same species may provide advantages in
also affect the traits that an organism develops. surviving, finding mates, and reproducing. Patterns
Students construct an explanation using evidence for can be used to make predictions.
how the variations in characteristics among individuals • The environment can also affect the traits that an
of the same species may provide advantages in organism develops. When the environment changes
surviving, finding mates, and reproducing. Students some organisms survive and reproduce, some move
develop an understanding of types of organisms that to new locations, some move into the transformed
lived long ago and also about the nature of their environment, and some die.
environments. When the environment changes some
organisms survive and reproduce, some move to new Key Knowledge- Students will Know…
locations, some move into the transformed • Organisms have unique and diverse life cycles.
environment, and some die. • Organisms vary in how they look and function
because they have different inherited traits; the
Winnetka Public Schools District 36 Curriculum Summary Grade 3 Page 20environment also affects the traits that an organism two objects not in contact with each other. They apply their
develops. understanding of magnetic interactions to define a simple
design problem that can be solved with magnets.
• Being part of a group helps animals obtain food,
defend themselves, and cope with changes.
Essential Questions
• Populations of organisms live in a variety of • In what ways can objects move?
habitats. Change in those habitats affects the • How can one predict an object’s continued motion,
organisms living there. changes in motion, or stability?
• For any particular environment, some kinds of • What underlying forces explain the variety of interactions
organisms survive well, some survive less well, and observed?
some cannot survive at all. • How do scientists answer questions?
• How do engineers solve problems?
Understandings- Students will Understand that…
• Key Terms
• Balanced and unbalanced forces have effects on the
o organism, populations
motion of the object.
o survival • There is a cause and effect relationship of electric or
o habitat magnetic interactions between two objects not in contact
o adaptations, traits with each other. Cause and effect relationships are routinely
identified, tested, and used to explain change. Patterns of
o life cycle, growth, reproduction
change can be used to make predictions.
• Scientific discoveries about the natural world can often lead
Essential Skills- Students will be able to… to new and improved technologies, which are developed
• Analyze and interpret data. through the engineering design process.
• Develop and use models.
• Construct explanations and design solutions.
Key Knowledge- Students will Know…
• Each force acts on one particular object and has both
PHYSICAL SCIENCE strength and a direction.
• An object at rest typically has multiple forces acting on it,
Big Ideas: Forces and Interactions but they add to give zero net force on the object.
Students determine the effects of balanced and unbalanced • Objects in contact exert forces on each other. Some
forces on the motion of an object and the cause and effect forces act even when the objects are not in contact.
relationships of electric or magnetic interactions between • The patterns of an object’s motion in various situations
Winnetka Public Schools District 36 Curriculum Summary Grade 3 Page 21can be observed and measured. o system, electric circuit, open/closed circuit,
• Key Terms conductor/insulator
o energy, energy transfer, forces, motion o switch
o evidence, data o electromagnet
o magnet, magnetism, repel/attract o energy source (battery or D-cell), energy,
SOCIAL STUDIES
Mission Statement
In the social sciences, we recognize that we live in an
increasingly interconnected world with varying beliefs,
perspectives, and values. In modern times, it has Key Beliefs
become vital for individuals to learn to navigate and The Committee established key beliefs that serve as
interpret the vast array of information they are exposed drivers for the curriculum development process. The
to on a daily basis. It is our mission to educate the key beliefs were used in concert with the new state
youth of Winnetka to responsibly, respectfully, and standards in developing the curriculum framework
actively evaluate that information; to understand the documents.
root causes of what they encounter in modern life and
the circumstances that drive others to differ and to take • Inquiry: Children question the world around
action towards positive change as responsible citizens them, recognize societal issues, and develop
of a democracy. meaningful investigations through inquiry.
• Social Responsibility: The classroom is a
microcosm for social problem solving and
change, where children develop skills and
attitudes needed for fair play, cooperation, and
self-expression. Students learn that together,
human beings can make a difference.
• Action-Democracy: Social Studies provides
opportunities towards developing reflective and
active democratic citizens with the ability to
understand and evaluate other viewpoints, who
support a just and humane society, now and in
the future.
Winnetka Public Schools District 36 Curriculum Summary Grade 3 Page 22• Civics: Develop responsible citizens in a global • Communicating Conclusions and Taking
community through engagement in decision- Informed Action
making and consensus-building opportunities. • Communicating Conclusions
• Cultural Awareness: We believe in addressing • Critiquing Conclusions
past, current, and future challenges; to shine • Taking Informed Action
light into the darkness in the pursuit of
understanding. Children will encounter and
explore multiple viewpoints and perspectives to
develop critical thinking, empathy, and
compassion.
Illinois Social Studies Standards
Disciplinary Concepts
The vision put forth by the new standards is to produce • Civics
Illinois graduates who are civically engaged, socially • Civic and Political Institutions
responsible, culturally aware, and financially literate. • Participation and Deliberation: Applying
The Illinois Social Studies Standards adopted in 2017 Civic Virtues and Democratic
promote the acquisition of knowledge, but also Principles Processes, Rules, and Laws
promotes student participation as active members of • Geography
our democracy. To this end, the standards document • Geographic Representations: Spatial Views
has been organized into two complementary categories, of the World Human-Environment
Inquiry and Disciplinary Concepts, to provide a Interaction: Place, Regions, and Culture
framework for student success in the modern world: • Human Population: Spatial Patterns and
Movements
• Global Interconnections: Changing Spatial
Inquiry Skills Patterns
• Developing Questions and Planning Inquiries • Economics and Financial Literacy
• Constructing Essential Questions • Economic Decision Making
• Constructing Supporting Questions • Exchange and Markets
• Determining Helpful Sources • The National and Global Economy
• Evaluating Sources and Using Evidence • History
• Gathering and Evaluating Sources • Change, Continuity, and Context
• Developing Claims and Using Evidence • Perspectives
• Historical Sources and Evidence
Winnetka Public Schools District 36 Curriculum Summary Grade 3 Page 23• Causation and Argumentation • Groups of people make rules to create
responsibilities and protect freedoms.
KEY KNOWLEDGE- Students will know…
UNIT ONE
• Key Terms and Concepts
o Community
ESSENTIAL QUESTION o Empathy
• What does a community need to thrive? o Cooperation
o Compassion
SUPPORTING QUESTIONS • Universal Fundamental Needs
• What is a fundamental need?
o Transportation
• What is the difference between needs and wants? o Education
• How do you create a thriving community?
o Government
• How do people come together as a community to
o Food
solve a problem? o Clothing
o Shelter
TRANSFER GOAL o Belief System
Students will be able to independently use their o Recreation
learning to notice and appreciate the value of different o Communication
communities. • Types of different decision making structures.
• The names of roles and responsibilities within a
UNDERSTANDINGS- Students will understand… community.
• Because all people have fundamental needs, we
are more alike than different. ESSENTIAL SKILLS- Students will be skilled at…
• Each person in a community plays a role in the
• Creating fair rules and responsibilities.
success or decline of the community. • Making positive and productive group decisions.
Winnetka Public Schools District 36 Curriculum Summary Grade 3 Page 24• Working together to accomplish goals. KEY KNOWLEDGE- Students will know…
• Identifying the Universal Fundamental needs. Characteristics of the Woodland Region:
• Describing in writing and/or in pictures their • Food sources (e.g. deer, three sisters)
personal fundamental needs. • Types of Homes (e.g. longhouse, wigwam)
• Comparing and contrasting their personal • Clothing (e.g. deerskin dresses)
community to another community. • Recreation (e.g. games to build skills)
• Transportation (e.g. canoes, horses)
• Communication (e.g. sign language, Wampum
belts)
UNIT TWO
• Education (e.g. learn from elders)
• Government (e.g. Haudenosaunee/Five Nations)
ESSENTIAL QUESTION
• Belief System (reverence/connection to nature,
• How do the natural resources of an environment
Great Spirit, Mother Earth)
help humans to meet their fundamental needs?
Characteristics of the Plains Region:
SUPPORTING QUESTIONS
• Food sources (e.g. buffalo, corn)
• How did early Native Americans (Plains,
• Types of Homes (e.g. tipi)
Woodlands) meet their fundamental needs?
• Clothing (e.g. buffalo skin)
• What did an early Native American (Plains,
• Recreation (e.g. games to build skills)
Woodlands) community need to thrive?
• Transportation (e.g. horses, parfleche)
• What happens when the environment changes?
• Communication (e.g. buffalo skin drawings)
• Education (e.g. Vision quest)
TRANSFER GOAL
• Government (e.g. tribal structure)
Students will be able to independently use their
• Belief System (e.g. reverence/connection to
learning to understand and respect the identity and
nature, Great Spirit, Mother Earth)
culture of Native Americans.
UNDERSTANDINGS- Students will understand…
ESSENTIAL SKILLS- Students will be skilled at…
• How people live, depends on where a they live.
• Locating major landforms and bodies of water on
• Natural resources can vary depending on the
a map.
region in which one lives.
• Comparing and contrasting environmental
• There were many different Early Native American
characteristics regions of the United States.
Communities, each with their own unique
• Researching early Native American regions.
characteristics.
Winnetka Public Schools District 36 Curriculum Summary Grade 3 Page 25• Documenting how communities meet their • Pioneers relocated because their fundamental
fundamental needs. needs were not being met.
• Comparing and contrasting different Native • People try to improve their community over time.
American communities. • There are gains and risks when establishing a
new life.
KEY KNOWLEDGE- Students will know…
• The definitions of key terms (goods, services,
UNIT THREE money, currency, trade).
• Types of goods, services and currency.
ESSENTIAL QUESTION: • Characteristics of a rural, urban and suburban
• Why move west? community as related to goods and services they
typically produce.
• Characteristics of different currency/
SUPPORTING QUESTIONS exchange/bartering systems.
• How did Pioneer communities meet their
fundamental needs?
• What did Pioneer communities need to thrive? ESSENTIAL SKILLS- Students will be skilled at…
• What happens when the environment changes? • Distinguishing between a good and a service.
• Exchanging money for goods and services.
TRANSFER GOAL • Producing/providing needed goods and services.
Students will be able to independently use their • Recognizing a need for a good or service.
learning to evaluate the gains and risks of new • Explaining how everyday living is enhanced or
opportunities. limited by the resources in one’s community.
• Comparing and contrasting the implementation
of goods and services in different communities.
• Identifying the goods and services their local
UNDERSTANDINGS- Students will understand… community can and cannot provide.
Winnetka Public Schools District 36 Curriculum Summary Grade 3 Page 26FINE ARTS
LEARNING OUTCOMES
In grades K-8, the fine arts curriculum will provide learning experiences so that students:
• Understand the elements and qualities of a work of art and how they interact while developing skills as an
audience.
• Experience a variety of processes and tools to create in arts media.
• Use appropriate critical skills to evaluate elements in works of art and use appropriate skills, tools, and
materials to present ideas and feelings in performance.
• Demonstrate awareness of the differences in artistic styles of different periods of history and the
connections between history and culture.
GRADE 3 EXPERIENCES
ART
Art is an essential part of a child’s education. The Winnetka Public School Art education program’s mission is to
provide students with a nurturing environment essential to becoming lifelong creative and critical thinkers. Art
studio time develops the whole child creatively, intellectually, socially and emotionally. Through studying past
and present artists and practices, students learn to create, observe, discuss, interpret and analyze works at
hand.
CONTENT
Our visual arts curriculum strives to develop art content that is appropriate to each grade level and reflects the
child’s individual interests. It must also reinforce that being taught by the classroom teacher.
Winnetka Public Schools District 36 Curriculum Summary Grade 3 Page 27Winnetka Public Schools District 36 Curriculum Summary Grade 3 Page 28
Title: 2D/Drawing Level: Grade 3 Art
Big Ideas Essential Questions: questions that promote inquiry…
Observational Analysis How does one create the illusion of space on a two-dimensional surface?
Creating & Making
How does one create visual texture on a two-dimensional surface?
Critical Thinking, Reflection,
Intention How do different media, processes and techniques affect expression?
Art History & Society
Students will Know… Students will Understand that… Students will demonstrate the ability
to Do the following…
K1: Foreground, Middleground, Background. U1: Artists can use many techniques for D1: Draw to create the illusion of depth using
K2: Value Scale. creating the illusion of space and depth, and foreground, middleground, and background.
K3: Art historical references. texture. D2: Draw using a range of value, blending, and
shading.
D3: Identify art historical references.
National Content Standard (K-4) #1: Understanding and applying media, techniques, and processes.
National Content Standard (K-4) #2: Using knowledge of structures and functions.
National Content Standard (K-4) #3: Choosing and evaluating a range of subject matter, symbols, and ideas.
National Content Standard (K-4) #4: Understanding the visual arts in relation to history and cultures.
National Content Standard (K-4) #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others.
National Content Standard (K-4) #6: Making connections between visual arts and other disciplines
Winnetka Public Schools District 36 Curriculum Summary Grade 3 Page 29Title: 3D Level: Grade 3 Art
Big Ideas Essential Questions: questions that promote inquiry…
Observational Analysis How does art teach us about the past?
Creating & Making
Critical Thinking, Reflection,
Intention
Art History & Society
Students will Know… Students will Understand that… Students will demonstrate the ability
to Do the following…
K1: Static vs. kinetic 3D art. U1: 3D works of art can tell/teach us about D1: Create a 3D work of art that reflects the
K2: How symbols are used in 3D works of art. past and present cultures. understanding of another culture.
K3: Art historical & cultural references.
National Content Standard (K-4) #1: Understanding and applying media, techniques, and processes.
National Content Standard (K-4) #2: Using knowledge of structures and functions.
National Content Standard (K-4) #3: Choosing and evaluating a range of subject matter, symbols, and ideas.
National Content Standard (K-4) #4: Understanding the visual arts in relation to history and cultures.
National Content Standard (K-4) #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others.
National Content Standard (K-4) #6: Making connections between visual arts and other disciplines
Winnetka Public Schools District 36 Curriculum Summary Grade 3 Page 30MUSIC
Students will acquire a lifelong interest in and appreciation of music through active exploration, engagement, and
reflection.
Title: Composing/Creating Level: Grade 3 General Music
Big Ideas Essential Questions: questions that promote inquiry…
Creating and Sharing How does composition allow us to express ourselves?
Fundamental Skills
Listening and Observing
Is there only one correct way to compose?
How do famous composers write their works? How is what they do similar to what I do in class?
Students will Know… Students will Understand that… Students will demonstrate the ability to
Do the following…
K1: An increasing number of musical choices need U1: Compositions can be organized in an D1: Compose larger pieces and improvise more
to be made when composing alone and in groups. increasingly diverse amount of ways. complex rhythmic and melodic
K2: More advanced means of notation. U2: Instruments in our compositions do not all accompaniments alone and in groups.
K3: Form in composition may include: have to play the same musical line but may be D2: Show and share compositions with others
-Verse, Refrain layered in different ways. by notating, as best they can, their
-Theme & Variation U3: Composition can express ideas and feelings. compositions.
-First & Second Ending D3: Compose pieces that contain more than one
K4: Terms: musical line.
-Texture D4: Continue to use and apply an increasing
-Tempo number of skills learned in rhythm, form, and
-Dynamics melody in compositions.
-Tonality D5: Reflect on peers’ improvisations and
compositions.
National Standard 3: Improvising melodies, variations, and accompaniments
National Standard 4: Composing and arranging music within specified guidelines
National Standard 7: Evaluating music and music performances
National Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts
Winnetka Public Schools District 36 Curriculum Summary Grade 3Title: Listening Level: Grade 3 General Music
Big Ideas Essential Questions: questions that promote inquiry…
Music and Culture How can elements of music affect how you are feeling?
Listening and Observing What is the relationship between written words and elements of music in a composition?
Creating and Sharing
Fundamental Skills
Students will Know… Students will Understand that… Students will demonstrate the ability to
Do the following…
K1: The unique sounds that individual instruments U1: Each composer has a unique strategy in D1: Describe an expanded array of instruments
make. choosing instruments for a piece of music. heard in a piece of music individually or
K2: There are a variety of common forms used in U2: Composers use a variety of formulas to simultaneously.
compositions (i.e., AB, ABA, ABC, verse/refrain, organize music. D2: Identify the musical form of a piece.
rondo). U3: There is a connection between music, D3: Demonstrate an understanding of musical
K3: Terms: culture and history. form when singing, playing and listening.
- Melody D4: Describe in musical terms the elements of
- Harmony music being heard.
- Rhythm D5: Listen to music from different cultures and
- Form time periods.
- Dynamics
- Tempo
- Timbre
National Standard 1: Singing, alone and with others, a varied repertoire of music
National Standard 2: Performing on instruments, alone and with others, a varied repertoire of music
National Standard 6: Listening to, analyzing, and describing music
National Standard 9: Understanding music in relation to history and culture
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