Curriculum Overview


Curriculum Overview

What to expect your child will learn this year in third grade:

In Reading, students will be learning a variety of reading strategies throughout the year.  We use a reader's workshop model in my classroom (using the CAFE reading strategies, and The Success for All program).  Class read-alouds will be used to help model the reading strategies during whole group meeting time.  Students also will engage in independent reading time where they will practice and apply the reading strategies. 

Language Arts:

The reading component of the language arts curriculum, mentioned above, also explores a wide range of genres including novels, biographies, short stories, non-fiction, poetry, fairy tales, tall tales, and plays. A major goal of our program is to have each child develop a love for reading and writing. We incorporate spelling and grammar into our lessons daily.

The class will be writing a lot this year.  I use a writer's workshop approach during our writing time.  Students will be going through the complete writing process.  Students will be prepared to write personal and imaginative narratives. The traits of good writing are:  Ideas, Organization, Voice, Sentence Fluency, Word Choice, Conventions and Presentation.
Classes follow the basic North Carolina math standards, such as Number Sense, Algebra, Geometry, Measurements, and Probability. Students are encouraged to use higher level thinking skills and apply information they know.
The topics we will be studying are: 

Social Studies:  

Success For All:
Success For All is a school wide reading program at CVA. The reading program begins each morning from 9:00am to 10:30am. Each student has to take the SFA assessment, and is placed according to their reading level. North Carolina elementary schools using the Success for All reading program make outstanding progress on the End-of-Grade Reading assessments.The benefit is that it accelerates students and sets high expectations for them Success for All (SFA), a schoolwide research-based reform model developed by Robert Slavin and his associates at Johns Hopkins University. It is based on the premise that all students can and must succeed in the early. It provides students with intensive instruction in language arts, extensive professional development to help teachers succeed with every student, and an active family support program.

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